Northern Ireland - Centre for Early Childhood Development ...

Chapter 8NorthernIreland8.1 IntroductionAccording to the government's childcarestrategy, Children First, quality in ECCE inNorthern Ireland is currently founded upon"…registration, inspection, investigationand enforcement under the ChildrenOrder" (Department of Health and SocialServices [DHSS] in Association with theTraining and Employment Agency andDepartment of Education Northern Ireland[DENI], 1999:10).8.2 Context for Quality8.2.1 PhilosophyECCE in Northern Ireland is viewed ashaving an important function in thesupport of families and children. Highquality childcare can provide opportunitiesfor children's development and can supportparents in caring for their children. Whileparents are seen as having the primaryresponsibility for the care and well-being oftheir children in Northern Ireland, theState acknowledges the role that ECCE canplay in supporting parents in this task.Childcare and early education is alsoidentified as important for the futureeconomic development of NorthernIreland:The Northern Ireland economy willprosper if more skilled and capablepeople are able to take up jobsbecause they have access to goodquality, affordable and accessiblechildcare, and if children are wellequipped from an early age to makethe most of the learning opportunitiesavailable. (DHSS in Association withthe Training and Employment Agencyand DENI, 1999, Accessed at:100

Chapter 8Northern Irelandhttp://www.dhsspsni.gov.uk/publications/archived/childrenfirst.asp, 1st July, 2004).ECCE in Northern Ireland is therefore seenas having three main functions; thepromotion of the well-being of children, theprovision of equal opportunities to parentsand the provision of supports to parents inbalancing work and family life.8.2.2 PolicyResponsibility for ECCE is divided betweenthe Department of Education and theDepartment of Health and Social Services(DHSS), in line with the division betweeneducation and care services in the UK(OECD, 2000b). Responsibility for preschooleducation lies with the Departmentof Education and responsibility for servicesproviding care for children lies with theDHSS. According to Children First (DHSSin Association with the Training andEmployment Agency and DENI, 1999), it isthe long-term goal of the government tointegrate the early education and careservices.Five Education and Library Boards inNorthern Ireland are responsible fororganising publicly-funded schooleducation within their area. Pre-schools areinspected by the Education and TrainingInspectorate. Under Children First, aChildcare Partnership was established ineach Health and Social Services Board inNorthern Ireland, comprising of Voluntaryand Statutory Agencies with responsibilityfor implementing the government'schildcare strategy (Northern ChildcarePartnership, 2002). Health and SocialServices Trusts inspect services under theadministrative auspices of the DHSS.8.2.3 FundingThe main form of subsidy for childcarecosts is demand funding (Candappa et al.,2003). For children aged from threemonths to three years, provision is largelyin the private and voluntary sectors, andparents pay fees. Pre-school education (forchildren aged from three to four) iscurrently being expanded and developed inco-operation with the private and voluntarysectors. The pre-school educationexpansion programme is working towardsprovision of a full year of pre-schooleducation for every child whose parentswant it in the year prior to entry to formalschooling.8.2.4 Delivery StrategiesMost childcare and early education inNorthern Ireland is supplied by privateproviders. Compulsory primary educationstarts at the age of four and this is providedby the State.8.3 Defining Quality8.3.1 Children Order (1995)Under the Children Order (Her Majesty'sStationery Office [HMSO], 1995), Healthand Social Services Trusts are responsiblefor the registration and inspection of daycare services and childminding.Furthermore, they promote and encouragegood practice through the provision ofadvice and guidance to providers. Anychildcare facility or child minder providingcare for more than 2 hours in any one dayis required to be registered by law. SocialServices Early Years Teams assess theirsuitability in 3 key areas:Premises - for health and safety;Staff - via police, medical and socialservices checks to ensure individuals aresuitable to care for children;Equipment and play environment - toensure that it is age appropriate safe andstimulating. (Children's ServicesNorthern Ireland, Accessed at: http://www.google.ie/search?q=cache:iyL7DHSVkc8J:www.childrensservicesnorthernireland.com/earlyyears/faq.asp+Social+S101

