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Ensured interagency working was a legal requirement, adding increased pressure on all services to work together, particularly at a local level.

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New Labour announces a focus on education, increase the share of national income spent on education which will in turn cost the government less as social mobility increases.
They aimed to establish high quality affordable childcare in every community.

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Noted by the popularity of the voucher scheme (which the conservative government scrapped before it could be used) Four year olds were offered 5 sets of 2.5 hour sessions, for free.

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Conceived with the idea of being an early intervention programme.
Sure Start would be a multi-agency scheme, attempting to provide children with the best possible start in life via improvement to childcare, early education, health and family support.
There was an emphasis on outreach and community development.
(Comparable to the US "Head Start" program.)
It targeted at risk families, encouraged early participation and active parental involvement.

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The first of three government papers that directly led to the Children Act 2004.
It covers children from birth to 19 years (24 in the case of disabilities).
It provides detailed frameworks for it's main aims (stay safe, be healthy, enjoy, achieve, make a positive contribution, achieve economic well-being).
Another multi-agency partnership, working together in order to achieve those goals.
It recommended the opening of 3,500 sure start centres.

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The free sessions offered to 4 year olds was expanded to include 3 year olds.

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The free sessions were changed again to 15 hours a week for 3 and 4 year olds, this was supposed to be 3 x 5 hour sessions but in practice has become more flexible (to allow single mothers part time jobs).

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Launched by Edward Balls, the EYFS becomes statutory.

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Children's minister Teather launched a review of the EYFS.
It considered whether the framework was too bureaucratic, the aim was to shift the focus on to getting children ready for education and improving attainment of those children from deprived backgrounds.

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The Desirable Outcomes for Children's Learning

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The Desirable Outcomes for Children's Learning

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Published by the government (SCAA)
Offered curriculum guidance with a set of outcomes/learning goals.

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With social mobility in mind, the free early years education was extended to include 2 year olds from deprived areas/families.

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Nurseries which were identified as particularly high quality were designated 'Early Excellence Centres'.

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National Standards for Under 8's Daycare and childminding guidance

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National Standards for Under 8's Daycare and childminding guidance

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A set of 14 national standards that established a baseline of quality that all day care and childminding providers were expected to meet.
Criteria included:
Suitability of carers and the qualifications/experience needed
Quality of the premises
Quality of equipment/facilities
Security of children
Health and dietary Requirements
Provision for children with special educational needs

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Following the Childcare Act, the DCFS introduced the EYFS.
The EYFS replaced earlier frameworks and set the standards for "learning, development and care young children should experience when they are attending a setting outside their family home"
It also ensured " ‘That every child is included and not disadvantaged because of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability’

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A degree equivalent to the first two years of an honours degree.
This was a sector endorsed Early Years foundation degree, the content of which was government sanctioned.

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Government introduced a requirement for every full day care centre to have a graduate on the staff.
This was originally intended to be a teacher however the Early Years Professional Status (EYPS) looked set to supersede this idea.
THE EYFS was intended to be as an equivalent to QTS (Qualified teacher status) but in practice this is not matched by equivalent pay.

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Professor Cathy Nutbrown undertook a review of the Early Years sector, specifically with regards to it's qualifications.
She recommended that all childcare qualifications should be at a level equivalent to GCSE/A Level.
She also recommended that everyone aspiring to work with yougn children should have attained at least level 3 in English and Maths.

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More Great Childcare: Raising Quality and Giving Parents More Choice (DfE)

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More Great Childcare: Raising Quality and Giving Parents More Choice (DfE)

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Truss, the Children's Minister, published a response to the Nutbrown Review.
She identified four key areas that the current Coalition Government would address.
Raising the status and quality of the workforce
Freeing high quality providers to offer more places
Improving regulator regime
Giving more choice to parents.
Truss recommended changes to adult:child ratios in settings and a standardisation of the nursery nurse qualification (and a new Early Years Teach Status which would replace the EYPS). These recommendations were not well received by the sector.
The lack of reception meant the government NOT changing ratios.

