This Estyn report considers how effective the support and provision provided by early years education providers is at addressing the adverse effects of poverty and disadvantage on early years children.
The report reveals that access to early education varies widely across Wales, leading to inequities for families, particularly in choice of nursery provision. The report shows that while many early years providers are building supportive relationships with families and actively addressing immediate needs, they often lack specific guidance from local authorities on how to meet the developmental needs of children affected by poverty and disadvantage.
Estyn’s findings show that many early years providers build strong, supportive relationships with children and families, making a significant difference in communities facing poverty and hardship. These settings are providing practical help to families in need, often in collaboration with local charities and organisations to offer essentials such as food, toys, and school uniforms. This tailored support has helped create nurturing, inclusive environments that benefit children’s social and emotional development.
However, the report highlights issues with the Early Years Pupil Development Grant (EYPDG) funding system. Many non-maintained early years settings used this funding effectively to support children’s language and social skills.
However, inconsistent funding formulas meant that settings in high-poverty areas did not always receive adequate support, limiting the resources available to tackle disadvantage effectively. In most schools, EYPDG funding has helped to sustain early years provision by allowing for additional staff in classrooms.