- Clear differences in quality ratings between Ofsted and other measures
- Reform of Ofsted reports is required to make information more accessible
- Local authorities must do more to equip parents making childcare choices
A new study by Daycare Trust, the University of Oxford, and A+ Education concludes that Ofsted grades are too broad to provide a detailed measure of quality in childcare settings, and are best used alongside other existing quality assessments. The research was funded by a grant from the Nuffield foundation and is published today alongside a new guide for parents on how to identify high quality childcare.
Researchers compared Ofsted inspections based on the Early Years Foundation Stage, with other quality assessments such as ECERS (Early Childhood Environment Rating Scale) and ITERS (Infant Toddler Environment Rating Scale), as well as quality assurance schemes. Focus groups were also carried out with parents, providers and local authorities to explore how these different measures are understood. Key details include:
- Some settings judged as outstanding or good by Ofsted were rated as lower quality on the ECERS and ITERS rating scales. This could have implications for funding as Ofsted ratings are currently used by many local authorities to determine which nurseries and preschools receive government early years funding for free childcare provision .
- Local authorities should use a range of indicators when allocating funding for existing free provision and in particular the extension of free childcare places to 40 per cent of two year olds by 2014.
- Many parents consulted felt that Ofsted reports did not provide all the information they needed to make a decision about a childcare setting.
Sandra Mathers, Lead Researcher from the Department of Education at the University of Oxford and Director of A+ Education Ltd said:
‘We should not forget that Ofsted is a regulatory tool rather than a detailed quality measure. Our research suggests that Ofsted grades cannot necessarily be relied upon as complete measure of quality, and may need to be complemented by other measures.'
“This has important implications for the way in which funding decisions around early education are made, and particularly the free entitlement for disadvantaged two year olds.” Anand Shukla, Chief Executive of Daycare Trust, added:
"There is overwhelming evidence that investing in high quality childcare in the formative years of a child's life can make the biggest difference to their life chances, but as this research proves parents are not currently equipped to make informed choices on quality.
“That is why Daycare Trust is calling on Ofsted to ensure its reports are accessible and useful to parents, and on local authorities to make more of the information they hold on childcare providers available to parents, to help them make choices based on quality.
“Given the high cost of childcare, parents deserve access to comprehensive information on quality so they can exercise informed choice.”
For more information or for a copy of the “Indentifying Quality in the
Early Years” please contact Daycare Trust Press Office on 0207 940 7525,
Out of hours 07796 886 648, press@daycaretrust.org.uk or the University
of Oxford Press Office on 01865 280534 or press.office@admin.ox.ac.uk
Notes for Editors:
Key Policy Recommendations
We recommend that:
- Decisions around quality, particularly those relating to funding and commissioning, are made using a broad range of quality indicators. We would caution against decisions being made on the basis of Ofsted grades alone.
- Where possible, decisions around quality should encompass assessments made over time rather than on the basis of a single ‘snapshot’. The knowledge of professionals who have supported settings over time can make an important contribution to assessing and improving quality, but this needs to be balanced against the need for commissioning decisions and quality measures to be transparent to both providers and parents.
- Local authorities are supported by central government in their use of additional quality measures and tools, through adequate funding and relevant policy/ statutory guidance.
- Providers are supported by local authorities and provider representative bodies to use a broad range of quality improvement tools to supplement regulatory Ofsted inspections. Alongside this, efforts are required to ensure providers understand that Ofsted grades do not give a full and complete picture of quality.
- Parents are provided with additional guidance to help them understand key aspects of early years practice, support them in knowing what to look for when visiting settings, and understand the role and remit of Ofsted.
- Efforts are made to ensure parents have access to other means of identifying high quality providers.
- Ofsted considers the extent to which quality for children under 30 months is effectively evaluated via inspections, and reflected in Ofsted reports. Alongside this, we recommend use of tools by providers and local authorities which consider the quality provided for different age ranges of children.
- Ofsted reviews the way in which information on settings’ strengths and weaknesses is provided via their reports.
Daycare Trust
Daycare Trust is the national childcare charity, campaigning for quality affordable accessible childcare for all and raising the voices of children, parents and carers. We advise parents and carers, providers, employers, trade unions and policymakers on childcare issues. We recognise that everyone is unique and we value difference in our communities. We listen to all views and are committed to act without prejudice. We offer a range of information on childcare, including finding and choosing childcare, and help with childcare costs. Visit http://www.daycaretrust.org.uk/ and http://www.payingforchildcare.org.uk/ for information. Daycare Trust is a member of the Campaign to End Child Poverty, www.endchildpoverty.org.uk.
The Department of Education at Oxford University
Oxford University has been making a major contribution to the field of education for over 100 years. The Department of Education today has a world-class reputation for research, for teacher education and for its Masters and doctoral programmes. The Department was one of six units from the Oxford Social Sciences Division ranked first in the RAE assessment 2008, according to figures from Research Fortnight. For more, go to www.education.ox.ac.uk
A+Education Ltd provides training, audit and support services based around the Environment Rating Scales - ECERS-R, ECERS-E, ITERS-R, FCCERS-R and SACERS. Its aim is to support settings and local authorities to use the scales as vehicles for raising quality, meeting EYFS obligations and improving outcomes for children. A+ Education Ltd currently works with over 40 local authorities and many settings across the country, using the ECERS and other scales to raise quality. For more, go to www.aplus-education.co.uk/index.html
The Nuffield Foundation is an endowed charitable trust that aims to improve social well-being in the widest sense. It funds research and innovation in education and social policy and also works to build capacity in education, science and social science research. The Nuffield Foundation has funded this project, but the views expressed are those of the authors and not necessarily those of the Foundation. More information is available at www.nuffieldfoundation.org
ECERS (Early Childhood Environment Rating Scale) and ITERS (Infant and Toddler Environment Rating Scale) are standardised quality assessment tools, used in many countries around the world for research and developing practice. They provide a measurable ‘profile' of quality in Early Years settings across a number of different dimensions of quality.
