ANNEX A Report On Responses to Consultation on the draft Code of Practice on the Provision of Free Nursery Education Places for Three and
Four Year Olds
1. Executive Summary
Introduction
1.1 The Government’s ten year strategy for childcare set out ambitious plans for giving all children the best start in life and for enabling parents to take greater control overt the choices they make in balancing work and family life.
1.2 The strategy committed to building on the success of the free nursery education entitlement for three and four year olds. It is evident from high take-up rates that parents value the free entitlement. The ten year strategy, accordingly, included the following key commitments:
From April 2006: to increase the minimum free entitlement of 12.5 hours a
week from 33 to 38 weeks so that all children receive the same entitlement
regardless of the setting they attend. This addresses the current anomaly
whereby children taking up the free entitlement in the maintained sector
typically received a funded place equating to 38 weeks a year, while those
attending private voluntary and independent settings received only 33 weeks.
By April 2010: to further increase the minimum entitlement to 15 hours a
week for 38 weeks for all children in all settings and enabling parents who
wish to do so to take up the free entitlement more flexibly.
1.3 As a first step, the Department for Education and Skills carried out a comprehensive consultation exercise which invited views on changes to the statutory Code of Practice underpinning the free entitlement. The consultation document was published on 20 June 2005 and the consultation period ended on 7 October 2005.
Overview
1.4 There were 585 responses to the consultation, broken down as follows:
Private Provider 189
Voluntary Provider 128
Local Authority 119
Maintained Provider 31
Unspecified childcare provider 28
Independent School 27
Other* 25
National Organisation 19
Parent 15
Union 4
1.5 This report summarises the responses received and explains how these have been taken into account in revising the guidance in the Code of Practice to support the delivery of the enhanced free entitlement.
1.6 Responses were broadly supportive of the April 2006 proposals to level the playing field by ensuring that children in all settings would receive the same basic (38 week) entitlement. A number of respondents commented that this was long overdue. However, there were concerns about the implementation of some of the longer-term policy changes being planned. These centred around three broad themes:
a. That the free entitlement should be adequately funded to meet the full
costs of delivering high quality nursery education/childcare.
b. That the capacity of some sessional providers to deliver flexibility and
additional hours might be limited either because their existing premises
and facilities were unsuitable and/or because of the complexities of
securing appropriate staffing throughout an extended day.
c. That long-term sustainability of some private voluntary and
independent (PVI) providers might be jeopardised on the basis that
increased free hours will constrain their ability to charge for additional
services.
1.7 Respondents offered a range of suggestions on the kind of additional support they would need to implement the changes, particularly with regard to proposals to enable parents to spread the free entitlement across the minimum three days. Here again, respondents generally felt that additional funding would be critical, both in terms of revenue funding through the Dedicated Schools Grant and capital funding to support investment on new, purpose built, premises. They also identified the need for comprehensive advice and guidance on all aspects of the new arrangements. A number of respondents indicated that effective partnership working between providers would be key to ensuring that children’s’needs were met throughout an extended day.
1.8 More generally, there was concern among some respondents that parents were being pressurised into taking up additional childcare, thereby constraining choice. Others were concerned that the move to full integrated day-care would result in the loss of sessional provision which many parents valued. They believed that there was a continuing need for sessional provision on the grounds that this delivered more choice for both parents and providers.
Our Response
1.9 The Department is grateful to all those who responded to the consultation exercise. We have received invaluable feedback which has helped us not only to further refine the statutory guidance to local authorities on the delivery of the free entitlement but also informed the development of the wider legislative proposals now set out in the Childcare Bill.
1.10 In revising the Code, we have had particular regard to the three broad themes identified above.
1.11 We have revised the Code to include a simple, clear, explanation of how funding for the free entitlement will be safeguarded through the new Dedicated Schools Grant. The DSG provides a clearer and more consistent basis for funding schools and PVI providers to deliver the free entitlement. It ensures that all three and four year olds are funded by Government at the same rate regardless of the setting they attend. Although it is rightly a matter for individual local authorities to determine how they will use these resources to deliver the free entitlement, the Code encourages local authorities to fund all providers fairly, transparently and equitably. In 2006-07 the guaranteed unit of funding per child will increase by a minimum of 6.4% on average and by 6.1% on average in 2007-08. Included within those increases the Department has allocated an additional ￡82 million in 2006-07 and 2007-08 to meet the additional costs arising from the extension of the free entitlement from 33 to 38 weeks.
