Childminding workforce trends qualitative research report

Footnotes

1. Early Learning and Childcare Statistics 2020, Care Inspectorate, March 2022

2. Early Learning and Childcare Statistics 2020: supporting table 33, Care Inspectorate, March 2022

3. SCMA, 2020: #TellSCMA 2020: Childminding and You. When asked how likely it is that they would be childminding in five years' time, 49% said likely, 26% said they don't know and 25% said it was unlikely (sample: 1463 SCMA members).

4. Skills Development Scotland. (2018). Skills Investment Plan: For Scotland's early learning and childcare sector. Glasgow: Skills Development Scotland.

5. Early Learning and Childcare Statistics 2020, Care Inspectorate, March 2022

6. Statistical Summary Report Quarter 3 2021/22 (Care Inspectorate)

7. Early Learning and Childcare Statistics 2020, Care Inspectorate, March 2022

8. Early Learning and Childcare Statistics 2020, Care Inspectorate, March 2022

9. The expansion of funded ELC, originally intended for August 2020, was paused in April 2020 to give local authorities the flexibility to focus on responding to the Covid-19 pandemic.

10. Early learning and childcare expansion section of Scottish Government website

11. See Funding follows the child and the national standard for early learning and childcare providers: principles and practice - gov.scot (www.gov.scot) (accessed 26 October 2021)

12. Funding follows the child and the national standard for early learning and childcare providers: interim guidance - gov.scot (www.gov.scot)

13. Funding follows the child and the national standard for early learning and childcare providers: operating guidance; Funding follows the child and the national standard for early learning and childcare providers: interim guidance - update March 2021

14. See Scottish Government, 2021 School age childcare: progress report and overall Programme for Government 2021-22.

15. SCMA (2019): Early Learning and Childcare Audit 2019.

16. It was agreed that 'considering' means they must have at least taken some action to research what is involved, such as requested the Becoming a Childminder brochure from the SCMA, searching online, etc.

17. It was agreed that we would not focus on those that are close to retirement unless they were thinking about retiring earlier than expected

18. See Scottish Social Service Sector: Report on 2019 Workforce Data (p.38)

19. Scottish Government Urban Rural Classification. Based on postcode of participant.

20. Scottish Index of Multiple Deprivation. Based on postcode of participant.

21. Using Excel, with each column representing a theme and each row an individual interview, so that the data can be sorted in different ways for further analysis.

22. We interviewed seven people who did not identify as white British or white Scottish. This included two participants from an ethnic minority or mixed background and five participants who identified as being from other white backgrounds.

23. SCMA, 2021: Above and Beyond, SCMA Annual Review 2020-2021

24. Early Learning and Childcare Statistics 2020: supporting tables, Care Inspectorate, March 2022

25. Scottish Social Services Council (2021) Scottish Social Service Sector: Report on 2020 workforce data

26. Early Learning and Childcare Statistics 2020: supporting tables, Care Inspectorate, March 2022

27. Scottish Social Services Council (2021) Scottish Social Service Sector: Report on 2020 workforce data

28. Early Learning and Childcare Statistics 2020: supporting tables, Care Inspectorate, March 2022

29. Early Learning and Childcare Statistics 2020: supporting tables, Care Inspectorate, March 2022

30. Scottish Social Services Council (2021) Scottish Social Service Sector: Report on 2020 workforce data

31. Day care of children" is defined as "A service which provides care for children on nondomestic premises for a total of more than two hours per day and on at least six days per year. It includes nursery classes, crèches, after school clubs and play groups. The definition does not include services which are part of school activities or activities where care is not provided such as sports clubs or uniformed activities such as Scouts or Guides." (From Scottish Social Services Council (2020): Scottish Social Service Sector Report on 2019 Workforce Data.)

32. Scottish Childminding Association. (2020): #TellSCMA: Childminding and You Survey Results 2020.

33. Campbell-Barr, V., Georgeson, J., Hohmann, U., Gulliver, K. (2020). Childminder Sustainability in England and Wales.

34. Scottish Childminding Association, 2020.

35. Department for Education. (2015). Study of Early Education and Development (SEED): Study of the quality of childminder provision in England. London: Department for Education.

36. Establishing demand for childminding services is complex. The SCMA Early Learning and Childcare Audit (2021) highlights that the expansion of ELC funded hours has led to reduced take-up of childminding places in some areas. The report suggests that this may, in part, be linked with issues relating to provider neutrality – in other words, whether childminding is being equitably promoted alongside other options for funded ELC. In this context, take-up of places may not always be a clear guide to potential underlying demand – if parents are not aware of childminding as an option, this may limit informed choice. The qualitative data gathered in this study – discussed in subsequent chapters – shows views on the impact of the expansion of ELC funded hours varied among current and former childminders. While some felt it had not impacted their services, others reported losing business as families moved their children to funded places in nurseries.