Chapter 8Northern Irelandervices+Early+Years+Teams+assessment+premises+staff&hl=en&start=1, 15thMarch, 2004.)The DHSS offers guidance on the suitabilityof service providers, premises andequipment; adult/child ratios and thephysical environment in which care takesplace.8.3.2 Pre-school EducationExpansion ProgrammeThis programme provides funding toprivate and voluntary providers for theprovision of free pre-school places tochildren. The programme is committed toproviding quality pre-school education andas such includes regulations and aninspection process. All programmes have tomeet minimum quality standards to receivefunding:These standards relate to the natureof the pre-school curriculum, thenumber and duration of sessions, thenumber of children, the staff/childratios, the qualifications held by staff,the accommodation and the provisionof support from a qualified teacher orearly years specialist. (DENI, 2002:1)For example, all services participating inthe programme are required to secure theservices of a qualified teacher or an ECCEspecialist, who can in turn support staff inimplementing the education provision.8.3.3 CurriculumThe Curricular Guidance for Pre-schoolEducation is a process rather than anoutcomes-based curriculum. It recognisesthat children are entitled to a curriculumwhich enables them to make appropriateprogress, and that desired learning willcome from an appropriate curriculum. Thecurriculum focuses on describing the typeof activities to be experienced rather thanon outlining the evidence of learning orassessment to be applied.The Northern Ireland Curriculum sets outthe minimum educational entitlement forpupils aged four to sixteen years of age.There is a statutory requirement for theCurriculum to be delivered to all pupilsattending grant-aided schools.The curriculum is defined in terms of fourkey stages. Key Stage One covers the firstfour school years (pupils aged four-eightyears of age) and includes ReligiousEducation, English, Mathematics, Scienceand Technology, History and Geography(known as the Environment and SocietyArea of Study), Art and Design, Music andPhysical Education (known as the Creativeand Expressive Area of Study). In addition,there are educational themes to be woventhrough the main subjects of thecurriculum, including education for mutualunderstanding, cultural heritage, healtheducation and information technology.Each subject in the Northern IrelandCurriculum is defined within theProgrammes of Study and AttainmentTargets. The Programmes of Study set outthe opportunities which should be offeredto all pupils, subject to their age and ability,in terms of the knowledge, skills andunderstanding at each key stage. Teachersuse the programmes of study as a basis forplanning schemes of work. AttainmentTargets define the expected standards ofpupil performance in particular aspects of asubject and provide the basis for makingjudgements on pupils' attainment at theend of each key stage. The Northern IrelandCouncil for the Curriculum, Examinationsand Assessment (DHSS and DENI, 1997)are the statutory advisory bodiesresponsible for the curriculum.8.4 Measuring QualityThe Education and Training Inspectoratereports on the quality of funded pre-schoolprovision within the statutory, private andvoluntary sector. The inspection process102

Chapter 8Northern Irelandconsists of an informal pre-school visit,followed by a formal visit, which results ina published report. Where areas areidentified that require improvement, theservice is requested to draw up an actionplan, detailing the way in which they willwork to bring about the necessaryimprovements. The inspectorate monitorsthe implementation of these action plans.When shortcomings are found in key areas,a follow up inspection is carried out four tosix months after the initial formalinspection.commitment to collaborative workingbetween the Education and TrainingInspectorate and those responsible forregistration and inspection under theChildren Order. In addition, it advocatesGood Practice Networks to provide modelsof quality integrated education andchildcare, a new training and qualificationsframework for childcare workers, moreopportunities to train as childcare workersand better support for parents and informalcarers.8.5.2 Sure Start8.5 Supporting Quality8.5.1 Children FirstChildren First, the Northern IrelandChildcare Strategy recognizes theimportance of ECCE in supporting parentsand families (DHSS in Association with theTraining and Employment Agency andDENI, 1999). Children First identifiesseveral problems currently facing thechildcare sector in Northern Ireland.Quality is variable in ECCE services, thereis no consistent definition of whatconstitutes quality, which is recognized andapplied across all childcare settings. Onlyhalf of all childcare workers in NorthernIreland have any relevant qualification.There are differences in regulation betweenthe education and care sectors. Theavailability of childcare is limited in someareas and is in many cases too expensivefor parents to afford. Parents' access tochildcare is also hampered by poorinformation and the quality and accuracy ofinformation on the availability of childcareis insufficient to allow parents makeinformed decisions about the care of theirchildren.Children First proposes action in a numberof areas. First of all, it proposes action toaddress the quality of provision, includingthe establishment of new regional and localco-ordinating structures, better integrationof early education and childcare and aThe Sure Start initiative was established toprovide early intervention supports fordisadvantaged families in an integratedfashion (Sure Start, Accessed at:http://www.surestart.gov.uk, 1st July,2004). Sure Start is a government initiativeto enhance services for children under fouryears of age and their families in areas ofgreatest need, through better access tofamily support, advice on parenting, healthservices and early learning. Each Sure Startproject is managed by a committee of localpartnerships including statutory, voluntaryand community groups and includes localparents in decision making. ChildcarePartnerships work with potential providersand identify priority areas for Sure StartProjects. Though the design and content ofSure Start programmes varies according tolocal needs, all programmes are expected toinclude a number of core servicesincluding:Outreach and home visiting;Support for families and parents;Support for good quality play, learningand childcare experiences for children;Primary and community health care;Support for children and parents withspecial needs (Accessed at: Sure Start,Accessed at: http://www.surestart.gov.uk, 1st July, 2004).Each Sure Start Programme also has a setof shared principles and is expected to:103

