Guidance for providers of childcare for children aged 1 to 5 years who provide food (including snacks) and/or drinks. It will apply to a wide range of providers, including local authority nurseries, private nurseries, playgroups, childminders, toddler groups, crèches, school meal services and family centres, regardless of the length of time that children are being cared for.
Research project that explored how interagency working could put such policy and guidance into practice and considered what this work might look like at grassroots level. It used a mixed-method approach comprising action research and quantitative analysis of questionnaires completed by research practitioners. The methodology was found to be effective as it supported the aims and objectives of the research. It also empowered the researchers and the research participants developing practice.
Strategy document that sets out to ensure better educational and wider outcomes for children by improving the quality and integration of services to the youngest children and their families from 2010 to 2015.
Paper that introduces the four thematic briefing papers provided for the Early Years Framework task groups. It does not attempt to draw together the findings across the thematic papers, but rather, is intended to provide some considerations to bear in mind when interpreting the evidence.
Review that aims to provide the reader with a clearer understanding of integrated service provision in the early years and the policy behind it. It was carried out by the Institute of Education on behalf of the Centre for Excellence and Outcomes in Children and Young People’s Services (C4EO).
Knowledge review that tells us what works in integrating early years services. It is based on a rapid review of the research literature involving systematic searching, analysis of key data, validated local practice examples and views from people using services and providers.
It summarises the best available evidence that will help service providers to improve services and, ultimately, outcomes for children, young people and their families.
Review to identify the best available evidence on the potential and practical possibilities for improving children’s early learning outcomes through family-based support.
The review seeks to provide a comprehensive overview of the forms of family support that research has identified as significant and the specific learning outcomes they affect. The review also provides a common language and framework for the ongoing C4EO engagement with systems change and practice improvement.
Knowledge review that tells us what works in improving family-based support for children’s learning. It is based on a rapid review of the research literature involving systematic searching, analysis of key data, validated local practice examples and views from both people using services and providers.
It summarises the best available evidence that will help service service providers to improve services and ultimately outcomes for children, young people and their families.
An interactive e-learning resource created to support individuals in achieving outcomes for children.
Report that presents findings from a rapid review of research and national data on the impact of certain background characteristics on outcomes for children in the early years. It seeks to identify the approaches that are most effective in reducing educational disadvantage and promoting positive outcomes.
The review focused on children from birth to seven years of age and included evidence published since 2000. A total of 465 items of literature were identified and considered for inclusion in this review.