- Salary, workload and status cited as reasons for exodus
- Report highlights the pros and cons for early years staff
Joint research by the National Centre for Social Research (NatCen) with the Education Policy Institute (EPI) has found that while many staff initially pursued a career in the sector because of a love for early years education, many are now leaving due to low pay, lack of recognition, and the emotional and physical demands of the job.
The study is based on in-depth interviews with early years professionals to trace their professional journey.
It also found that ‘high quality’ practitioners see early years as a ‘back-up’ to Reception or primary stage and calls for early years pay to be matched with that of primary teachers.
The study reveals the challenges for recruiting, retaining and developing staff in the sector, through interviews with nursery staff, managers and childminders, uncovering what first attracted people to working with young children, and what factors led them to consider leaving the sector.
Whether they started a career in childcare out of a commitment to the sector or for more pragmatic reasons, the challenges forcing staff out are the same throughout the workforce:
- Poor pay progression and low salaries, incompatible with increasing workload and responsibilities.
- Physical and emotional demands of the job, exacerbated by increasing paperwork and demands from employers and parents.
- Inability to support a family on current salaries.
- Lack of social recognition for early years education, perceived as ‘an easy’ option.
Early years workers should be paid the same as primary teachers, according to the research, which says thousands in the sector are driven out by low pay and lack of recognition.
The report calls for the Government to review current training qualifications, to ensure staff are equipped with key skills. To boost progression and professionalisation, the report suggests an equivalency between Early Years Teacher Status and Qualified Teacher Status, and ring-fencing funds for training and professional development.
Nine settings were chosen as case studies, with 23 in-depth interviews carried out with managers and practitioners. In addition, 19 in-depth interviews with early years professionals traced their professional journey.
Professional journeys (see infographics)
The researchers have compiled three types of professional journeys based on the interviews.
The main question was: ‘What motivates early years professionals to enter and remain in (or leave) the sector?’
Lead researcher Fatima Husain told Nursery World, ‘We looked at the perspective from nursery managers and early years professionals and the reasons for staying and leaving, tying it all together. It’s looking at the broader picture of social value of the childcare profession – recruitment, retention and pay.’
Talking about messages for the Government, Ms Husain added, ‘We see this fragile sector, across all our research. It needs to be a priority. If the sector is so fragile, how can parents take up their entitlements?’
Early years staff are driven by intrinsic and extrinsic motivations. ‘Everyone’s journeys are taking part in a wider context,’ said researcher Molly Mayer. ‘There are definite patterns that start to emerge and intrinsic and extrinsic motivations. In the context of the early years sector, intrinsic motivations involve love of children, interest in child development and passion for early years education. Extrinsic motivations involve personal family commitments, financial considerations and career prospects.’
By analysing the motivations among early years professionals for entering and remaining in the sector, experiences of work, and work-related decision-making, different types of career were identified:
Career professionals – those who entered and remain in the sector because of an inherent interest in early years education.
Inspired professionals – those who entered the sector because it was convenient but remained because they had developed a passion for it.
Pragmatic professionals –those who entered and remain in the sector out of convenience.
Splitting the professional journey into three areas – recruitment, retention, and CPD – the researchers identified barriers and facilitators to keeping staff in the sector.
Recruitment
- Inadequate pay – reduced the pool of ‘high-quality’ candidates and deterred ‘breadwinners’.
- Low status – not viewed as a career, specifically for those with degrees.
- Informal networks – helped settings to tap into a pool of local candidates.
- Reputation of the setting and a good Ofsted rating – reassured applicants about the quality and working environment of the setting.
Retention
- Inadequate pay – viewed as incompatible with the demands of the job. In school settings, practitioners viewed the sector as a ‘springboard’ to teaching Reception or at primary level.
- Emotional and physical labour – tasks such as ‘potty training’ seen as emotionally and physically draining.
- Control over time – the level of flexibility, to manage how much time was spent with family while working, helped them stay in the sector.
- Ethos of the setting – practitioners were attracted to a settings where its views on child development and pedagogical approach aligned with their own.
Continuous professional development (CPD)
- Budget constraints – lack of training budgets or funds led to settings either prioritising statutory training only or selectively choosing courses for staff.
- Releasing staff for development opportunities – settings experienced difficulties in finding and paying for cover to release staff for training.
- Working with training providers and sector organisations – was seen to extend training opportunities for priority development areas.
- Supportive management – management that actively encouraged staff to attend training courses or those that gave practical and academic support during practitioners’ studies helped retention.
The study forms Strand 3 of a broader research project, funded by the Nuffield Foundation with the EPI.
Understanding the early years workforce: Qualitative research findings is available at www.natcen.ac.uk
