Final Client Report

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CONTENTS

Acknowledgements

Executive Summary

Background of the Organisation

Introduction- Early Years Department

Purpose of Evaluation

Early Years Foundation Stage (EYFS) Literature Review

Methodology

Results and Findings from the Six Interviews

Theme 1 – The Confidence of the Children Theme 2 – Staff Training on Early Years Foundation Stage

(EYFS) and Planning Theme 3 – Variety and Diversity of Activities Theme 4 – Communication between the Children’s Centre and

Parents Theme 5 – The High Quality of the Children’s Centre Service Theme 6 – Transition to Primary School

Results and Findings from Observations and Children’s Responses

Conclusions

Recommendations

Bibliography

List of Appendices

Appendices

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ACKNOWLEDGMENTS

First of all I would like to thank Interchange and Sharon

Lockley for the liaison between the local organisations and

the students of the University of Liverpool whom without, this

project would not have been possible. I would also like to

thank Local Solutions namely, David Ellis, Anita Egan and

Heather Akehurst for allowing me the opportunity to conduct

the research study into the Early Years Department to be made

possible. A very special thank you goes to the manager of the

University of Liverpool Children’s Centre, Jean Graham who has

given me support and help throughout my research and also I

would like to thank the staff for allowing me to observe and

for always being open to answer any questions I had.

I would like to thank all the respondents for their feedback

and the valuable information they gave me and I would also

like to thank all the pre-school children at the Children’s

Centre for allowing me to participate in their activities and

for making my time there very enjoyable.

A special thank you goes to Louise Hardwick and Dave Whyte for

their continued teaching and support around the Applied Social

Research report, without which I would not have had the

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EXECUTIVE SUMMARY

Aims

Research was conducted into local Merseyside and North West

organisation Local Solution’s Early Years Department to evaluate

the service’s impact on the children’s achievement at the

University of Liverpool Children’s Centre. Local Solutions wanted

to distinguish how well the services are working and if there are

any changes that could be made to improve the service at the

Children’s Centre.

The research questions included:

Does the pre-school curriculum and framework benefit the

children educationally, socially, and emotionally when they

reach primary school?

How does the planning and structuring of activities benefit

the children?

Can any more be done to prepare the children for primary

school?

Is there anything that is missing or can be improved upon

which could impact the children’s development?

Early Years Foundation stage (EYFS) Literature Review

Key Points

The government have implemented a policy known as The Early

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EXECUTIVE SUMMARY

1. The Confidence of the Children

2. Staff Training on Early Years Foundation Stage (EYFS) and Planning

3. Variety and Diversity of Activities

4. Communication between the Children’s Centre and Parents

5. The High Quality of the Children’s Centre Service

6. Transition to Primary School

Within the EYFS there are six early learning goals which establish expectations in early years for children to reachby the end of the Early Years Foundation Stage.

These include; Personal, Social and Emotional Development,

Communication, Language and Literacy, Problem Solving,

Reasoning and Numeracy, Knowledge and Understanding of the

World, Physical Development and Creative Development.

Staff must ensure that they identify areas in which a childmay need more development in so a child may progress.

Methods

Three staff members from the University of Liverpool Children’s

Centre and two parents took part in in-depth semi-structured

interviews. An additional parent took part in a semi-structured

interview via e-mail. Three children from the pre-school room

at the children’s centre were asked questions about what they

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EXECUTIVE SUMMARY

Findings

The main findings identified from the data collected were:

From the wide variety of activities the children are ableto develop good educational and foundational skills.

The Children’s Centre benefits the children particularly through the social and emotional skills it develops for the transition to primary school.

There is evidence of a good communication network betweenstaff and parents at the Children’s Centre.

From the data it would suggest that there is a need for ongoing training and support for staff in the areas of the Early Years Foundation Stage framework and then subsequent planning of a child’s individual needs.

The Children’s Centre is effective in creating a high standard of quality in learning, development, communication and relationships between staff and parents.

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EXECUTIVE SUMMARY

Recommendations

The Children’s Centre received much praise for the quality of

the service and there were no major issues raised on how to

improve the service from respondents. However, several

recommendations from the data of the study were:

To maintain the high standard of quality of learning and

development especially the development of social and

emotional skills.

To maintain the excellent lines of communication between

staff and parents and to continue communication through e-

mail as this seems to be a very effective way of contact.

To improve on and to develop staff training on the Early

Years Foundation Stage framework to ensure that staff are

confident in planning further action for an individual

child.

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BACKGROUND OF THE ORGANISATION

This research project was designed to evaluate the services of

the Early Years Department in a local organisation Local

Solutions. The research project was in Partnership with

Interchange a registered charity which links students in

Higher education to Third Sector organisations for research

opportunities.

Local Solutions is a social enterprise dedicated to delivering

services to improve people’s lives and to meet the needs of

individuals and communities throughout the North West and

Merseyside. They offer services to all ages and people from

all different social strata especially those who are

particularly vulnerable and excluded.

Since 1974, when the organisation was established, Local

Solutions has been driven by its ethos and values and they

provide ‘a diverse portfolio of services that make a real

impact on the lives of those who use them’ (Local Solutions

2009). The organisation puts a particular emphasis on those

people in the community who are the hardest to reach and who

are hardly ever heard, catering for the needs of ‘thousands of

vulnerable and excluded people each year’ (Local Solutions

2009). Local Solutions is a ‘needs-led organisation’ (Local

8

This research project was designed to evaluate the services of

the Early Years Department in a local organisation Local

Solutions. The research project was in Partnership with

Interchange a registered charity which links students in

Higher education to Third Sector organisations for research

opportunities.

Local Solutions is a social enterprise dedicated to delivering

services to improve people’s lives and to meet the needs of

individuals and communities throughout the North West and

Merseyside. They offer services to all ages and people from

all different social strata especially those who are

particularly vulnerable and excluded.

Since 1974, when the organisation was established, Local

Solutions has been driven by its ethos and values and they

provide ‘a diverse portfolio of services that make a real

impact on the lives of those who use them’ (Local Solutions

2009). The organisation puts a particular emphasis on those

people in the community who are the hardest to reach and who

are hardly ever heard, catering for the needs of ‘thousands of

vulnerable and excluded people each year’ (Local Solutions

2009). Local Solutions is a ‘needs-led organisation’ (Local

BACKGROUND OF THE ORGANISATION

Mission Statement

Local Solutions mission is:

To deliver high quality services that is inclusive and

accessible to all.

To provide a uniquely diverse portfolio of services that

reflects the demography and needs of the region.

To apply innovation, responsiveness and creativity to

delivering solutions and developing opportunities.

(Local Solutions 2009)

Vision/Ethos

Local Solutions wants:

A society where all people can make a positive

contribution, try new experiences, lead fulfilled lives

and unlock their potential.

A society where all people can live in dignity; feel

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Mission Statement

Local Solutions mission is:

To deliver high quality services that is inclusive and

accessible to all.

To provide a uniquely diverse portfolio of services that

reflects the demography and needs of the region.

To apply innovation, responsiveness and creativity to

delivering solutions and developing opportunities.


