State

Childcare Sector

RESEARCH REPORT 2017

Of the School Age

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Contents

1.0 Introduction

3

2.0 Background Context 4

2.1 The Nature of School Age Childcare 2.2 Local Policy Context in Northern Ireland 2.3 Underlying Trends and Driving Forces

4 5 7

3.0 Methodology

11

4.0 Profile of School Age Childcare Provision 12

4.1 Sectoral Background 4.2 Location of Service and Level of Provision 4.3 Households Supported 4.4 Parental Access to Employment, Education or Training

12 12 12 13

5.0

Quality, Registration and Inspection

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5.1 Management Committee or Board Members 5.2 Indoor and Outdoor Environments 5.3 Important Aspects of Providing a Quality Service 5.4 Improvement to Enhance Services 5.5 PlayBoard’s Quality Assurance Programme 5.6 Risk Benefit Approach 5.7 Measuring and Evaluating Impact 5.8 Parents and Children’s Committees 5.9 Keeping Parents Informed 5.10 Registration and Inspection 5.11 Registered Places, Vacancies, Waiting Lists, Referral Spaces 5.12 School Pick-up Service 5.13 Disability and Additional Needs 5.14 Need for Additional Places 5.15 Perceptions of the Minimum Standards for Childminding and Daycare 5.16 Perceptions of the Inspection Process

15 15 18 18 19 19 20 20 20 21 21 24 25 27 28 31

6.0 Workforce 6.1 Composition of the Workforce 6.2 Demographic of the Workforce 6.3 Salaries 6.4 Recruitment of Staff 6.5 Training and Qualifications 6.6 CPD Opportunities

34 34 36 36 38 38 41

7.0 Sustainability 42

8.0

7.1 Cost of School Age Childcare Places 7.2 Reductions in Fees 7.3 Payment Arrears Private Sector Funding 7.4 Funding Sources 7.5 Securing Funds (Non-Fee Based) 7.6 Difficulties Attracting Funding 7.7 Income and Expenditure 7.8 Level of Demand 7.9 Support Required to Offer More Childcare Places 7.10 Level of Sustainability 7.11 Barriers to Developing and Sustaining Services

Conclusion and Recommendations

42 43 43 44 44 45 45 46 47 47 47

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About PlayBoard

PlayBoard is an independent charity and the lead organisation for the development and promotion of children and young people’s play in Northern Ireland. Since its establishment in 1985, PlayBoard has been committed to supporting children and young people’s play through a combination of:

Service delivery and development;

Campaigning and lobbying;

Research, evaluation and awareness raising;

Working in partnership with others to put play on the agenda of policy makers and resource providers; and

Promoting best practice in Play and Playwork.

As a membership organisation, PlayBoard work closely with and provide support to over 100 member groups. All of whom are committed to helping us to achieve our goal of developing quality play opportunities that improve children and young people’s lives across Northern Ireland. As a rights-based organisation we strongly believe that play is an intrinsic aspect of children and young people’s lives. PlayBoard works from the premise that play is fundamental to a healthy and happy childhood. Play challenges and informs our understanding of children and young people because it views them as competent and confident human beings.

This position is further endorsed by the United Nations Convention on the Rights of the Child (UNCRC, 1989). Article 31 declares: “States Parties recognise the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate fully in cultural life and the arts. States Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity”.

PlayBoard’s vision is for ‘A society where the right to play is realised’. Its mission is to do this by ‘Driving the Play Agenda’. Ensuring that at every level of decision making across society the child’s right to play is not only recognized, but is made a reality within the lives of children, young people, families and communities. Acknowledgements PlayBoard would like to thank all who have contributed to the development of this report, responding quickly and constructively. We would particularly like to thank those members of the School Age Childcare sector who participated in the survey pilot phase and responded to the online survey, informing the development of this final report. The outline conclusions and draft recommendations contained within this report are the responsibility of PlayBoard.

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1.0 Introduction During the months of June and July 2016, PlayBoard undertook a comprehensive survey of the School Age Childcare Sector across Northern Ireland. The survey was undertaken across the entire sector encompassing providers from the community, voluntary and social enterprise sectors as well as private providers.

The aim of the research was to ascertain the current state of the sector with regards to a number of key areas including the sustainability of services, quality of service delivery, workforce and training issues and compliance with registration and inspection requirements under the Minimum Standards for Childminding and Daycare1.

In addition the survey provided an opportunity to review wider changes within the sector resulting from a period of policy focus and financial investment through the NI Executive’s Bright Start initiative which was launched in September 20132. The purpose of this report is to outline the findings of the research and in so doing, highlight the importance of the School Age Childcare sector; the positive impact it has on the lives of children, young people, parents and carers; and the challenges it continues to face.

PlayBoard will utilise the report as part of its ongoing advocacy work aimed at influencing government policy and decision making; in support of our wider membership, some of whom fall within the School Age Childcare Sector and for underpinning our own programme of service delivery.

The objectives of this report were to:

Review the impact of the School Age Childcare sector in relation to its role and function in supporting children and young people, parents and families;

Identify the pressures which are currently impacting upon the School Age Childcare sector;

Assess the future sustainability of the School Age Childcare sector;

Identify ongoing support needs of the sector; and

Make recommendations regarding the future growth and development of the School Age Childcare sector within the context of the developing Childcare Strategy for Northern Ireland.

1 HSCB (2013) Childminding and Daycare for Children Under 12. Minimum Standards: Implementation

Guidance. Northern Ireland. 2 NI Executive (2013) Bright Start - The NI Executive’s Programme for Affordable and Integrated Childcare:

Strategic Framework and Key First Actions. Northern Ireland.

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2.0 Background Context This section of the report provides an overview of School Age Childcare (SAC) services in Northern Ireland; outlines the overarching policy context and explores the key drivers for enhanced School Age Childcare provision. As lead organisation for children and young people’s play in Northern Ireland, PlayBoard has long advocated for the development of a sustainable play based School Age Childcare sector supported by a strategic policy framework and effective resourcing. Since the establishment in 1995 of the Play Care initiative, PlayBoard’s role has encompassed a range of areas including:

The provision of support, guidance and training for service providers;

Acting as an intermediary funding body for a range of funders including PEACE 1 and 2, the New Opportunities Fund, the Department of Health, Social Services and Public Safety (DHSSPS) and Office of the First Minister and Deputy First Minister (OFMDFM);

Overseeing the delivery of the Bright Start programme for Out of School Childcare; and

Ongoing lobbying and policy engagement with government aimed at achieving increased recognition and support for the sector.

This report builds on previous PlayBoard contributions to the debate regarding School Age Childcare provision including “Policy Delivery Through Playcare” (2004), “School Age Childcare Matters – Scoping Study” (2009) and the most recent “State of the School Age Childcare Sector” report (2012).

2.1 The Nature of School Age Childcare

The term School Age Childcare refers to the provision of childcare and age appropriate play opportunities for children aged between 5 to 12 years. School Age Childcare services can provide school drop off and collection and offer care outside of school hours. They also can offer a full day care service during school closures (holidays and exceptional school closures).

Childcare is the safe supervision of children in an environment that supports and enriches their development, education and well-being. All children, we believe, can benefit from the childcare experience by engaging with other children in a safe, stimulating environment. Early years interventions and good quality childcare, including school age childcare, can be critical factors in children’s development. They can prepare children for learning, complementing the opportunities available in the home and in formal education. Quality, child-centred activity in a safe, formal setting can also teach cooperation and sharing, as well as fostering lifelong respect for difference and diversity.

NI Executive’s Draft Childcare Strategy, 2015

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In 2015, the Executive’s draft Childcare Strategy3 revealed an under provision of childcare services in Northern Ireland, in particular an under provision in School Age Childcare services. In 2013, overall there were almost 56,000 registered childcare places in Northern Ireland and some 355,000 children in the 0-14 range, meaning there are 6 children for every registered childcare place. This varied across the sub region levels. In terms of School Age Childcare places, statistics show that in 2013 there were 12,000 School Age Childcare places (6,100 in formal SAC settings with the remainder in other forms of registered childcare such as childminders). With approximately 230,000 children in the target population for School Age Childcare (5 to 14 years), there are therefore 19 school age children for every registered school age childcare place. Economists working on the development of the strategy have advised that this is evidence of a ‘high degree’ of under provision. The draft Childcare Strategy states this 19:1 ratio does not mean that 18 out of every 19 school age children are in need a childcare place. Some school age children have a non-working parent that can look after them before and after the school day and some are cared for informally by relatives. Nonetheless, when compared to the other headline ratios for childcare provision—six children for every place for children of all relevant ages and three children for every place for the pre-school 0-4s—it does suggest that School Age Childcare is an area where provision might need to be increased, particularly if we agree that most, if not all, children can benefit developmentally from formal childcare services.

2.2 Local Policy Context in Northern Ireland Between 2006 and 2013, the School Age Childcare sector in Northern Ireland operated in what has been termed a policy vacuum. Changes within government led to a period of uncertainty as responsibility for services moved between a number of key departments. The lack of policy direction combined with short term, often ad hoc funding impacted adversely on the ability of the School Age Childcare sector to sustain frontline services. Since PlayBoard’s 2012 State of the Sector4 survey there have been a number of significant policy and resourcing shifts: Towards a Childcare Strategy’ Consultation In late 2012, the NI Executive launched a consultation on proposals for a new childcare strategy entitled ‘Towards a Childcare Strategy Consultation5’. In responding to the consultation PlayBoard highlighted the negative impact the lack of policy directive and investment had the sustainability of SAC services. Research conducted at the time highlighted the benefits associated with School Age Childcare provision, not only in terms of child development but

3 NI Executive (2015) Delivering Social Change through Childcare – A Ten Year Strategy for Affordable Childcare

2015 to 2025, Belfast. 4 PlayBoard NI (2012). State of the School Age Childcare Sector Report . Belfast.

5 OFMDFM (2012) Towards A Childcare Strategy: A Consultation Document. Northern Ireland.

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also supporting parents/carers to remain actively engaged in the workplace, in training and/or in education. Childminding and Day Care for Children under Age 12 (2012) - The Minimum Standards In 2012, the Department published the Minimum Standards for Childminding and Day Care for Children under Age 12 under their powers from The Health and Personal Social Services (Quality, Improvement and Regulation) (Northern Ireland) Order 2003. The publication of the Minimum Standards reflects the importance of having access to an up to date framework for the registration and inspection of childminding and day-care services. Implementation Guidance was developed in 2013 and issued to support the interpretation and practical application of the Minimum Standards. Subsequent implementation guidance has been issued during the reporting period. Bright Start The Office of the First and Deputy First Minister launched ‘Bright Start’ – The NI Executive’s Programme for Affordable and Integrated Childcare in 2013. Research underpinning ‘Bright Start’ identified School Age Childcare (SAC) as being the biggest area of unmet childcare need. As a result, three of Bright Start’s 15 Key First Actions focused on increasing or sustaining School Age Childcare provision:

Key Action 1 aimed to address the School Age Childcare needs of disadvantaged communities by sustaining or creating 3,000 School Age Childcare places targeted on low income families.

Key Action 2 aimed to create between 2,000 and 3,000 new School Age Childcare places in new School Age Childcare settings based on the school estate.

Key Action 3 aimed to create up to 1,000 new School Age Childcare places based in new School Age Childcare facilities and serving the needs of rural communities.

In order to support the implementation of the three key actions, the NI Executive launched the ‘Bright Start’ School Age Childcare Grant Scheme. The grant scheme has been rolled out over three funding rounds with a requirement that applicants from the School Age Childcare sector operate under a social economy model.