1.12 With regard to concerns about capacity, early indications from consultation and discussions with LAs and other stakeholders are that most providers expect to be able to deliver a 38 week minimum entitlement from April. We nevertheless recognise that delivering the longer term commitments may be particularly challenging for some providers, especially those currently offering stand-alone sessional provision. But it will also present real opportunities to consider how best to meet the needs of working families and deliver better outcomes for children. The revised Code makes clear that it is not our expectation that all providers will be required to meet every parental request for flexibility, rather that local authorities will have a responsibility to assess local demand and plan provision accordingly. Finally, the Department has made clear that it will undertake further consultation with local authorities and delivery partners before implementing further changes in the minimum entitlement.
1.13 It is apparent from consultation that smaller PVI settings – particularly those offering sessional provision - are concerned about the impact of changes in the free entitlement on their long-term sustainability. Those concerns are closely linked to those relating to capacity and funding. Here again, we have committed to working with delivery partners to identify what additional support might be needed, making clear that we will undertake extensive consultation and issue further statutory guidance before making further changes to the free entitlement. In the meantime, we have strengthened expectations in the Code of Practice that LAs should promote choice and diversity through maintaining a diverse mix of providers and encourage and facilitate genuine, mutually beneficial partnerships between PVI and maintained sector providers.
Responses
Q1 What interim arrangements, if any, should be made to divert funding to authorities with a high proportion of PVIs?
This question sought views about the allocation of additional funding to support the proposed April 2006 extension from 33 to 38 weeks. There were 194 responses to this question. Opinion was divided on the most appropriate way to distribute additional funding.
?50 (26%) respondents took the view that additional funding should be clearly identifiable and ring fenced for this purpose within the Dedicated
Schools Grant. This would ensure that local authorities would not have
to divert funding from other services to pay for the extended nursery
education entitlement.
?40 (20%) suggested that overall funding should be topped-up for this purpose with the necessary additional resources being distributed by
DfES on a proportional or pro-rata basis.
?41 (21%) suggested it would be more appropriate to use formulas, headcounts, and census information in order to determine the level of
funding needed in each Authority area.
?31 (16%) requested further advice and guidance on the funding
arrangements underpinning the free entitlement.
?30 (16%) respondents said that the resource needs of individual settings should be determined individually in the light of differing needs
and circumstances. This might include factors such as:
- good Ofsted reports
- workforce qualifications
- suitability of premises
?26 (13%) highlighted the fact that prompt or early funding was needed to enable Local Authorities to determine the level of funding to Private,
Voluntary and Independent providers (PVIs), in advance of the
introduction of the new arrangements.
?18 (9%) were of the opinion that funding should be distributed evenly to all settings irrespective of whether they were non-maintained PVIs, or
Maintained providers.
Our Response. The Department has factored into the Dedicated Schools Grant an additional ￡82 million in 2006-07 and 2007-08 to meet the additional costs arising from the extension of the free entitlement from 33 to 38 weeks. As an interim measure, because the increase will mainly impact on the PVI sector, the Department has distributed these resources on the basis of the actual number of children receiving the free entitlement in PVI settings. Overall the guaranteed unit of funding
per child has been increased by an average of 6.8% in 2006-07 and 6.7% in 2007-08. Actual increases will vary, but each authority will receive a minimum of 6.4% in 2006-07 and 6.1% in 2007-08. Although the distribution of resources at local level is a matter for individual local authorities, the Code makes clear the Secretary of State’s expectation that all providers should be funded fairly, transparently and equitably. It also includes a detailed description of how the free entitlement is funded by central government.
Q2 We are planning to phase the roll out of funding to extend the free entitlement to 15 hours per week. Should we phase in the entitlement to
15 hours per week based on age cohorts, on the level of disadvantage in
a particular area, or are there other mechanisms which all local
authorities could use? How best do you think this should be handled? There were 392 responses to this question.
?167 (43%) said that the entitlement should be phased in on the basis of age cohorts. They thought that this arrangement was the least
controversial and the most transparent method, and would be relatively
easy to explain to parents. 45 (12%) added that the funding should be
prioritised for the oldest children/four year olds first.
?103 (26%) stated that the extended offer should be universally rolled out to all children at the same time. Respondents mentioned that there
would be significant organisational/resourcing issues if children
attending a particular setting had a “different”free entitlement.
?74 (19%) respondents were of the opinion that phasing in the
entitlement using levels of disadvantage was unfair and contrary to the
principle of equal opportunities. 66 (17%) specified a preference for
introduction of the roll out using this method as they felt that it targeted
support where it was most needed.
