New study may help provide solutions for Early Years workforce challenges

As the demand for qualified early years education professionals continues to grow, this report reveals that sharing policies across the UK can address critical challenges facing the early years workforce. It emphasises the importance of collaboration and knowledge sharing among institutions and advocates a collective approach to improving workforce conditions, training and retention, benefiting children and families nationwide.

The report, funded by the Nuffield Foundation, identifies common issues and challenges around quality, equity, sustainability and the need for strategic responses. 

Dr Lynn McNair, Moray House, shared, "It has been a privilege to contribute to this important cross-national study. The interim findings highlight the deep structural challenges facing the early years workforce and the inspiring policy innovations emerging within each nation.  Scotland's commitment to graduate leadership through the BA in Childhood Practice is one such example of how professional pathways can be strengthened.  As the study moves forward, I hope our collective work will help shape more coherent, equitable, and sustainable policy across the UK".

Shared challenges identified include:

• concerns about qualification requirements for educators and the quality of learning and development opportunities
• the need for more graduates and teachers to provide pedagogical leadership
• better opportunities for career progression
• low pay and status within the workforce, linked to issues of funding and sustainability within the sector
• sectoral fragmentation, especially between the state sector (schools) and other early years settings
• a lack of diversity, both in relation to the low percentage of men in the profession and lack of data on the representation of different ethnic groups.
• a lack of workforce representation and voice
• widespread perceptions of a recruitment and retention crisis.

The report highlights the distinct characteristics of each UK nation, particularly the challenges of increasing the number of Welsh-speaking educators in Wales and the consequences of having over a decade without a devolved government in Northern Ireland to implement early years policies. 

Both Scotland and England have encountered difficulties due to their governments’ expansion of funded early years entitlements. Scotland has pursued a more ambitious approach to workforce qualifications and development, which England may soon emulate, as indicated by the recent Best Start in Life strategy that suggests a new level of ambition for the early years sector.

There have been successful policy examples, such as the Graduate Leaders Fund in England, the growth of graduate leaders in Scotland through the BA in Childhood Practice, and the Early Years Specialist role in Northern Ireland, which offers mentorship and guidance to settings led by less-qualified staff. 

Northern Ireland also showcases effective cross-sector collaboration and strategic development, alongside some recent initiatives in Wales. Additionally, apprenticeships have demonstrated potential across several nations, along with efforts to promote early years careers to a wider audience.

Dr Lynn McNair

BA Childhood Practice

Read the report

Project website