Transcript Heading text

Camden Employment and
Childcare Conference
13 September 2013
CBI Conference Centre
#CECC13
Welcome and introductory remarks
• Councillor Sarah Hayward, Leader of
Camden Council (host)
• Naomi Eisenstadt CB, University of Oxford
(chair)
Session 1 – The Economic Case for Investing in Childcare
Chair: Naomi Eisenstadt CB
• Bernadette Duffy OBE, Thomas Coram Centre for
Children and Families
• Carey Oppenheim, Early Intervention Foundation
• Dr Kitty Stewart, London School of Economics
• Claire Crawford, Institute for Fiscal Studies
The role of quality childcare and
early years education in improving
children’s learning and
development
Bernadette Duffy -Thomas Coram
Centre for Children and Families
Camden Employment and Childcare
Conference Friday 13 September
Thomas Coram Centre
At Thomas Coram there is a long history of working with
children and parents reflecting changing attitudes and
beliefs . Today we are the Children's Centre for Kings Cross
and part of Kings Cross /Holborn Children Centre locality
serving a diverse community.
We have 120 children from 6 months to 5 years attend
integrated early education and care each week including
20% who are children in need .
The Importance of the early years
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At the age of 5 children from the most advantaged groups are over a year ahead in
vocabulary, compared to those from disadvantaged backgrounds [Millennium Cohort
Study ]
By the age of 3, children from privileged families have heard 30 million more words
than children from underprivileged backgrounds .[ Hart and Risely, "The Early
Catastrophe: the 30 Million Word Gap ]
Feinstein’s analysis of the 1970s birth cohort shows attainment amongst children from
the higher socio economic group had overtaken that of the children from lower social
economic group even where attainment at 22, 42 and 62 months was stronger amongst
the more deprived group.
Research consistently shows that high quality experiences in the early years , including
the home learning environment parents provide, has a long term impact on outcomes
for children [Early Years Learning and Development Literature Review Evangelou et al
2009]
Pre-school has a positive net effect on English and Maths, not just on early outcomes,
but still showing in English and maths test scores at age 11. This is greatest for high
quality pre-school. [ Sylva et al 2004 (EPPE) project final report] The Effective Provision
of Pre-School Education
Camden has the highest percentage of good and better primary schools in the country
due in no small part to a long history of supporting high quality early education .
Our own data at Thomas Coram shows that while many children join at levels below
those expected for their age by the time they leave the vast majority are reaching or
exceeding expectations.
Feedback from the children – well
being now and a foundation for the
future
' [It's] full of good things- good food , playing, dancing because you
can do lots of fun things with the toys‘ Kevin
‘You learn lots of things- letters and everything ..I've learnt how to
make an owl’ Lola
‘I feel about coming to nursery good. I like playing with my friends’
Sahibah
‘I like to do counting with Nelia. I like everything about nursery.’
Junior
‘I like coming, I like doing running in the garden and playing with
the trucks outside. I like the books . I like eating fish and chips –fish
and vegetables and sauce’ Oscar
The importance for parents
Parents are supported to study and work by Camden subsidised
fees for low income families -56% of parents qualify for these.
We offer 30 hors per week for 3-5 year olds funded by Camden
, option of wrap around free hours, part time places for younger
children ,and school holiday places
•
% of parents in employment –Babies 92%,Toddlers 82% ,
Kinder 68%
•
31% of parents involved in training
‘I really appreciate the greater flexibility that the nursery has
shown recently in swapping places, time keeping, extra session
etc... In today's reality it is really the parents need.'
Parents audit comment
Working parents consistently stress the importance of their
children's well being :-’We owe an enormous debt to T.C.C for
not only taking great care of our children, but also giving them
the best possible start in life.’ Parents audit comment
Carey Oppenheim, Early Intervention
Foundation
Camden Employment and Childcare
Conference
Carey Oppenheim
CEO
EIF: Who we are and what we do
The EIF is an independent charity and a What Works Centre
We promote Early Intervention to:
• Improve children’s life-chances, tackle intergenerational
disadvantage
• Tackle the root causes of social problems
• Reduce the cost of failure to the taxpayer
• Strengthen local communities
What is Early Intervention?
