Before we start this afternoon’s proceedings, I remind Members that Mr Speaker enjoins us to wear our masks when we are not speaking, to maintain social distancing and to do all of those things that I know Members want to do anyhow.
That this House has considered the role of early years educators.
It is a pleasure to see you in the Chair, Mr Gray. Looking around me, I also see many friends and supporters of our early years sector. I thank them for taking time out of their schedules to come to debate this issue; I know that there are a lot of important competing issues in Parliament today.
I start with two declarations of interest. First, I am married to a hard-working early years educator, who will be arriving home very shortly to pick up the school run and then juggle all the different things that working mums do while working dads are in Parliament—or vice versa. Secondly, for the last couple of years it has been my pleasure to chair the all-party parliamentary group on childcare and early education; we held our annual general meeting in the last hour, actually. I want to extend my thanks to parliamentary colleagues who have supported our work over the last year and have committed to do so for the year ahead. I was somehow re-elected chairman of the group for the next year. I also thank many colleagues old and new who have agreed to serve as officers for the coming year: we have much to do.
This afternoon’s debate is timely. It rather wonderfully coincides with the all-party group’s annual childcare and early education week, which celebrates and promotes the hard work of our early years educators and sector. Our theme for this year is celebrating the role of the early years workforce as educators, which is what I wanted to place at the heart of my chairmanship of the group, and seeking to explore the challenges that the workforce faces and celebrate the good work that it does.
Last week, the all-party group held a forum for parents to share their experiences of early years educators and settings. It was chaired by the brilliant Professor Kathy Sylva of Oxford University. Professor Sylva is at this very moment providing an update to the meeting of our all-party group, which is being chaired in my absence by the Father of the House, my hon. Friend the Member for Worthing West (Sir Peter Bottomley). The session is being recorded, and I urge any colleagues who would like to catch up on it to follow our social media channels. Parents provided some incredible examples. I see this as an example of the very best work that we can do in Westminster, and I am sure that Professor Sylva will not mind me touching on some of the things that were said. One parent spoke about the empathy, patience and humour an early years educator shows when working with both her and her child, who has significant special educational needs. Another reminded us of the little freedoms that early years settings empower families to have. One lady said she occasionally has lunch with her partner; that may sound frivolous, but one the best things that we can do for our children is provide them with a loving, secure home environment—and making sure that mum and dad stay mum and dad is rather important, too. One phrase that touched me was from a parent discussing the key worker in their child’s early years setting, who said:
I know the hon. Member is a doughty champion for the early years sector. I have heard him mention his wife on several occasions and admire the work that she does. In an ideal world I would stay and make a speech in this debate, but I have to leave because I have moved to the shadow Treasury team and I have a commitment.
I wanted to come and pay tribute to the early years educators, and I am pleased the hon. Member still uses the term “educators”, because they are educators. They are not just key workers. They are the unsung heroes of our nation who make a massive difference to our children’s life chances. I do not think he mentioned how much they are paid, but on average, as he knows, it is only £7.42 an hour, which is dismal compared with how much it costs to live.
I wonder whether the hon. Member will comment on the fact that we need a cultural change in how we value and talk about early years practitioners and educators. Instead of just referring to the early years sector as childcare, we should also refer to early years educators and talk about early education. I could go on about this for ever.
It is funny how often, in my almost 12 years in this House, people say, “That is amazing; I was just about to come on to that in my speech”, and funnily enough, I was. The hon. Lady led on this subject when she led the all-party group, and she is absolutely right. Far too often we have seen early years practitioners presented as well-meaning amateurs who are good at changing and plasticine. They are good at those, but they are also educators, so she is absolutely right. Following on from what she said, I think a major contributing factor to the fact that we are losing people from the profession and not attracting them into it is that early years educators have been subject to so many misconceptions about their role that it has affected how their profession is viewed and then how it can attract people.
First and most commonly is the notion that early years educators somehow do not hold the same status as those who work in the subsequent parts of the education profession. That could not be further from the truth. The first few years of early education is the foundation on which lifelong learning, health and wellbeing are built. Handling this phase of a child’s life requires specialist knowledge and specialist approaches from trained, qualified practitioners. Early years educators are highly trained professionals and they hold specialist qualifications accordingly. Despite that, many settings are struggling to pay competitive salaries, and providers have therefore reported that staff are increasingly moving into sectors such as retail.
