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Press release: The best childcare now gives children a brighter future

High-quality childcare is important for all children, but it can make all the difference for children in need.

The best childcare makes an important contribution to the lives of children in need by identifying their specific requirements early on and helping them to get the right support.

The factors that contribute to high-quality provision for ‘children in need’ in childcare were outlined today in a report published by Ofsted, the Office for Standards in Education, Children’s Services and Skills.

The report looked at children and young people who need particular support to promote their development and well-being. For example, children with speech and language difficulties or serious medical conditions who might need help from either health or children’s services.

The report, Children in need in childcare, found that close observation of children ensured that their requirements were identified at an early stage and that older children’s changing needs were well understood.

Inspectors visited 20 childcare groups and five childminders in different areas of the country. All had been judged to be good or outstanding at their previous Ofsted inspection.

Inspectors found that staff had a high level of experience and relevant qualifications and had established close relationships with the children’s families to ensure the children received timely and well coordinated support.

Her Majesty’s Chief Inspector, Christine Gilbert, said:

'The best childcare makes a big difference for children in need. They have a brighter future when their needs are identified at an early age and information from parents and others such as those in health, education and social care services is drawn together to ensure support is delivered in the best possible way.

'This report shows how the best childcarers are giving children in need a vital step-up in life and the best opportunities to learn and develop. It is important other childcarers learn from these examples of best practice.'

The report highlights how the best childcarers are working closely with parents in new ways. For example, a private day nursery welcomed parents on arrival and departure and gave them time to discuss their child’s day. A pocket-sized card allowed staff to note key events of the day succinctly for children of all ages and abilities.

The best childcarers are also working with other services such as therapists to reduce the number of appointments for parents at different venues. An example of this was seen in a weekly pre-school session for children with speech and language difficulties. Practitioners were drawn from different health, care and play disciplines and staff recorded significant events in a notebook for each child. The staff discussed the notes at the end of the session and key people wrote an evaluative summary, with pointers for the next steps with each child.

Another feature of the best childcare was flexible planning and a readiness to make small changes to resources and staffing where necessary, such as making more space for wheelchairs, to ensure that every child was able to benefit.

Rigorous self-evaluation of how things could be improved also contributed to effective support for the children in need in all the types of childcare settings visited.

Ofsted found that the 25 childcare settings visited had highly effective provision for a broad range of needs including:

• speech and language difficulties (the most common area of need)

• behavioural difficulties

• sight and/or hearing impairment and mobility difficulties and disabilities

• serious life-limiting illness, medical need, growth and developmental delay

• autistic spectrum disorders (including Asperger’s Syndrome).

• children in need of care or protection, being supported by social care services.

Notes For Editors

1. The report, Children in need in childcare, can be found on the Ofsted website www.ofsted.gov.uk/publications/080248.

2. Between October 2008 and April 2009, inspectors visited 20 day-care settings on non-domestic premises and five childminders in four local authorities. These 25 settings reflected the diversity of childcare provision in England, including private, voluntary and community management arrangements and two Sure Start children’s centres.

3. The report, Equalities in action, can also be found on the Ofsted website www.ofsted.gov.uk/publications/080272.

4. Between September 2008 and February 2009, inspectors visited 97 providers of care and education. They were selected either because the progress and attainment of particular groups of children, young people or adults were outstanding compared with national indicators; or because adults’ participation in learning and their staying-on rates were high compared with those nationally; or because of a provider’s known good practice in identifying and overcoming barriers for individual learners.

5. The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

6. Media can contact the Ofsted Press Office through 020 7421 6899 or via Ofsted's enquiry line 0300 1231231 between 8.30am - 6.30pm Monday - Friday. Out of these hours, during evenings and weekends, the duty press officer can be reached on 07919 057359.

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