?29 (7%) believed that the roll out should be phased in on a Local Authority or an area-wide basis.
Our Response. The approach to implementation and phasing of the further increase to 15 hours and expectations around flexibility have yet to be finalised. The Department will consult and work closely with delivery partners to secure that it is effectively planned and appropriately resourced. Further guidance will be issued.
Q3 How can local authorities encourage and incentivise schools and playgroups offering stand alone sessional provision to build towards
offering a full integrated day for the child?
There were 461 responses to this question.
?198 (43%) commented that many sessional providers were operating in premises that were also used for other community-based activities.
These were either not available or not suitable for extended use.
Respondents commented that health and safety issues would have to
be considered, along with the need to adapt premises to cater for food,
rest areas etc.
?195 (42%) stated that additional funding was essential for the
successful implementation of the changes.
?177 (38%) respondents, mainly PVI sector providers, believed all-day care or wrap-around care to be inappropriate for young children and
that sessional care should remain an option if that is what parents
wanted.
?94 (20%) referred to the potential difficulties in securing appropriate staffing arrangements throughout an extended day. Many settings
were run by volunteers and would find it particularly problematic to
recruit staff willing to work the extra hours (to cover lunch-times, work
longer periods).
? A further 66 (14%) of respondents drew attention to the legacy of low pay and lack investment in improving the quality of the childcare
workforce. They believed that the changes would need to be
supported and incentivised through corresponding improvements in the
pay and conditions to support the recruitment and retention of
appropriately qualified staff.
?53 (12%) highlighted the fact that staff who chose to work in this sector did so because they had families of their own and the hours suited their
work-life balance. Some staff would need child-care of their own to
cover their extended hours.
?66 (14%) respondents commented that further advice and support would be helpful in ensuring successful implementation.
?57 (12%) mentioned that some of the issues could be dealt with by the introduction of local partnership and networking arrangements, and that
there was a role for Local Authorities in brokering such arrangements.
They commented that shared usage of buildings between maintained
and PVI providers would be helpful. Expansion of child-minder
networks to provide wraparound care was another idea which was
raised.
?45 (10%) respondents commented on the importance of additional training for existing and new staff and managers/supervisors. Training
would also be helpful on administrative functions involved in leading
and managing staff.
Our Response. Ministers have noted concerns about the capacity of some PVI providers to deliver the extended flexible offer, often because of constraints on the availability or suitability of premises. There are similar concerns about the capacity of some schools to deliver the flexibility that parents need to help them balance work
and family life. The Department has therefore made available to local authorities through the General Sure Start Grant additional resources of ￡116 million in 2006-07 and ￡114.4 million in 2007-08 to support capital investment. The Secretary of State agrees that improved partnerships and networking between providers is essential to delivering the longer term goals set out in the Ten Year Strategy. The Department intends to issue more guidance on this to support the implementation of the provisions in the Childcare Bill. The Government has consulted separately on a comprehensive Children's Workforce Strategy aimed at securing world-class children's workforce. It includes proposals on the major strategic challenges: the need to recruit, retain and develop more high quality staff, the need to strengthen inter-agency working, and the need to promote stronger leadership and management.
Q4 The Secretary of State wants to incorporate a selection of good practice case studies in the Code of Practice showing how Local Authorities and providers working together in partnership have successfully delivered
integrated early education and childcare services wrapped around the
free entitlement. We would welcome a brief summary (no more than 200 words) of the approach and outcome, together with contact details.
Our Response. We received a number of helpful case studies showing how LAs and providers are already developing innovative approaches to delivering choice, flexibility and integration of services for children and families. Many of these focused on the complexities arising from the legal separation of care and education. Subject to Parliamentary approval, some of those complexities will be addressed through the provisions now included in the Childcare Bill. We therefore intend to follow up and adapt a selection of the case studies received for use as exemplars of successful practice in planning and delivering integrated services to support the implementation of the wider provisions in the Childcare Bill.
Q5 We are aware that some issues can make it difficult to offer a fully integrated day for the child, such as premises and staffing
arrangements. Are there other barriers to moving towards a fully
integrated day for the child? How should these be overcome?
There were 444 responses to this question.
?197 (44%) respondents agreed that suitability and availability of premises was a significant barrier to integration. Respondents noted in
particular, issues around shared usage and rent/lease agreements.
The availability of suitable premises was likely to be particularly
problematic in some rural areas.