I congratulate the hon. Gentleman on securing this important debate. I apologise because I cannot stay for the full debate, either. On the point about pay, is it not linked to the fact that so many providers simply cannot cover the cost of their staff and their settings with the amount that they get from the Government for the so-called free hours of childcare—the 15 hours that is universal for three and four-year-olds and the 15 hours additional? We could have a whole debate on whether somebody like me should be entitled to those hours, which is a separate point, but I speak from experience as the mother of a three-year-old who gets only 27 hours of childcare a week, yet I still pay half of what I paid before he turned three. The providers simply cannot make ends meet, and that is why they cannot pay the staff properly and cannot train them well enough.
The hon. Lady is right. The early years settings that we hear from in the group report that funding for the hours offered under the flagship 30-hours entitlement, which of course I support, has not kept pace with the rise in minimum wage and all the other costs, so the gap between the cost of providing each hour versus what comes in has narrowed and narrowed, and the lines have crossed. That is why we are seeing a squeeze and settings closing. I thank her for that point.
Competitive pay is the least that any qualified professional should expect. I hope the funding announcement in the spending review, as I mentioned, will help to address that. However, the pandemic has added stress for everyone. It has added to the stress of skilled staff, including with the increased risk of exposure to infection that our early years professionals face. A loss of skilled staff means that the early years sector cannot deliver high-quality early education, which will especially affect the most deprived areas and the most disadvantaged children. I want to stress that point to the Minister; I know that he is acutely aware of it, and I hope he can address it in his closing remarks.
The early years workforce needs a step change in wages. The Government have gone far, but they need to go further. The Minister has my full support to take up our cause inside Government; we will back him all the way. Being a former junior Minister in the Department of Health and Social Care, I know that Under-Secretaries of State do not always have the swing vote on decisions in Her Majesty’s Treasury, which is why the Minister will need all the ballast we can provide. I think that I speak for all of us present in saying that we are there to provide it.
Urgency in addressing this area is underlined by my next point. Most early years places are delivered through private, voluntary or independent childcare settings. Maintained nurseries, such as Lanterns Nursery School in my constituency, play a vital role as well, but PVI providers deliver more than 80% of childcare places. PVI providers have a consistently good reputation across the board; like their maintained counterparts, PVI settings are overseen by Ofsted, which is good. In 2020, Ofsted ranked 96% of PVI providers as good or outstanding—up from 72% in 2012.
It is, as always, a pleasure to speak in a Westminster Hall debate, but it is also a pleasure to follow the hon. Member for Winchester (Steve Brine). I will put on the record, as others have, my thanks to him for all he does in relation to early years education. There is absolutely no doubt in my mind—I suspect that there is no doubt in the minds of any of us here today—that he has a deep passion and interest in this subject matter. That was illustrated in his speech today. He often raises crucial issues that impact our early years educators and I value—to be fair, I think we all value—his continued efforts in that regard.
I appreciate that, as the Minister will know, the early years system in England is different to that in Northern Ireland. Regardless, it is great to be here in Westminster Hall and to hear the view of others, and perhaps I can compare some of the things that happen here with what happens back home.
Particularly during the pandemic, our early years educators have had to deal with an unprecedented number of stresses, staffing being one of them; the hon. Gentleman referred to that in his contribution, as others did in their interventions on him. In a survey conducted by the Early Years Alliance in the autumn of 2021, 84% of respondents said that they were finding it difficult to recruit suitable new staff. No big surprise there, really; it is the same in Northern Ireland. Early Years has stated that
“Before Covid-19, Northern Ireland’s childcare sector worked hard but was under-resourced. Now it faces huge challenges, and shortages could hamstring our economic and social recovery from coronavirus.”
Thankfully, there is some hope and we in Northern Ireland have taken some action, including financially. The Health and Education Ministers have issued a £12 million support package for childcare providers. The two Ministers responsible in Northern Ireland have recognised the issue and responded in a constructive and physical way, to ensure that finances are there.
