COM0019
Written evidence submitted by the University of Northampton
Executive Summary
1.1 This submission is on behalf of Year Three Early Childhood Studies students at the University of Northampton, undertaking a specialist option in Health and Social Care. In July 2016 we will be graduating and moving into a range of professional careers working with children and families. We will be the next generation of professionals working in education, health and social care who have the opportunity to improve outcomes for all children.
1.2 We believe passionately in the importance of early years and the need to work together to improve the outcomes for all children, especially the most vulnerable. We want to support policy makers understand that we can improve things by listening to children, having a holistic approach to childhood and valuing those that work in the sector.
1.3 We would like to specifically highlight the importance of a holistic approach to in the early years. It is only through doing this that the changes needed to improve outcomes across the life course will be achieved.
1.4 We would like to draw your attention to the following quote from 1975 which provides evidence that the issues we are addressing in 2015 are not new. However, we now have the empirical evidence to support the need for a radical rethink of service provision, including systemic change:
Though much remains to be learnt about how to lay necessary foundations during the pre-school years, which will enable children to achieve eventually the fullest measure of their potential, yet enough is known to take some action now promoting optimal emotional, social and intellectual development; preventing neglect and deprivation; and, most difficult of all, for breaking into the vicious circle of the emotional or intellectually deprived children of today becoming tomorrow’s parents of yet another generation of deprived children.
Pringle and Naidoo (1975:169)
2. Understanding and celebrating childhood
2.1 Childhood only comes once, it is short and a special time, therefore children should be nurtured, valued and respected. They are unique in terms of their race, religion, culture and background. All children have the ability to flourish and early childhood provided the unique opportunity to lay the foundation to address inequality and for healthy development. The best interests of children must be the primary concern in making decisions that may affect them (UNCRC, Article 3). Furthermore, what happens, or does not happen, in the earliest years of their lives is of critical importance, both to their immediate well-being and to their future attainments. Indeed, a child's early experiences impact across the life course (Allen, 2011; APPG, 2015a; Gerhardt, 2015; Morrow 2011; NESSE, 2009; Tickle, 2011)
2.2 Professionals and policy makers need to understand and celebrate childhood and ensure research in enacted upon (APPG, 2015a,b). Those working in the early years have specific understanding of how children learn and develop and the key role of parents/carers in their children’s lives. Furthermore, in order for practitioners to scaffold children through this crucial period of life, they need to have a holistic understanding of childhood. For example in Italy, Reggio Emilia approach children's voices with enthusiasm celebrating their 100 Languages. This links to Ambitious for Children (2015); enabling children to have a voice not only empowers them but encourages positive mental health and social emotional outcomes. Enriching early childhood experiences, through play and positive relationships with parents and carers is key (APPG, 2015a,b; Department for Education (DfE), 2014a).
3. Being ambitious about every child in care
3.1 In order to be ambitious for children in care, early intervention is vital. We also need to be ambitious for parents (National Society of Prevention of Cruelty to Children (NSPCC), 2015). However, it is also important that we do not forget those ‘deemed in need’ under the 1989 Children Act, whose life chances are also severely impacted upon but not statistically recorded.
3.2 Despite, continued policy and financial investment, children entering the care system, the reasons leading to a care episode and attainment of children looked after has not improved, in fact 'children in care are less likely than their peers to well at school’ (DfE 2014b). Furthermore children in care are four times more likely to suffer from mental health issues (NSPCC, 2015), a situation compounded by the fact that over 40% of children who are looked after are still being moved to two or more placements a year (DfE, 2015). It is therefore imperative that we invest early in children’s lives to support improved outcomes. Research clearly indicates that children’s outcomes will be greatly improved if invested is made in the early years to promote optimal brain development and secure attachments (National Institute for Clinical Excellence, (NICE) 2010; Wave, 2013) What is evident from statistical data and research is that we need to radically rethink what we are doing, ensure policy is ‘join-up’ and that there is systematic change. In order to be ambitious for children in care, we must also be ambitious about parents (NSPCC, 2015).
4. A major reduction in children being harmed
4.1 Research clearly evidences the long term impact of abuse (Wave, 2013), yet we still fail to detect abuse and intervene early. We now have a professional, the Early Years Teacher 0-5, in England that has professional standards to meet in relation to safeguarding in the early years, working with parents and other professionals. The role of this professional in working alongside medical and social care professionals has the potential for a radical change in early detection, intervention and an improved team around the family approach (Lumsden, 2014). Most abuse happens in the early years yet so many professionals are involved in family life during this period. There needs to be a radical rethink, dissemination of the wider changes in the early years to all professionals and application of research findings.