Vision/Ethos

Local Solutions wants:

A society where all people can make a positive

contribution, try new experiences, lead fulfilled lives

and unlock their potential.

A society where all people can live in dignity; feel

INTRODUCTION

EARLY YEARS DEPARTMENT

The Early Years Department within Local Solutions offers

childcare services to meet the needs of local families in

Liverpool and Knowsley. They provide nursery facilities, wrap

around childcare, holiday play schemes and before and after

school services. Early Years strive to provide high quality

flexible and affordable childcare with a fully qualified team

of staff.

They also work closely with the Early Years and Childcare

Development Partnership in Knowsley in providing wrap around

educational services and operate eleven childcare facilities

in Liverpool and Knowsley. Local Solutions Early years

Department work with seven nurseries and all are registered

with OFSTED and have a reputation of providing high quality

care and education for children and families in Liverpool and

Nurseries.


The University of Liverpool Children’s Centre

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The Early Years Department within Local Solutions offers

childcare services to meet the needs of local families in

Liverpool and Knowsley. They provide nursery facilities, wrap

around childcare, holiday play schemes and before and after

school services. Early Years strive to provide high quality

flexible and affordable childcare with a fully qualified team

of staff.

They also work closely with the Early Years and Childcare

Development Partnership in Knowsley in providing wrap around

educational services and operate eleven childcare facilities

in Liverpool and Knowsley. Local Solutions Early years

Department work with seven nurseries and all are registered

with OFSTED and have a reputation of providing high quality

care and education for children and families in Liverpool and

Nurseries.


The University of Liverpool Children’s Centre

INTRODUCTION

EARLY YEARS DEPARTMENT

The centre, which is situated on Grove Street, within the

proximity of the University provides:

68 full day care places for babies and pre-school

children;

Play schemes during holidays for 32 school-age children up

to the age of 8. (University of Liverpool 2009)

The Children’s Centre aims to:

provide a safe, caring and stimulating environment;

develop children's early knowledge, understanding and

skills in ways which will provide a sound basis for later

education;

offer activities which children will enjoy and find

stimulating;

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The centre, which is situated on Grove Street, within the

proximity of the University provides:

68 full day care places for babies and pre-school

children;

Play schemes during holidays for 32 school-age children up

to the age of 8. (University of Liverpool 2009)

The Children’s Centre aims to:

provide a safe, caring and stimulating environment;

develop children's early knowledge, understanding and

skills in ways which will provide a sound basis for later

education;

offer activities which children will enjoy and find

stimulating;

PURPOSE OF EVALUATION

Local Solutions identified a need for research within the Early

Years department namely their pre-school nurseries in Knowsley

and at The University of Liverpool’s Children’s Centre in order

to evaluate the service’s impact on the children’s achievement.

Local Solutions want to distinguish how well the services are

working and if there are any changes that could be made to

improve the service.

The original research plan was to look at both the pre-school

nurseries in Knowsley and The University of Liverpool

Children’s Centre. In the pre-school nurseries based in

Knowsley research would be conducted into such issues as; if

the framework and curriculum is benefitting the children and

if they are reaching their academic goals when they reach

primary school. Exploration of what the local schools thought

about Local Solutions services in preparing the children for

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Local Solutions identified a need for research within the Early

Years department namely their pre-school nurseries in Knowsley

and at The University of Liverpool’s Children’s Centre in order

to evaluate the service’s impact on the children’s achievement.

Local Solutions want to distinguish how well the services are

working and if there are any changes that could be made to

improve the service.

The original research plan was to look at both the pre-school

nurseries in Knowsley and The University of Liverpool

Children’s Centre. In the pre-school nurseries based in

Knowsley research would be conducted into such issues as; if

the framework and curriculum is benefitting the children and

if they are reaching their academic goals when they reach

primary school. Exploration of what the local schools thought

about Local Solutions services in preparing the children for

PURPOSE OF EVALUATION

The new research design included questions such as:


children educationally, socially, and emotionally when

they reach primary school?

How does the planning and structuring of activities

benefit the children?


school?

Is there anything that is missing or can be improved

upon which could impact the children’s development?

13

The new research design included questions such as:


children educationally, socially, and emotionally when

they reach primary school?

How does the planning and structuring of activities

benefit the children?


school?

Is there anything that is missing or can be improved

upon which could impact the children’s development?

EARLY YEARS FOUNDATION STAGE LITERATUREREVIEW

There is much literature around Early Years programmes and

policies, and the National Foundation for Education Research

(NFER) claims that ‘recent years have seen an increasing

recognition of the importance of early childhood education.’

(NFER 2008) There has been a great deal of research into early

years which has ‘brought early childhood education and services

to the forefront of both the political and the research agenda.’

(NFER 2008)

The government have stated that ‘all schools and early years’

providers have to follow a structure of learning, development

and care for children.’ (Direct Gov 2005) The government have

implemented a policy known as The Early Years Foundation Stage

(EYFS), which means that every child has the opportunity to be

involved in an Early Years program whereby they can learn

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There is much literature around Early Years programmes and

policies, and the National Foundation for Education Research

(NFER) claims that ‘recent years have seen an increasing

recognition of the importance of early childhood education.’

(NFER 2008) There has been a great deal of research into early

years which has ‘brought early childhood education and services

to the forefront of both the political and the research agenda.’

(NFER 2008)

The government have stated that ‘all schools and early years’

providers have to follow a structure of learning, development

and care for children.’ (Direct Gov 2005) The government have

implemented a policy known as The Early Years Foundation Stage

(EYFS), which means that every child has the opportunity to be

involved in an Early Years program whereby they can learn


An EYFS profile for every child must be completed every year

until they reach the age of five (EYFS Online 2008) to ensure

that development and progress of the child can be monitored.

This will then enable the ‘teacher to plan an effective,

responsive and appropriate curriculum that will meet all

children’s needs, to support their continued achievement more

fully’ (EYFS Online 2008).

The EYFS profile allows every child’s development to be

recorded against 13 assessment scales (found at:

http://www.standards.dfes.gov.uk/eyfs/resources/downloads/asses

sment_scales_sheet.pdf) which are based on the ‘early learning

goals and divided between the six areas of learning and

http://www.standards.dfes.gov.uk/eyfs/resources/downloads/assessment_scales_sheet.pdf

http://www.standards.dfes.gov.uk/eyfs/resources/downloads/assessment_scales_sheet.pdf

15

An EYFS profile for every child must be completed every year

until they reach the age of five (EYFS Online 2008) to ensure

that development and progress of the child can be monitored.

This will then enable the ‘teacher to plan an effective,

responsive and appropriate curriculum that will meet all

children’s needs, to support their continued achievement more

fully’ (EYFS Online 2008).

The EYFS profile allows every child’s development to be

recorded against 13 assessment scales (found at:

http://www.standards.dfes.gov.uk/eyfs/resources/downloads/asses

sment_scales_sheet.pdf) which are based on the ‘early learning

goals and divided between the six areas of learning and

Personal, Social and Emotional

Development

Communication, Language and Literacy

Problem Solving, Reasoning and Numeracy

Knowledge and Understanding of the World

Physical Development


These learning and development goals establish expectations in

early years for children to reach by the end of the Early Years

Foundation Stage and they also ‘provide the basis for planning

throughout the EYFS, so laying secure foundations from birth for

future learning’ (EYFS Statuary Framework 2008: 12).