37. See Early Learning and Childcare Statistics 2020, Care Inspectorate, March 2022 and Early Learning and Childcare Statistics 2019, Care Inspectorate, January 2021.

38. Early Learning and Childcare Statistics 2020: supporting tables, Care Inspectorate, March 2022

39. Early Learning and Childcare Statistics 2020: supporting tables, Care Inspectorate, March 2022

40. Care Inspectorate: data accessed 24 November 2021. See Care Inspectorate (2021): Early learning and childcare statistics 2019 - Supporting Data Tables.

41. Scottish Childminding Association. (2020).

42. Reid, P., Hanks, J., Ferguson, A. (2019). Early Learning and Childcare Workforce. Glasgow: ekosgen

43. Scottish Childminding Association. (2020).

44. Further information on the SCMA Childminding Induction Support Programme.

45. Applicants do not need a specific qualification to become a childminder, but they do have to demonstrate their ability to provide for children's learning and development. If they wish to deliver funded Early Learning and Childcare (ELC) as a funded provider with their local authority, they need to adhere to the National Standard.

46. For example, the Your Childminding Journey website.

47. The SCMA Induction Support Programme includes training and one-to-one support from their Childminding & Membership Support Officers and the SCMA helpline. See the SCMA website for more information on the support they provide for those applying to be childminders.

48. The SCMA Childminding Induction Support Programme (this costs £200 but can be paid for via Individual Training Account funding).

49. Campbell-Barr, V., Georgeson, J., Hohmann, U., Gulliver, K. (2020).

50. Campbell-Barr, V., Georgeson, J., Hohmann, U., Gulliver, K. (2020).

51. Reid, P., Hanks, J., Ferguson, A. (2019). Early Learning and Childcare Workforce. Glasgow: ekosgen

52. Scottish Childminding Association. (2020).

53. Bury, J., et al. (2020). Understanding the early years workforce: qualitative research findings. London: NatCen Social Research.

54. Glencross, K., Millar, C., Murray, L. and Simpson, E. 2021. Perceptions of the impact of childminding services on child, parent and family outcomes in Scotland. Scottish Government.

55. Scottish Childminding Association. (2020).

56. Bury et al. (2020). Understanding the Early Years Workforce: qualitative research findings. London: NatCen Social Research.

57. Social Mobility Commission. (2020). P5

58. There are seven core policies required for registration with the Care Inspectorate, covering: complaints; child and/or adult protection; medication; infection control; food and nutrition; promoting positive behaviour / use of restrictive practices (service dependent); and (for those that employ an assistant), recruitment.

59. In addition to the policies above, the Care Inspectorate requires that all children have a 'personal plan' setting out how their health, welfare and safety needs will be met, which is reviewed at least once every six months (See the Care Inspectorate website for more information on personal plans). Childminders are also required to complete self-assessments and distribute parent questionnaire prior to inspections.

60. Campbell-Barr, V., Georgeson, J., Hohmann, U., Gulliver, K. (2020). P6

61. It should be noted that the Care Inspectorate has a procedure for handling any complaints that are raised with them about the conduct of inspections – see the 2014 Care Inspectorate publication: 'Procedure for handling complaints about the Care Inspectorate'.

62. Pascal, C., Bertram, T., Cole-Albäck, A. (2020). Early Years Workforce Review: Revisiting the Nutbrown Review – Policy and Impact. London: The Sutton Trust. p6

63. Campbell-Barr, V., Georgeson, J., Hohmann, U., Gulliver, K. (2020) p43

64. Reid, P., Hanks, J., Ferguson, A. (2019). Early Learning and Childcare Workforce p20

65. Siraj, I., Kingston, D. (2015). An Independent Review of the Scottish Early Learning and Childcare (ELC) Workforce and Out of School Care (OSC) Workforce. Edinburgh: The Scottish Government.

66. Paull, G., Wilson, C. (2020). Providers' finances: Evidence from the Survey of Childcare and Early Years Providers 2019. London: Department for Education. p15.

67. Skills Development Scotland. (2018).

68. SCMA's 2021 ELC audit found that only 168 childminders were delivering funded ELC for eligible two-year olds (4.1% of the workforce), and 709 for three- and four-year-olds (17.5% of the workforce).

69. Achieved or be working towards the benchmark qualification (SCQF Level 7 qualification with 68 credits, to be completed within five years).

70. Skills Development Scotland. (2018). Skills Investment Plan: For Scotland's early learning and childcare sector. Glasgow: Skills Development Scotland.

71. Campbell-Barr, V., Georgeson, J., Hohmann, U., Gulliver, K. (2020) p29-30

72. Callanan, M. (2014). Study of Early Education and Development: views and experiences of childminders. London: Department for Education. p32.