Does the hon. Gentleman agree that it is concerning that a report by the Education Policy Institute found that more than 40% of staff working in early years settings did not have access to training for speech and language? That is a growing area of concern, particularly as a result of the pandemic, and exacerbates the attainment gap for those from disadvantaged backgrounds. I am sure the Minister will say that the Government are putting money into early years training but, when that is worked out, it is about £460 per head of those working in the sector, and it will not cover the amount of need if we want to professionalise the workforce.
The Minister heard that request from the hon. Lady. I know the Minister is very interested in the subject and, when it comes to answering the requests from the hon. Lady, others and myself, he will be able to say what the Government are doing, with time to put that in place.
Most early years settings are private, run through unions and independent organisations. It is essential that they are given sustainable funding to carry out their role to the best of their ability. I am sure the Minister has engaged, as he always does, with his counterparts in the devolved nations, to ensure that the correct funding is going to the correct sectors of early years. When the Minister has responded in previous debates, I have always been very impressed by his interaction with the Northern Ireland Assembly. The Minister has been very up to speed on the matter. I am sure when he replies he will be able to confirm again that that is the case. I thank him in advance for his answer, ever conscious that it will be positive.
In relation to back home specifically, there are 1,200 local early care and education providers, 30,000 parents and a workforce of more than 10,000. The past year has demonstrated how essential high-quality education and childcare provision is for families and children in Northern Ireland, and that has been echoed in this debate today. Addressing childcare must be a key priority. If parents cannot access the childcare they need in order to work, we will not be able to rebuild fully our economy. The Minister responsible for that task is not here, but the work of Government to address and rejuvenate the economy is self-evident in the unemployment rates and job opportunities that we have heard about in the past few days. There is some good stuff being done there.
All discussion in relation to childcare and education starts with early years, and the importance of early learning for young children. Childcare settings have closed due to the pandemic and other factors, which may be purely financial, but Ofsted data show that there has been an ongoing decline in the number of childcare settings since 2015, due to the lack of childminders. From August 2015 to 2021, the decline levelled at 17%.
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Cherilyn Mackrory (Truro and Falmouth) (Con)
It is a pleasure to serve under your chairmanship, Mr Gray. I congratulate my hon. Friend the Member for Winchester (Steve Brine) on securing the debate during Childcare and Early Education Week. Like him, I pass on my thanks to all nursery and early years workers, who have done such a fantastic job over the last two difficult years, particularly those working in Cornwall.
A child’s early education is key to their future success, so it is essential that every child has the best start in life, which means giving them the best possible support between the ages of nought and five. That is a critical stage in someone’s life, and it is essential that the early years programme is properly effective. That is why the issues in the sector need to be urgently addressed. Statistics show that 28% of four and five-year-olds finish their reception year at school without the early communication, language and literacy skills that they need to thrive.
Early years educators are crucial. It is harder to produce a curriculum in which children learn and get to the stage that they need for reception year while they think they are only playing—that takes quite a skillset. The quality of teaching is just as important to outcomes in the early years as it is in other stages of education. Quality is key for pre-schools to have the biggest impact on children’s life chances. In my opinion, early years educators should enjoy the same status as those in other teaching roles: they should be included in the same teacher training schemes and have the same bursaries and salaries as in primary teaching.
I come at the subject as someone who took full advantage of the Government’s 30 hours scheme. In 2015, when my daughter was nine months old, I had to go back to work part-time. I got to work for my hon. Friend the Member for North Cornwall (Scott Mann), who is a very flexible employer, but not everyone is as lucky as me. Having said that, even though I was working part-time, I had help from grandparents until my daughter was old enough for me to take advantage of the Government’s scheme. I was very grateful for all that help.
Now that I have become an MP, I find myself on the other side of the fence, hearing from early years providers how difficult it is to work in that sector. There are problems in recruitment and retention. Nurseries in my constituency are struggling to retain well-qualified staff, while recent research found that many early years practitioners have left for better-paid jobs. In Cornwall, people probably earn more in hospitality than in an early years setting.