The Draft Childcare Strategy The NI Executive’s draft Childcare Strategy was launched for public consultation in July 2015. The draft Childcare Strategy noted two main aims:

Child Development: to give all our children the best start in life, preparing them for lifelong wellbeing and achievement, thereby creating the basis for a better, more prosperous future; and

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Parental Employment: to enable parents to join the workforce, thereby enhancing prosperity and to improve gender equality by enabling mothers to join the workforce, return to work and remain in work.

The aims are supported by seven key objectives: availability, affordability, sustainability, diversity, quality, informed parental choice and an integrated approach.

The Children’s Services Co-operation Act The Children’s Services Co-operation Act (Northern Ireland) came into legislation in 2015, placing a legal duty on all government agencies to co-operate when it comes to the planning and delivery of children’s services. The Children’s Services Co-operation Act is designed to ensure that co-operation and collaborative working occurs between Departments and Agencies in delivering improved services for children and young people. Within the Act, 8 general well-being parameters have been determined; this includes “the enjoyment of play and leisure” as being a key determinate of children and young people’s well-being. Programme for Government 2016-2021 The NI Executive’s draft Programme for Government6 (2016-2026) highlighted the particular role of high quality childcare provision in supporting greater gender equality and improving child development in support of long-term improvements in educational equality. Additional considerations were given to improving access to childcare for parents of children with disabilities and children of parents with disabilities.

Children and Young People’s Strategy 2017-2027 The Department of Education’s draft Children and Young People’s Strategy7 seeks to improve the well-being of all children and young people living in Northern Ireland, delivering positive, long lasting outcomes. The draft Strategy highlights the role of quality childcare and play and leisure in contributing to a child’s cognitive and linguistic development and to the development of social skills. This can, in turn, result in improved performance at school and into adult life. However, it is also important to note that the care and education environment is not solely about academic attainment. It is about the development of children and young people’s skills, talents and abilities as well as the development of their linguistic abilities, cultural awareness and respect for diversity. It is important that our school and childcare environments support and nurture these.

Finally in terms of economic well-being, the strategy recognises the importance of being able to access affordable, flexible, appropriate childcare

6 NI Executive (2016) Draft Programme For Government Framework (2016 – 21). Northern Ireland.

7 NI Executive and Department of Education (2017) Children and Young People’s Strategy 2017-2027:

Consultation Document. Working together to improve the well‑being of children and young people living in

Northern Ireland, delivering positive, long‑lasting outcomes. Northern Ireland.

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as a means of reducing poverty levels, acting as an enabler to parents gaining employment.

2.3 Underlying Trends and Driving Forces Demographics The 2011 census of the population indicated that on census day there were 379,000 children (aged between 0 to 15 years) in Northern Ireland, equating to just over 21% of the overall population. Population estimates for 2015 indicate an anticipated increase to 385,200 which remains 21% of the overall population total. It should be noted that local geographical variations in the proportion of 0 to 15 years olds remain evident at local government level. For example the number of children as a proportion of the overall population within each council area varies, for example within Ards and North Down the proportion of 0 to 15 year olds is 18.5% whilst in the Newry, Mourne and Down the proportion is 22% (NISRA, 2011).

Economic Situation The effects of the global economic downturn in 2008 continue to impact on both individual and public spending levels. In 2011 UK government spending cuts resulted in the Northern Ireland block grant being effectively frozen at around £9.5 billion. Despite an increase in nominal terms to £9.8 billion for the year 2016/17, when adjusted to take inflation into account the block grant effectively remains at £9.5 billion in real terms. The resultant reduction in public services has impacted significantly across the community and voluntary sector in particular, resulting in the closure of often essential service providers and projects. At a broader level there are indications of economic growth with Danske Bank’s ‘Quarterly Sectoral Forecast’ (Q1, 2017)8 noting that the Northern Ireland had enjoyed solid performance during 2016 with overall growth of 1.5% - the strongest rate of growth since 2007. There are however indications that growth is likely to slow through 2017/18 due to higher inflation rates. With regards to the UK’s decision to leave the European Union, whilst the short term performance of the economy since the vote in June 2016 has been better than expected, most economists believe that in the long term the decision will be damaging for the overall UK economy. The implications of potential economic decline are significant for the sustainability of the School Aged Childcare sector. Experience has shown that as family incomes are squeezed (through sudden unemployment, reduced working hours etc.) one of the first areas to be affected is childcare. This reduces income for providers impacting on their long term economic sustainability.

Labour Force Participation A critical driver for childcare demand is the level of overall participation within the workforce, with a specific focus on female participation. Despite the continued economic difficulties experienced within Northern Ireland the number of women in employment increased from 387,000 in 2013 to 401,000

8 Danske Bank (2017) Northern Ireland Quarterly Sectoral Forecast 2017 Q1. Belfast.

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in 2016. Despite this increase, the employment rate for females aged 16 to 64 in Northern Ireland (67.2%) remains 2.7% lower than the Great Britain rate (69.9%)9. The unemployment rate for women in Northern Ireland was 3.7%, this was 3.7 percentage points below the male unemployment rate of 7.4%.

Child Poverty Child poverty in Northern Ireland is increasing. The most recent Northern Ireland Poverty Bulletin (2014/15, DfC) identified that 25% of children were living in relative poverty (defined as living in a household with an income below 60% of the UK median) before housing costs equating to 109,000 children. This represents a 2% increase on the figures for 2013/14, a 5% increase on the 2012/13 figures and is only 2% below the series high of 27% which was recorded in 2009/10. The number of children in absolute poverty before housing costs (defined as living in a household with an income below 60% of the UK median income in 2010/11) was 110,100 or 23%. This represents a 1% decrease on the previous year’s figures.

School Age Childcare has a critical role to play in helping to reduce child poverty. By enabling parents and carers to avail of training and employment opportunities, School Age Childcare offers an effective means of breaking the poverty cycle helping to reduce child poverty and aiding in the regeneration of the local economy.

Children Born Outside Northern Ireland It is important to recognise the impact of population movement on School Age Childcare providers when planning for future service delivery. Whilst the current population profile and projected birth rates are a key element to future planning, immigration can and does increase demand on providers, often within confined geographical locations. Any decisions regarding the resourcing of School Age Childcare must therefore take into consideration both projected birth rates and immigration patterns. According to the 2011 Census there were 13,249 young people of a non-white ethnic background living within Northern Ireland. Figures for 2015/16 reveal that there were 12,187 newcomer pupils attending schools in Northern Ireland, an increase of 1,032 from the previous year. This figure does not include children attending pre-school centres or Nursery schools. There are greater concentrations of Newcomer pupils in the Belfast, Armagh, Banbridge, Craigavon and Mid Ulster District Council areas, in which 60% of all Newcomer pupils live.

Travelling Community It is estimated that there are 1,400 members of the Travelling community living in Northern Ireland. The vast majority of Travellers hold no formal qualifications with 92% having no qualifications equivalent to or higher than GCSE level. Research indicated that more than three quarters of all Traveller pupils were entitled to Free School Meals and a similar proportion had some form of Special Educational Need.

9 NISRA (2016) Labour Force Survey: Women in Northern Ireland 2016. Northern Ireland.

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Welfare Reform The application of universal credit is likely to affect a substantial number of working parents, possibly leading to an increased demand for more affordable childcare provision. Universal Credit (UC) is a new benefit that from 2017 will gradually replace many existing means-tested benefits and tax credits. Under the reform of the new government benefits system, there are a number of changes that affect families in receiving financial support for accessing childcare provision. As the new system comes into place it will be important to monitor the impact of changes over time to identify possible negative consequences for service providers.

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3.0 Methodology Data collection for the research took place during the spring and summer of 2016 via online survey. The survey comprised a 5 section questionnaire containing a series of open and closed questions aimed at constructing an objective evidence base of School Age Childcare organisations experiences. The survey was open to all registered School Age Childcare providers (community/voluntary, social enterprise and private sector) and explored a range of issues including the quality of School Age Childcare services, workforce and training matters, indoor and outdoor environments and the experiences of services in complying with the Minimum Standards Registration and Inspection processes. In addition the survey provided an opportunity for respondents to outline challenges they face in delivering services and highlight changes they feel would alleviate pressures.

In addition to direct contact with providers via email (where available), the survey was publicised across a range of online portals including the Family Support NI website and the Childcare Partnerships. In total 126 representative organisations completed or returned a questionnaire, representing a 43% return rate from the sector10. Where appropriate, comparisons have been made with the previous 2012 survey within the report. Limitations

As a sample survey, it is recognised that the report findings do not represent a complete overview of all School Age Childcare provision in Northern Ireland. Furthermore, recognising that the Childcare Partnerships had undertaken a comprehensive audit of workforce issues within the sector during 2015/16, the issue of qualifications was not considered in detail to avoid duplication. All third party statistics were accurate at the time of data analysis.

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At time of survey the recognised number of SAC provided was 295. Following subsequent reclassification (which brought in providers offering primarily Day Care provision but with an element of SAC) the number of providers has been revised to 400.

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4.0 Profile of School Age Childcare Provision

4.1 Sectoral Background In total 126 organisations responded to the survey with over half (59%) located in urban areas, whilst 49% were located within a rural area. Just under half (47%) came from the community/voluntary sector, with 32% responding from the private sector. 16% identified as being from the social economy/enterprise sector and 6% of providers identified as a school.

4.2 Location of Service and Level of Provision

School Age Childcare providers identified as being located in a range of settings with 27% based in a community centre, 25% in a privately owned building and 15% located on or within the school estate. Other locations noted included church halls (8%), purpose built centre (8%), mobile unit (6%) and 11% said other. The majority of respondents (66%) operated as part of a larger organisation delivering multiple services whilst 34% operated on a standalone basis. Wider services that were being provided by the host organisations included summer schemes, breakfast clubs and drop-in services.

65% of providers indicated they were located in a cross community area. This

compared with 35% of providers who were located in a single identity area. Of those providers who were located in a single identity area, 92% said they provided some cross community opportunities within their service.

In terms of the opening of services, School Age Childcare providers were most likely to be open to parent for 50 weeks each year, with individual providers ranging from 36 to 52 weeks.

Over half of providers surveyed (51%) serve 1 to 4 local primary schools in

their respective local areas. Of the remainder, 42% served between 5 and 10

primary schools and 9% served over 10 primary schools.

4.3 Households Supported The majority of providers supported between 15 and 29 households. Amongst those surveyed, 16% of providers supported between 5 to 14 households within their service; 34% supported between 15 and 29 households; 24% supported between 30 to 44 households; 13% supported between 45 to 59 households; with 13% supporting 60 or more households.

82% 65%

18%

35%

0

20

40

60

80

100

2012 2016

Chart 1. % of Childcare places in cross-community or in single identity areas, 2012 and 2016.

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This pattern is broadly similar to the results found in the 2012 survey, with a slight increase of 2% in those providing support to between 15 and 29 households and 1% supporting 60 or more households since the last survey. Within the 20 to 44 household category there was a decrease of 3% since the last survey in 2012.

4.4 Parental Access to Employment, Education or Training

Beyond the provision of play based childcare, School Age Childcare services play an important in our society, in that they enable parents/carers to remain economically active within the workplace by providing choice and flexible care options. With a view to gauging parental/carer employment levels, respondents were asked to estimate the number currently in full-time employment. The majority of providers indicated that 30 or more parents/carers were in full-time employment. 16% of providers reported having between 1 and 9 parents/carers in full time employment; 22% had 10 to 19 parents/carers; 20% had 20 to 29; with the remaining 42% indicating that 30 or more parents or carers were in full time employment. Chart 2 shows that over the four year period since 2012, the percentage of 30 or more parents/carers in full-time employment has increased by 16 percentage points.