Chapter 8Northern IrelandCo-ordinate, streamline and add valueto existing services;Involve parents, grandparents and othercarers;Avoid stigma by ensuring that all localfamilies are able to use Sure Start;Ensure lasting support by linking SureStart to services for older children;Be culturally appropriate and sensitiveto particular needs;Promote the participation of all localfamilies in the design and working ofthe programme (Sure Start, Accessed at:http://www.surestart.gov.uk, 1st July,2004).8.5.3 AccreditationOne of the ways in which the quality ofservices provided can be improved isthrough the use of accreditation schemes(DHSS in Association with the Training andEmployment Agency and DENI, 1999:10).There are currently a variety ofaccreditation schemes available for ECCEproviders in Northern Ireland. Theseinclude PlayBoard's Quality AssuranceScheme 'Pathways to Excellence', theNIPPA (The Early Years Organisation)Quality Assurance Scheme and theHigh/Scope accreditation scheme.Northern Ireland Childminding Association(NICMA) provides quality assuranceschemes for childminders. Children Firststates that:The Inter-Departmental Group onEarly Years will invite relevantchildcare organisations to worktogether with the group to developcommon standards for accreditationin Northern Ireland. (DHSS inAssociation with the Training andEmployment Agency and DENI,1999:11)8.5.4 Building Quality ChildcareThe New Opportunities Fund have recentlyopened a new grant scheme entitled"Building Quality Childcare." The schemeis to meet the capital costs of new premises,refurbishment and modernisation ofexisting services and mobile services. Thefunding relates predominantly to preschoolprovision.8.5.5 Teacher TrainingInitial training of school teachers generallyinvolves a four-year Bachelor of Educationdegree course, or a bachelor's degreefollowed by a one-year PostgraduateCertificate in Education. Staff in childcarefacilities are not required to holdqualifications, though services under thepre-school education expansionprogramme must have a qualified teacherinvolved to receive funding from theeducation authorities.There is a range of qualifications availablefor staff in childcare facilities. The followingsection outlines some of the occupationprofiles and qualifications for thoseworking in the ECCE services ashighlighted by the Northern ChildcarePartnership (2002).Nursery Nurses work in a supervisoryrole in a variety of settings such asnursery schools or classes and privateday nurseries. The Northern ChildcarePartnership recommends a specificqualification, such as a NationalVocational Qualification (NVQ) at Level3 for those employed as nursery nurses.Nursery Assistants tend to work in ajunior role in nursery schools or classesand private day nurseries. The NorthernChildcare Partnership recommends aspecific qualification, such as NVQ atLevel 2 or equivalent for those employedas nursery assistants.Playgroup leaders work in eithercommunity or private pre-schoolsettings providing either full day care orsessional care. Playgroup leaderssupervise staff on a day-to-day basis,plan the programme of activities andreport to the playgroup committee,chairperson or proprietor (Northern104