?174 (39%) respondents agreed that workforce issues, including
recruitment, retention and training was also a barrier to integration.
Issues raised included the need for improved pay, recognition and
training, concerns about low morale and changes to staff to child ratios.
?129 (29%) identified particular difficulties for staff who had their own families to care for and said that they would not be able to work
extended hours. Family-friendly working patterns were identified as a
major reason staff were attracted to work in the sector in the first place.
?151 (34%) respondents highlighted the need for additional funding to overcome barriers. They took the view that this would help to alleviate
many problems envisaged in implementing the changes, and would
help to implement higher standards of integrated care.
?60 (14%) mentioned that staff training and development should be enhanced in order to improve the delivery of services centred around
the child. It was noted that support packages were needed to help staff
reach their potential, and ongoing professional development was
particularly important in integrated settings.
Our Response. We recognise that the sheer pace and scale of change may seem daunting. The Department has committed to working with local authorities and providers to support them in overcoming the barriers that have been identified. We have already outlined the significant additional capital investment to improve premises and to support recruitment and retention of highly qualified staff through the Workforce Strategy.
Q6 How can settings be best supported to spread the free entitlement across a minimum of three days?
There were 361 responses to this question.
?148 (41%) respondents believed the most effective way to support settings in delivering the free entitlement over a minimum of three days
would be to provide additional funding to enable them to implement the
changes. Some of the reasons they mentioned were as follows:
- to recruit and retain suitably qualified staff
- to fund breaks and meal times
- to counterbalance providers’potential loss of income arising
from the delivery of additional free provision
- to support expansion and sustainability
- to provide suitable premises or pay increased rent
?111 (31%) commented on the importance of support and guidance to providers, and information to parents about how the enhanced free
entitlement should be delivered at local level. This might include links
to childminder networks and more effective partnership working.
Providers drew particular attention to their need for guidance on the
delivery of the Foundation Stage, their overall legal responsibilities,
business and financial management.
?98 (27%) again mentioned the problems caused by the shared usage and unsuitability of their premises. Some felt that it would not be
possible for them to offer the extended entitlement unless they had
access to appropriate purpose built facilities.
?90 (25%) respondents commented that parents should be given the choice to use the entitlement to meet their individual circumstances,
and that providers should be supported in responding to those choices.
?86 (24%) were concerned that the overall number of places available could decrease as a result of the extended free entitlement. Some
providers may not be able to offer the entitlement over three days and
felt that more flexibility should be available to enable them to continue
to deliver the entitlement over five days. Others were apprehensive
about the need for additional staffing to cater for different patterns of
attendance leading to peaks and troughs during the week.
?79 (22%) specifically raised the issue of staffing. Some pointed to potential difficulties associated with meeting staffing costs, contractual
obligations, recruiting new and appropriately qualified staff and
improvements in adult child ratios. Others saw opportunities for more
flexible staffing arrangements and working patterns.
?38 (11%) agreed that training and training resources were needed for both full time staff and staff who worked flexible hours. Business
Support training was also important as well as training in the
Foundation Stage curriculum and play based learning.
?29 (8%) mentioned that partnership and collaborative working
arrangements would be useful in implementing the changes. These
arrangements could include clusters of staff shared between providers,
and providers working together or with Children’s Centres and
Extended Schools to manage the provision of places.
Our Response. The Government is committed to consulting and working with and supporting local authorities and providers to deliver choice and flexibility. The Code of Practice includes a key section on this, noting some of the ways in which local authorities and providers can already support choice and flexibility. In particular, it looks to local authorities to consider how they can support and broker partnerships between different providers to develop integrated packages of care and provide a consistent experience for the child. The Department will undertake further consultation on the implementation of the commitment to enable parents who wish to do so, to access the free entitlement over three days.
Q7 What, if any, additional conditions might local authorities reasonably impose in relation to eligibility for inclusion in the local Directory of
Providers?
There were 235 responses to this question.
?86 (37%) respondents were of the opinion that Local Authorities might reasonably impose the condition that staff with appropriate
qualifications should be employed by the setting, or that the setting
should be committed to a number of staff training days or show a
proven commitment to staff development.
?72 (31%) believed that there were already enough conditions imposed on them.
?71 (30%) thought that settings should be required to have gained accreditation through quality assurance schemes or kite marks, or
should be working towards gaining these. Some respondents
mentioned that their Local Authorities already expected them to meet
certain quality standards.
