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. 2 nd 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 of 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 offer 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 opportunities for all children.
We would like to see • 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.
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.
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