• Our focus is on children and young people
conception to 18
• On a cluster of neglected issues:
– Social and emotional well being
– Language and communication skills
– Behaviour/self-regulation
– Mental health
Assess
• Assess and validate what
programmes work – to
determine both the best
early interventions available
and their relative value for
money
• Establish a rigorous,
independent evidence base for
the UK.
Advise
• Advise local
commissioners,
providers, practitioners
and potential investors
on the best practical,
evidence -based
measures
• Challenge and support
What will we do?
Advocate
• Advocate for early
intervention as a serious
alternative to the more
widespread expensive
and ineffective late
intervention
• Take Early Intervention to
new audiences and
partners
Working with..
• 20 places across the country
• National offer – sharing best evidence-based
practice, master classes, website, regional
events
Childcare and Employment
• A key focus of the work in localities is on
under 5s and quality and impact of that
provision on child outcomes
Working parents and impact on
children’s outcomes
Working parents and impact on
children’s outcomes
– Working parents have more money, which can improve
child outcomes, but have less time for family interaction
– Work facilitates use of childcare, the effect of which
depends on childcare quality and how it compares to
quality of parental care
– Parents who return to work are different from those
who don’t, e.g. they tend to be more educated. This can
have its own impact on child outcomes which is not to
do with employment per se.
Evidence
• Consensus from academic research is that parental
(especially maternal) employment has either no effect or
small negative effect on children’s cognitive outcomes.
• But this effect depends on eg time of returning to work,
hours of work, quality of childcare vs. home care, and
parental education.
• Returning to work full-time during the first 18 months can
have a negative effect, but this is very rare
Bottom line
• What really matters is the quality of a child’s
learning and social environment, both in a childcare
setting and at home.
• This does not mean that parents should not be
supported to enter or return to work, but the case
for doing so rests more on financial/economic
/women’s opportunities rather than child
development.
Early years and employment opportunities for
future generations
• Many early years/EI
programmes seek to
improve children’s noncognitive and cognitive
skills. We know from a
large body of economic
research that both matter
for children’s future
labour market outcomes.
Professor James Heckman
‘ Adverse impacts of genetic, parental and
environment... can be overturned through
investments in quality early childhood education that
provide children and their parents with the resources
they need to properly develop the cognitive and
personality skills that create productivity... Creating a
positive early environment through parental support
and/or formal childhood education shapes abilities,
capabilities and achievement.”
•
•
“The Economics of Inequality: The Value of Early Childhood Education”, James J. Heckman; American Educator, 2011, 35(1), pp.
31-35, 47.
How can local organisations can measure
their impact?
• The landmark studies in this area, such as the costbenefit analysis of the Perry Preschool Program,
were made possible by two things:
– Delivering interventions through an RCT
– Following up on participants and the comparison
group many years later as adults and/or linking
their survey records to official database to gather
information on adult outcomes
• RCTs are very challenging
without academic backing
• But local organisations should
explore (and be supported to
explore) the most robust
feasible evaluation methods
• Taking full advantage of
existing data collection
systems in place.
• EIF will advise on these
issues.
Costs and Benefits
• The Social Research Unit ’s ‘Investing in
Children’ project is a valuable resource of
costs and benefits, particularly its estimates of
the taxpayer savings and benefits of early
years and education programmes.
Powerful case for Early
Intervention
– Early intervention is more effective: it works where
late intervention doesn’t
– Early intervention saves money: it reduces the need for
expensive late intervention
– Early investments make later investments more
effective: e.g. quality pre-school programmes equip
children with the skills required to access and take
advantage of school, college and university.