Chart 3. % of Providers reporting the number of parents in part-time employment in 2012 and 2016.

Chart 2. % of Providers reporting the number of parents in full-time employment in 2012 and 2016

5%

17%

28%

23% 26%

0%

16%

22% 20%

42%

0

5

10

15

20

25

30

35

40

45

None 1 to 9 10 to 19 20 to 29 30+

21%

27%

21% 17%

4%

10%

0%

24% 22%

16% 16%

22%

0

5

10

15

20

25

30

35

40

45

None 1 to 4 5 to 9 10 to 14 15 to 19 20+

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In recognition of the increasing prevalence of part-time employment within the wider economy, respondents were asked to estimate the number of parents/ carers in part time employment. In 2016, 24% of respondents reported having 1 to 4 parents or carers in part-time employment; 22% reported 5 to 9 parents/carers; 16% reported 10 to 14; 16% reported 15 to 19 with the remaining 22% indicating 20 or more parents/carers in part-time employment. Since 2012, the percentage of 20 or more parents/carers in part-time employment has increased by 12 percentage points. In addition to supporting parents/carers to remain active in the workplace, School Age Childcare services also support those wishing to access training or education opportunities.

In 2016, the majority of providers indicated that 1 to 4 parents/carers were accessing education and/or training opportunities. 11% of respondents reported that no parents/carers using their service were currently in education and/or training. Whilst 68% of provider reported between 1 to 4 parents or carers in education and or training; 16% reported between 5 to 9; and, 5% reported 10 to 14 parents or carers in education. Since 2012, the findings show an increase across the number of parents or carers engaging in education and/or training. The biggest increase of 28 percentage points can be seen in 1 to 4 parents engaging in education and/or training, from 40% in 2012 to 68% in 2016.

51%

40%

7% 1%

11%

68%

16%

5%

0

10

20

30

40

50

60

70

80

None 1 to 4 5 to 9 10 to 14

Chart 4. % of Providers reporting the number of parents in education and or training in 2012 and 2016

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5.0 Quality of Setting, Registration and Inspection The quality of service delivery within a setting is dependent on a number of factors ranging from the leadership provided at Management Committee or Board level; the physical environment (indoors and outdoors) available to the setting and the level of ongoing engagement between the setting and parents/carers, children and young people.

5.1 Management Committee or Board Members For providers based within the community/voluntary or social economy sectors, the Management Committee (or Board) of a School Age Childcare provider plays a vital role in the management of its services. Committees are responsible for leading the organisation, taking key strategic decisions and ensuring that all financial, legal and regulatory requirements are met. Analysis of the survey highlights that the size of Committees or Boards varies from between 3 to 12 individual members, with 5 being most common. In the majority of cases, providers try to recruit new Committee or Board members on an annual basis (42%) with 24% recruiting as and when necessary. Given the importance of the role and the responsibilities for the Management Committees or Boards, providing training for committee members is critically important. When asked if new or existing committee members received training in their role, either delivered in-house or by an external body only 40% confirmed that committee members do receive training. The types of training made available included:

Child Protection Training

Good Governance

Policies and Procedures

Recruitment & Selection processes

Health & Safety, Policies

Board roles and responsibilities 5.2 Indoor and Outdoor Environments

Given the play based nature of School Age Childcare settings the quality of the environment, both internal and external is important as it dictates to some degree the types of play activities that can be facilitated.

Indoor Space 44% of providers reported having to share their indoor space with another activity or service with the remainder (56%) having access to a dedicated space. Of those who shared an indoor space, 83% said they had access to dedicated storage space, whilst 17% did not. Sharing space has implications for providers in terms of the activities providers can deliver. By way of example almost one third (31%) are required to clear away materials and resources to make room for another group or service once their service has ended.

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Outdoor Space to Play Regular access to outdoor play activities is critical to children’s development, contributing in terms of physical and mental health and wellbeing, supporting essential skills development and contributing to social development. For this reason providers should ideally have access to a safe and secure outdoor play space adjacent to the premises. Where this cannot be provided, providers should seek to use local parks and playgrounds with appropriate supervision provided.

Nearly two thirds (64%) of respondents indicated that they had a dedicated outdoor space exclusively for the use of their service, with the remaining 36% not having access to a dedicated outdoor play space. Of those who had a dedicated space, 63% believed that the space offered quality outdoor play opportunities, with the remaining 37% believing that it did not offer quality outdoor play opportunities. When asked what would be required in order to improve the outdoor play environment and opportunities respondents highlighted a number of improvements that they would like to see. These are noted on the table overleaf. With regards to making improvements, a lack of funding remained a key issue for respondents:

“We would need funding to repave the garden area to make it safe for children.”

“We need more play equipment but would need funds to get it.” Respondents without access to dedicated outdoor space were further asked if they had access to a wider space within the community that could be used for outdoor play. Two thirds (63%) indicated that there was a public park within walking distance; 28% were within walking distance of accessible playing fields whilst 20% could access public green space within a housing estate or development. Other spaces mentioned were:

“Accessible school playground and assembly hall.”

“Forest School across the road from our setting.”

“Wood, forests, nature trail.”

“3g sports pitch.”

“Local hurling fields and community space.”

“Muga, football field & indoor community hall.”

Two thirds of respondents said that they used the outdoor space daily (65%), 17% used the outdoor space weekly and 13% used the outdoor space 2-3 times a week.

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Table 1: Providers Views on Requirements to Improve and Enhance Quality Environments

More age appropriate resources

Access to exclusive or dedicated play

spaces

More physical space Better natural environment

Access to more equipment and resources.

“A range of equipment to challenge older children.”

“Could be improved to facilitate older children.”

“Exclusive space for this age group.”

“Like to develop school age section.”

“Access to an area exclusive for outdoor use.”

“A specific play space only for afterschool children.”

“One premises does, the other has no dedicated space but is close to a playground when weather and staffing allow trips with the kids.”

“Space is small we go to the park as often as possible.”

“Larger private play area.”

“More space as not much space outside our premises.”

“Need more green space.”

“Securely fenced barked and planted area only for use for our children.”

“Security.”

“Soft Play on the ground needed and more resources to enhance outdoor play.”

“The space is quite restricted, but good use is made of the local parks.”

“We also have access to outdoor playing fields.”

“We are not allowed to use the outdoor space and are currently moving to other premises as a result.”

“We do not have an outdoor space.”

“Our outdoor area is awful- our children do not have age appropriate play activities - the ground is concrete and we cannot secure funding to change this. The children are provided with natural materials to play however they would require more additional funding to allow the outdoor play area to be upgraded to the correct standard.”

“Currently we have installed a mud / texture kitchen in the outdoor play area; however it would be beneficial for a roof to be put on within the area so that the children can use it during all weathers.”

“More outdoor equipment.”

“More physical play equipment.”

“More toys.”

“Playground and outdoor equipment.”

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5.3 Important Aspects in Providing a Quality Service Providers were also asked to identify what they thought were the most important aspects to providing a quality School Age Childcare service.

Table 2: Important Aspects of Quality in SAC Services

%

Quality and Qualifications of staff 95% Working in partnership with parents 85% Ratio of staff to children 76% Indoor space and physical environment 75% Access to facilities and a range of play equipment 71% Standard of play equipment 64% Providing healthy food and drink 54% Promoting good health 49% Standard of building facilities 46% Equality of access 40% Flexible opening hours 31%

95% of respondents reported that the most important aspects of quality was the quality and qualifications of staff. One respondent noted, “Staff ability to relate to the children involved”. 85% of providers said working in partnership with parents was also an important aspect of quality, whilst 76% said the ratio of staff to children. 75% said the indoor space and physical environment were also important aspects of a quality School Age Childcare service. This was followed by 71% who said access to facilities and range of play equipment, 64% said the standard of play equipment, 54% providing healthy food and drink, 49% said promoting good health, 46% said the standard of building facilities, equality of access (40%) and 31% said flexible open hours (Table 2).

5.4 Improvements to Enhance Services

Within the survey respondents were asked to indicate what improvements they would make to enhance their services (Table 3). The majority of respondents (78%) highlighted having more resources for children “If I had funding, more resources would be added” and developing the outside spaces (73%) would be the main improvements they would make to enhance their services. Comments included “we would love our own space outdoors”; “we would love to develop soft play area for children with disabilities”, and have “a sensory garden and vegetable patch”. 69% of respondents identified new equipment would enhance their services “computer equipment is needed”; “new ICT equipment” and “new natural and reusable products”; “Update our current QA and fit for play” and “More training for staff focused on quality of delivery”. 57% identified an increase in the number of qualified staff within their service as a key priority for them. 55% would like to offer a fuller play programme in line with the Playwork Principles, 42% would extend premises “to be able to offer more places” and “would like more storage space”. 41% said they would encourage a ‘risk benefit’ approach methodology within their provision and 40% of respondents said they would have more CPD for their staff. 34% would renovate and 34%

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would expand places, 31% would extend their opening hours and 31% would open another facility.

Table 3: Improvements to Enhance SAC Services

%

More resources for children 78% Developing outside spaces 73% New equipment 69% Increase the number of qualified staff 57% Offer a fuller play programme in line with the Play work Principles

55%

Extended premises 42% Encourage ‘Risk Benefit’ approach within provision 41% More CPD for staff 40% Renovate 34% Expand places 34% Extend opening hours 31% Open another facility 31%

5.5 PlayBoard’s Quality Assurance Programme PlayBoard’s Quality Assurance Programme is a dedicated one to one support

programme designed specifically for School Age Childcare projects, funded

through the Early Years Development Fund through the Childcare

Partnerships. Aligned with Minimum Standards, the programme sets out clear

and defined standards of quality for all aspects of School Age Childcare

services; including legislative requirements as identified in Minimum

Standards (Quality of Care; Staffing; Management & Leadership; Physical

Environment; Monitoring & Evaluation and Policies and Procedures). The

programme also supports projects understanding of Play, Playwork and Play

Principles.

When asked about the programme, only 27% of respondents surveyed had taken part in PlayBoard’s Quality Assurance Programme which has been rolled out in recent years. Of those who had not taken part (73%), 91% said they would be interested in accessing the support offered through the Quality Assurance Programme.

5.6 Risk Benefit Approach Respondents were asked whether they were aware of the Risk Benefit Approach to children’s play and learning. Most respondents (98%) said they were aware of the Risk Benefit Approach, whilst 2% said they weren’t aware of the approach. When asked whether they have adopted a Risk Benefit Approach within their provision, 76% said they had adopted the approach, whilst 24% said no they hadn’t, but they would be interested in doing so. These finding suggest that although School Age Childcare providers are aware of the Risk Benefit Approach, more needs to be done to ensure that they have fully adopted the approach within their setting, either through training or by utilising available guidance tools.

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5.7 Measuring and Evaluating the Impact of their Work A high proportion (83%) of respondents reported that they currently monitor and evaluate the impact of their work, with the remaining 17% not actively engaged in monitoring their service impact. When asked whether their organisation would be interested in accessing training on outcomes, evaluations or measuring the impact of their services, 89% said yes, whilst only 11% said they wouldn’t be interested. These findings suggest that there is a need for accessing and provision of training on measuring outcomes and evaluation.

5.8 Parents and Children’s Committees The Minimum Standards highlight that in order to facilitate continuous improvement providers should ensure that the views of parents/carers are sought on a regular basis. With this in mind, we asked respondents whether they currently operated a parents committee or had parents involved at Board level with just under half (49%) responding in the affirmative. Only 30% of respondents currently operate a formal children’s committee which meets on a monthly basis. All respondents indicated that they engage informally with the children in order to allow them to influence the service (contribute to planning of activities etc.) with 53% reporting that children had a say in all key issues including planning activities; 40% reported children having a say in most (but not all decisions); with 7% giving children a say in some decisions.

