Based on data from 238 settings, researchers from the National Centre for Social Research, the University of Oxford and the Institute of Education found that early years professionals helped nurseries to improve children’s communication, literacy and reasoning skills.
Visiting the settings twice, with a two-year gap in between, the academics found that settings that had gained a graduate leader had made significant improvements in the quality of provision for children aged from two to five, but were less likely to see improvements for children aged from birth to two.
The report’s authors said this could be because of the low number of early years professionals working in rooms with infants and toddlers. The more time professionals spent in rooms with children the greater impact they had on the quality of provision in that room, the researchers found.
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