In the world of early years education, a significant challenge stands ahead of us in terms of the 30-hour funding policy and its wide-ranging impact on the sector
Central to this issue is the inadequate financial support provided to nurseries, hindering their ability to meet the demands of this funding model.
The financial strain on nurseries
As nurseries contend with increasingly tight budgets, the inevitable outcome is a reduction in staff salaries, the employment of less costly staff, and less money available to train employees.
In Montessori education, we uphold the significance of well-trained educators versed in child development at each stage. However, the current funding environment fosters a culture of lowered standards driven by the allure of quick and inexpensive online childcare courses.
This jeopardises the quality of early years education, focusing on providing childcare so parents can work rather than offering a nurturing environment for children’s optimal development. Parents may entrust their child’s formative years to individuals without in-depth training or a deeper understanding of child development.
Furthermore, the extended hours offered by many childcare centres, sometimes from as early as 6:30 am to as late as 7:30 pm, raise concerns regarding the impact of prolonged days on children’s well-being and those educating them in these formative years. The Montessori philosophy underscores the importance of children engaging in household activities, such as communal meals and simple tasks, fostering confidence, independence, responsibility, and social, verbal, and motor skills. Restricting these opportunities for young children could deprive them of valuable benefits, underscoring the need for a more balanced approach to childcare arrangements.
Brexit’s influence on staffing
Brexit-induced staff shortages exacerbate the challenges faced by the early years sector, further stretching resources and widening the gap between demand and the availability of trained and experienced staff. The disparity between the actual cost of early years education and government funding poses a fundamental threat to the sustainability of nursery schools. Many establishments find themselves on the brink of closure, unable to bridge the financial gap created by the 30-hour funding model.
As we evaluate the current state of early years provision, crucial questions emerge: Will the 30-hour funding initiative reduce rather than expand places for two- and three-year-olds in the UK early years settings? What are the Government’s objectives with this initiative, and how do they align with the realities of nursery funding shortfalls?
Addressing the financial sustainability of early years settings necessitates government scrutiny of the 30-hour funding model and consideration of increasing funding for providers. The current allocation appears to hinge on staff employed at or below minimum wage.
The importance of quality training
To mitigate some of the broader impacts of the funding crisis, such as diminished morale due to lower pay and less qualified staff, those leading the sector must make their staff feel valued and empower them to pursue qualifications. Recognising nursery staff’s dedication and hard work through appropriate remuneration is vital for retaining competent practitioners within the sector.
Offering incentives and support for pre-employment training and ongoing professional development can encourage individuals to enhance their skills and knowledge, benefiting the children under their care. We are committed to increasing access to high-quality early years training through discounts, scholarships, bursaries, and a degree route at the Maria Montessori Institute.
It is essential to reflect on the broader, long-term implications of the 30-hour policy for our children. Every child deserves access to high-quality care and education. We can chart a course toward a more equitable and sustainable early years sector through concerted efforts and informed dialogue.
Louise Livingston is Head of Training at the Maria Montessori Institute (www.mariamontessori.org), which offers Montessori teacher training and short courses at the UK’s only AMI training centre and authentic Montessori education for children aged from 2½ years at its London school. Louise has over 30 years of experience in education and a background in educational neuroscience.
This piece was written and provided by Louise Livingston