5.9 Keeping Parents Informed As part of the Minimum Standards, providers should make inspection reports and other relevant information available to parents. It should be noted that from May 2017 all inspection reports will be made available online.

When asked how parents are informed of the organisations work, the most common responses given were through a newsletter (46%), whilst 38% said they informed parents through daily face to face conversations, 36% indicated they informed parents through Facebook and social media, 14% used the parents noticeboard, 12% used advertising e.g. newspaper, leaflets and posters, whilst 12% also used email.

Financial Incentives

Childcare Tax Credits and Childcare Vouchers can offer financial support to families accessing School Age Childcare services. Of all respondents, 85% reported actively promoting such incentives. Promotion came through a number of approaches including highlighting with parents/carers during registration and induction, advertising on notice boards and in newsletters, providing active guidance and advice to parents/carers, using promotional materials (posters, leaflets etc.) and online through the services website, social media accounts or via email.

“Explain the incentives to families when they register their child”.

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“On enrolment we discuss the options of tax credit or Employers for Child care vouchers.” And in “our welcome packs”.

“All applicants are guided through the Tax Credit system and student finance”.

“Leaflets given to all new parents, Employers for Childcare came to talk to parents in our facility”.

“Offer to help them with forms and costs. Parent information evenings”.

Advertising on the Family Support Website Over two thirds of respondents (67%) said they currently advertise their service on the Family Support website, whilst 33% surveyed did not.

5.10 Registration and Inspection Regulation and inspection play a key role in ensuring high standards of safety, quality and parental confidence in the childcare sector. The Minimum Standards for Childminding and Day Care for Children under Age 12 (DHSSPS, 2012) were launched in October 2012 as a means of providing a consistent level of quality for all childminding and daycare services across Northern Ireland. The standards are designed to ensure a consistent regional approach to registration and inspection. Minimum Standards are the minimum level of service that has to be provided in order to be registered with a HSC Trust and meet the inspection standards. Health and Social Care (HSC) Trusts are responsible for registering and inspecting childcare services against the requirements laid down in the Children (Northern Ireland) Order 1995. The standards expand on the content of the Children (Northern Ireland) Order 1995 and Volume Two of the guidance and regulations associated with the Order.

In July 2013, Implementation Guidance was developed and issued to support the interpretation and practical application of the Minimum Standards, subsequent guidance has been issued. (Note: During the reporting period Version 3 was released).

5.11 Registered Places, Vacancies, Waiting Lists and Referral Spaces School Age Childcare services are assigned a number of registered child care places in compliance with the legislation. This is to ensure that the provider is able to offer an adequate level of service based on the number of staff employed, the space available and assessment of the overall setting of the provider. As part of the survey providers were asked to indicate how many child care places they were currently registered for. Overall, one quarter of School Age Childcare providers (26%) were registered for 24 childcare places. At the lowest end, 21% of providers had between 10 to 19 registered places; 21% had between 20 to 29 registered places; 17% had 30 to 39 registered places, with the remaining largest grouping of 41%

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having 40 or over registered places11. The variability in numbers for example is due to lower numbers being registered, where more one to one support is required or where space is at a premium.

Since 2012, there has been a shift in the number of registered places amongst providers as the numbers of registered places have increased over time, from having 10 up to 29 registered places to having more 30 or over registered places in 2016. The percentage of providers having 50 or more places available within their service since 2012 has increased by 12 percentage points, from 16% to 28% in 2016. This indicates an expansion of provision across the sector and across multiple sites in the intervening period.

11

Whilst 30 registered places is the maximum number for a setting, a number of respondents operate more than 1 setting hence the higher numbers registered.

21%

21%

17%

13%

28%

10 to 19 20 to 29 30 to 39 40 to 49 50+

Chart 5. % of Registered School Age Childcare places in 2016.

Chart 6. Comparison of Registered places from 2012 to 2016.

26%

33%

13%

12%

16%

21%

21%

17%

13%

28%

10 to 19

20 to 29

30 to 39

40 to 49

50+

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Capping of Places

In Northern Ireland, some School Age Childcare services ‘cap’ the number of

places they offer on a daily basis. For example, a setting may be registered

for 24 children but due to funding or staffing restrictions, they ‘cap’ their

numbers to 16 children each day (therefore only 2 staff are required). This

question sought to gauge an understanding of the level of capped places that

currently exist within School Age Childcare services at the time of survey

completion.

The majority of respondents said that the maximum number of places at which they were permitted to offer hasn’t been capped. However, one third of providers (32%) said they have a maximum number of places which have been capped. One organisation indicated that they are “capped at 8 children due to the specific support needs of autism and learning disabilities.” Another respondent said they are “capped due [to] space constraints.” The average number of children using School Age Childcare services per day is 24 children, ranging from 5 to 58 children in any one day across different service locations.

Vacancies Vacancy levels have a significant impact on the sustainability of a setting. In order to be sustainable a setting needs to operate on a consistent occupancy level of 80% with any drop below affecting its ability to sustain delivery. The increasing prevalence of part-time and zero hours employment contracts has impacted on parental demand for full-time provision leading to increased planned and unplanned vacancy levels within the sector. In order to assess occupancy levels, respondents were asked to indicate their level of vacancies with 24% indicating they had no vacancies. 29% reported planned vacancies on certain days of the week, 19% had unplanned vacancies on some days of the week, 15% had some vacancies every day of the working week whilst 13% had multiple immediate vacancies on all days of the week. The survey findings show that around 28% of respondents face vacancies on a regular basis making long term planning and resourcing more difficult and affecting sustainability of the service.

Waiting Lists and Referral Spaces The presence of a waiting list for a service can be indicative of a level of ongoing, local demand for that service and/or a level of demand that is currently not being met due to a lack of provision. Within the survey respondents were asked whether they operated a waiting list, and if they did how many children were currently on the list. Two fifths of respondents (43%) said that they currently operated a waiting list whilst 57% of providers reported they did not.

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This was broadly in line with the 2012 findings. Of those who operated a waiting list, the highest proportion (32%) had 2 to 4 children on their waiting list; 27% had 5 to 9 children; 18% had 10 to 14 children; 6% had 15 to 19; whilst 12% had 20 or over on their waiting list. One respondent noted a barrier in operating a waiting list, “because of the length of wait, by the time we can offer a place families have had to go elsewhere.” Most School Age Childcare organisations (81%) said that they do not retain Social Services referral spaces, whilst nearly one in five did retain a Social Services referral space (19%).

5.12 School Pick-up Service The majority of respondents (80%) provide a pick-up service from local primary schools. Of those that provide a pick-up service, over half (51%) provided pick-ups from between 1 to 4 primary schools; 42% provided pick-ups for between 5 to 10 primary schools with the remaining 9% providing pick-ups for 10 or more primary schools. Of those who provided pick-ups, 48% indicated that they used a car owned by the organisation to collect the children; 36% indicated that they walked; 20% used a minibus whilst 15% used private hire taxis. Of the remainder, 8% used community transport, 6% used a school bus, 5% rented a mini bus and 7% used staff members’ cars. For those respondents who operated a pick-up service a number of difficulties were identified in providing the service. These included:

Inadequate access to an appropriate form of transport (e.g. people carrier, mini-bus etc.)

The challenge of maintaining staff ratios to facilitate pick-ups whilst maintaining service coverage, and

23%

29%

15%

21%

6% 6% 6%

32%

27%

18%

6%

12%

0

5

10

15

20

25

30

35

None 1 to 4 5 to 9 10 to 14 15 to 19 20+

Chart 7. % of Children on the waiting list at the time of survey completion, 2012 and 2016.

“It can be difficult to manage due to the

amount of schools in different areas all having

the same closing times”.

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A lack of timely information from schools “regarding closures or after school activities being cancelled which impacts on pick-ups”.

The cost of providing a pick-up service was identified as a common issue amongst respondents with comments relating to:

Private taxis costs “On holiday or when kids are off, private taxi is used which is very expensive (costing £9 per pick up)”.

The costs associated with maintaining vehicles “Parents would prefer the children were collected by transport but the running costs are too high at present for us to be able to provide and maintain transport.”

The need to balance finances to provide transport and meet staff requirements “Lack of finance to provide transport and employ enough staff.”

Making a loss in order to facilitate pick-ups “We sometimes find ourselves within a loss of finance when having to pay the private taxi and cover mileage funds.”

Extra costs to parents “We have to pass the cost on to parents which means higher fees.”

5.13 Disability and Additional Needs

A key requirement of the Minimum Standards is to ensure that services work

closely with the parents of children with additional needs to ensure that their

needs can be fully met. As part of the survey respondents were asked to

indicate whether they currently provided spaces for children with additional

needs.

The majority of respondents in 2016 (70%) reported that at least one child with a disability or additional need attended their setting. This was down marginally from 75% in the 2012 survey.

75% 70%

25% 30%

0

10

20

30

40

50

60

70

80

90

100

2012 2016

Chart 8. % of Children with additional needs in School Age Childcare provision, 2012 and 2016.

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Of those providers who reporting having children with a disability or additional need attending their service, 43% had between one to four children attending; 21% had between 5 to 9 children; 4% had between 10 to 14 children attending whilst only 1% had 15 or more children with a disability or additional need attending their setting.

Providers who had reported having between 1 to 4 children with a disability or additional need attending their service have fallen by 6 percentage points, from 49% in 2012 to 43% in 2016. There was a slight increase of 2 percentage points of those caring for 5 to 9 children with a disability or additional need, from 19% in 2012 to 21% in 2016. Barriers to Providing an Inclusive Service The majority of respondents indicated that they did not face any barriers to providing an inclusive service for children with additional needs. As one respondent highlighted “We have always provided an inclusive play for all policy with no barriers.” Another stated “We provide a specialist service for children with Autism and associated Learning Difficulties as they are often not successfully integrated in mainstream services. The specific sensory needs associated with their condition present many challenges for them coping in larger groups, sharing space with others, and engaging in less structured leisure activities.” A number of respondents however did highlight some specific barriers to providing an inclusive service. The most common barrier was the need for additional staffing provision to provide one-to-one support and meet higher staff ratios which, due to a lack of funding was not feasible for providers. Key comments included:

“Children with a disability can require additional support; thereby a higher ratio of staff is needed. Unfortunately under current financial circumstances additional staffing is not feasible.”

“Main challenge is children to have one to one support in school, particularly if they have Autism but are unable to access this level of support in the after school due to staffing levels and financial constraints.”

“Many of the children that we support need one to one provision due to the challenging needs link[ed] to their disability and we struggle to resource and staff to the level required.”

Beyond staffing numbers a lack of accessible staff training was also cited as a key barrier, “…there is a lack of funding for focused staff training and it is often inaccessible for rural providers”. A number of respondents further highlighted access issues with the building in which they were located “We currently have no disabled access to our

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afterschool club, we applied for funding through the Pathway Fund, however we were refused”.

Children from Families with English as a Second Language Two fifths of respondents (39%) indicated that they did not have any children attending their service whose families had English as a second language. Of the remainder (61%), 45% had one to four children attending; whilst 11% of providers had 5 to 9 children attending; 4% had between 10 to 14 children attending, whilst only 1% had 15 or more children attending their service whose family had English as a second language. A need for additional staff training to support children from families with English as a second language was highlighted by a number of respondents “Language barriers can be difficult to facilitate and we would probably need more training in regards to other languages, although we do display posters etc.” Children from the Travelling Community 97% of respondents had no children from the Travelling community attending their service, 2% said they were unsure, whilst 1% said they had 2 children from the travelling community attending their service. One respondent noted that some traveller families have reservations about leaving their children were staff are male “We have experienced traveller families not wanting to leave their female children in our care as we have two male play workers on our staff.”