Camden Employment and Childcare
Conference
Carey Oppenheim
CEO
Camden Employment and
Childcare Conference
The case for investing in childcare
Kitty Stewart
London School of Economics and Political
Science
September 13 2013
Outline
• What we know about what makes a
difference to young children
• What we know about how we’re doing in
England at achieving this
• Implications for policy at local authority
level
What we know
• High quality early childhood education and care has lasting effects
– Perry Preschool in Michigan in the 1960s
– Expansion of universal pre-school in the 1960s and 1970s in
France, Norway, Denmark
– The Effective Provision of Preschool Education (EPPE) study in
England
• Gains are largest for children from disadvantaged households:
low-income, immigrant background, low educated parents
• Quality matters:
– High process quality
– In turn linked to structural indicators like qualifications: having a
graduate teacher or Early Years Professional is predictive of
higher process quality
– Peer effects appear important, so social mix matters
– NB Low quality provision can have negative effects
• The potential of the ‘double dividend’ – high quality and affordable
provision that enables parents to work.
What is quality?
“…Caregivers encourage children to be actively engaged in a
variety of activities; have frequent, positive interactions with
children that include smiling, touching, holding, and speaking at
children’s eye level; promptly respond to children’s questions
or requests; and encourage children to talk about their
experience, feelings, and ideas.
Care-givers in high-quality settings also listen attentively, ask
open-ended questions and extend children’s actions and
verbalizations with more complex ideas or materials, interact with
children individually and in small groups instead of exclusively
with the group as a whole, use positive guidance techniques, and
encourage appropriate independence.”
Love et al (1996)
How we’re doing in England:
presence of a graduate by child’s area deprivation level
(free entitlement for 3s and 4s)
100%
80%
60%
40%
20%
0%
1
2
Teacher + EYP
Least deprived
3
4
Teacher only
5
6
EYP only
7
8
9
No specialised graduate
10
Most deprived
100%
How we’re doing in England:
presence of a graduate by child’s area
deprivation level (free entitlement, excluding
state schools)
80%
60%
40%
20%
0%
1
2
3
4
5
6
7
8
9
10
Level of deprivation
Teacher + EYP
Least deprived
Teacher only
EYP only
No specialised graduate
Most deprived
Children with a graduate in their setting, by type
of provider (excluding state schools)
80%
60%
40%
20%
0%
voluntary
private
1 (least deprived)
independent
PVI other
5 (median deprivation)
LA centre
10 (most deprived)
childminding network
Implications for policy: ensuring
provision is high quality and works as
childcare
• Expanding school part-time places to full days
• Maintaining/increasing quality in local authority
settings offering full day provision.
• Subsidising and supporting quality investments in
the private sector, while making sure it stays
affordable
– Using ‘quality supplements’ in free entitlement funding
– Providing incentives to private settings to increase
social mix
Claire Crawford,
Institute for Fiscal Studies
Questions and answers
Session 2 – The Social and Economic Case for Flexible Employment
Chair: Alison Garnham, Child Poverty Action Group
• Caroline Davey, Gingerbread
• Dalia Ben-Galim, Institute for Public Policy
Research
• Emma Stewart MBE, Timewise Foundation
• Eulalia Crease-Huggett, Ernst and Young
Making it work for
single parents
Caroline Davey, Gingerbread
Camden/CPAG conference, 13 Sept 2013
www.gingerbread.org.uk
@gingerbread / @gingerbreadPA
“Work is really important
to me – I just want a
regular income and to
support my family”
www.gingerbread.org.uk
@gingerbread
Single parents and work: the facts
• 60% of single parents are in work
– But significantly lower rate – only 48% – in London
• Work is a key tool for lifting families out of
poverty
– But work isn’t a guaranteed route out of poverty
– 31% of single parent families where the parent works
part-time are still in poverty, and 17% of those
working full-time
• Single parents disproportionately enter low
skilled work
– 68% enter the lowest three occupational groups,
which tend to be the least secure and lowest paid
www.gingerbread.org.uk
@gingerbread
Barriers to single parent employment
• Childcare
– Cost
– Availability
• Lack of tailored support
 One-size-fits-all offer from JCP / Work Programme
 Heavy focus on compulsion and conditionality
• Limited opportunities to balance work with
caring responsibilities
 Lack of part-time / flexible jobs
• Can be worse off in work
 Part-time work concentrated in low-paid roles
 ‘Making work pay’ still not a reality for many
www.gingerbread.org.uk
@gingerbread
“It’s not easy being a single
mum and juggling work at the
same time. The main thing is
finding work that fits around
school. And getting childcare if
that’s not possible is just not
that simple”
“At the JobCentre they don’t
care that I’m a single parent.