5. See sustained action to reduce inequalities for children
5.1 All children have the right to experience a professionalised early years workforce that supports, challenges and inspires those working within it, works in partnership with others and draws on inter-disciplinary knowledge to address inequality and promote all aspects of children’s care, health, development and learning (Lumsden, 2012). As Davies (2013:2) states:
Those who suffer multiple adverse childhood events achieve less educationally, earn less, and are less healthy, making it more likely that the cycle of harm is perpetuated, in the following generation.
Therefore ensuring social justice for all children and young people that allows them reach their full potential, whatever that is, should underpin all we do.
6. See a machinery of Government that best helps children flourish
6.1 There needs to be one Department and Minster responsible for the health, wellbeing, care and education of all children and young people and family life. There needs to be an overview of all the professional qualifications and standards of those working with children and young people to ensure that there is a full understanding of the training, roles, responsibilities and where there is overlap of different professionals working in services for children and families.
7. References
All Party Parliamentary Group on Fit and Healthy Childhoods (2015a) The early years. Available from: https://gallery.mailchimp.com/b6ac32ebdf72e70921b025526/files/APPG_Report_Early_YearsFINAL.pdf
All Party Parliamentary Group on Fit and Healthy Childhoods. (2015b) Play. Available from: https://mega.nz/#!JhclCZqa!oLt3VHtrLwa1jAN77S1H5XC4AGbZI-jzlIgF1v2bKWg
Allen, G. (2011) Early intervention: the next steps: an independent report to her majesty’s government. London: Cabinet Office.
Children’s Commissioner (2015) Ambitious for children. Available from: http://www.childrenscommissioner.gov.uk/sites/default/files/publications/Ambitious_For_Children_0.pdf
Davies, S. (2013) Foreword. In Leadsom, A., Field, F., Burstow, P. and Lucas C. (2013) The 1001Critical Days: the Importance of Conception to the Age of Two Period. Available from: http://www.andrealeadsom.com/downloads/1001cdmanifesto.pdf
Department for Education. (2014a) Statutory framework for the early years foundation stage: Setting the standards for learning, development and care for children from birth to five. Available from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf
Department for Education. (2014b) Children in care. Available from: http://www.nao.org.uk/wp-content/uploads/2014/11/Children-in-care1.pdf
Department for Education (2015) Children looked after in England including adoption: 2014 to 2015. Available from: https://www.gov.uk/government/statistics/children-looked-after-in-england-including-adoption-2014-to-2015
Gerhardt, S. (2015) Why Love Matters (Second Edition). London: Routledge.
Lumsden, E. (2012) Early years professional status: a new professional or a missed opportunity. PhD. The University of Northampton. Available from: http://nectar.northampton.ac.uk/4494/1/Lumsden20124494.pdf
Lumsden, E. (2014) Changing landscapes in safeguarding babies and young children in England. Early Childhood Development and Care. 184 (9-10) 1347-1363.
Morrow, V. (2011) Understanding children and childhood. Centre for Children and Young People, University of London. Available from: http://epubs.scu.edu.au/cgi/viewcontent.cgi?article=1027&context=ccyp_pubs
National Experts in Social Sciences of Education and Training. (2009) Early childhood education and care: key lessons from research for policy makers. Brussels: NESSE.
National Institute for Clinical Excellence, (NICE) 2010Children’s attachment: final scope. Available from: http://www.nice.org.uk/guidance/gid-cgwave0675/resources/childrens-attachment-final-scope2
National Society of Prevention of Cruelty to Children (NSPCC)(2015) How safe are our children: the most comprehensive overview of child protection in the UK. Available from: http://www.nspcc.org.uk/globalassets/documents/research-reports/how-safe-children-2015-report.pdf
Pringle, M and Naidoo, S. (1975) Early child care in Britain. London: Gordon and Breach.
Tickell, C. (2011) The early years: Foundations for life, health and learning. Available from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/180919/DFE-00177-2011.pdf
Wave Trust (2013). Conception to the age of 2: the age of opportunity. London: Wave Trust. Available from: http://www.wavetrust.org/sites/default/files/reports/conception_to_age_2_-_the_age_of_opportunity_-_web_optimised.pdf
October 2015