?67 (29%) agreed that a satisfactory Ofsted report, or registration with Ofsted was a condition that could be reasonably imposed.
?27 (12%) were apprehensive about the capacity of some settings to meet the requirements.
?Other conditions suggested by respondents included the following: - children must be fully immunised
- all staff to have CRB checks
- effective delivery of the Foundation Stage curriculum
- inclusion of outdoor play and experiences
- demonstration of working in partnership
- adherence to the Special Education Needs Code of Practice
- equal opportunities policies in operation
- completion of records of development for the child
Our Response. There have been no changes to the guidance in the Code of Practice on the conditions that local authorities may attach to funding PVI providers to deliver the free entitlement. Local authorities may set other local conditions providing these are reasonable. The Code makes clear that they should consult providers before imposing new conditions.
Q8 How can we make more effective use of approved childminder networks in delivering the free entitlement and joined up service?
There were 256 responses to this question.
?127 (50%) respondents believed that childminders, nurseries and schools could work together in delivering the services. This would lead
to better integration of services and more effective use of resources.
Childminder networks would also be well-placed to support parents and
schools in the provision of out-of school care, delivering extended
hours, and providing additional care for children with SEN.
?79 (31%) wanted to see better information for parents and providers on childminder networks and the services they could offer. Some
suggested that a directory of accredited childminders should be made
available to parents and settings.
?54 (21%) would like to see specific funding to support childminders and childminder networks, particularly with regard to start-up costs. They
suggested that there should be less restriction on eligibility for funding
for the free entitlement. Others said that childminders should be given
incentives to become part of a network.
?47 (18%) mentioned that more training could be made available for childminders, perhaps as an incentive to join a network. Any such
training would need to be delivered flexibly to allow childminders who
worked extended hours to attend.
?39 (15%) thought that linking childminders with Children’s Centres would have a beneficial effect in offering a fully joined up service.
?31 (12%) respondents said that childminders should be encouraged/ supported to gain a recognised professional qualification.
?25 (10%) acknowledged the need for more effective communication with and involvement of childminders in planning local services. It was
thought that they should have more opportunities to participate in
shared events, outings and trips as a means of sharing information and
expertise. 12 (5%) disapproved of this idea, saying that childminders
should not offer the Foundation Stage.
Our Response. The Department welcomes the helpful suggestions on how to make more effective use of childminders, not only in terms of delivering the free entitlement but also in delivering coherent joined up services by working in partnership with other providers. Childminders will continue to be eligible for funding to deliver the free entitlement providing they are registered by Ofsted and accredited as apart of a network that meets the requirements of a suitably rigorous quality assurance scheme.
Q9 Would there be any difficulties in a new approach where DfES is no longer informed or directly involved in the process leading to the
withdrawal of funding for PVI providers?
There were 258 responses to this question. Opinion was divided.
?74 (29%) respondents supported the proposed approach or said that there would be no difficulties in implementing it. 63 (25%) were
apprehensive about the removal of DfES from the process.
?42 (16%) said that there would need to be a separate appeals
procedure in place if DfES was removed from the picture.
Respondents said that there had to be an independent higher body to
go to for help if providers were unhappy with the Local Authorities’
decision, or if it was thought that inspectors were too subjective.
?40 (16%) said that there must be clear guidance and criteria on the withdrawal of funding from a provider. They said that Local Authorities
must have robust and transparent procedures in place which were
consistent and available to all providers.
?34 (13%) said that removal of DfES from the process would lead to variations and inconsistencies across areas. In contrast, 34 (13%)
welcomed this proposal, agreeing that it was better for the Local
authority to do this, as the Authority would have more awareness of
local provision and was best placed to make decisions taking into
account local needs and circumstances.
?28 (11%) mentioned that Ofsted should be involved directly as the registering body, in the decision leading to withdrawal of funding. They
stated that any decisions must include an objective assessment made
by Ofsted and that settings should be given time to improve.
?26 (10%) were not sure whether there would be any complications.
Some respondents indicated that they did not understand the question.
Our Response. On balance, we have concluded that the local authority should have the final say in deciding whether or not to withdraw funding from PVI providers judged by Ofsted to be inadequate so that full account may be taken of local circumstances. The guidance in the Code of Practice has been amended accordingly.
Q10 What charging arrangements should be introduced to ensure that
a) parents can secure more provision in addition to the free entitlement
if it is available, and they are willing and able to pay; b) providers are not unduly burdened with accounting arrangements?
There were 314 responses to this question.