5.14 Need for Additional Childcare Places Respondents were asked whether they thought there was a need for additional childcare places or services within their area. Whilst 52% indicated they felt there was an adequate level of School Age Childcare within their area, 48% indicated that they felt there was a need for additional provision. Since 2012, there has been an increase in the perceived level of need for School Age Childcare places or provision. This has increased by 12 percentage points, from 36% in 2012 to 48% in 2016.

36%

48%

57% 52%

0

20

40

60

80

100

2012 2016

Chart 9. Need for additional childcare places in 2012 and 2016

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5.15 Perceptions of the Minimum Standards for Childminding and Day Care School Age Childcare providers were asked what effect they thought the introduction of the Minimum Standards for Childminding and Day Care for Children under Age 12 has had on their School Age Childcare service. Almost three quarters of respondents (73%) felt that the introduction of the Minimum Standards has had a positive effect on their service with 39% saying it was very positive and 34% saying it was somewhat positive. Of the remainder, 15% felt that it had no effect, whilst only 12% said it was negative (11% said somewhat negative and only 1% felt it was very negative). Respondents noted a number of key benefits arising from the standards most notably:

It provides a framework to work against;

Feedback is received from inspectors, staff and parents;

It provides clear guidance on documenting and record keeping, policies, procedures and legislative requirements; and

It provides a focus on improving service and delivering high quality provision.

Key comments from providers included:

“Everyone is on the same page. Family’s requirements are met & everyone can work in partnership.”

“Having moved from the education to childcare sector, the standards enabled me to ensure we had everything in place to support children and were documenting and record keeping appropriately - clear guidance on how to set up policies and procedures.”

“I believe the standards are key to maintaining high standards.”

“The standards set an achievable benchmark for everyone and ensures that all settings operate at the same set of rules and standards.”

“They contribute to maintaining high quality provision, ensuring we are meeting legislation with regard to the welfare of the children.”

“It has helped us develop our policies in a positive way and has therefore influenced our practice and raised standards.”

“The minimum standard is an excellent tool that supports our projects in delivering a good quality service, keeping us focused on good practice.”

“As a newly opened group the Minimum Standards gave us a platform to set targets and improve provision.”

“We have an excellent relationship with our social worker who seems to

“As an early years provider we are

constantly striving to improve our

service, ensuring that we provide

the best possible environment for

the children”

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understand the difference between Playwork and early years.”

Respondents did note some potential improvements they felt would enhance the Minimum Standards. A number felt that the standards should consider age group mixing in different circumstances within School Age Childcare provision:

“Age mixing should be relaxed when number of children attending is low to allow social interaction between children.”

“I do not agree that nursery school and young after schoolers should be separated i.e. P1&P2.”

“I feel children who are aged 4 and attend preschool should be allowed to use the service.”

It should be noted that some changes have been made to the Minimum Standards since the survey took place in terms of age mixing within settings. In terms of School Age Childcare settings, the Minimum Standards report: “Compulsory School Age” replaces the previously used term “Under 5 Years. Compulsory school age children reach their fourth birthday before July 1st… School age children, cared for in a full day care setting, an out of school or holiday scheme should be cared for in separate rooms from children under school age. Providers who have been registered prior to September 2013 may continue to provide for children in their pre-school year with children of school age in the same room, on condition the accommodation is appropriate and staffing ratios for the youngest children are in place (a minimum of 2 separate staff for each group is provided)…Group size should never exceed 30 school aged children in one room in any setting…Children may attend a holiday scheme in July and August prior to commencing Primary 1.” A number of respondents also felt that the Minimum Standards guidelines on staff ratios can be too restrictive and impacts on their provision:

“Restrictions within the guidelines for child/staff ratios impacts our ability to move freely within the group and organise outings on school holidays. Difficult to get extra help to meet the standards. Restricts promoting independence when children can’t be tasked to carry out duties, e.g messages to office, helping tidy up after snack/taking things to and from main kitchen. All the things the child should and could do at home but with us there always has to be staff on hand...”

“Very restrictive in terms of ratios and very high qualifications which are not reflected in staff earnings.”

Some respondents also noted the challenges in reflecting a play work approach and balancing risk within Minimum Standards implementation:

“Playwork asks that we provide certain materials for play to ensure risk factor can be used within the age group- however the Minimum Standards hinders this as we then are expected to risk assess and Social Services quite often are not pleased with the outcome of the play service provided.

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We have in the past been asked to remove materials.”

“At first the Minimum Standards did not reflect a Playwork approach but I think that this has been addressed with some social workers.”

A number of respondents felt that at times there was too much of an administrative burden. With so much focus on evidence and paper work, the concern is that the experience for the children is being diluted. Some respondents noted:

“Child protection is always a priority for us, but some of the paper work is too extensive and there is no support in policy making.”

“I think it takes practitioners away from children, there is too much focus on 'evidence' that childcare is being diluted.”

“It’s just more boxes to tick and it has been a challenge for the play space that we have.”

“Too many policies & not enough concentration on the actual service/ opportunities we provide.”

“Too much paperwork, a child’s day should be about fun and learning and not having to risk assess everything.”

“Totally ludicrous that any community based afterschools with limited funding has the man power to provide excellent play facilities for kids AND do all that paperwork-some of which is totally unnecessary and totally belittles playwork.....”

“We were meeting the same standards 10 years ago. The inspection process is an administrative exercise. Standards [within the settings] would increase if groups had the same social worker/ mentor who worked with them and were inspected by their senior manager.”

Some respondents felt that some of the guidelines were unclear or impractical and have found it difficult to go through the inspection process:

“Need clearer guidelines to follow for inspection.”

“I agree that there has to be a set of standards to keep both staff and children safe, however I feel that some of these standards are impractical and that those who are actually working in settings and know how the practise works should have some say.”

“I have just come through the process for the first time. I've found it difficult. There should be a step by step guide as I was finding things out as I went along - I nearly gave up.”

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One respondent noted that “Consideration must be given to the school estate and how both out of school care and the school operate.”

A number of respondents suggested that the Minimum Standards could be better improved and tailored more specifically for School Age Childcare provision for example:

“The standards could be adapted in certain areas and tailored more to suit the 4-12 year old age group better.”

“Depending upon the inspecting social worker the interpretation of Minimum Standards and how it is applied to the School Age service can be inappropriate e.g. we are sometimes asked about how we supervise children when using the bathroom etc."

One respondent noted that in order to help meet and improve on specific requirements of the Minimum Standards “Finance should have been available to enhance the physical environment to cope with the new standards.”

5.16 Perceptions of the Inspection Process Most respondents reported that their most recent inspection took place within the 12 to 18 months prior to completing the survey. The majority of organisations said that they had no issues in relation to the inspection process with comments including:

“The inspection was thorough, professional and very beneficial to the setting and to the management committee.”

“The inspection was very helpful and I was given guidance and recommendations to improve the overall service.”

“We welcome the inspection as it enables us to keep up to date with the relevant legislation and standards.”

“We view the inspection as a partnership proves that keeps our project focused on ensuring and maintain good practice.”

Many respondents commented on how helpful they found their Inspecting Social Worker “Our social worker was very helpful and supportive throughout the process” and “The social worker gave me guidance as we went through inspection and gave recommendations on how to improve the overall service.”

There were also a number of respondents who noted some challenges in relation to the inspection process. As identified previously, some felt that that

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the inspection process could be more age specific and more reflective of the principles of Playwork:

“Children allowed too little freedom of movement in the out of school centre. Children 10 & 11 years old want to chill - without two members of staff in the room continually.”

“As we only take up to P2 I think that nursery school children should be able to join this small afterschool group.”

One respondent stated “the needs of the children we care for are more similar to those of early years, due to their disabilities - although the children range in age from 4yrs-11yrs old.”

“Different inspecting Social Workers, means different opinions. What is acceptable for one is not necessarily for another. An allocated Social worker should be assigned to the project.”

“Social Workers can have conflicting views on best practice. There are many inspection requirements which relate to early years and which contradict Playwork practice and these often become discussion points at inspection where we feel we have to defend our play practice.”

“Different Social Workers and different Trusts interpret the documentation differently. I think that the Inspectorate needs to hold the same qualifications required as the unit leaders in each setting e.g. If you inspect day care - CCLD or out of schools - Playwork”.

“Inspectors tend to focus more on early years and should have more knowledge of Play work & the Playwork Principles as this would enhance the inspection process.”

“Social workers would perhaps benefit from play work training, as many approach the inspection process with younger children in mind.”

Some respondents felt that there was not enough focus on positive outcomes for children such as overall wellbeing and happiness within the inspection process and greater flexibility:

“One cap doesn’t fit all and whilst standards are good and should act as a baseline, groups should be assessed on their own merit and appraised on their individual practice. Not enough attention is given to evidence based outcomes for the children including overall wellbeing and happiness.”

“There needs to be more flexibility. These children already feel too regulated. We are creating a watched society which will force our children underground. We have found that the older children don't want to come to the setting because of the supervision levels. So where are they going?

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Parents are still working...there has to be a balance, risk and benefit!”

One respondent noted that the inspection process was: “Too time consuming using up a staff member for two days and not giving a date so staff levels could be adjusted to allow the leader to attend to the Social Worker.” Others noted that the processing of the inspection report can be lengthy which has implications on the setting trying to implement recommendations following inspection.

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6.0 Workforce At the heart of the School Age Childcare sector are a dedicated workforce who provide essential services, support children and engage with parents and carers on a daily basis. Through workforce training and increasing the numbers of qualified staff required by Minimum Standards, the sector is able to deliver a continuously improving quality childcare service. By building the skills of the childcare workforce, we reinforce childcare provision as a respected and valued profession. The development of a skilled childcare workforce, including well qualified managers and deputy managers for all childcare settings, is critical to the provision of high quality childcare services, services that can ensure positive outcomes for the children involved. This also enhances the ability of local childcare services to provide a nurturing and stimulating environment for children. The Minimum Standards (2012) for sessional care settings (i.e. School Age Childcare providers), state that: “In out of school clubs, the person in charge and deputy should have at least a qualification at QCF Level 5 Diploma in Playwork which is the most appropriate qualification for this setting”. The standards further outline that “Team leaders or supervisors should have at least a qualification at QCF Level 3 Diploma in either Playwork or Child Care, Learning and Development”. Furthermore, “At least 50% of all other child care staff should have a minimum qualification at QCF Level 2 Diploma in either Playwork or Child care, Learning and Development”, Pg33. The issue of staff qualification levels within the sector has therefore never been more pertinent.

School Age Childcare workers play a very important role not only providing care for the children who attend the setting, but supporting their development through a Playwork approach.

The survey was particularly keen to gather information on current staffing levels, annual salary spend, qualification levels and areas of training need. Recognising that the Childcare Partnerships had undertaken a comprehensive audit of workforce issues within the sector during 2015/16, the issue of qualifications was not considered in detail to avoid duplication.

6.1 Composition of the Workforce Respondents were asked to indicate the composition of their workforce and reflect on the number of full-time, part-time, bank and voluntary staff they employed. Just over one fifth (22%) reported that they operated their service with no full time staff, whilst 62% operated with between 1 to 4 full-time staff members. Of the remainder, 11% had between 5 and 9 full-time staff; 4% had between 10 and 14 full-time staff; with 2% operating with over 15 full-time staff.

