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TitleAn Independent Review of the Scottish Early Learning and Childcare (ELC)
LanguageEnglish
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Total Pages157
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Page 1

An Independent Review of the Scottish
Early Learning and Childcare (ELC)
Workforce and Out of School Care (OSC)
Workforce
Professor Iram Siraj – [email protected]

Denise Kingston – [email protected]

UCL INSTITUTE OF EDUCATION University College London

15th April 2015

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An Independent Review of the
Scottish Early Learning and Childcare (ELC)
Workforce and Out of School Care (OSC) Workforce

Professor Iram Siraj – [email protected]

Denise Kingston – [email protected]

Institute of Education

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and Support theme, which was found to
be associated with children’s outcomes,
focuses on the behaviours, interactions
and experiences of the children within
the settings. It allows for consideration of
the individual child and how the setting
is providing for their individual needs. In
addition, the Care Inspectorate’s
inspections are underpinned by the
National Care Standards (Donnelley,
2009) where the focus on interactions,
understanding child development and
assessing and planning for individual
learning is very clear (see the section The
Care Inspectorate). The Care Inspectorate
are aware of the power of this particular
theme as they always inspect against it
even though they rotate other themes
routinely.

Within the discussions and focus groups,
and also in responses to the hub, over half
the respondents suggested that a strong
focus within the workforces should be early
years pedagogy.

‘Greater emphasis on early learning and the
accompanying pedagogy would be useful
and a greater focus on the nature of
genuine multi-agency working as set out by
the GIRFEC agenda would be welcome.’
(GTCS response to the hub first call)

‘We believe, as we have stated, that greater
depth and less diversity in skill sets should
characterise the early years workforce.
Deployment should, however, include direct
work with children, engagement with and
support for parents, offering a range of
effective developmental and learning
experiences, and paying specific attention
to closing the attainment and development
gap for the poorest and most vulnerable
children.’ (An early years network in
Scotland response to first call for evidence)

Recommendation

8) There is a strong feeling within Scotland that the focus should be on early
learning as well as childcare, and that the specific skills, attributes, dispositions
and knowledge necessary to support early years professionals in improving
children’s learning and development leading to enhanced children’s outcomes
within this age group 0-6 are not overlooked.

Include aspects of the Care and Support theme used by the Care Inspectorate
(which links to the National Care Standards, 2009) in future inspections as well
as in education, training and all qualifications designed to improve quality.

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In this section, consideration is given to
current guidance and curricula
frameworks towards which the ELC
workforce and the OSC workforce is
working. The professional standards and
registration process across both
workforces are then outlined and
discussed, together with key issues and
challenges.

7.1. ELC and OSC frameworks supporting
practice

Scotland has produced a number of
important practice guidance frameworks
for ELC and OSC in Scotland. These have
included School’s Out: Framework for the
Development of Out-of-School Care
(Scottish Executive, 2003), Pre-Birth to
Three (Learning and Teaching Scotland,
2010) and the Early Level (ages 3-6) of
Curriculum for Excellence 3–18 (Education
Scotland, 2015b) and, more recently,
Building The Ambition (Scottish
Government, 2014a), which was designed
to build on earlier frameworks, support
the policy direction of ELC as contained
in the Children and Young People Act
(Scotland) 2014, and give further
information and practical guidance on the
experiences and interactions necessary to
support children’s development from
birth until entry to school.

The School’s Out Framework (2003) for the
development of OSC is not like the other
frameworks included in this section which
typically concentrate on ensuring high
quality practice within early years settings
and look specifically at aspects of the
curriculum/activities and the adult’s role in
supporting learning and development. In
terms of guidance for good practice, it
includes case studies and children and
young people’s views on what they believe
good OSC settings provide. It also considers
OSC across Scotland, celebrating what was
there at the time and promoting high
quality settings as supporting children and
families. Finally, it identifies needs and
future directions: in particular, it points
towards the need to ensure that vulnerable
high quality OSC settings are supported to
stay open, and it recognises the need for
more settings suitable for older children
(from 11 to 14 years), as well as the need
for more settings suitable for supporting
children in need and with additional
support needs. While more up-to-date
information is available (e.g. Scottish Out of
School Care Network, 2013; and The Play
Strategy, Scottish Government, 2013) a
document looking specifically at quality
practices in OSC might be useful to support
Scotland’s vision.

Recommendation

9) Further develop the evidence base of high quality practice relating to the OSC
workforce within Scotland, including the production of an up-to-date version of
the Schools Out (2003) Framework, which offers further guidance on effective
practice.

7. Scotland’s curricula, guidance
frameworks and registration processes

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23. The government is committed to
having a graduate practitioner in all
early learning and childcare settings,
what are your views on this?

Skills, knowledge and experience

24. Are there particular skills, knowledge
and experiences that are specific to
early learning and childcare? And if so
what are they?

25. What would you say are the key
aspects of high quality early years
learning and childcare practice? How
do you ensure that that these
experiences exist in your setting?

Staffing

26. What do you think makes the best
team of early years practitioners? (You
may include: Early Years Teachers,
Early Childhood Practitioners, Nursery
Nurses, Nursery Assistants, Support
Assistants, Support Workers, others etc.)

27. Do you believe different staff require
different training and qualifications? If
so please explain.

28. Are there clear career pathways and
progression routes within early
learning and childcare for you and the
people you work with?

Answer: Yes / no / not sure
Please explain your answer

29. The government intends to expand the
Early Learning and Childcare workforce
in the future to support the learning
and care of more and younger children.
What advice would you give to ensure
the workforce is suitable and ready to
provide the high quality practice
necessary?

30. Are there any obstacles to developing
a higher quality workforce that you can
identify?

31. Any further information that you
believe would support the review of
the early learning and childcare
workforce.

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w w w . g o v . s c o t

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ISBN: 978-1-78544-379-4

Published by The Scottish Government, May 2015

Produced for The Scottish Government by APS Group Scotland, 21 Tennant Street, Edinburgh EH6 5NA
PPDAS48673 (05/15)

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