Many people in the sector are pushed out of the job that they love because of a combination of low pay, low status and increasing workload. Some workers in the profession said that the challenges of supporting their own families on the salary of a childcare worker were too great and that staying in the sector was no longer a career option.
It is a pleasure to serve under your chairmanship, Mr Gray. I would like to add my congratulations to my hon. Friend the Member for Winchester (Steve Brine) for securing today’s debate.
We know from all the research that attention from adults is a crucial factor in the earliest part of a child’s life. That fact has a long history in public policy, dating in the modern era back to the Plowden Report of 1967 and reflected in decisions taken by Governments ever since, in respect of both primary education and the provision of initiatives such as the neighbourhood nurseries, children’s centres, early years centres, and now family hubs.
It seems to be a point that underpins the issue highlighted by my hon. Friend the Member for Winchester in respect of ratios: the need to ensure that we have sufficient adults in any particular setting to have an effective relationship and to give sufficient attention to the children. However, it is also incredibly important as we consider the future role and shape of our early years education. As has been highlighted today, we see a mixed economy of provision in which there are examples of outstandingly good practice that make a fundamental, evidence-based difference to the lives of children.
The nursery schools we see around the country and the excellent childminders, many of whom I see in my own constituency of Ruislip, Northwood and Pinner, are part of a bigger picture, where research done in the world of academia drawing on the experience of other countries—the United States, for example—in developing new initiatives designed specifically to tackle disadvantage and drive social mobility has been applied here, in the UK. I would like to focus my contribution primarily on the considerations that that brings forward for public policy as we begin to shape it for the coming years.
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“Simply, we would be lost without these people. They are truly amazing.”
Of course, there are areas for development in the early years workforce as we strive for its continued betterment. At our forum, parents raised the issues of settings’ opening hours and, overwhelmingly, the need to ensure that early years educators are properly paid, a subject to which I will return.
I commend the Government for acting on this issue in the spending review. Following a meeting that my hon. Friend the Member for Bury North (James Daly) and I had with the Chancellor of the Exchequer, my right hon. Friend the Member for Richmond (Yorks) (Rishi Sunak), he placed early years at the centre of some of his announcements in this area in the Budget. He quadrupled the funding for early years settings over the next three years. That was most welcome, and an important step towards shoring up a sector that has been heavily hit, it is fair to say, during the pandemic.
However, as I have said before, this is not just about money. The early years sector faces an existential crisis as settings are being forced to close, and the valued early years educators that we are talking about are then lost to other lines of work, often due to remuneration. Most worryingly of all, bright young prospects are put off a career as an early years educator. At a meeting of our all-party group in December, two apprentices spoke compellingly about their work with children under five. However, those brilliant talents were pursuing careers in social care and not in early years. Social care is an important vocation, but they are a great loss to the potential early years workforce of tomorrow, and we need them. So more must be done to draw the early years educators of tomorrow towards the profession, and not push them away.
Most PVI providers—about 57%—have only one site. Only 9% of PVI providers are what we would call a chain, with 20 or more sites. Most of those settings are hard-working small businesses that employ people exclusively from the local community. They invest any surplus they have into upgrading the nursery environment and, crucially, developing their most important asset—their staff. We are not talking about people lining their pockets with those ever-dwindling surpluses. They are simply seeking to make a fair living while pursuing the brilliant vocation of shaping young lives, which brings me to my next point.
Earlier, hon. Members heard the story of how one parent and their child benefited from the support and inspiration offered by their early years educator, which is a tale that is replicated time and again across the country; I suspect other hon. Members will refer to it. Early years educators provide support, advice and guidance to parents, caregivers and families, including on nutrition, play, schooling and health. They are educators in the widest possible sense of the word. They often form great teams with parents and provide families with valuable insights into their child’s development. We know children form multiple attachments at an early stage, and one of those can be with those working with them in a nursery setting.
Crucially, as policymakers, we all understand the importance of early intervention in making a difference to life chances. For every £1 invested in early education, about £7 would be required to have the same impact in adolescence. Every £1 spent in early years saves about £13 in later interventions.