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Since the 2012 survey there has been was a slight fall in the number of respondents reporting that they currently had no full-time employees, from 27% to 22% in 2016. However there has been a reported increase of 11 percentage points in the number of providers employing 1 to 4 full-time employees from 51% to 62% in 2016; and a slight increase of 3 percentage points in those employing 5 to 9 full-time staff from 8% to 11%. With regards to part-time staff, 12% of respondents reported operating with no part-time staff, whilst a significant proportion (66%) employing around 1 to 4 part-time staff. Of the remainder, 15% had between 5 and 9 part-time staff members; 5% had between 10 and 14 part-time staff members, with 2% indicating they had more than 15 part-time staff members. Since 2012, there has been a decrease in the numbers of providers reporting having no part-time staff members by 7 percentage points, from 19% in 2012 to 12% in 2016. Over the same 4 year period, there has also been an increase in the number of providers reporting having 1 to 4 part-time staff by 10 percentage points, from 56% in 2012 to 66% in 2016.

Respondents were also asked to indicate the number of bank relief staff they had. 42% of providers did not currently employ bank relief staff, whilst 56% employed 1 to 4 bank relief staff. Of the remainder, 2% employed 5 to 9 bank relief staff. There were no respondents reporting employing over 10+ bank relief staff and one respondent indicated that they “registered with an agency to provide relief cover.” One half of respondents (50%) said they did not operate with volunteer staff; 44% had 1 to 4 volunteers who helped out within their provision, whilst 2% had 5 to 9 volunteers. 4% reported having 10 to 14 volunteers, whilst none of the respondents reported having 15+ volunteers.

27%

51%

8% 12%

3%

22%

62%

11%

4% 2%

0

10

20

30

40

50

60

70

None 1 to 4 5 to 9 10 to 14 15+

Chart 10. % of Full-time Employees in 2012 and 2016.

Chart 11. % of Part-time Employees in 2012 and 2016.

19%

56%

18%

5%

1%

12%

66%

15%

5%

2%

0

10

20

30

40

50

60

70

None 1 to 4 5 to 9 10 to 14 15+

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6.2 Demographics of the Workforce School Age Childcare providers were asked to note the number of employees based on their demographic variables such as gender, those from a minority ethnic background or those that had a disability or long term limiting illness.

Almost three-quarters of respondents (72%) indicated they had an all-female workforce, with 17% of respondents reporting they currently had 1 male staff member employed; 7% said they had 2 male staff members and 4% of respondents said they had more than two male staff members employed in their provision. This finding was broadly similar to those in 2012, where 73% of respondents reported having an all-female workforce.

80% of respondents surveyed said they did not currently have any staff from a minority ethnic background employed within their provision, whilst 20% said they had at least one member of staff from a minority ethnic background employed within their provision.

82% of those surveyed said they did not currently have any members of staff with a disability or long term limiting illness employed within their provision, whilst 18% said they had at least one member of staff who had a disability or long term limiting illness employed within their provision.

6.3 Salaries

The impact of School Age Childcare on the local economy not only relates to its role in enabling parents and carers to engage in the workforce, but also in its providing direct employment for local people. By creating employment opportunities School Age Childcare providers play an active role in supporting the local economy. With a view to determining the economic impacts of employment created by School Age Childcare, respondents were asked to indicate the total amounts of salary spend in the preceding 12 months.

Chart 12. % Estimated Salaries Spend over the past 12months

22%

37%

23%

5% 3%

10%

Less than £20,000 £20,001 to £40,000

£40,001 to £60,000 £60,001 to £80,000

£80,001 to £100,000 £100,001 to £120,000

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The majority of School Age Childcare providers (37%) indicated that they spent £20,001 to £40,000 on salaries within the past 12 months. 22% reported they spent less than £20,000 on salaries; 23% spent £40,001 to £60,000 on salaries; 5% spent £60,001 to £80,000; followed by 3% who spent £80,001 to £100,000 on salaries. Only 10% said they spent £100,000 to £120,000 on salaries.

The majority of providers indicated that the estimated salary (£) per year for a manager ranged from £15,000 to £24,999, with 32% receiving a salary of £15,000 to £19,999 and 29% receiving between £20,000 to £24,999. 22% were receiving a salary of £10,000 to £14,999 and 12% receiving £5,000 to £9,999. Only 5% received an estimated salary of £25,000 to £29,999. These figures however do not take into account, full-time or part-time salaries or overtime payments (Chart 13).

12%

22%

32%

29%

5%

£5,000 to £9,999 £10,000 to £14,999£15,000 to £19,999 £20,000 to £24,000£25,000 to £29,999

Chart 13. % Estimated Salaries spend for a Manager within School Age Provision

Chart 14. % Estimated Salary spend for a Room Leader within School Age Childcare Provision

3%

32%

41%

24%

£5,000 to £9,999 £10,000 to £14,999

£15,000 to £19,999 £20,000 to £24,000

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The majority of room leaders (41%) were receiving estimated salary of around £10,000-£14,999, with 32% receiving £5,000 to £9,999 and 24% receiving a salary of £15,000 to £19,999. Only 3% received £20,000 to £24,999 (Chart 14).

61% of play or childcare workers were receiving a salary between £5,000 to £9,999, whilst 25% were receiving between £10,000 and £14,999. Only 9% received a salary of £15,000 to £19,999, whilst 5% received up to £4,999 (Chart 15).

6.4 Recruitment of Staff Just over half of respondents (56%) indicated that they had faced difficulties in recruiting staff over the past 12 months. Difficulties12 noted included too few applicants with the right experience (32%); applicants were not appropriately qualified (25%); not enough applicants in general (19%) and 18% reported difficulties in recruiting male staff.

6.5 Training and Qualifications The Minimum Standards (2012) for sessional care settings (i.e. School Age Childcare providers), state that: “In out of school clubs, the person in charge and deputy should have at least a qualification at QCF Level 5 Diploma in Playwork which is the most appropriate qualification for this setting”. The standards further outline that “Team leaders or supervisors should have at least a qualification at QCF Level 3 Diploma in either Playwork or Child Care, Learning and Development”. Furthermore, “At least 50% of all other child care staff should have a minimum qualification at QCF Level 2 Diploma in either Playwork or Child care, Learning and Development”, pg. 33). The

12

Multiple response question, therefore percentages exceed 100%.

5%

61%

25%

9%

Up to £4,999 £5,000 to £9,999

£10,000 to £14,999 £15,000 to £19,999

Chart 15. % Estimated Salary spend for a Childcare worker or Playworker within School Age Childcare Provision

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issue of staff qualification levels within the sector has therefore never been more pertinent. With a view to determining current qualification levels within the sector, respondents were asked to identify whether any of their team currently hold play work qualifications. Of the total, 52% indicated that their staff team currently held some form of play work qualification, whilst 48% said their staff team did not currently hold any play work qualifications. With regards to the level of qualification held, respondents were asked to indicate how many staff held qualifications at 4 distinct levels:

Degree level or above: Analysis showed that 60% had at least one member of staff educated to degree level or above, 10% had 2 members of staff at degree level, whilst 10% had 3 members educated at degree level or above.

Level 5 in Playwork: Analysis showed that 48% had at least one member of staff qualified to NVQ level 5 in Playwork. Of these, 28% had 1 member of staff, 17% had 2 members of staff at that level, whilst 3% had more than 2 members of staff qualified to NVQ level 5 in Playwork.

Level 3 in Playwork: 85% of respondents surveyed indicated they had at least one member of staff holding a play work qualification at level 3. Of these, 42% had at least one member of staff at level 3, 19% had at least 2 staff members, 12% had more than two members of staff holding a level 3 qualification in Playwork.

Level 3 Award in Transition to Playwork: Analysis shows that 76% had at least one staff member holding a Level 3 Transition to Playwork Award. Of these, 24% had 1 member of staff with a Level 3 Transition Award, 47% had 2 members of staff who had achieved the Award, whilst 6% had more than two members of staff who had achieved the Level 3 Award in Transition to Playwork.

Respondents were also asked whether any of their team were currently working towards a play work qualification. Only 18% of providers said that they had a staff member working towards a play work qualification. The survey then sought to gauge the level of demand for Playwork training. Respondents were asked if any of their staff team would be interested in attaining a play work qualification. The majority of providers indicated that at least one member of their staff team would be interested in attaining either a level 3 in Playwork (96%) or a level 3 Award in Transition to Playwork qualifications (95%); 91% of respondents were interested in attaining a level 5 in Playwork, whilst 81% of respondents were interested in attaining a Playwork Degree.

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Having assessed the current level of qualifications amongst respondents, the survey sought to gauge whether there were any barriers in accessing qualification training. Of the total respondents surveyed, 77% said they had encountered barriers in relation to accessing relevant training or qualifications at either staff or committee level. When explored further, the main barriers in accessing relevant training or qualifications were in relation to courses being run at times that aren’t suitable (72%) or staff having to pay for the training (70%). Over half (52%) said that there weren’t any courses being delivered in their local area. 44% said that staff couldn’t afford to have time off. Further barriers in accessing relevant training or qualifications are identified in Table 4 below.

Table 4: Barriers in Accessing Qualifications or Training for the Workforce

%

Courses being run at times that aren’t suitable 72% Staff having to pay for the training 70% No courses being delivered in their local area 52% Staff couldn’t afford to have time off 44% Not having enough courses available 19% No incentives to attend training 17% Doesn’t meet specific training needs 17% Length of time it takes to complete a qualification 9% Not being informed about training taking place 9%

“We need finances to pay for training.”

“Playwork…bursaries only available if you are in Belfast.”

Providers were then asked what would encourage staff to attend training. The main responses given were if the training was delivered locally (86%) and if it was free of charge (84%). The next most common responses given were if they had staff cover (64%) or if fees were subsidised, i.e. that a percentage of the costs were prepaid (56%).

Table 5: Incentives for Workforce to Attend Training

%

Training was delivered locally 86% Free of charge 84% Staff cover 64% Subsidised fees 56% Accredited training 48% Helped to improve services 46% Linked to completion of a qualification 43% Leads to better terms and conditions of employment 32%

A further 48% of respondents said that accredited training would be an incentive, whilst 46% said staff were more likely to attend training if it helped to improve their childcare service. 43% said they would be encouraged if it

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linked to the completion of a wider qualification and 32% said that they would be encouraged to attend if it led to better terms and conditions of employment. Suggestions on other ways to encourage staff to attend training included: “If the training was delivered by experienced and qualified play work professionals with knowledge of the sector”.

“Staff have no time. They are experienced often with families; work in schools and in play sector in afternoons to give them a full time salary. They are often only doing the course to tick another box and many find the training uninspiring and outdated.”

“The trainer having a clear understanding of children and young people that present with challenging need.”

6.6 Staff CPD Opportunities When asked what type training and/or support the School Age Childcare provision or workforce would benefit from, the main support areas identified were for play and play work (66%) and also advice and training on the outdoor play environment (63%).

Table 6: Type of Training the Workforce would benefit from

%

Play and Play work 66% Outdoor Play Environment 63% Risk Benefit Approach training 57% Quality Standards within SAC settings 55% Staff management, supervision training and advice 50% Inclusive play opportunities 48% Grant and Bid proposals for funding 48% Engaging children in decision making through participatory approaches

47%

Strategic planning 34% Governance and Good practice 31% Safeguarding to protect children 28%

Other areas noted included training in the Risk Benefit approach (57%); Quality Standards within SAC settings (55%); Staff management, supervision training and advice (50%); Inclusive play opportunities (48%); Grant and Bid proposals for funding (48%) and Engaging children in decision making through participatory approaches (47%). Further areas of training are identified in Table 6 above.

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7.0 Sustainability In order to achieve long-term sustainability School Age Childcare providers

must be able to cover a range of operating costs including those associated with premises (rent, upkeep, insurance etc.) and staffing (recruitment, wages, training etc.)

