Northern Ireland - Centre for Early Childhood Development ...

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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
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