Staff in early year’s childcare settings must make observations

on the children in each of the six areas of learning and

development and evidence it for example, with creative work or

photographic evidence. Then they must fill in a further action

section which will establish future planning for a child’s

individual needs. This is important for the staff to identify

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These learning and development goals establish expectations in

early years for children to reach by the end of the Early Years

Foundation Stage and they also ‘provide the basis for planning

throughout the EYFS, so laying secure foundations from birth for

future learning’ (EYFS Statuary Framework 2008: 12).

Staff in early year’s childcare settings must make observations

on the children in each of the six areas of learning and

development and evidence it for example, with creative work or

photographic evidence. Then they must fill in a further action

section which will establish future planning for a child’s

individual needs. This is important for the staff to identify

METHODOLOGY

Local Solutions wanted the research to be a qualitative

evaluation and so semi-structured interviews, observations

and discussions were conducted.

Sample

Once consent was gained from the respondents, interviews of

three staff members at the University of Liverpool Children’s

Centre and three parents was conducted. Also, three pre-

school children were asked brief questions within the

Children’s Centre setting. It was a small sample frame and so

generalisations cannot be made from the data alone. However,

to add validity triangulation of methods was carried out by

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Local Solutions wanted the research to be a qualitative

evaluation and so semi-structured interviews, observations

and discussions were conducted.

Sample

Once consent was gained from the respondents, interviews of

three staff members at the University of Liverpool Children’s

Centre and three parents was conducted. Also, three pre-

school children were asked brief questions within the

Children’s Centre setting. It was a small sample frame and so

generalisations cannot be made from the data alone. However,

to add validity triangulation of methods was carried out by

METHODOLOGY

Observations

In total three days of observation were conducted in the pre-

school room at the University of Liverpool Children’s Centre.

Observation was continued throughout visits to the Children’s

Centre and notes were taken.

Discussions with children

Simple and brief questions were asked to three of the

consenting children about what their favourite activities

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Observations

In total three days of observation were conducted in the pre-

school room at the University of Liverpool Children’s Centre.

Observation was continued throughout visits to the Children’s

Centre and notes were taken.

Discussions with children

Simple and brief questions were asked to three of the

consenting children about what their favourite activities

RESULTS AND FINDINGS FROM THE SIX

The next section of the report will be looking at the

responses from the six interviews conducted. It will

explain and highlight some of the key questions and key

responses which coincided with the themes found in the

analysis of the data. It will also highlight the links to

some of the areas of the EYFS framework. Staff respondents

will be separated from parent respondents as views and

opinions that were expressed, reflect the different

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The next section of the report will be looking at the

responses from the six interviews conducted. It will

explain and highlight some of the key questions and key

responses which coincided with the themes found in the

analysis of the data. It will also highlight the links to

some of the areas of the EYFS framework. Staff respondents

will be separated from parent respondents as views and

opinions that were expressed, reflect the different

RESULTS AND FINDINGS FROM THE SIX

Six major themes came out of the data with at least half of

the respondents commenting on each.

Themes


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Six major themes came out of the data with at least half of

the respondents commenting on each.

Themes


THEME 1 – THE CONFIDENCE OF THE CHILDREN

For the majority of the interview data, confidence of the

children and the children being very sociable was referred to.

Five out of the six respondents mentioned the words,

‘confidence’ or ‘confident’ when referring to the children.

Also the children being ‘social’ and ‘independent’ were also

mentioned in half of the interviews.

Staff Respondents

The theme of confidence was developed out of questions to the

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For the majority of the interview data, confidence of the

children and the children being very sociable was referred to.

Five out of the six respondents mentioned the words,

‘confidence’ or ‘confident’ when referring to the children.

Also the children being ‘social’ and ‘independent’ were also

mentioned in half of the interviews.

Staff Respondents

The theme of confidence was developed out of questions to the

Respondent B also added that:

‘If there is a child that is less confident we will do more one on one activities’

with them to help them develop more confidence’.

This is a vital feature of the Children’s Centre and it is

important that the staff recognise if a child is less

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Respondent B also added that:

‘If there is a child that is less confident we will do more one on one activities’

with them to help them develop more confidence’.

This is a vital feature of the Children’s Centre and it is

important that the staff recognise if a child is less

Respondent D points out in response to the previous question

asked:

‘It makes her a lot more sociable because she is mixing with the other children and

it’s excellent for her confidence and her independence as well’.

Respondent D also added:

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THEME 2 – STAFF TRAINING ON EARLY YEARSFOUNDATION STAGE (EYFS) AND PLANNING

Respondent D points out in response to the previous question

asked:

‘It makes her a lot more sociable because she is mixing with the other children and

it’s excellent for her confidence and her independence as well’.

Respondent D also added:

Summary

Within the University of Liverpool Children’s Centre it

seems that a high emphasis is placed on the more social

and emotional aspects of the children’s development

which will give them the skills needed when they go on

to primary school.

This coincides with the first early learning goal

within the EYFS framework of personal, social and

emotional development and it is one of the major

The need for more training or continued training on the new

Early Years Foundation Stage Profile and planning the day-to-

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THEME 2 – STAFF TRAINING ON EARLY YEARSFOUNDATION STAGE (EYFS) AND PLANNING

The need for more training or continued training on the new

Early Years Foundation Stage Profile and planning the day-to-

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THEME 2 – STAFF PLANNING ON EARLY YERARSFOUNDATION STAGE (EYFS) AND PLANNING

Respondent C also commented on the staff having difficulties

with the new framework and that further training may be

required:

‘I think for the staff they have found it difficult to begin with because it’s a change of

terminology... I think what a lot of staff are finding difficult is putting further action...

Planning the activities or planning what a child needs to do is very important

because if they are not able to plan for the next stage, then I think that could be

detrimental to the children. One of the areas we do need support in is the training

for this further action and the individual planning so staff know what they are

doing’.

This response indicates that more knowledge and training on

the EYFS and planning could benefit the children further as it

is necessary in order for the children to progress and to

identify the child’s individual needs.

Ongoing training around further action and putting it all

together seems to be vital not only to ensure that the child

is progressing sufficiently but also for the staff to have

more knowledge on the framework and to be more confident

implementing it.

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Respondent D mentioned that:

‘There are certain observations they make which they write about and take

photographs of which is brilliant because you do get to know what they are doing

and everything... It is important for us to see it because we sit and talk about it with

(Ella) and she loves explaining what she’s doing and what they made that day’.

The importance attached to the Early Years Foundation Stage

profile folders is evident from this parent respondent. Being

kept up to date with their child’s progress may also be

beneficial for parents and their children.

Summary

The EYFS folder for each child is an important aspect

for the progress of that child.

This theme links to the assessment requirements within

the EYFS framework which are expected from childcare

providers which must be filled out correctly so the

child’s individual development and needs can be

monitored and observed continuously.