Income sources vary depending on the sector the provider comes from. By way of example, whilst almost all providers rely to some extent on parental/carer fees, private providers are solely reliant on those fees whilst community/voluntary or social economy providers are able to seek funding support from a range of wider sources. The most prominent source of additional funding over recent years has been the NI Executive’s Bright Start School Age Childcare Grant Scheme. The scheme was accessible to those operating as, or willing to become social enterprises i.e. all profits are fed back into service development and growth. Under Bright Start (rounds 1, 2 and 3) grant aid has been made available to support new start-ups and to expand or maintain existing services. As with most forms of grant aid, support is time-limited and is primarily directed at supporting the provider to work towards achieving sustainability within the grant period. For some providers, particularly those serving more disadvantaged or rural isolated communities, achieving sustainability may take longer to achieve or may not be possible long term. This is due to financial pressures and other restrictions they may operate within (e.g. reduced number of service users and increased transport costs in more rural isolated areas, offering low cost affordable fee structures in socially disadvantaged areas). With this in mind the survey sought to identify the degree to which School Age Childcare providers perceive themselves to be either currently sustainable or working towards sustainability.

7.1 Cost of School Age Childcare Places With a view to making their service financially sustainable providers charge parents/carers fees for the service they provide. Fee levels do however tend to vary depending on geographical location of service and sectoral background. By way of example, community and voluntary providers based within areas of high deprivation are often required to keep fees to a minimum to ensure that the service is financially accessible to parents/carers. Whilst this maintains access to the service it impacts significantly on the ability of the provider to become self-sustaining through fees alone. In such cases, providers will generally seek to subsidise spaces through fundraising and/or securing grant aid. As part of the survey, respondents were asked to indicate the cost associated

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with sessional delivery (i.e. afternoon care) as well as the daily cost of childcare provided during school holiday periods (full day cost). In considering the data relating to the cost of School Age Childcare it is important to recognise that fees tend to be higher in the private sector than in the community and voluntary sector. As a result cost data contained within this report is not indicative of fees within any one sector, but rather a combination of both. The average cost per session for all respondents was £12.70, with provider costs ranging from £3.50 to £28.00 per session. The average cost per day for childcare provided during school holidays across all respondents was £24.00 per day with fees ranging from £10.00 to £46.00 per day. It was evident that private provider fees were generally higher than their community/voluntary and Social Economy counterparts.

7.2 Reductions in Fees

Where a household has more than one child attending a setting, 71% of respondents indicated that they offered a reduction in fees. Within 52% of settings staff are offered a reduction in fees, whilst 48% offer a reduction if a child is in full attendance, 37% will offer a reduction of a parent/carer is unable to afford to pay with 25% offering a reduction for advance booking.

7.3 Payment Arrears for School Age Childcare Provision

The survey found that whilst the majority of parents/carers keep up to date with payments, 70% of respondents reported some level of difficulty in receiving prompt payment for the service they provide. The most typical reasons identified for delayed payments included reduced familial income through loss of employment or reduced hours; parental perception that they should not have to cover costs for non-attendance; difficulty getting payments when a child has been ill or on holiday etc. Comments noted included:

“Occasionally parents do not pay us the tax credits and leave owing a large amount of money.”

“Some of the parents have had issues paying resulting in us having to write off some debt as we were unable to get it back.”

“Some parents fall behind with payments, bills build up and we arrange a payment plan. Depending on circumstances we might not get payment.”

“Some parents in general who get tax credits don't pass them on – it would be better if they were paid straight to the provider.”

“Parents don't always accept that places are supposed to be paid for in advance and feel that they should not be charged for non-attendance.”

“Vouchers can be slow to process or parents log their vouchers too late delaying payment.”

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“People sometimes have other demands on them especially round holiday periods or if their hrs are cut in work.”

“A lot of parents are not bothered at being threatened with court so we have had to take a loss; we believe childcare tax credits should be paid directly to the childcare provider.”

Providers indicated that in order to recoup losses they use a number of approaches including payment plans, standing order policies, debt collection policies, parents paying by BACS, and the small claims court on last resort.

“Due to financial restraints in their own homes we have had to draw up payment plans for parents as they had fallen behind with payments which had made them get into arrears with our setting.”

“We have taken some parents to the small claims court. We do have to follow up with parents who do not make timely payments and we have a debt collection policy.”

In more extreme cases, a number of providers reported that children had been removed from School Age Childcare without notice, leaving unpaid bills leading to debt write-off.

The impact of late payments can be significant for the provider, with a number of respondents highlighting that as a result they had faced difficulties in paying staff wages and utility bills on time. A number of providers highlighted that should childcare tax credits be paid directly to the provider this would help reduce payment losses.

7.4 Funding Sources

Respondents were asked to identify the sources for funding they have received over the past 3 years. Recognising that some would have been in receipt of funding from more than one source, respondents were able to select multiple responses. Amongst respondents, 47% were in receipt of funding support through Bright Start; 31% carried out local fundraising activities or received charitable donations; 14% secured funding through charitable trusts, whilst 12% received public funding directly from a government department.

7.5 Securing Funds (Non-Fee based) With regards to the challenge of securing non-fee based funds, 51% indicated an increased level of difficulty in attracting and securing funds over the previous 12 months; 46% felt that there had been no change since the previous 12 months whilst only 3% reported finding it less difficult. Respondents identified a number of reasons for increased difficulty in accessing funding including complex application forms, a reduction in funding opportunities, increased competition for funds etc. Comments included:

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“Application forms have difficult and varying formats that need an expert to work with them.”

“There are less opportunities for funding, more people applying, restrictions on areas covered and less flexibility from funders on eligible spend areas.”

“Increased provision has led to increased competition for places which has resulted in a need to reduce fees, impacting negatively on in income levels.”

“Expense associated with delivering the service (overheads, food costs etc.) has increased more rapidly and at a greater level than income leading to financial difficulties.”

Private Sector Funding

Whilst Private providers were able to apply for funding under the Bright Start School Age Childcare Grant Scheme, in order to secure funding they had to commit to making the transition to a social economy model of delivery. A number of private providers who did not wish to make this transition identified their inability to access funding as a key impediment to their development with comments including:

“As a private provider we were unable to access Bright Start Funding not being eligible to private sector.”

We are facing the same struggles as social economy settings but without the funding options.”

One private provider noted that competition from wraparound services or other providers meant that they were “considering closing services in the very near future.”

7.6 Difficulties Attracting Funding for Specific Areas of Need

Respondents indicated that they have found it increasingly difficult to attract funding to cover certain areas of operating including supporting the training of staff (58%), to cover staff salaries (53%), to cover daily running costs (e.g. light, heat) (43%) and to support capital improvement (40%).

7.7 Income and Expenditure

Analysis of the survey findings highlights that many School Age Childcare providers have faced significant financial pressures as a result of the economic situation. Whilst 42% indicated that their income had stayed the same, 32% indicated that income had increased over the previous 12 months, whilst 26% reported a decrease in income over the same period.

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For a majority of providers (76%) expenditure levels had increased over the previous 12 months, with 20% reporting expenditure had remained the same with 4% reporting a decrease. This increase in expenditure could be due to a range of factors including increased costs for buildings, food and materials and an increase in the national minimum wage. The introduction of pension auto enrolment in April 2017 is likely to further impact on growing expenditure levels for providers. The impact of increasing costs is particularly pertinent for those receiving funding through the Bright Start Grant programme. Whilst expenditure levels are increasing year on year, the funding model was based on a decreased level of funding for each year of the award, thus as costs increased the amount of funding support is decreased.

7.8 Level of Demand An increase in the level of demand for services over the previous 12 months was reported by 44% of providers, an increase of 15% since the 2012 survey. A further 43% reported that demand had remained broadly the same with only 13% reporting that the level of demand had decreased over the previous 12 months compared with 38% in 2012.

When asked to identify why they thought there had been a change in the level of demand the majority highlighted an increase in parents working resulting in a greater need for childcare.

“The level of parents working seems to be on the increase and we are becoming a well-established service.”

“Both parents in many families are now working. Families moving into new areas which results in a lack of the wider family support.”

A number of respondents highlighted the importance of reputation, a commitment to quality service delivery, flexibility, reduced fees and word of mouth in increasing demand for places.

“Most of the children attended the day care before they were school age and have continued to stay with us.”

“Our service has been growing steadily - we continually have enquiries and people mostly hear about us via word of mouth or via our website.”

One key focus for Bright Start has been supporting the development of School Age Childcare services within the school estate. One school responding to the survey noted that the availability of the service onsite had impacted on enrolment numbers for the school.

“We have an increase of pupils attending our school. People have chosen to attend our school because childcare is available on site”.

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For those who reported a decrease in demand key factors included the cost of childcare, one respondent noted: “There are no incentives to encourage parents back to work- childcare is becoming more and more expensive and parents have less interest in working a 40 hour week to pay for their child to spend their week in childcare. More parents are choosing to stay at home/or only one parent working rather than two”.

Another respondent noted that continued difficulties within the local employment market was having an impact “…less work around and there are more parents at home in their area who can look after the children.” A number indicated that for those that are in employment or education support from family members was seen as a more viable option “We found that people are getting it tight so family members are helping out more.”; “Parents are using neighbours, grandparents, older siblings. Cost remains a factor and older children can find settings too restrictive.”

A number of respondents noted that with more local schools offering wraparound afterschool activities at reduced prices community groups are finding it hard to compete. “With extended schools children may stay longer meaning that parents don't necessarily need after school provision.”

7.9 Support Required to Offer More Childcare places Respondents were asked what would enable them to offer more childcare places. Main areas identified included additional free hours of government childcare support for parents (65%); increased revenue and income (52%); increase staffing complement (46%) and more physical space (46%). A need for capital investment to support expansion was identified by 44% of respondents.

7.10 Level of Sustainability When asked whether they felt their School Age Childcare service was currently sustainable, 80% indicated that they were working towards sustainability, but are not yet sustainable. 20% said they were currently sustainable. Whilst a significant proportion indicated that they were working towards sustainability over the previous 12 months, 57% indicated that they had to take action to protect the service they provide. The most common actions taken were increasing fees (35%), capping the number of children able to access the service (10%), reducing the number of staff (9%), and reduce opening hours (3%).

7.11 Barriers to Developing and Sustain Services

Respondents were asked to identify the main barriers in their ability to develop and sustain the service they provide. The main barrier for many remains difficulty in securing long-term funding (86%), whilst increased competition (whether from family members or other providers) remains a key issue for many (82%). Less than 12 months guaranteed operating costs was also identified as a main barrier for providers (78%, Table 7).

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PrPSch School Age Childcare providers were further asked to identify the biggest challenges they face in managing their service. Maintaining adequate funding levels was again to the fore for many respondents, whilst wider issues noted included rising staff costs and the implications of changes to pension regulations; a lack of time and funding need to evaluate the impact of their service and high turnover of staff (Table 8).

