School-age childcare in Scotland A Childs Right to Quality Care - - PowerPoint PPT Presentation

School-age childcare in Scotland A Child’s Right to Quality Care

Irene Audain & Andrew Shoolbread Scottish Out of School Care Network

School- age Childcare in Scotland – quick facts 1*

• School-age childcare- predominantly primary school

children

• Breakfast clubs; after school clubs; holiday/all day care
• 970 OSC services, 585 holiday services, 536 breakfast clubs
• Over 50,000 childcare places
• Largest provider of play opportunities for school-age

children in Scotland & majority of play qualified workforce. 2nd largest provider of childcare (registered & regulated) places in Scotland, after nurseries/all-day pre-school services.

*Only referring to group settings, childminders also provide school-age childcare places.

School-age Childcare in Scotland – quick facts 2

Number of hours Full time care = 1455hours pa

• Full time term-time place = 855 hours

– (4.5 hrs per day x 5 days x 38 weeks)

• Full time holiday-place = 600 hours

– (10 hrs per day x 5 days x 12 weeks)

3 days care = 723 hours pa

• 3 days term-time place = 513 hours

– (4.5 hrs per day x 3 days x 38 weeks)

• 3 days holiday-place = 210 hours

– (10 hrs per day x 3 days x 7 weeks)

Compare with annual 600 hours early learning and care. Compare with formal education of annual 1140 hours. (6 hrs per day x 5 days x 38 weeks)

School- age Childcare in Scotland – quick facts 3

• Services registered & regulated by Care

Inspectorate – majority of services’ quality of care & support Very Good (5) or Excellent (6)

• Staff regulated by Scottish Social Services Council
• Lead Practitioner must be qualified to Degree

Level Qualification in Childhood Practice Same regulation standards apply for school-age childcare as pre-school childcare settings.

School- age Childcare in Scotland – quick facts 4

• 53% provided by voluntary sector
• 34% provided by private/independent sector
• 13% provided by public sector

Majority of school-age childcare services are not-for-profit; started by parents who also volunteer on management committees.

Need for a new discourse in Scotland

• We need to consider first the benefits of school-age childcare for all

children regardless of whether parents are working/ studying/ training.

• Need to think of school-age childcare as a school-age child’s right to

the best possible play, care and learning opportunities.

• Need to promote the benefits of school-age childcare in terms of

social development of children within middle childhood.

School-age childcare is a valuable bridge between formal education & home life- the focus should be on the needs

• f the child.

This happens in other parts of Europe.

Bridge between school & home - Denmark

• Denmark: fritids hjem – ”free time home”

– Local authorities have a duty to ensure there are sufficient places to meet demand. – Funded by taxes and parental fees (70%/30%) – Used by 86% of children aged 8 – 9. – Support children’s wellbeing, development & learning through planned activities & free play. – Staffed by degree-qualified social pedagogues.

Bridge between school & home- Iceland

• Iceland: frístundaheimili – “recreation home”

– All children aged between 6 & 9 eligible – Funded by fees & taxes – Support the social development of the child as well as

• ffer new possibilities to develop interests

– Out of School centres are a valuable tool in integration and development of peer groups – Promote Child Democracy, involving children in democratic decision making – UNCRC – annual march in Reykjavík city centre with children from out of school care.

Quiz- which are Danish/Icelandic & which are Scottish?

What children want

• Fun times
• To be with friends
• To be in a caring environment
• Opportunities to experience new things
• Learning new skills

Isn’t this what everyone wants?

Who wants to join in?

Vision for School-age Childcare in Scotland

Based upon

• Every child’s right to have access to high quality play,

care & learning opportunities with other children in their community. (Rights under UNCRC)

• Shared social lives with other children within

communities is necessary for children’s social & emotional development in middle childhood.

• In middle childhood & adolescence peer

relationships become increasingly important.

We would like to see

• Services based upon the needs & choices of all children

in communities, not just based on parents need for childcare.

• School-age childcare services to be a central community

leisure-time hub for children before & after school during term-time and all-day during holidays. Also weekend provision.

• Low-cost to parents remembering that good quality does

cost- more subsidies direct to services.

• Free to those children in need [already legislated for

Children (Scotland) Act (1995)]

We would like to see

• Dedicated space for school-age childcare services within

schools & community premises (including outdoor spaces).

• Wider professional recognition of the support provided

to children & families through school-age childcare

• services. (GIRFEC)
• As in the best European practice, staff in services deliver

children’s rights-based play, care and learning, including understanding child development.

• Equal partnership working & status between school-age

childcare services and schools to provide the best

• pportunities for all children.

• School-age childcare recognised in policy,

legislation and financial investment.

• Recognised contributor to equality,

employment and anti-poverty strategies (with resulting benefits to exchequer income).

• Investment in the wellbeing of school-age

children beyond current statutory requirements.

We would like to see

First immediate steps?

• Recognition of the duty to provide day care

and holiday care for children of school-age who are “children in need” as per 1995 Children (Scotland) Act

• Under UNCRC, government to implement

Article 18 to support parents, especially working parents, by providing childcare.

• Funded places for children experiencing

economic and social exclusion, e.g. fortnight holiday places to provide children with social/activity opportunities.