schools, Julian Grenier and Helen Moylett look at some of the key areas
that leaders should consider to ensure they are meeting children's
needs.
As a growing evidence base demonstrates, what really matters in early years education is not the type of setting but its quality, which is principally determined by the knowledge and qualifications of the workforce.
We know that graduateand teacher-led settings are more effective in closing the attainment gap (Mathers et al, 2014). Children from disadvantaged areas also benefit more from being in a good social mix. Schools are certainly not the only organisations that can provide this type of high-quality early education and care, but they are well-placed to do so. To determine whether your school is the right environment for two-year-old provision, ask yourself:
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