An Early Years National Funding Formula

1. An Early Years National Funding Formula the largest teachers’ union in the UK

2. The life chances of all young children depend to a critical extent on their ability to access high-quality education. It is, therefore, clear that the establishment of effective funding arrangements to support children’s ability to access statutory entitlements to early education must be regarded a priority. the largest teachers’ union in the UK

3. Nutbrown Review 2012 • The Government should specify the qualifications that are suitable for staff operating within the EYFS. These criteria should be based on the proposals set out in this report. • From 1 September 2013 must demonstrate that they meet the new ‘full and relevant’ criteria when being considered against the requirements of the EYFS. • The previously articulated plan to move to a single early years qualification should be abandoned. • The Government should consider the best way to badge qualifications that meet the new ‘full and relevant’ criteria so that people can recognise under what set of ‘full and relevant’ criteria a qualification has been gained. • September 2022, all staff counting in the staff:child ratios must be qualified at level 3. • September 2013, a minimum of 50% of staff in group settings need to possess at least a ‘full and relevant’ level 3 to count in the staff:child ratios. • from September 2015, a minimum of 70% of staff in group settings need to possess at least a ‘full and relevant’ level 3 to count in the staff:child ratios. • Level 2 English and mathematics should be entry requirements to level 3 early education and childcare courses. • Tutors should be qualified to a higher level than the course they are teaching. • All tutors should have regular continuing professional development and contact with early years settings. • Only settings that are rated ‘Good’ or ‘Outstanding’ by Ofsted should be able to host students on placement. • Colleges and training providers should look specifically at the setting’s ability to offer students high quality placements. • The Department for Education should conduct research on the number of BME staff at different qualification levels. • Newly qualified practitioners starting in their first employment should have mentoring for at least the first six months. If the setting is rated below ‘Good’, this mentoring should come from outside. • A suite of online induction and training modules should be brought together by the Government, that can be accessed by everyone working in early education and childcare. • A new early years specialist route to QTS, specialising in the years from birth to seven, should be introduced, starting from September 2013. • Any individual holding Early Years Professional Status (EYPS) should be able to access routes to obtain QTS as a priority. • Government considers the best way to maintain and increase graduate pedagogical leadership in all early years settings. • I am not recommending that the Government impose a licensing system on the early years sector. However, the Government should consider supporting a sector-led approach, if an affordable and sustainable one emerges with widespread sector support. the largest teachers’ union in the UK

4. SEED Report 2017 • High-quality staff were viewed as the foundation for good practice. • Case study staff recognised the importance of qualifications. • Staff/child ratios higher than statutory requirements increased the quality of their provision by giving staff more time to spend with each child. • Cuts in Local Authority funding that had reduced the availability of external training. • Collaborative working with local colleges to support apprentices through their Level 2 and Level 3 qualifications. • Parents felt reassured if their setting had good staff retention because this was felt to be an indicator of a happy workforce and because stable staff provided continuity of care. • Some parents considered staff qualifications when choosing a setting. For others, it was assumed that all staff would be relevantly qualified. A cross-cutting theme was the importance of staff that were qualified, knowledgeable and experienced because it was this skilled workforce that underpinned the practices that supported children to reach their full potential. Given the importance of a skilled workforce, settings with good practice worked hard to recruit and retain high quality staff, and prioritised ongoing support for their staff’s development. Strong leadership was also considered vital, and good practice was underpinned by leaders who led by example; fostered team work and had a clear vision of what they were aiming to achieve. the largest teachers’ union in the UK

5. Since 2010 • A reduction from £1.2 billion to £740 million. • 700 children’s centres ceased to operate. • Expansion of the PVI sector at the expense of maintained provision. • Diminishing central support for PVIs. the largest teachers’ union in the UK

6. Hourly funding rates • Three and four year olds entitled to 30 hours funded form September 2017. • Average rate increase from £4.56 to £4.88. • Maintained and PVI expressed concern that £4.88 will not secure stability. • PVI currently underfunded for statutory entitlement. • . . .topped up by parental contributions. • Cost of childcare review highlighted £4.25 PVI and £4.37 in maintained, this is not excessive but the additional costs need to be reflected. the largest teachers’ union in the UK

7. Minus ten per cent funding floor • No more then 10% reduction in hourly funding for LAs in 2016/17. • 5% in 2017/18/19 – full implementation in 2019/20. the largest teachers’ union in the UK

8. Funding factors • Three factors, 89.5% universal base rate, 10.5% additional needs and 1-1.9 area cost adjustment. • EAL is 1.5%, DLA is 1% (proxy for SEND). • 7p is EAL, 5p is SEN. the largest teachers’ union in the UK

9. Impact • Pressures on LAs in sustaining maintained provision. • Pressures in sustaining children’s centres. • Pressure in being able to provide suitable, qualified support to PVIs. • Impact on high-quality early years provision. the largest teachers’ union in the UK

10. SEND • Failing to ensure that LAs have the resources and powers to ensure effective support across the system. • Lack of clarity around the organisation of funding SEND support. • Lack of clarity around a central inclusion fund. • Consistency of provision and support for children across settings and geographically. • £12.5 million for children in receipt of Disability Living Allowance (DLA). • 95% funding passed to PVIs with no expectation, prediction of outcome or support. the largest teachers’ union in the UK

11. Pupil Premium • The Government should not claim that pupil premium will offset loss for LAs who lose out under the early years national funding formula. • It is regressive and will impact detrimentally on children with the highest level of deprivation and additional needs. the largest teachers’ union in the UK

12. Concerns • More generous funding for 112 LAs and less for 38 LAs. • Greater gains for PVIs 88% (schools 78%). • Impact of mandatory 95% funding pass through to providers. • Phase out of supplementary funding for maintained nurseries. • Lack of meaningful support for disadvantaged and vulnerable children. • The profile of LAs losing out. the largest teachers’ union in the UK

13. Camden, Hackney, Islington, Southwark, Tower Hamlets, Liverpool, Birmingham, Bristol, Stoke-on-Trent and Bradford . . . areas with existing high deprivation ‘it is important to acknowledge that some inner city local authorities are among the 38 local areas which stand to see reductions in their hourly funding rates under our proposed national funding formula . . . There is a strong link between these areas and BME groups – so again there is an impact on the protected characteristic of race (including ethnicity).’ the largest teachers’ union in the UK

14. NASUWT • Investment in early years. • Advocates of maintained provision however, quality of provision across maintained and PVI is priority. • Address barriers, including T&Cs of staff working in early years. • Recruitment and retention of staff has to be a priority. the largest teachers’ union in the UK