The previous data supports the need for ongoing

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THEME 3 – VARIETY AND DIVERSITY OF

The variety and diversity of the activities that the children

participate in at the Children’s Centre are very wide and all

of the respondents commented on the variety or types of

activities with a positive response.

Staff Respondents

A range of questions were asked to staff on the variety of the

activities at the University of Liverpool Children’s Centre

such as;

Do you vary the activities and how does this benefit the

children?

Do you recognise which activities the children enjoy the

most?

Are there any activities which you don’t think benefit the

children?

Respondent A stated that:

‘They have different things everyday and most of the time it’s their choice, it’s all

about letting them decide what they want to play with. It’s child-led...They have

access to all different types of activities whereas being at home they might just watch

tele, it’s common sense that they get more out of coming to nursery’.

28


Respondent B also backed up the previous evidence by saying:

‘They have a wide variety and they all seem to get a lot out of everything... because

they have had a lot of variety to play with they are likely to be more socially

developed’.

Respondent B reinforces that the variety and diversity of

activities and games at the Children’s Centre will help the

children become more socially developed.

Similarly, Respondent C stated that:

‘They have so many opportunities to do different things...They get to do things,

activities, that they might not be able to at home’.

The children are obviously able to have access to many

opportunities which will fuel their future development.

Parent Respondents

29


Respondent D said that:

‘We are amazed at her maths skills on the computer and she’s learnt that on the

computers at nursery... it’s such a variety of stuff that they do... I’m sort of reliant on

the nursery to do those sorts of things so she can develop her skills... I am very happy

with the level of activities they do in nursery’.

This response highlights the importance of the range of

activities for the development of the child and it also

suggests that the parents are pleased with the variety and

diversity of the activities which the Children’s Centre offers.

Summary

From the previous data it is clear that the Children’s

Centre offers a wide range of activities which ensures

that all of the six areas of the early learning goals

within the EYFS framework are covered and developed.

For example the activities which allow for creative and

artistic progress coincide with the early learning goal

of creative development. This allows the children the

opportunities to explore their feelings and ideas

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THEME 4 – COMMUNICATION BETWEEN THECHILDREN’S CENTRE AND PARENTS

One of the most vital factors which arose from five out of the

six interviews was the high standard in communication between

the Children’s Centre and parents. The remaining respondent did

not mention anything to do with communication. The importance

attached on a high-quality standard of communication was

evident from the staff respondents and the parent respondents.

Staff Respondents

To gain further information from a staff response a follow up

question was asked which was;

If the children are struggling with certain activities do

you try to do those more to help them improve?

Respondent A gave an example of how communicating with the

parents will further benefit the children’s progress in certain

areas:

‘We’ve noticed today that some of them are struggling with scissors and can’t cut out

so I will do an observation on them then I’ll identify the ones that are not very

confident on cutting out and then spend a bit more time with them cutting out and

praise them saying well done and then maybe asking the parents and saying so and

so is struggling using scissors so is there any chance you could introduce them at

31


Respondent C also reinforces the importance of keeping the good

lines of communication open between the Children’s Centre and

parents:

‘We want to know the parents voice and we ask the parents to make comments

because the parents comments are really important to show follow up at home which

will then support us in knowing where that child is at and needs to go’.

The follow up at home is a very important factor in the

progress for the child and therefore by having a high quality

of communication between staff and parents this can always be

ensured.

Also in response to questions surrounding the activities done

in nursery especially the re-introduction of theme week,

Respondent C emphasised:

‘It is very much about looking and getting to know the children and what they

enjoy playing with which is why it’s very important that the parents keep the

lines of communication open so we know what the children’s interests are

which we can then turn into a theme’.

32


Parent Respondents

The parent respondents gave direct benefits and examples of the

high standards of communication between the Children’s Centre

and themselves as Respondent D illustrates:

‘I mean we have our coffee mornings which are really great and informative. It’s a

couple of members of staff and parents can come along and we chat about what’s

going on in nursery and we chat about how we can develop things... for example the

flip chart came from one of those meetings because we said it would be nice for us to

see what are children have done that day’.

This response shows that by staff and parents being able to

communicate openly it can help to collectively develop aspects

in the Children’s Centre which will further benefit the parents

and children. Respondent D also added:

‘I think it’s also a good idea with the boards above the coat pegs because it gives you

a bit of a structure of what’s going on currently and ideas that you can do with your

child at home and it does work because we’ve gone home and straight way tried to

integrate what they are doing in nursery into home’.

33


An example of the high quality of communication was the mention

by all parent respondents of the manager of the Children’s

Centre communicating with parents via e-mail which all

respondents spoke positively of. Respondent E said that:

‘I am recently on the mailing list so now I get more information so I’m more aware of

what’s going on. Before I didn’t have a clue but now I’m getting more information

than before’.

This response and others demonstrate that the communicative

tool of e-mail used by the manager of the Children’s Centre

seems to be an effective way for the communication lines

between the centre and parents to be kept open. It also means

that parents are kept up to date of any progress or

developments concerning their children or any developments

within the Children’s Centre.

Summary

The previous responses show that communication is a

crucial aspect of the Children’s Centre as the good

communication network between staff and parents allows

for the individual needs and development in general of

the children to be brought from nursery to home.

34

THEME 5 – THE HIGH QUALITY OF THECHILDREN’S CENTRE SERVICE

An important theme which arose in the majority of the

interviews with staff and parents and which was repeated

throughout the interviews on numerous occasions was the praise

for certain aspects of the Children’s Centre. The amount of

praise demonstrates the high quality standards of the

Children’s Centre service in numerous areas.

There was a variety of responses around the high quality of the

Children’s Centre. The responses mentioned have been broken

down into sub-themes to highlight the different areas which

were praised by the respondents:

Theme Week

The re-introduction of theme week was praised by staff and

parents.

Staff Respondents

Respondent A commented on theme week and the benefits it has

for staff and the children:

‘While we have been doing this scarecrow the plans have been followed because

everything is so enjoyable... I mean I find it better now I’ve got a theme to plan

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An important theme which arose in the majority of the

interviews with staff and parents and which was repeated

throughout the interviews on numerous occasions was the praise

for certain aspects of the Children’s Centre. The amount of

praise demonstrates the high quality standards of the

Children’s Centre service in numerous areas.

There was a variety of responses around the high quality of the

Children’s Centre. The responses mentioned have been broken

down into sub-themes to highlight the different areas which

were praised by the respondents:

Theme Week

The re-introduction of theme week was praised by staff and

parents.

Staff Respondents

Respondent A commented on theme week and the benefits it has

for staff and the children:

‘While we have been doing this scarecrow the plans have been followed because

everything is so enjoyable... I mean I find it better now I’ve got a theme to plan

Parent Respondents

In responses to questions asked about theme week and the views

and opinions that the parents had on it, Respondent E stated

that:

‘Theme week is really great and it is very inspirational as well’.

This also shows the positivity expressed by parents about theme

week and the praise the parents have shown for it.

Spanish Lessons

The Spanish lessons which the Children’s Centre offers for a

small payment has attributed a lot of encouraging comments by

the majority of the respondents. It was mentioned in five out

of the six interviews and seems to be an enjoyable activity

which benefits the children greatly.