?99 (31%) respondents flagged concerns about the current level of local authority funding for the free entitlement. They reported that the
funding available only partially covered running costs. This was linked
to fears that the increased free entitlement would mean less revenue.
Respondents added that additional funding was needed to support the
enhanced offer.
?78 (25%) wanted to see a clearer explanation of how funding for the free entitlement works and what additional charges were permissible.
They commented that providers should have clear pricing policies
which should be made available to parents.
?66 (21%) were of the opinion that the charging arrangements should be entirely a matter for providers and parents. They felt that this was not
something that can or should be regulated. It was essentially a matter
of market forces.
?52 (17%) said that parents who currently pay top-up fees were satisfied with the arrangements for paying commercial rates.
?34 (11%) said that it would be helpful if some accountancy support could be made available, perhaps working across groups of providers.
They thought that this arrangement would help to relieve administrative
burdens.
Our Response. We have already addressed the general comments about funding. We agree that, providing the basic entitlement is free at the point of delivery, charges for additional services are a private matter between the provider and the parent.
Q11 What arrangements, if any, should be introduced to ensure that parents purchasing additional services are not treated more favourably than
those who only require or can only afford the free entitlement?
There were 326 responses to this question.
?93 (29%) maintained that all were treated fairly regardless of their circumstances, and that good Equal Opportunities policies put into
practice by providers would help to enforce this.
?68 (21%) said that adequate early education funding was a critical factor. It was essential that local funding for PVI providers reflected the
true costs of a session and should correspond with the fees charged by
providers. Some respondents added that some PVI providers could
experience financial difficulties if they were only able to deliver free
places.
?64 (20%) respondents were concerned about effect that the provision of more free time would have on the sustainability of their businesses.
They said that they needed the fee-paying parents in order to survive
financially and had to make decisions based on commercial factors.
?52 (16%) said that providers should publish clear charging and
admission policies and should adhere to these policies consistently.
?47 (14%) commented on the rights of parents to exercise personal choice over the childcare services they wanted. They thought that as
long as parents were fully informed of the funding arrangements it was
up to them to choose whether they wanted to pay any additional
charges.
?30 (9%) respondents were of the opinion that no additional
arrangements or restrictions should be imposed. They maintained that
Equal Opportunities policies would ensure fair treatment. They thought
that it would be too problematic to manage any restrictions on
businesses and that fee-paying parents were needed to ensure
financial viability.
?25 (8%) believed that this might be monitored by DfES or the Local authority, or picked up by Ofsted during their routine inspections. It
was suggested that feedback from parents should be obtained as part
of any such monitoring.
?17 (5%) felt that parental complaints and appeals processes should be in place to address possible unfair treatment or allocation of places.
Our Response. The Department agrees that clarity and transparency in arrangements for charging parents for additional services are essential. The Code of Practice makes clear that parents who do choose to take up additional services should not be charged any more for those services than parents of children who are not accessing a free place.
Q12 Do you have any other comments on the draft Code of Practice?
There were 360 responses to this question.
?158 (44%) respondents, mainly PVI sector providers, considered the funding provided by their local authority to be inadequate, stating that it
did not meet the true cost of provision.
?125 (35%) were concerned that the proposals could have the effect of limiting or reducing choice for both parents and providers. They stated
that choice and flexibility dictated that local authorities should secure a
suitably broad range of providers and that this should include sessional
providers where that was what parents wanted. It followed that there
should be no compulsion to convert from sessional provision to full day
care.
?81 (23%) respondents raised concerns that it may not be in the best interest of the child to be placed into a formal care environment for long
periods of time. This was linked to concerns that insufficient emphasis
was being placed on the learning and development needs of the child.
?80 (22%) respondents, mainly providers, feared that they may not be able to deliver the extended entitlement to parents and children. Some
independent providers said that they were not open for the full
38 weeks a year, while other providers said that they would not be able
to offer extended hours to the numbers of children they currently
catered for.
?74 (21%) again brought up the subject of the suitability of premises and associated facilities. They commented that settings currently operating
in multi-use or community buildings may not be able to deliver services
across an extended day.
?62 (17%) said that wages for staff in the sector were low, with many staff on a minimum wage. Respondents believed that staff should be
paid a salary that reflected the professionalism of the job, with the
introduction of a salary structure to raise pay on a national level. It was
suggested that staff were leaving because they were not paid enough
for their experience and qualifications, and more needed to be done to
retain or attract staff to ensure that children could attend high quality
provision.