Chapter 8Northern IrelandChildcare Partnership, 2002). The NVQat Level 3 in Early Years Care andEducation or equivalent is seen as themost appropriate qualification for thoseinvolved in this kind of work. PlaygroupAssistants work under the supervision ofthe playgroup leader. The NVQ Level 2in Early Years Care and Education orequivalent Level 2 qualifications areconsidered the most appropriate for thiswork.The Government is developing a national'climbing frame' of qualifications to helppeople enter, move and progress in thechildcare sector (DHSS in Association withthe Training and Employment Agency andDENI, 1999). This framework will map outequivalencies between different forms oftraining and qualification and will lay outprogression routes for those involved in theECCE sector. Children First recommendedthat:T&EA [Training and EmploymentAgency] will develop a childcaretraining strategy for NorthernIreland, in consultation with otherrelevant Departments and otherstakeholders including employers inthe sector and the National TrainingOrganisations, and will aim to ensurethat the resources available are usedas efficiently and effectively aspossible. (DHSS in Association withthe Training and Employment Agencyand DENI, 1999:13)8.5.6 ChildmindersConsiderable emphasis is placed ontraining for childminders, as a way ofenhancing quality (Northern AreaPartnership, 2002) and many childmindersundertake an introductory course beforethey begin childminding.8.5.7 Childcare PartnershipsUnder Children First, four ChildcarePartnerships were established, one for eachHealth and Social Services Board inNorthern Ireland. These ChildcarePartnerships are partnerships of Voluntaryand Statutory Agencies whose remit is theimplementation of the Government'sChildcare Strategy, Children First. ThePartnerships provide a range of servicesdesigned to support quality; for example,the Southern Partnership has engaged inactivities such as the production of a guideto quality in ECCE services, theidentification of training needs and the coordinationof training provision (SouthernArea Childcare Partnership, 2002).8.5.8 Childminding NetworksA Children Come First childmindingnetwork is an approved formal group ofbetween twenty and thirty registeredchildminders recruited, assessed andmonitored by a network co-ordinator, whoensures that they maintain the standards ofNICMA's Quality Childminding Charter.Settings are monitored on a 12 weeklycycle.8.5.9 Innovative ProjectsThere are some projects which seek todevelop the quality of services provided onan ongoing basis in Northern Ireland. Anumber of ECCE providers areparticipating in the EEL approach toquality assessment and improvement.NIPPA has implemented a pilot project onthe Reggio Emilia Approach, which hasinvolved 20 Early Years groups, working onestablishing this innovative approach toECCE in their facilities.8.6 EducationalDisadvantage and SpecialNeedsNICMA have a dedicated ChildmindingNetwork for families of children who mayhave a disability or special need. This105

Chapter 8Northern Irelandnetwork can provide specially trainedchildminders who can be matched to achild's very specific needs.Children with special educational needs areeducated within mainstream schoolswherever possible. If a child needs morehelp than can reasonably be provided bythe resources normally available to theschool, the local authority must issue astatement of special educational needs,detailing the needs and the necessary extraprovision. In 2000-2001, around three percent of all pupils had a statement of specialeducational needs and around one per centof all pupils were educated in specialschools.In 2000-2001, the Northern Area ChildcarePartnership ran a grant scheme to supportthe inclusion of children with disabilitiesand from ethnic minorities in differenttypes of childcare provision (Northern AreaPartnership, 2002).8.7 Implications forIreland8.7.1 Co-ordinationResponsibility for ECCE is divided betweentwo government departments in line withthe division in Northern Ireland betweencare and education services.8.7.2 RegulationIn Northern Ireland legislation sets downminimum standards regarding structuralaspects of quality such as premises, staffand equipment.8.7.3 CurriculumThe value of a curriculum in supportingquality in ECCE is recognised in NorthernIreland. The Curricular Guidance for PreschoolEducation is a process basedcurriculum. It focuses on describing thetype of activities to be experienced by preschoolchildren. The Northern IrelandCurriculum sets out the minimumeducational entitlement for pupils agedfour to sixteen years of age.8.7.4 InspectionThe Education and Training Inspectoratereports on the quality of funded pre-schoolprovision within the statutory, private andvoluntary sector. The inspection processconsists of an informal pre-school visit,followed by a formal visit, which results ina published report8.7.5 Supporting QualityChildcare Partnerships were established,one for each Health and Social ServicesBoard in Northern Ireland. Partnershipshave a focus on supporting and improvingquality. Activities undertaken by thepartnerships include the production of aguide to quality in ECCE services, theidentification of training needs and the coordinationof training provision.8.7.6 Special Needs and DisadvantageChildren with special educational needs areeducated within mainstream schoolswherever possible. If a child needs morehelp than can reasonably be provided bythe resources normally available to theschool, the local authority must issue astatement of special educational needs,detailing the needs and the necessary extraprovision. The Sure Start initiative wasestablished to provide early interventionsupports for disadvantaged families in anintegrated fashion.8.7.7 ConclusionIn conclusion, on the strength of theevidence collected from Northern Ireland, anumber of features of quality can be106

Chapter 8Northern Irelandidentified which are worth considering inthe development of a quality framework forIreland:While there is currently a divisionbetween education and care in NorthernIreland, it is an aim of governmentpolicy that co-ordination at all levelsbetween services providing care andeducation be improved.Curriculum guidelines are used inNorthern Ireland as a mechanismdetermining quality in pre-schools andthere is a curriculum in place for allschool children.There are several accreditation schemesoffered by voluntary childcareorganisations in Northern Ireland.Childcare Partnerships have beenestablished to support and improvequality at local level, these Partnershipswill focus on issues such as theprovision of information and training.The principle of inclusion inmainstream education for children withspecial needs is adopted in NorthernIreland.107