Staff Respondents

Respondent C mentioned in relation to a community feel within

the nursery that:

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Parent Respondents

In responses to questions asked about theme week and the views

and opinions that the parents had on it, Respondent E stated

that:

‘Theme week is really great and it is very inspirational as well’.

This also shows the positivity expressed by parents about theme

week and the praise the parents have shown for it.

Spanish Lessons

The Spanish lessons which the Children’s Centre offers for a

small payment has attributed a lot of encouraging comments by

the majority of the respondents. It was mentioned in five out

of the six interviews and seems to be an enjoyable activity

which benefits the children greatly.

Staff Respondents

Respondent C mentioned in relation to a community feel within

the nursery that:

Parent Respondents

When asked questions around which activities the parents

thought their children gain the most out of, Spanish was

mentioned by the majority of the parent respondents.

Respondent D stated that:

‘She loves Spanish; it enhances what she knows and teaches them about other things

as well... I think it’s a really good thing for her to do’.

This highlights the positive feelings surrounding the Spanish

classes felt by the parents as their children seem to really

enjoy it and get a lot out of it.

Quality of the staff

The majority of the parent responses commented on the high

quality of staff they felt the Children’s Centre possessed.

This is a crucial feature of the Children’s Centre and will

enable the children to constantly progress and develop in the

care of high quality of staff.

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Parent Respondents

When asked questions around which activities the parents

thought their children gain the most out of, Spanish was

mentioned by the majority of the parent respondents.

Respondent D stated that:

‘She loves Spanish; it enhances what she knows and teaches them about other things

as well... I think it’s a really good thing for her to do’.

This highlights the positive feelings surrounding the Spanish

classes felt by the parents as their children seem to really

enjoy it and get a lot out of it.

Quality of the staff

The majority of the parent responses commented on the high

quality of staff they felt the Children’s Centre possessed.

This is a crucial feature of the Children’s Centre and will

enable the children to constantly progress and develop in the

care of high quality of staff.

Another parent respondent expressed numerous times about the

high standard of staff at the Children’s Centre. Respondent E

said that:

‘The staff are very good there; they are excellent, really, really good. They are very

caring and very kind as well, we are very happy with the care at the nursery. It’s got a

good manager who manages the team very well. She is very good at what she does

and is very organised and is a good manager’.

This encouraging statement expresses the real level of

excellent staff at the Children’s Centre and how important this

is for parents. The importance of a well organised manager is

also expressed in this statement.

Skills the children gain

The skills that the children gain from attending the Children’s

Centre were also mentioned in over half of the interviews on

numerous occasions. This reinforces the different benefits the

Children’s Centre provides with regards to a high quality of

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Another parent respondent expressed numerous times about the

high standard of staff at the Children’s Centre. Respondent E

said that:

‘The staff are very good there; they are excellent, really, really good. They are very

caring and very kind as well, we are very happy with the care at the nursery. It’s got a

good manager who manages the team very well. She is very good at what she does

and is very organised and is a good manager’.

This encouraging statement expresses the real level of

excellent staff at the Children’s Centre and how important this

is for parents. The importance of a well organised manager is

also expressed in this statement.

Skills the children gain

The skills that the children gain from attending the Children’s

Centre were also mentioned in over half of the interviews on

numerous occasions. This reinforces the different benefits the

Children’s Centre provides with regards to a high quality of

Parent Respondents

Two out of the three parents’ interviewed highlighted the

skills that their children have developed from attending the

Children’s Centre. Respondent D remarked that:

‘Nursery makes her a lot more sociable because she is mixing with the other children

and it’s excellent for her confidence and her independence as well. Also me and my

husband are amazed at her maths skills on the computer because obviously she’s on

the computer at nursery doing the games and the educational stuff.’

This response and the majority of the parent responses

expressed the skills and achievements that their children have

gained from the Children’s Centre. Furthermore, demonstrating

the high quality of the service in benefitting the children

socially, emotionally and educationally.

General praise for the Children’s Centre

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THEME 5 – THE HIGH QUALITY OF THECHILDREN’S CENTRE

Parent Respondents

Two out of the three parents’ interviewed highlighted the

skills that their children have developed from attending the

Children’s Centre. Respondent D remarked that:

‘Nursery makes her a lot more sociable because she is mixing with the other children

and it’s excellent for her confidence and her independence as well. Also me and my

husband are amazed at her maths skills on the computer because obviously she’s on

the computer at nursery doing the games and the educational stuff.’

This response and the majority of the parent responses

expressed the skills and achievements that their children have

gained from the Children’s Centre. Furthermore, demonstrating

the high quality of the service in benefitting the children

socially, emotionally and educationally.

General praise for the Children’s Centre

Respondent E similarly said:

‘We are very blessed and all of my friends speak very highly of the nursery there and

they are very happy as well. I’m really happy for (Jessica) she goes to a really good

nursery’.

The praise for the nursery is outstanding and this response

reinforces the level of quality which the Children’s Centre

provides.Summary

It is evident from the previous responses that the

Children’s Centre is very effective at producing a high

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THEME 6 – TRANSITION TO PRIMARY SCHOOL

Respondent E similarly said:

‘We are very blessed and all of my friends speak very highly of the nursery there and

they are very happy as well. I’m really happy for (Jessica) she goes to a really good

nursery’.

The praise for the nursery is outstanding and this response

reinforces the level of quality which the Children’s Centre

provides.Summary

It is evident from the previous responses that the

Children’s Centre is very effective at producing a high

One of the main research areas Local Solutions wanted an

evaluation completed on was to assess if the children at the

University of Liverpool Children’s Centre were missing out in

any areas. This is due to the lack of a feeder school and

therefore a lack of shared planning around curriculum etc. The

results from the majority of the interviews into this area

focused on the transition to primary school as an issue due to

the belief that it may be difficult for the children who attend

the Children’s Centre. This is a crucial factor but how

important the impact of this issue is on the children and if

there is anything missing in that respect varied from

respondent to respondent.

Staff Respondents

The main area which was explored in all of the staff interviews

related to the previous issue was that of:

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One of the main research areas Local Solutions wanted an

evaluation completed on was to assess if the children at the

University of Liverpool Children’s Centre were missing out in

any areas. This is due to the lack of a feeder school and

therefore a lack of shared planning around curriculum etc. The

results from the majority of the interviews into this area

focused on the transition to primary school as an issue due to

the belief that it may be difficult for the children who attend

the Children’s Centre. This is a crucial factor but how

important the impact of this issue is on the children and if

there is anything missing in that respect varied from

respondent to respondent.

Staff Respondents

The main area which was explored in all of the staff interviews

related to the previous issue was that of:

Another staff respondent highlighted the learning skills which

the children have gained as being beneficial for the children

when they reach primary school. Respondent C stated that:

‘In regards to achievement and attainment when the children go to primary

school, I think we have high expectations and so do the parents because the

children’s language, literacy and communication is really good and their

knowledge of everyday maths is good’.

