You are here: Old challenges, new concerns: how Covid-19 has magnified inequalities in the childcare system
Research over the past 20 years has consistently shown that weaknesses in the English early education and childcare system have resulted in:
- Unequal access to early education and childcare
- High childcare fees for parents
- A ‘free entitlement’ to early education and childcare that is not always free
- Low take-up of complex childcare subsidies for working parents
- A split system between services outside the public sector relying largely on a low paid workforce and low entry requirements, and better resourced public sector services with more highly qualified staff.
This evidence raises the question of whether mechanisms for providing early education and childcare services that were set up in the late 1990s are fit for purpose now, particularly in light of the additional strain being placed on the system by Covid-19.
This is one of the questions being addressed by a study funded by the Nuffield Foundation and carried out by the Centre for Evidence and Implementation, the University of East London, UCL, Frontier Economics, Coram Family and Childcare and the Institute for Fiscal Studies.
A consultation with 20 stakeholders representing children and families, working parents, employers, providers, and local and national policy makers points to the emergence of ‘winners’ and ‘losers’ from the pandemic, largely reflecting pre-Covid-19 inequalities. Participants were also greatly concerned about the Government’s lack of action in the last year to deal with challenges in the system and to support children’s early learning and development, and parental employment.
Rising inequalities among children
Participants noted that children with additional needs, from single parent families, disadvantaged areas, from low-income households and with disabled parents were most likely to miss out on early education and childcare during the pandemic.
- Better off families prioritised for places When providers operated below capacity to comply with Covid-19 regulations (e.g. staff could only work in one bubble meaning they could only look after fewer children than previously), many childcare businesses prioritised paid provision, rather than the funded early education entitlement, as this was seen as necessary to remain financially viable. In some areas this resulted in a shortage of funded places for disadvantaged two-year-olds.
- Returning to childcare was a bigger risk for some children It was common for families to have concerns about the risk of infection from using childcare and early education. However, the risks were greater for disabled children or parents, families in communities with high infection rates – including ethnic minority groups and those living in more deprived areas – and those without support to care for their children if they themselves became sick, such as single parents.
- Reaching disadvantaged families Communicating the advantages of early education and childcare is an ongoing task for local authorities and other services. The disruption to family support services – including parent and toddler groups and children’s centres– have limited key routes for having these conversations at a time when they are needed more than ever.
- No plan for stopping the disadvantage gap widening further There is mounting evidence from Ofsted (1) and others that the disruption in early years services is likely to widen the achievement gap between disadvantaged children and their peers. However, there is no plan for a co-ordinated national response to meet the emotional and development needs of young children and stop this from happening.
Rising inequalities among parents
As for young children, participants believed that the effects for parents had been felt unevenly and risked increasing existing inequalities.
- Women bore the brunt of additional caring responsibilities As a result, they were more likely to be furloughed and made redundant because of their caring responsibilities, and more likely to give up work or not to return to work because early education and childcare services were not available or unreliable. (2)
- Flexible working benefiting better off families Changes in working arrangements forced by the pandemic are helping some parents to better balance their caring responsibilities and employment. However, many parents in the low wage economy are not benefitting from the advantages that flexible work can offer, including more employment options, lower childcare costs and reduced stress from the ability to fit work around the children.
- No route for improvements The indefinite delay of the Employment Bill is a missed opportunity to ensure better access to family-friendly working arrangements, particularly among parents in the low-wage economy, and to tackle discrimination at work due to caring responsibilities.
In recent months there has been a steady increase (3) in providers that are re-opening and in use of early education and childcare. Although Government are reassured by this and see it showing the sector recovering, participants were concerned that the Government are not scrutinising what is underlying these figures in terms of:
- Existing barriers to take-up among disadvantaged families, which have been exacerbated by the pandemic
- Missing out on early education and childcare is having an adverse impact on some children’s development and learning, particularly among disadvantaged children
- The risk that more children will grow up in poverty if mothers cannot work due inaccessible childcare.
While the full effects of the pandemic on early education and childcare services are still to be seen, the feedback from these interviews clearly indicates that if Government wait for the cracks in the system to open into chasms, it is disadvantaged children and parents who will bear the brunt.
The next stages of our research will build understanding of how the early education and childcare system can be made more resilient, child-centred and achieve its potential to give all children, including the most disadvantaged, the best start.
Ivana LaValle is Visiting Scholar at University of East London and co-Principal Investigator for this study. Megan Jarvie is Head of Coram Family and Childcare.
The project has been funded by the Nuffield Foundation, but the views expressed are those of the authors and not necessarily the Foundation. Visit www.nuffieldfoundation.org
Endnotes
- https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/943492/COVID-19_series_briefing_on_early_years_November_2020.pdf
- https://www.fawcettsociety.org.uk/the-impacts-of-coronavirus-on-women https://www.tuc.org.uk/workingparents
- https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak/2021-week-24
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