One parent and NHS worker captured it best when they said that, while
“nurses, doctors and other healthcare staff got most of the accolades,”
and rightly so, early years settings and their workers
“selflessly continued to open to look after keyworker children such as ours, even though it potentially put them at risk so we could continue to work.”
At the end of last year, there were press reports of adjusting staffing ratios in early years settings as part of an aim to lower the cost for parents, which I would gently caution the Minister against. Safe, secure and necessary monitoring in early years settings requires a higher staffing ratio than in schools. Leading voices from across the early years sector, including the Early Years Alliance and the National Day Nurseries Association, have warned against it.
I believe that early years professionals deserve pension contributions and pay increases that can keep in line with increases in the cost of living—a very hot political subject at the moment—which must be delivered through more investment and better recognition of the work of the early years workforce. We are in a position where the Government require early years settings to be open in order to deliver the 30-hour funding entitlement, but, as I have said, there is a shortfall in funding, and that situation can only go on for so long. The result of that shortfall is that many early years settings run at a loss and even face closure, especially those in disadvantaged areas. As a Conservative, I of course want small businesses—I mentioned how many of these early years providers are small businesses—to thrive: indeed, I believe that all Members in the House, from all parties, would want that. As a parent, I want all children to have access to the very best early education, wherever they live.
In the case of PVI early years settings, those two things are not mutually exclusive. Those who pursue a career in early years education do so because, above all else, they believe passionately in making a difference in children’s lives, and that is because early years education is vital in tackling inequalities. We know that the first five years of a child’s life are the most formative. However, when providers in the most deprived areas report themselves as being twice as likely to close as those in more affluent areas, we must acknowledge that something is going seriously wrong in the sector.
The Early Years Alliance has said that poorer families are more likely to lose access to early years settings because of what I have described as a market failure. I am sure that colleagues will speak about other experiences from their own area, but it is important to set the context. If we are to deliver on our promises and level up all parts of the country that have been left behind, the early years workforce is a vital tool in that project.
So what can we do? We can begin squaring the circle here today by supporting the APPG and our call for the early years workforce to take their rightful place as educators. I encourage colleagues to take advantage of the relaxation of covid restrictions to meet local early education providers in their area; I am sure that everybody who is participating in this debate already does so. We can all show our support for the work of those providers by thanking them during this debate.
However, it is to the Minister I look. I have sat in his seat many times. He is most welcome to his post, which I know he is still relatively new in, and I hope that he can find time to come and speak to us on the APPG in short time. We know that there is a lot in his in-tray, but we also know that he is a parent and no doubt a lot of what I have said today will resonate with him.
Before coming to my conclusion, I just need to qualify one point that I made earlier when I said that this issue is not all about money. I meant that, but so many of the challenges facing early years educators can be addressed by more targeted investment. We must address the workforce challenge that our early years sector faces. In my opinion, that can only be done by paying our early years educators the same amount as those working with the reception year group. The present system is inequitable and unfair. That change would be transformative for our valued early years workers. It is the cornerstone of what the Government can do to deliver for our early years professionals and the families they support.
Extra cash will be meaningless, however, unless it is accompanied by the wider transformation that I have spoken about, regarding how we view the early years workforce. It is a problem best encapsulated by the fact that they are highly skilled but low-paid professionals. We trust them with our most precious resource—our children—in the very early years of their lives, when so much attachment is formed. It is only right that we view them for what they are, which is educators.
There were long-term issues prior to the pandemic, including the retention of staff, especially those who are highly qualified. The hon. Member for Hampstead and Kilburn (Tulip Siddiq) referred to the wage structure, as did the hon. Member for Winchester. There is a need to have a wage structure in place, so that people involved in early years education can feel they are being reimbursed accordingly for all their hard efforts.
There are also ongoing issues relating to provision for special educational needs. SEN children rely heavily on routine and consistency; without it they risk a major hindrance in their development. I have regular contact on that in my constituency; I am sure others have the same. The role of early years is crucial for young children’s development. Positive benefits are dependent on several factors, including the quality of care, the nature of activities, relationships that children develop in their settings, group size, child-to-teacher ratios, staff retention, and teachers’ training and professional development. All those things collectively are critically important.