?48 (13%) were apprehensive about the timescales involved, stating that a later implementation date would be more practical. Businesses
were concerned that there was little time for them to consult parents on
their decisions.
?38 (11%) respondents welcomed the additional funding that the 38 weeks proposal would provide, or welcomed the Code of Practice in
general. It was felt by some that the 38 weeks funding was long
overdue. They supported the overarching aims of the Code and the
beneficial impact this would have on raising standards and tackling the
associated problems of poverty and social exclusion.
Our Response. In the main, these issues have already been raised and addressed in our responses to previous questions. We note in particular the concerns about the pace of change. The Government is committed to working with stakeholders in a spirit of genuine partnership to ensure that future changes are effectively planned and appropriately resourced.
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一般过去式 时间状语：yesterday just now (刚刚) the day before three days ag0 a week ago in 1880 last month last year 1. I was in the classroom yesterday. I was not in the classroom yesterday. Were you in the classroom yesterday. 2. They went to see the film the day before. Did they go to see the film the day before. They did go to see the film the day before. 3. The man beat his wife yesterday. The man didn’t beat his wife yesterday. 4. I was a high student three years ago. 5. She became a teacher in 2009. 6. They began to study english a week ago 7. My mother brought a book from Canada last year. 8.My parents build a house to me four years ago . 9.He was husband ago. She was a cooker last mouth. My father was in the Xinjiang half a year ago. 10.My grandfather was a famer six years ago. 11.He burned in 1991
●I wonder if it’s because I have been at school for so long that I’ve grown so crazy about going home. ●It is because she wasn’t well that she fell far behind her classmates this semester. ●I can well remember that there was a time when I took it for granted that friends should do everything for me. ●In order to make a difference to society, they spent almost all of their spare time in raising money for the charity. ●It’s no pleasure eating at school any longer because the food is not so tasty as that at home. ●He happened to be hit by a new idea when he was walking along the riverbank. ●I wonder if I can cope with stressful situations in life independently. ●It is because I take things for granted that I make so many mistakes. ●The treasure is so rare that a growing number of people are looking for it. ●He picks on the weak mn in order that we may pay attention to him. ●It’s no pleasure being disturbed whena I settle down to my work. ●I can well remember that when I was a child, I always made mistakes on purpose for fun. ●It’s no pleasure accompany her hanging out on the street on such a rainy day. ●I can well remember that there was a time when I threw my whole self into study in order to live up to my parents’ expectation and enter my dream university. ●I can well remember that she stuck with me all the time and helped me regain my confidence during my tough time five years ago. ●It is because he makes it a priority to study that he always gets good grades. ●I wonder if we should abandon this idea because there is no point in doing so. ●I wonder if it was because I ate ice-cream that I had an upset student this morning. ●It is because she refused to die that she became incredibly successful. ●She is so considerate that many of us turn to her for comfort. ●I can well remember that once I underestimated the power of words and hurt my friend. ●He works extremely hard in order to live up to his expectations. ●I happened to see a butterfly settle on the beautiful flower. ●It’s no pleasure making fun of others. ●It was the first time in the new semester that I had burned the midnight oil to study. ●It’s no pleasure taking everything into account when you long to have the relaxing life. ●I wonder if it was because he