Margaret Edgington, who is vice-president of the National Campaign for Real Nursery Education, said that the 'long-standing' staff ratios of one specialised teacher to every 26 children in a nursery class and 1:20 in a nursery school, are 'gradually eroding' in some parts of the country.
She said, 'There is so much disparity. What I find is that nursery classes in particular, but also some nursery schools outside London, are often being run by nursery nurses or teaching assistants. Headteachers are also sometimes on the staffing ratio, and extra children who are barely three are being added to the ratios in a bid to drive up numbers at the school.'
The staff:child ratios, although not legal requirements, were first published in the Children Act 1989 guidance and are recognised good practice. However, the law requires head teachers to ensure that every class or group of pupils in the Foundation Stage has a teacher assigned in the school timetable.
Ms Edgington said that she had come across Foundation Stage units with 'no qualified teacher in them at all'. She said, 'This is worrying. There seems to be a complete lack of awareness, and no understanding of why staff ratios or requirements for a teacher were set up in the first place.
Foundation Stage units have been set up not because they're good for children, but to save on staff.'
She said the other issue that is contributing to a diluting of quality in nursery schools and classes is the lack of teachers with early years specialisms. Ms Edington said, 'Many teachers are not trained to work with reception-aged children. For example, Key Stage 2 teachers are often put in the nursery with no early years specialist training.
'Also, teacher training is woefully inadequate. There is a real concern that the new Early Years Professional role may replace teachers in the Foundation Stage. I have nothing against the Early Years Professional, but the idea that we don't need teachers when all the research shows that we do, is very dangerous.'
Pauline Trudell, support head teacher to the Forum for Maintained Nursery Schools and Children's Centres, urged nursery teachers to respond to the Children's Workforce Development Council's consultation on the knowledge, skills and competencies needed for the Early Years Professional role, due to start in early April. She said, 'Unless we address this now, the future of real nursery education will be doomed.'