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The above paper proposed new regulatory powers for OFSTED - to encourage providers to demonstrate a strong commitment to quality.

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Curriculum Guidance for the Foundation Stage

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Curriculum Guidance for the Foundation Stage

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A play based curriculum, with considerably more detail than 'Desirable Outcomes'. Though similar in places.

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Provided guidance for those working with the earliest of children.

This, along side the Curriculum Guidance for the Foundation Stage (2000) replaced Desirable Outcomes.

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Measures in the act formalise the important strategic role local authorities play through a set of new duties. These duties will require authorities to: Improve the five Every Child Matters outcomes for all pre-school children and reduce inequalities in these outcomes. Secure sufficient childcare for working parents.

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Emphasised developing reciprocal partnerships between families, early years professionals and the wider community.

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Interest in the Reggio Emilia approach caused an emphasis in British curriculum to follow the interests of the child.

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Many British nurseries and schools began partitioning off 'forest school' sections but were constrained by size and space.
This interest in the outdoors was particularly important since there were widespread concerns that children were spending too much time indoors.

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Raising Early Achievement in Literacy.
This was funded in part by the LEA. It was the largest preschool intervention study in the UK with focus on raising standards of attainment in literacy for three to four year olds.
An inclusive programme which offered parents and children the opportunity to develop their literacy and learning.
The second phase of REAL included a control trial involving 176 families (half of which were a control group). The children's literacy skills were tested before and after the programme.
The result of the trial showed that the programme was particularl advantageous for children whose mothers had few educational qualifications.

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Peers Early Education Partnership
Targeted improvement in literacy and numeracy as well as pro-social behaviour and self esteem.
Three year old children were tested with standardised tests at the start and again at 4/5 years old.
Parental encouragement - coinciding with parental education.

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The effective Provision of Pre-School Education (EPPE) Research project

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The effective Provision of Pre-School Education (EPPE) Research project

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A project designed, over the course of 6 years, to investigate how the individual characteristics of children are shaped by the environments in which they develop.
The EPPE studies have informed and shaped government policy during a time of significant change to the curriculum and the nature of provision, (Sylva et al 2010), and the EPPSE study continues to enrich our understanding of the nature and longterm effects of high quality pre-school education.

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Commits current and future governments to reducing the rate of child poverty in the UK to 10 percent by 2020.

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Examined issues relating to child protection. Resulting in recommendations for the way social services, ECEC settings and schools should safeguard the children in their care

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The Early Years: Foundations for Life, Health and Learning.

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The Early Years: Foundations for Life, Health and Learning.

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Clare Tickell reviewed the latest evidence on children's development, what is needed to give them the best start for school, developmental assessment and the minimum standards required to keep children safe and support healthy development.
She also addressed whether there should be a single framework for all Early Years Providers.

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A simplified curriculum so that teachers/practitioners now focus on 17 rather than 69 learning goals. Fewer Assessment Points.
The overriding aim of the EYFS is to prepare children for school but does offer guidance on other issues.

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The Coalition Governments "Supporting Families in the Foundation Years"

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The Coalition Governments "Supporting Families in the Foundation Years"

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Describes a vision for services for young children and their families and has "Early intervention at it's heart"

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This Act is widely regarded as the most important single piece of education legislation in England, Wales and N.Ireland since the 'Butler' Education Act 1944.

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The Education Act had raised the school leaving age to 15 and provided free secondary education for all pupils

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This provided the main framework for state education for four decades in Britain until the radical changes implemented by the Education Reform Act of 1988

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This allowed both primary and secondary schools to opt out of local authority control and be funded by central government

About a quarter of all state schools chose to reconstitute themselves along these along these lines

Financial control would be handed to the head teacher and governors of a school

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National Curriculum introduced.

Key stages were introduced in schools. At each key stage a number of educational objectives were to be achieved

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Thousands of outstanding schools in England could become academies and opt out of local authority control, under plans announced in the Queen's Speech.

The Academies Bill will also make it easier for parents or other providers to set up new academies.

Primary and secondary schools graded outstanding by inspectors could be fast-tracked into free-standing academies by this autumn.

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OFSTED is launched