This response again demonstrates the view that the children at

the Children’s Centre aren’t missing out as the skills they

have gained will really benefit their development when they do

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Another staff respondent highlighted the learning skills which

the children have gained as being beneficial for the children

when they reach primary school. Respondent C stated that:

‘In regards to achievement and attainment when the children go to primary

school, I think we have high expectations and so do the parents because the

children’s language, literacy and communication is really good and their

knowledge of everyday maths is good’.

This response again demonstrates the view that the children at

the Children’s Centre aren’t missing out as the skills they

have gained will really benefit their development when they do

In response to the first question Respondent D remarked that:

‘I think the games where she is working with a group and teamwork will stand her in

good stead for when she will go into school in September...In the reception class

where we’ve seen they said it was all about constructive play which reminded me a

lot of the pre-school room here and I think well yes she’s getting that structure there

as well as having fun with her friends’.

This highlights that the Children’s Centre is doing well to

ensure that the children have the best opportunities to

develop and progress in the right ways to give them the same

advantages as others when they reach primary school.

In response to the second question Respondent D expressed

that:

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In response to the first question Respondent D remarked that:

‘I think the games where she is working with a group and teamwork will stand her in

good stead for when she will go into school in September...In the reception class

where we’ve seen they said it was all about constructive play which reminded me a

lot of the pre-school room here and I think well yes she’s getting that structure there

as well as having fun with her friends’.

This highlights that the Children’s Centre is doing well to

ensure that the children have the best opportunities to

develop and progress in the right ways to give them the same

advantages as others when they reach primary school.

In response to the second question Respondent D expressed

that:

Summary

From the previous responses it is apparent that the

most crucial factors for parents when their children

make the transition to primary school is that they will

develop well socially and emotionally by being at the

Children’s Centre.

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RESULTS AND FINDINGS FROM OBSERVATIONSAND CHILDREN’S RESPONSES

Observations

The observations made within the Children’s Centre and namely

the pre-school room reflect and reinforce the six major themes

found from the data collected in the interviews.

The observations will therefore, be linked to each of the six

themes and also correspond to the EYFS framework and early

learning goals:

Theme 1 – The Confidence of the Children

Observations were made on numerous occasions of all the

45


Observations

The observations made within the Children’s Centre and namely

the pre-school room reflect and reinforce the six major themes

found from the data collected in the interviews.

The observations will therefore, be linked to each of the six

themes and also correspond to the EYFS framework and early

learning goals:

Theme 1 – The Confidence of the Children

Observations were made on numerous occasions of all the

Theme 2 – Staff Training on Early Years Foundation Stage

(EYFS) and Planning

The planning of activities for each day is a very important

task as it was observed that without proper planning of

activities the children became boisterous and frustrated.

However, on this particular day the regular child caregiver

had to go home and so the structure of the day became

disorganised because of that.

Theme week seems to allow the staff to plan ahead and to plan

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Theme 2 – Staff Training on Early Years Foundation Stage

(EYFS) and Planning

The planning of activities for each day is a very important

task as it was observed that without proper planning of

activities the children became boisterous and frustrated.

However, on this particular day the regular child caregiver

had to go home and so the structure of the day became

disorganised because of that.

Theme week seems to allow the staff to plan ahead and to plan

Theme 4 - Communication between the Children’s Centre and

Parents

It was observed that staff would communicate with parents when

they came to collect their children about what they had done

that day and if there were any problems. There seems to be a

good relationship between the staff and parents which is

fundamental for the Children’s Centre to progress.

47


Theme 4 - Communication between the Children’s Centre and

Parents

It was observed that staff would communicate with parents when

they came to collect their children about what they had done

that day and if there were any problems. There seems to be a

good relationship between the staff and parents which is

fundamental for the Children’s Centre to progress.

Children’s Responses

During participant observation a few children were asked

whether they were enjoying a certain activity or what they

liked doing at nursery. The responses included;

Girl aged 3 said that she likes painting and likes Spanish

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CONCLUSIONS

Children’s Responses

During participant observation a few children were asked

whether they were enjoying a certain activity or what they

liked doing at nursery. The responses included;

Girl aged 3 said that she likes painting and likes Spanish

These responses not only highlight a few of the activities

which the children enjoy doing but it also demonstrates their

ability to communicate fluently their own views and opinion

Following the results and findings from the data collected it

is clear that the subsequent conclusions can be made from the

research questions explored;

1. Does the pre-school curriculum and framework benefit the



2. How does the planning and structuring of activities benefit

49

CONCLUSIONS

Following the results and findings from the data collected it

is clear that the subsequent conclusions can be made from the

research questions explored;

1. Does the pre-school curriculum and framework benefit the



2. How does the planning and structuring of activities benefit

1. The framework and curriculum which the Children’s Centre

ensures benefits the children in numerous ways;

From the wide variety of activities the children are

able to develop educationally and develop a range of

learning skills through the activities on offer.

It is also clear that the Children’s Centre benefits

the children particularly through the social and

emotional skills which the activities and the childcare

develop at a high level.

It is evident that the Children’s Centre provides a good

communication network between staff and parents which

then allows for the individual needs of a child to be

2. The planning and structuring of activities will only

benefit the children if it is done to a high quality as;

It was evident from the data that ongoing training and

support is needed for staff in the areas of the Early

50

CONCLUSIONS

2. The planning and structuring of activities will only

benefit the children if it is done to a high quality as;

It was evident from the data that ongoing training and

support is needed for staff in the areas of the Early

3. The Children’s Centre is very good at preparing the

children for primary school and from the data it would

suggest that no more can be done in this area as;

The parents of the children at the centre believe that

the social and emotional skills which their children have

acquired by being at the Children’s Centre will allow

them to excel and develop well when they reach primary

school.

Despite other factors such as, the lack of shared

planning between the Children’s Centre and a feeder

primary school or the lack of stability within friendship

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RECCOMENDATIONS

4. Within the Children’s Centre there are no obvious areas

which are lacking or can be improved upon with more staff

training and support as an exception as;

The Children’s Centre received much praise on the

service, environment and care which it provides.

It is effective in creating a high standard of quality

in learning, development and communication through the

extensive range of activities it offers.

It also is very successful in recognising a child’s

individual needs and communicating these needs to

parents.

The following recommendations are based on the observations,

the children’s responses and the evidence gained from the six

interviews.

52

BIBLIOGRAPHY

The following recommendations are based on the observations,

the children’s responses and the evidence gained from the six

interviews.

To maintain the high standard of quality of learning and

development especially the development of social and

emotional skills with such activities as karaoke and

teaching the children independence and responsibility

for themselves such as, serving themselves at lunchtime

and taking themselves to the toilet.

To continue with Theme week as this allows even more

variety of activities which benefit the children by

teaching them new skills and also helps staff with the

planning of each week.

To try and encourage more parents to allow their

children to participate in Spanish lessons. This is a

very beneficial activity for the children to learn as it

helps them to develop their knowledge and understanding

of the world and they all enjoy it very much.

To maintain the excellent lines of communication between

staff and parents and to continue communication through

e-mail as this seems to be a very effective way of doing

it.

To improve on and to develop staff training on the Early

Years Foundation Stage framework to ensure that staff

are confident in planning further action for an

Bell, J. (2005) Doing Your Research Project: A guide for first-time researchers in education, health and social science. Berkshire: Open University Press.