Table 7: Barriers to Develop and Sustain Services

%

Difficulty in securing funding 86% Increase in family members providing childcare 82% Less than 12 months guaranteed operating costs 78% Increased competition from extended schools provision 71% Increased competition from other SAC providers 63%

Table 8: Challenges in Sustaining School Age Childcare Services

%

Increase in staff wages 67%

Sustaining funding 63%

Alternative sources of funding 59% Parents ability to pay fees that cover costs 53%

Cost associated with premises 45%

Having time and money to evaluate services 45%

Demand for services 36%

Maintaining staff levels 34%

Support from local authorities 30% Reaching the most vulnerable families 30%

To assess best practice 19%

Undertake a needs assessment 16%

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8.0 Conclusions and Recommendations Considering the discussed findings, a number of key conclusions and lessons have emerged from this State of the Sector report. Childcare (i.e. quality driven early childhood education, care and development) delivers on all aspects of social policy, resulting in better outcomes for children and society. Longitudinal studies point to fewer behavioural problems, less delinquency, crime and drug use among those who had attended childcare, as well as higher earnings and lower welfare dependency. As such, investment in childcare can result in tangible outcomes for government. Through this report, PlayBoard have sought to highlight the complexity and diversity of the School Age Childcare sector, illustrating the multiple benefits for children, young people, parents and carers, communities and the wider economy. The findings highlight the importance of the need for increasing public awareness regarding the financial help available to support families in accessing quality childcare. This is particularly important now with emerging changes to financial incentive schemes such as universal credit. By enabling parents and carers to remain economically active, School Age Childcare providers offer an effective means of breaking the poverty cycle, thus helping to reduce child poverty and aiding in the regeneration of the local economy. There is also strong evidence to suggest that further investment in School Age Childcare is necessary. Government should continue to embed its proposed actions to deliver School Age Childcare provision which will benefit parents, families and their children, but also the local labour market and economy.

A Childcare Strategy for Northern Ireland should be viewed as a critical infrastructure initiative. Family policy, gender equality and the employment of women are interconnected policy areas. Building on the lessons of the Bright Start initiative, consideration needs to be given to the quality agenda. Once capacity has been created, quality needs to be ensured. Enhancing the quality of childcare will affect children’s language, social and emotional development. These aspects of development, particularly language development establish the foundations for later educational and social development. Improving children’s outcomes including reducing early school-leaving and improving access to higher education, leading to overall poverty reduction, and enhanced social inclusion, this may result in improved employment opportunities in the future. Quality childcare provision is a complex concept and measures to achieve, improve and further develop quality are inter-dependent and should not be considered in isolation. The European Commission in its report of the Working Group on Early Childhood Education and Care discusses three useful perspectives. These being the quality considerations which affect the structure of childcare provision, the quality of the processes used with in the settings and the outcomes from the provision:

Structural Quality: Considers the physical environment how the childcare system is designed and organised and managed.

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Process Quality: Looks at practice within the setting and includes the role of play within the curriculum; relationships between providers and children’s families; relationships and interactions between staff and children, and among children; the extent to which care and education is provided in an integrated way; the involvement of parents in the work of the setting and the day-to-day pedagogic practice of staff.

Outcome Quality: Looks at the benefits for children, families, communities and society. Where these benefits relate to children’s outcomes they often include measures of children’s emotional, moral, mental and physical development; children’s social skills and preparation for further learning and adult life; children’s health and their school readiness. This report picks up on all this areas however findings focus particularly on process quality, importantly is the competence and skills of the workforce. As the finding highlight professionally trained age-appropriate qualified staff do not simply emerge. We need a considered vision driven Childcare strategy with clear focus on workforce at its centre – both go hand in glove. A Childcare Strategy for Northern Ireland needs to be underpinned and aligned with an appropriately funded Workforce Strategy. Adequate investment can help to avoid the trade-off between quality and in some instances quantity. Based on the evidence presented, we have developed considered recommendations below, regarding the future growth and development of the play based School Age Childcare sector within Northern Ireland.

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Overarching Area Key Survey Findings Recommendation

Sustainability of

existing provision 80% working towards

sustainability but not yet sustainable

76% report increased expenditure levels for the 12 months preceding the survey

70% report some level of difficulty receiving prompt payment for the services they provide

51% indicated an increased level of difficulty in attracting and securing funds over the previous 12 months

86% report difficulty in securing long-term funding

Provision of school pick-up service adds an additional financial burden to providers in terms of transport and staffing.

48% would like help with bid and grant proposals

Bright Start funding has had a significant impact on the School Age Childcare Sector, increasing levels of provision and enhancing service delivery across Northern Ireland. Despite the progress made there remains a need for ongoing investment to meet demand. It is therefore recommended that the Bright Start funding initiative be extended for existing providers to support their drive towards sustainability and to ensure that underlying demand continues to be met.

Funding secured by providers under phase 1 of Bright Start is due to cease at the end of September 2017. Groups funded under phase 1 are particularly vulnerable and were previously recognised as facing significant challenges to becoming self-sustaining with annual support provided through The NI Executive Office (formerly OFMdFM). With the end of Bright Start funding these groups will face significant challenges in sustaining services and should be considered to be at high risk of closure. It is recommended that the Department of Education take immediate action to address the risk of closure, loss of childcare places, loss of employment (for workers) and loss of childcare support for parents/carers by initiating an interim funding arrangement to support phase 1 funded groups pending longer term review of funding options for all Bright Start funded providers.

The Bright Start funding model was based on a decreasing level of funding for each year of the award with the assumption that groups would increase income level on a steady basis over the duration of the award. In reality, for many groups expenditure costs have increased annually (through for example the introduction of pensions, minimum wage increases etc.) leaving grantees to face increased expenditure which was not anticipated within their initial funding award. It is recommended that the Bright Start funding model be reviewed in order to ensure that it is capable of meeting the changing economic circumstances providers face. By way of example, applicants submitting a 24 month budget could be reviewed at the 18 month point to identify any additional, unanticipated expenditure with the option of seeking additional funding if agreed by the funding panel.

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One of the underlying aims of Bright Start was to drive self-sustainability of providers. Whilst this remains laudable, it is noted that despite some progress many groups continue to face significant challenges to becoming fully self-sustaining, challenges which are often outside of their direct control or influence. It is recommended that whilst achieving sustainability should remain a core aim of the Bright Start programme, there should be a rebalancing of the aims to provide a greater focus on delivering quality provision that meets children’s physical and emotional development needs. As such the assessment of impact should focus not only on sustainability but quality of delivery.

Transport and staffing costs associated with school pick-up continues to place an additional financial burden on providers. This is both in terms of having access to and maintaining a suitable form of transport and having sufficient staff cover to facilitate pick-ups, particularly in (but not exclusive to) rural areas.

Under Bright Start funding transport provision was excluded from eligible capital spend and it is

recommended that this be reviewed with a view to providing support to meet transport costs.

The number of respondents reporting difficulties in receiving prompt payment for the service they provide has increased from 51% in 2012 to 70% in 2016. This represents a significant challenge for providers seeking to ensure that they have sufficient income to meet ongoing costs and maintain quality delivery of service. Respondents again highlighted that direct payment of Childcare Tax Credits to the provider as opposed to the parents would help to alleviate this issue in some cases.

Given the increasingly competitive funding environment groups face, it is recommended that additional support be provided to increase the capacity of providers to identify and submit grant applications to suitable sources.

With a view to reducing the level of vacancies (which impact on income and sustainability) providers should ensure that they have adopted adequate, ongoing marketing techniques to maximise service exposure.

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Sectoral Growth

and Expansion 44% reported an increased level

of demand for their services over the preceding 12 months.

48% indicated that they felt there was a need for additional provision

70% reported at least one child with a disability or additional need attending the setting

61% reported having at least one child attending whose family had English as a second language

Funding provided through Bright Start has supported the growth of a sector which has historically been acknowledged as suffering from a ‘high degree’ of under provision. Whilst funding support has been welcomed and has achieved growth, there remain significant issues in terms of meeting the identified level of demand for School Aged Childcare places, particularly in the top 25% most deprived and in rural areas. It is recommended that the Department of Education extend the Bright Start funding programme to support the development of new School Age Childcare provision in identified areas of need.

With a view to expanding provision (both funded and non-funded) the Department should implement a programme of guidance and support for prospective providers with a view to increasing school age childcare places.

A particular area requiring attention is the ability of providers to meet the needs of children with disabilities and those with English as a second language. Providers have highlighted that they face specific challenges to ensuring that their settings are accessible and meet the needs of all children, regardless of ability or first language. Such challenges the physical environment of the setting, staff skills and resources. Whilst recognising that grant funding has been made available in the past to support settings to provide more inclusive settings, support been tended to be restrictive in terms of eligible spend and applicant circumstances. It is recommended that a focused grant programme be established to support settings to deliver a quality service to all, providing access to skills, knowledge, resources and capital items as required.

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Workforce and

Training 95% said the most important

aspect to providing a quality School Age Childcare service is the quality and qualifications of staff

91% said they would benefit from accessing support in Quality Assurance

66% would benefit from Play or Playwork training

31% would benefit from advice in good governance and practice

With regards to staffing, 82% of providers did not have any staff with a disability, 80% did not have any staff from a minority ethnic background and 72% did not currently employ any males.

56% of employers reported difficulty recruiting staff over the previous months citing lack of experience, qualifications and low numbers of applicants as the primary reasons.

A skilled, qualified and developing workforce is critical to the successful delivery of an integrated Childcare Strategy for Northern Ireland. It is recommended that priority is given to developing and resourcing a workforce strategy aimed at ensuring that existing staff have the required skills (underpinned by the Playwork Principles) to meet the Minimum Standards, and that adequate training opportunities are in place to meet future staffing demand.

The survey highlighted a continued deficit within the workforce of persons with a disability, persons from a minority ethnic background and males. It is recommended that a further review be undertaken to identify the barriers for these groups with a view to increasing their participation within the SAC workforce.

A significant proportion of respondents highlighted that they would benefit from being able to access Quality Assurance training and support. PlayBoard have undertaken delivery of such a programme over the past number of years through support provided by the Child care Partnerships, albeit that access has been limited due to resource constraints.

It is recommended that a formal programme of Quality Assurance training and support be rolled

out across the sector with access open to all providers on a self-referral basis.

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Quality 73% felt that the introduction of the Minimum Standards has had a positive effect on their service

78% said having more resources for children would be the biggest improvements they would make to enhance their services.

73% would improve their outside spaces

63% would benefit from training in the outdoor play environment

Overall the introduction of the Minimum Standards is viewed as having had a positive impact on provision. In order to ensure that the Minimum Standards remain relevant to the changing needs of parents, children, younger people and provider’s ongoing review and training of social work teams will be required to address emerging issues. A number of respondents noted concern that the Playwork approach underpinning School Age Childcare services within the Minimum Standards was not always fully understood. It is recommended that guidance and training be provided to social work teams to ensure understanding of the Playwork approach and how it translates into practice settings.

Given that a significant proportion of respondents highlighted that access to additional resources would significantly enhance their service quality it is recommended that a grant support programme should be established with a focus on play resources.

The provision of outdoor spaces that support a variety of play opportunities is critical to the growth and development of children and young people. In order to enhance outdoor spaces, and in recognition of the number of respondents highlighting the need for improvement outdoor environments for play, it is recommended that a grant scheme be established. Such a scheme should support capital works, landscaping of spaces, fixed play items, the provision of loose parts play and training in outdoor play from play specialists.

In seeking to ensure quality of service delivery, and in line with overarching government shifts towards an Outcomes Based Accountability Framework, there is a need to embed impact assessment at the core of services. This would encompass the ongoing evaluation of delivery and would enable providers to both improve service delivery and assess the difference they are making to lives of children, parents and wider society. It is recommended that providers continue to be supported to establish and maintain quality assurance and impact measurement methods as a core part of their service. It should be noted that PlayBoard have undertaken pilot work within this area under the Inspiring Impact banner. PlayBoard have also undertaken Quality Assurance programmes with the support of the Childcare Partnerships and the School Age Childcare providers who have participated in these programmes have greatly benefited from the guidance and support given to date.

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PlayBoard NI 7 Crescent Gardens Belfast Northern Ireland BT7 1NS Telephone: 028 90 803380 Website: http://www.playboard.org/