I will conclude with this comment, because I know a number of others wish to speak, and the Minister will be keen to have time to respond. I also look forward to the contribution from the shadow Minister, the hon. Member for Dulwich and West Norwood (Helen Hayes). I would like to thank each and every early years employer who goes above and beyond to help the development of our young people. I have met some of them, and I am greatly impressed by them and their vocational commitment to their jobs. Their role in society is admirable, but they undoubtedly face struggles, especially with staffing, with closures and sometimes with their wage structure, so we must do more. As I have said, I hope that further discussions between the Minister and his counterparts across the UK will enable us to exchange ideas and thoughts on how we can do better. We can all learn; we can learn from the Minister and, I hope, the Minister can learn from us.
Furthermore, the early years sector is reliant on a largely female workforce. At a time when families are generally reliant on two incomes, with greater pressure on single parents always to be in work, I am sorry to say that working in the early years sector is increasingly unviable. There is evidence of increasing paperwork and demands from parents and employers, so it is of little surprise that the workforce is such an unstable one.
Compared with some Scandinavian countries, where jobs working with babies are highly sought after and most staff are graduates with higher degrees in child psychology, qualification levels for nursery workers in the UK remain low, and access to ongoing training is very limited. Investment in training is important because replacing staff is costly in both money and time. In an industry where word of mouth matters, good staff are key to occupancy. Providers should explain to staff why training is good for them, but when will they find the time to do it?
Pay is also important. It may not necessarily be possible for employers to pay for all study time, but if people are forced to work outside work hours, they will be overworked and burnt out, and they may choose to take their expertise elsewhere. That is not good when teaching children.
With my other hat on as a member of the APPG on baby loss, one of the things I am campaigning for is continuity of care for pregnant women, which I feel should go on into the early years sector. It is important to have a stable workforce while the children are developing attachments, knowing that they are going to see the same person every time they go to that setting.
As mentioned previously, staff feel a lack of status in their roles. Pay is very difficult in the sector, but being open about it offers the opportunity to explain why things are the way they are. Providers need to show staff that they are in line with market rates and what staff can do to get increased wages; clear structures and career paths give early educators better prospects and make the sector more attractive to school leavers. I look forward to hearing from the Minster how the Government seek to address this.
More positively, I should add that I sit on the Early Years Taskforce with my right hon. Friend the Member for South Northamptonshire (Dame Andrea Leadsom). I have had feedback from Cornwall Council and met with providers and the children and families sector in the council. We were both pleased to hear that Cornwall is already doing a lot for what we want to achieve in the sector.
I would particularly like to pay tribute to Meredith Teasdale and the excellent Together for Families team at Cornwall Council. Cornwall Council has a strong partnership with two things of particular note. It gave welcome support and advice to its early years providers during the lockdown, which was pleasing to hear, and the support has also seen an increase in the take-up of early years education places for Cornwall’s two-year-olds.
Cornwall has also maintained a network of family hubs in difficult times, which supports multidisciplinary working to support families, introducing the Best Start for Life apprentices, who provide direct support to families that need it for the first 1,001 days of a child’s life. Those are both excellent examples of where we can continue to innovate in this important area. With that in mind, I am hopeful of and want to put out another call for any pilot schemes or funding schemes that are going to be running in the early years sectors; Cornwall, with its clean boundaries and co-operative team of MPs, councillors and brilliant council officers, will always put itself forward for them.
When we consider the shape of the system we have today, we see that our earliest educators are operating in a system of funding that is very much dominated by the needs and demands of our big secondary schools. It is a common piece of feedback from early years practitioners and those who own early years businesses—those who lead in this area—that the allocation of resources to early year settings in any given area tends to be an afterthought. It comes after the distribution of funding: first, to secondary schools; secondly, to primary schools; thirdly, to further education settings; and, finally, early years settings are thought of just before the tea break. We need to change that. Research that has come from the What Works Network, funded by the Department for Education and done over many years, shows that the funding that we allocate to the early years of a child’s life has the biggest impact on social mobility and in challenging disadvantage. It is very telling that Leon Feinstein, formerly head of evidence at the Early Intervention Foundation, where I served as a trustee, now with the Children’s Commissioner, has highlighted that the indicators from the early years foundation stage outcomes for children are extremely good predictors of how a child will do in their A-levels. We can tell pretty accurately from how a child is developing academically in their nursery school how they will do in their A-levels as they leave school at 18. We know there is very good evidence of the difference that it makes when we get this right.