Direct Gov (2005) Early Years Foundation Stage (birth to five years old)

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Bell, J. (2005) Doing Your Research Project: A guide for first-time researchers in education, health and social science. Berkshire: Open University Press.

Direct Gov (2005) Early Years Foundation Stage (birth to five years old)

http://www.localsolutions.org.uk/about/history/

http://www.localsolutions.org.uk/pojects/early/liverpooluni/

http://www.localsolutions.org.uk/projects/early/

http://www.localsolutions.org.uk/about/clients/

http://www.standards.dfes.gov.uk/eyfs/site/profile/index.htm

http://www.direct.gov.uk/en/Parents/Preschooldevelopmentandlearning/NurseriesPlaygroupsReceptionClasses/DG_171007

54

LIST OF APPENDICES

Research Agreement – Appendix 1

Ethics Form – Appendix 2

Interview Schedule for Staff – Appendix 3

Interview Schedule for Parents – Appendix 4

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Appendix 1

INTERCHANGE

Applied Social Research Project

AGREEMENT FOR RESEARCH

The following is the outcome of a meeting on Wednesday the 22nd of October 2008 between Louise Hardwick, Lecturer, and Rebecca Beaumont, student at the School of Sociology and Social Policy, University of Liverpool and David Ellis of Local Solutions, Mount Vernon Green, Hall Lane, Liverpool, telephonenumber 0151-794 2984 & fax number, 0151-794 2997.

(All parties may comment on the agreement and if any section needs to be altered, a fresh agreement will be issued. Please contact Louise Hardwick or Dave Whyte, the Project Supervisors, with any comments at the School of Sociology and Social Policy, University of Liverpool, Bedford Street South, Liverpool L69 7ZA: Tel 0151 794 2994 or 9989, Fax 0151 794 2997).

1. Project agreement between Rebecca Beaumont and Louise Hardwick of the School of Sociology and Social Policy, University of Liverpool and David Ellis of Local Solutions.

2. Duration of project: The project will run from October 2008 to May2009: fieldwork to be completed by February/March 2009.

3. About the organisation. Local Solutions is a leading charity and social enterprise based in Liverpool and the North West and is one ofthe largest locally based charitable organisations in the UK that delivers services to around 200,000 people each year. It was established in 1974 in order to initiate a range of programmes to combat poverty and provide opportunities for people to improve the quality of their lives and this continues to be their primary aim today. It aims to provide services to people in this region which include social care, early years, community safety, responses to homelessness, crime reduction and diversionary work, lifelong learning and disability initiatives. These services are offered to people across the age spectrum from young children, through childhoodand youth to adulthood and old age.

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It is managed by Steve Hawkins with the assistance of 860 paid workers, and is funded by numerous agencies and grant giving body. The Early Years department is funded by Knowsley council.

4. Issues identified: Local Solutions has identified a need for research within the Early Years department namely their pre-school nurseries in Knowsley and at The University of Liverpool’s pre-schoolnursery in order to evaluate the service’s impact. Local Solutions want to distinguish how well the services are working for the use of Anita Egan, head of the Early Year’s department and the report may also be used for future funding and discussions with local authorities.

5. Proposed project: To investigate the framework and curriculum their Knowsley pre-school nurseries provide in order to discover if it is benefitting the children and if these children are

achieving their academic goals when they reach primary school. At theUniversity of Liverpool Nursery I will be investigating if these children are being missed and if so why and what can be done to change this.

This will be done by means of interviews, discussions and observations with six local schools in Knowsley and the Liverpool University nursery. I will roughly interview two Local solutions’ Early Years staff and observe them in the classroom, four to five parents and maybe think about offering them questionnaires to fill inand I will observe and talk to a few of the children themselves in one of the nurseries.

To access the parents and children Local Solutions have informed me that a consent form has already been sent out to ask their permissionI be present at the nurseries and if they would consent to being interviewed if possible. If more information is needed I will construct an additional cover sheet.

I will also analyse data and policy including SAT’s data and also use web based research to find out about early years policies. I may also introduce questionnaires depending on the timescale and the resources I have available to me. I will report on findings and outline recommendations, if appropriate, for ensuring the highest possible standards in this area.

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I will produce a research proposal which will need to be approved by the ethics committee of The School of Sociology and Social Policy before I can commence with the investigation.

6. Project outcome: Rebecca Beaumont will produce a report to be available in draft form by Easter and in its final form in May. The report will be word-processed. Local Solutions will receive one copy of the report and have the right to use and copy the report as it wishes, with due acknowledgement being made to the students and to the University of Liverpool.

7. Permission to reproduce the report: The students and supervisor will have the right to use the report for academic publication, provided the Local Solutions is first consulted, and has no objections.

8. Attendance: Rebecca Beaumont will commit the equivalent of one dayper week to the project for fieldwork, analysis and writing reports.

9. Expenses: The payment of travel expenses from the University to Local Solutions centre and Knowsley will be provided by Local Solutions. Rebecca Beaumont will be responsible for keeping accurate records of all fieldwork journeys.

10. Supervision: Louise Hardwick/Dave Whyte will be available weekly for supervision throughout the course of the project. David Ellis andAnita Egan will be available for consultation by appointment during the fieldwork, and will expect to be consulted over questionnaires and interview schedules, and to be kept informed of progress.

11. Confidentiality: Rebecca Beaumont will work to the British Sociological Association guidelines on ethics and will respect the confidentiality of all information given and abide by the confidentiality procedures of Local Solutions. Due attention will be given to the anonymity of informants, and the students will conduct the research in a sensitive manner.

12. Health and Safety: The health and safety of students on placementis of paramount importance. Rebecca Beaumont will on placement abide by and be covered by the health and safety procedures of Local Solutions, and the students will complete a safety assessment for fieldwork with the supervisor before engaging on their research.

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13. Assessment: Rebecca Beaumont will submit the client report to theDepartment of Sociology as part of the assessment for her degree, along with separate individual reflective reports on the methodology and learning involved. David Ellis will be invited to comment on the draft report, and to offer an evaluation of the final report (though this will not affect the academic assessment).

14. Acknowledgements: At any time when the report or any part of it is used, proper acknowledgement should be made to the students by name, to the School of Sociology and Social Policy, University of Liverpool and to Interchange.

SIGNED_______________________________

(Organisation)

SIGNED ______________________________

______________________________

(Students)

SIGNED ______________________________

(Supervisor)

DATE____________________

A copy of this agreement will be sent to Interchange

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Appendix 2

Sociology Undergraduate Applied Social Research & Social Policy Project: work-based learning Ethical Clearance Form for Projects Involving Primary Data-Collection

The conduct of primary data-collection requires careful consideration of the ethical implications of the student’s interactions with those they undertake a project for. Students seeking to conduct primary data-collection as part of their final year undergraduate project within the Sociology & Social Policy School are required to demonstrate their understanding of these implications and to demonstrate foresight in addressing in advance how they will conduct their project in accordance with ethical principles. In order to demonstrate such awareness you are required to outline below the aims, objectives and methods being proposed foryour work project. You should then show you appreciate what ethical issues may arise and how you will seek to address them with respect to the dimensions outlined below.