They don’t understand that
it’s extremely difficult for me
to go to an interview at 8.30
in the morning as I have to
drop Amy off at school”
“I am struggling with 3 kids and at 34 unable to get a
full-time job to take us out of poverty because I have
no experience. I looked into going back to college
but the government have cut all college funds to
anyone on income support”
www.gingerbread.org.uk
@gingerbread
What’s changing?
• Universal credit: (likely) from 2014 for
parents
– Childcare support for those working under 16 hours /
85% of costs for those earning over tax threshold
– Tougher conditionality regime: greater work-related
requirements and harsher sanctions
– Won’t make work pay for all
• Greater local discretion for JCP Districts
– More of a postcode lottery for single parents
• Welfare cuts create climate of austerity
– Parents can’t afford to risk income
www.gingerbread.org.uk
@gingerbread
What will Make it work?
• Gingerbread launched campaign to Make it
work for single parents in October 2012
• Four key aims:
1. Make work a guaranteed route out of poverty for
single parents
2. Get 250,000 more single parents into work by 2020
3. Employ a different attitude to work and school hours
4. Unlock single parents’ skills and potential
www.gingerbread.org.uk
@gingerbread
What can local government &
partners do to help?
• Brokering role in local area
– Childcare provision
– Employers / employment agencies / JCP / Work Prog
• Lead by example
– Recruitment / employment practices
– Commissioning role with external contractors
• Spend targeted funding pots wisely
– E.g. add value to childcare provision, training
opportunities
• Recognise single parents as specific group
– Support Gingerbread’s campaign!
www.gingerbread.org.uk
@gingerbread
www.gingerbread.org.uk
@gingerbread
Childcare and maternal
employment
Dalia Ben-Galim
Associate Director, IPPR
[email protected]
Childcare and maternal employment
The UK in comparative perspective:
maternal employment % by age of child
<3
3-5
6-14
Sweden
71.9
81.3
76.1
Denmark
71.4
77.8
77.5
France
59.3
73.7
79.7
OECD
51.4
64.3
72.7
UK
55.9
58.2
73.8
Italy
52.2
53.2
55.5
OECD database
Benefits of higher maternal
employment
• Increase in living standards – both through more
mothers in work and increase in hours worked
• Advance gender equality – tackling the
motherhood pay penalty
And a net return for the Treasury
• Substantial fiscal impact from reduced benefit
spend
• And increased tax take
– IPPR analysis shows could generate a return of
£20,050 (over 4 years) every woman who returns fulltime after a year maternity leave
– £4860 return (over 4 years) for mothers working parttime
Considerations from the evidence
• Internationally a mixed picture on reform – some
positive (Quebec, Spain, Netherlands, Norway),
some less significant (Sweden, USA)
• Different ‘groups of mothers’ respond differently
to price of childcare
Policy considerations
• Early years policy matters in particular supply and demand
• Different impact for different mothers – marginal employment
• Hand in hand with flexibility to support ‘atypical’ hours
• Other policy impact – e.g. parental leave and 2nd earners
• Parental preferences and quality of provision are important
Emma Stewart MBE, Timewise Foundation
Flexible working at EY
September 13 2013
Flexible working at EY
►
►
►
Vision
Key Success Factors
Challenges and Lessons Learned
Page 57
Flexible working at EY
Vision
Vision
“To be the leader in Flexible Working in
Professional Services. We trust our people to
create a sustainable, high performing environment
for our clients, our people and our firm
through being empowered to choose how,
when and where they work”
Page 59
Flexible working at EY
Key Success Factors
Business imperative with commercial benefits
Via
£m
Profit increase
£m
Profit increase
Empowered workforce