73. O'Regan, M., Halpenny A M., Hayes, N. (2019).

74. Pascal, C., Bertram, T., Cole-Albäck, A. (2020) p6 and p8

75. Scottish Childminding Association. (2020).

76. SCMA delivers community childminding services in different parts of Scotland through contracts with local authorities. These are early interventions for families who may be one step away from crisis and in which families are referred to SCMA by social work or health visitors for family support. Specially trained childminders, in turn, deliver this specialised support.

77. Care Inspectorate. (2021). Early learning and childcare statistics 2019.

78. Campbell-Barr, V., Georgeson, J., Hohmann, U., Gulliver, K. (2020).

79. Callanan, M., (NatCen Social Research) (2014) Study of Early Education and Development: views and experiences of childminders. London: Department for Education.

80. O'Regan, M., Halpenny A M., Hayes, N. (2019)

81. Skipp, A., Hopwood, V. (2017). Childminders' views on funded early education.

82. These positive impacts are supported by the SCMA's own experience of the benefits childminders report when they receive childminding specific support via Childminding Development Officers (employed by SCMA through local authority funded contracts). However, these are only currently employed in 10 local authority areas.

83. Yarrow, A., (2016). What we feel and what we do: emotional capital in early childhood work. Early Years (36:4), 361-366

84. Bury, J., et al. (2020) p2

85. Pascal, C., Bertram, T., Cole-Albäck, A. (2020). p10

86. Siraj, I., Kingston, D. (2015). P80

87. Campbell-Barr, V., Georgeson, J., Hohmann, U., Gulliver, K. (2020). P31 and 24

88. Glencross, K., Millar, C., Murray, L. and Simpson, E. 2021. Perceptions of the impact of childminding services on child, parent and family outcomes in Scotland.

89. Campbell-Barr, V., Georgeson, J., Hohmann, U., Gulliver, K. (2020). P23

90. Improvement Service. 2021 (data accessed 27 October 2021): See Early Learning and Childcare Expansion Delivery Progress.

91. Audit Scotland. (2020). Early learning and childcare: Follow-up.

92. Scottish Childminding Association. (2020).

93. Scottish Childminding Association. (2021): Early Learning and Childcare Audit 2021

94. Glencross, K., Millar, C., Murray, L. and Simpson, E. 2021. Perceptions of the impact of childminding services on child, parent and family outcomes in Scotland. Scottish Government.

95. Skipp, A., Hopwood, V. (2017). Childminders' views on funded early education. London: Department for Education.

96. Scottish Childminding Association. (2021): Early Learning and Childcare Audit 2021 (Sample: 217 childminders already delivering funded hours).

97. E.g. Glencross et al, 2021, op cit.

98. Glencross, K., Millar, C., Murray, L. and Simpson, E. 2021. Perceptions of the impact of childminding services on child, parent and family outcomes in Scotland. Scottish Government.

99. Glencross, K., Millar, C., Murray, L. and Simpson, E. 2021. Perceptions of the impact of childminding services on child, parent and family outcomes in Scotland. Scottish Government. (Qualitative research with 26 childminders and 26 parents)

100. Blanden, J., et al. (2020). Challenges for the childcare market: the implications of Covid19 for childcare providers in England. The Institute for Fiscal Studies.

101. Social Mobility Commission. (2020). The stability of the early years workforce in England: An examination of national, regional and organisational barriers.

102. Although funding was made available for childminders experiencing financial hardship at certain points during the pandemic (July and October 2020) as described in the Scottish Government paper 'Financial sustainability health check of the childcare sector in Scotland'

103. It is worth noting that the Care Inspectorate has now developed a separate Childminders' update, following similar feedback.

104. SCMA research undertaken in July-August 2021 – ELC Audit 2021.

105. Our Commitment to Childminding, The Scottish Government, 2021.

106. See the SCMA website for further information on their ongoing work on childminders' workloads (SCMA news item from 2021).

107. The Scottish Government's Commitment to Childminding Monitor Group already includes representation from the Care Inspectorate, COSLA, and ADES Early Years, in addition to Scottish Government, SCMA, Unite Childminding Branch, Care and Learning Alliance and Early Years Scotland. As such, the core agencies and organisations concerned are already involved in ongoing discussions around tackling bureaucracy.

108. Skills Development Scotland. (2019). Achieving Diversity in the Scottish Early Learning and Childcare Workforce.

109. See 'Our Commitment to Childminding, Promoting childminding as a choice.'

110. Glencross, K., Millar, C., Murray, L. and Simpson, E. 2021. Perceptions of the impact of childminding services on child, parent and family outcomes in Scotland.

111. From the point of view of parents, the main selling points were the flexible hours, the one-to-one attention and the nurturing, home-from-home setting. A lack of knowledge about the training, qualifications and experience of many childminders, and the regulations they must adhere to, were thought to be at the root of the public's misconceptions about childminding.

112. It should be noted that there was often the view that the core part of the role was satisfying (the actual work caring for children), but that the same difficulties that participants raised in this study were also mentioned (e.g. the extra work and stress caused by the pandemic, extra paperwork for ELC funded hours).