Name of host agency

Local Solutions- Early Years

Are you working within your host agencies ethical protocols? Yes /No

Project Aims (the core question(s)/relationship(s) this project seeks to investigate)

The aims of the project are to investigate whether the framework andcurriculum within the Early Years pre-nurseries in Knowsley is benefitting the children and to see what impact the service has for these children and if they are reaching their academic goals when they reach primary school. Within the University of Liverpool pre-school nursery I will be investigating if these children are being missed out by the service and what can be done to improve the service for these children who only attend short term.

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Project Objectives (the form of data sought and participants required)

The form of the data the project requires is mainly qualitative dataas they want to get a broad view of how their service is impacting the children and the change that could be made.

The participants required for the research are the Local Solutions Early Years staff, the parents of the children and the children themselves.

Methods (sampling techniques, data-collection instruments, data-analysis)

I will be using convenient sampling as I will only interview and observe people I can gain access to and who have given me their fullconsent. Once I have gained permission from the participants I will roughly interview 4-5 parents and 1-2 staff across the seven nurseries. I will be carrying out a large amount of observation of the staff and the children in the pre-school nursery setting and I will be researching into the best possible way of asking the children questions which might include, asking simple questions whilst playing games or undertaking art sessions in which the children would be asked a simple question about the nursery and theycould draw a picture for their answer. A lot of research needs to bedone in this area before I start to gain the best and most ethical information possible from the children. I will then interpret the data and present my findings as prose.

Local Solutions also want me to look into analysing policy materialsuch as SATs data to see if their pre-school nurseries arestatistically improving the academic progression of the children. Iwill gain this information from web based research and I willpresent this data using such tools as tables, charts or graphs.

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Please identify what issues may arise in these areas and specify howyour project will be conducted in accordance with each of the following ethical principles:

Informed Consent (Will participants be given a clear and comprehensive understanding of the form and purpose of the project, and if so how?

The participants namely the parents will be sent a letter by Local Solutions before I start my investigation which will provide them with all the information about myself and the project and to ask permission if it is alright for me to be in the pre-school nurseriesand to ask their children questions to do with the project. It will also ask if any of the parents would consider to being interviewed and if so I will provide them with an additional cover sheet to inform them exactly what my investigation is about and what I want to find out which is fundamentally the impact of the service for thechildren. I will also present this information to the Early Years staff that I may interview. I will also make sure that I answer any questions the participants may have openly and honestly.

The project participant’s protection from harm (How will the projectbe designed and conducted to avoid harm to participants? Does the project involve working with vulnerable groups?)

The project will involve working with vulnerable groups namely the children and Local Solutions is carrying out a CRB check and I will also work to the organisations code of conduct when around the children. I will make sure that the information, interview questionsand approaches I take are appropriate to that particular group and I

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will discuss with Local Solutions about a policy disclosure for the children to protect this vulnerable group. I will never put myself or the children in a vulnerable position and I will always make surethat a member of staff is present when I am interacting with the children.

The parents will be informed that no harm will occur to the childrenand to themselves if they decide to speak to me and that I am purelythere to see how the service works and if the children are benefitting academically and the questions I ask the children and the parents will reflect this.

The student’s protection from harm (How does the student intend to address the potential risks involved in the conduct of this project?)

I have filled out a risk assessment document which I will adhere to and I will also read the health and safety policy of Local Solutionsto ensure that any potential risks can be explored and eliminated.

I will make sure I am never on my own with vulnerable groups and that my whereabouts are always known by my supervisor at the organisation. I will also carry out any interviews within the organisation to ensure my safety and the participant’s safety also.

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Openness and honesty (how does the student intend to keep participants informed about the project, its conduct, goals and findings?)

The parents, staff and the children will be informed of my project and the aims that I am hoping to address in my investigation. All information about the project will be sent to the parents and additional cover sheets will be provided to the participants I intend to interview or observe.

I will also make sure that the participants know that their contribution is totally voluntary and I will address any questions the staff, parents or children may have with the upmost honesty.

I will also use the method of editing where by the participants willbe able to see what I have written and will have the option of taking things they do not feel comfortable with out.

Appropriate preparation in relation to potentially sensitive topics (How does the student propose to avoid or deal appropriately with sensitive topics? For example will participants be ‘debriefed’?)

Sensitive topics will be avoided and if at any time the participant feels uncomfortable or distressed with a question I will move on or stop the interview. I will also be reading up and working within theorganisation’s protocols around the disclosure of sensitive topics and I will make sure that if any sensitive topics are revealed to meI will have some kind of back up in the form of a debriefed member of staff should I need to take anything further or pass a parent on to this member of staff. The participant will be debriefed and will be able to say what they thought about my interview questions and approaches I took.

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I will be clear to all participants that I may use data from observation and I will make sure that they are happy with this or ifthere are some areas or activities they would prefer me not to note down in my findings.

Protecting confidentiality and/or anonymity (How will the confidentiality/anonymity of participants be protected?)

Anonymity will be assured at all times and I will never use the participants real name instead I will use numbers or sudo names for the participants.

The project will be completely confidential and I will make sure that any information cannot be tracked back to the individual. I will use passwords and secure units to store my findings to increaseconfidentiality and privacy.

I have read and agree to abide by the BSA code of ethical conduct Yes/No

Student’s signature Date

Supervisor’s signature Date

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Appendix 3

Interview Schedule- Staff

Ask if the respondent has read the information sheet and has signed the consent form.

Reinforce the confidentiality and anonymity of their responses.

Request to audio-record the interview and how long the interview is expected to last.

Areas to cover:

What types of activities does the children’s centre offer? Which activities benefit the children educationally, socially

and emotionally? Planning and structuring of activities:

How does this benefit the children? The Early Years Foundation Stage framework:

How is it implemented and is it working?

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How will the skills and education the children have received at the children’s centre impact them when they reach primary school?

Are there any improvements or changes that could be made whichwill further benefit the children.

Is there anything missing? (Community, culture, stability etc)

Thank the respondent and reinforce that they may ask to see the transcript if they wish and have the option to edit the transcript.

Request that the respondent fills out a de-brief so improvements canbe made to the interview questions and techniques in the future.

Appendix 4

Interview Schedule – Parents

Ask if the respondent has read the information sheet and has signed the consent form.

Reinforce the confidentiality and anonymity of their responses.

Request to audio-record the interview and how long the interview is expected to last.

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Areas to cover:

How do you think your child benefits from the children’s centre?i.e- emotionally, socially, educationally?

Which activities do you think your child benefits or gains themost from?

Progress of their child.Are they updated regularly and how important is this to the parents?

How do you think your child will progress and develop when they reach primary school?Can anymore be done by the children’s centre to ensure a successful transition to primary school?

Are there any improvements or changes that could be made whichwill further benefit the development of your child?

Are you happy with the service Local Solutions provides withinthe children’s centre?

Thank the respondent and reinforce that they may ask to see thetranscript if they wish and have the option to edit the transcript.

Request that the respondent fills out a de-brief so improvements canbe made to the interview questions and techniques in the future.

Final Client Report

Documents

Transcript of Final Client Report