enabled to achieve their
professional and
personal goals while
ensuring client contact
remains at the top of
our value chain
Retention
►
Attraction
Brand favourability
►
►
►
►
(1)
(2)
Reduced future real estate footprint1
Net improved productivity (1-4%)
Reduced travel and comms costs
5% footprint reduction in carbon emissions2
Reduced absenteeism
Headcount growth reliant; only assumes 1 day working away from base office for those 61% of staff identified as a static/on-site roamer (i.e., predominantly office based)
Represents 2,252 tonnes, equivalent of 12.8 million miles of air travel = 1,844 return flights from London to New York
Page 61
Flexible working at EY
…an integrated approach
People
►
►
►
►
Refreshed UK Flexible Working Policy
Flexible Working Behaviours
Flexible Working training
EY Help HR Support Line
►
►
►
Flexible Working Portal
Flexible Working Change Management Methodology
Pioneering Groups
Workspace
►
Adopting principles of Activity Based
Working in new/refurbished offices
►
New policies being implemented
(Confidential Room Policy and
Meeting & Events, etc.)
►
Reviewing ‘Zoning’ and removal of the
Desk Booking System
►
Quick Reference Guide developed to
enable Client/Home/Virtual Working
Technology
►
Flexible
working
►
►
►
New Mobile Device Policy
► Piloting Soft Phones
► Piloting Web-conferencing
► New Video Conferencing &
Telepresence (BH only) facilities in
new/refurbished offices
New Global Messaging & Collaboration
tools to enable Virtual Working
MS SharePoint to enable sharing of
information
Quick Reference Guide developed to
enable Client/Home/Virtual Working
Underpinned by strong senior sponsorship / change management to embed the cultural and behavioural
changes required to achieve our flexible working vision
Page 62
Flexible working at EY
Identifying the behaviours to signify Flexible Working
embedded
Healthcheck to asses behavioural shift
Service Line/CBS Function
Community
Community Size
430
Responses = 217 (50% of population)
Survey Date
Closed date 12th March
Assessed by
FW Project Team
1. Focus on Outputs
6. Trust
2. Set Boundaries
5. Work Intelligently
3. Communicate Effectively
Full Adoption
Development state
4. Embrace Diversity
Page 63
Flexible working at EY
Current state
Challenges & Lessons Learned
Top 3 for each area
Challenges
1.
Competing business priorities
2.
Maturity of flexible working and supporting evidence
3.
Knowing when you’ve got there
Lessons Learned
1.
Must be recognised as a top business priority
2.
Must be business led
3.
Must ensure an integrated approach with strong change management – “push” over “pull”
Page 65
Flexible working at EY
Thank you
“At GOSH we know at first hand the value of supporting our staff
to work flexibly, and we couldn’t deliver world-class care to our
patients without offering these working practices.
We know that parental employment and good health outcomes
for children are closely linked, and we strongly endorse the
London Borough of Camden’s vision of a strong flexible working
ethos to support parents into employment. We are delighted to
have the opportunity to work with Camden and other local
employers to achieve this.”
Ali Mohammed
Director of HR and OD
Great Ormond Street Hospital
Questions and answers
Camden Employment and
Childcare Conference
13 September 2013
CBI Conference Centre
#CECC13
Session 3 – Future Policy Development Locally and Nationally
Chair: Naomi Eisenstadt CB
• Simon Parker, New Local Government Network
• Councillor Angela Mason, Cabinet Member for
Children, Camden Council
• James Plunkett, Resolution Foundation
Reflection and close of the
conference
• Councillor Sarah Hayward, Leader of Camden
Council
• Naomi Eisenstadt CB, University of Oxford
Thank you – keep in touch
[email protected]
Camden Employment and
Childcare Conference
13 September 2013
CBI Conference Centre
#CECC13