In the past we have seen the Government beginning to look at not just the professionalisation of early years educators but the greater professionalisation of the workforce as a whole, for example, with the Children’s Workforce Development Council. A number of Members have referred to early years education becoming more of a graduate profession. We have seen, in respect of the teaching profession, consistency brought in to ensure that teachers are educated to master’s degree level, as a minimum. That is all part of an agenda that is about raising the attainment level of the people who are undertaking this crucial work. Clearly, the cross-party points that have been made about funding and what that means for rates of pay are also significant.
It seems to me that, as we survey the scene within the context of Government levelling-up policy, investment in doing the right things in the early years educator workforce is something that will pay dividends. It is unlikely, perhaps, to pay dividends in the short term—in two or three years—but we can see the contribution that this will make, especially to economic opportunity, in parts of our country that currently fall behind.
We have an opportunity to build on some real strengths within this overall workforce. One of the striking things is that in most parts of the country there is a significant local authority-run early years service. I am aware that in the London borough of Hillingdon, which covers about two thirds of my constituency, it is conspicuous that staff who work in that environment tend to be people who have 30 or 40 years’ experience and the highest levels of training and development. We need to make sure that, where we have access to that kind of resource, the benefits are spread so that those smaller, private voluntary providers—new entrants to the market—can learn from people who have been providing child care to a very high standard for 30 or 40 years. These are the people who have seen different trends come in and out and who know how to support parents who may be struggling with the challenges of bringing up extremely young children. It is an opportunity to connect what happens in the early years education workforce with our family hubs, our children’s centres, our nursery schools and into primary education and childminding. It would mean the skills and insights that we see in some settings are able to be shared effectively.
It is worth recognising that as we face this future we know—there is a cross-party acknowledgment—that this is not just about freeing parents to be more economically active. We have gone through periods in the past when the primary purpose of Government intervention in this area was intended, in particular, to make it possible for mums to return to work or to increase their working hours. That is important; we know that the mother’s level of both education and income is very important to a child’s life chances—to a greater degree than is the case with fathers. We also know that all this research demonstrates that the quality of early education really can drive a child’s opportunity later on.
As we see more Government interventions, such as the growth of tax-free childcare—something that I personally benefit from, having two young children—there is a need to ensure that ratios continue to support a high-quality offer. There is also a need to ensure that childcare is not something that arises as a consideration in a parent’s life only once the child is born and they need to think about going back to work. As my hon. Friend the Member for Truro and Falmouth (Cherilyn Mackrory) said, it should instead be something that is considered during antenatal care. That way, parents will know what to expect and how to make sure they are getting the right support for their child. All those things are incredibly important.
If I may offer a final suggestion to the Minister as a way of beginning to join some of these ideas up, we know that all local authorities have a sufficiency duty around childcare, which was introduced by the last Labour Government. That duty is often misunderstood. It is not about ensuring a sufficient supply; it is about having a plan to reflect the needs of the local population. How that happens varies quite a lot around the country, according to local demographics and local resources. However, there is an opportunity to use that sufficiency duty as a vehicle to bring together so many of these issues that affect not just the workforce but the future of children. We should consider how it can become more of a driver to share good practice and ways of addressing some of the financial challenges that individual settings of different kinds may face. It can be used to ensure that the research funded by the Department for Education and the research taking place in universities is brought together in a way that supports the agenda that we all share.
I hope that my contribution has been useful, and in particular that it has highlighted my experience in a local authority. I will finish by welcoming the continued focus that my hon. Friend the Member for Winchester brings to this issue. Often, the Government are rightly accused of thinking only about things that will make a difference in the next two or three years, but if we get early years right, it will make a difference to the lives of children and to their future as adults for decades ahead.