abandoned himself to despair that he was killed in a car accident when he was driving. ●Jack is always picking on younger children in order to show off his power. ●It is because he always burns the midnight oil that he oversleeps sometimes. ●I happened to find some pictures to do with my grandfather when I was going through the drawer. ●It was because I didn’t dare look at the failure face to face that I failed again. ●I tell my friend that failure is not scary in order that she can rebound from failure. ●I throw my whole self to study in order to pass the final exam. ●It was the first time that I had made a speech in public and enjoyed the thunder of applause. ●Alice happened to be on the street when a UFO landed right in front of her. ●It was the first time that I had kept myself open and talked sincerely with my parents. ●It was a beautiful sunny day. The weather was so comfortable that I settled myself into the
高中英语~词性~句子成分~语法构成 第一章节：英语句子中的词性 1.名词：n. 名词是指事物的名称，在句子中主要作主语.宾语.表语.同位语。 2.形容词;adj. 形容词是指对名词进行修饰~限定~描述~的成份，主要作定语.表语.。形容词在汉语中是（的）.其标志是: ous. Al .ful .ive。. 3.动词：vt. 动词是指主语发出的一个动作，一般用来作谓语。 4.副词：adv. 副词是指表示动作发生的地点. 时间. 条件. 方式. 原因. 目的. 结果.伴随让步. 一般用来修饰动词. 形容词。副词在汉语中是（地）.其标志是：ly。 5.代词：pron. 代词是指用来代替名词的词，名词所能担任的作用，代词也同样.代词主要用来作主语. 宾语. 表语. 同位语。 6.介词：prep.介词是指表示动词和名次关系的词，例如：in on at of about with for to。其特征：
介词后的动词要用—ing形式。介词加代词时，代词要用宾格。例如：give up her（him）这种形式是正确的，而give up she（he）这种形式是错误的。 7.冠词：冠词是指修饰名词，表名词泛指或特指。冠词有a an the 。 8.叹词：叹词表示一种语气。例如：OH. Ya 等 9.连词：连词是指连接两个并列的成分，这两个并列的成分可以是两个词也可以是两个句子。例如：and but or so 。 10.数词：数词是指表示数量关系词，一般分为基数词和序数词 第二章节：英语句子成分 主语：动作的发出者，一般放在动词前或句首。由名词. 代词. 数词. 不定时. 动名词. 或从句充当。 谓语：指主语发出来的动作，只能由动词充当，一般紧跟在主语后面。 宾语：指动作的承受着，一般由代词. 名词. 数词. 不定时. 动名词. 或从句充当. 介词后面的成分也叫介词宾语。 定语：只对名词起限定修饰的成分，一般由形容
M A: Has the case been closed yet? B: No, the magistrate still needs to decide the outcome. magistrate n.地方行政官，地方法官，治安官 A: I am unable to read the small print in the book. B: It seems you need to magnify it. magnify vt.１．放大，扩大；２．夸大，夸张 A: That was a terrible storm. B: Indeed, but it is too early to determine the magnitude of the damage. magnitude n.１．重要性，重大；２．巨大，广大 A: A young fair maiden like you shouldn’t be single. B: That is because I am a young fair independent maiden. maiden n.少女，年轻姑娘，未婚女子 a.首次的，初次的 A: You look majestic sitting on that high chair. B: Yes, I am pretending to be the king! majestic a.雄伟的，壮丽的，庄严的，高贵的 A: Please cook me dinner now. B: Yes, your majesty, I’m at your service. majesty n.１．［Ｍ－］陛下（对帝王，王后的尊称）；２．雄伟，壮丽，庄严 A: Doctor, I traveled to Africa and I think I caught malaria. B: Did you take any medicine as a precaution? malaria n.疟疾 A: I hate you! B: Why are you so full of malice? malice n.恶意，怨恨 A: I’m afraid that the test results have come back and your lump is malignant. B: That means it’s serious, doesn’t it, doctor? malignant a.１．恶性的，致命的；２．恶意的，恶毒的 A: I’m going shopping in the mall this afternoon, want to join me? B: No, thanks, I have plans already. mall n.（由许多商店组成的）购物中心 A: That child looks very unhealthy. B: Yes, he does not have enough to eat. He is suffering from malnutrition.
意见应以事实为根据. 3 来自辞典例句 192. The bombers swooped ( down ) onthe air base. 轰炸机 突袭 空军基地. 来自辞典例句 193. He mounted their engines on a rubber base. 他把他们的发动机装在一个橡胶垫座上. 14 来自辞典例句 194. The column stands on a narrow base. 柱子竖立在狭窄的地基上. 14 来自辞典例句 195. When one stretched it, it looked like grey flakes on the carvas base. 你要是把它摊直, 看上去就象好一些灰色的粉片落在帆布底子上. 18 来自辞典例句 196. Economic growth and human well - being depend on the natural resource base that supports all living systems. 经济增长和人类的福利依赖于支持所有生命系统的自然资源. 12 1 来自辞典例句 197. The base was just a smudge onthe untouched hundred - mile coast of Manila Bay. 那基地只是马尼拉湾一百英里长安然无恙的海岸线上一个硝烟滚滚的污点. 6 来自辞典例句 198. You can't base an operation on the presumption that miracles are going to happen. 你不能把行动计划建筑在可能出现奇迹的假想基础上.
英语造句大全English sentence 在句子中，更好的记忆单词！ 1、(1)、able adj. 能 句子：We are able to live under the sea in the future. (2)、ability n. 能力 句子：Most school care for children of different abilities. (3)、enable v. 使。。。能句子：This pass enables me to travel half-price on trains. 2、(1)、accurate adj. 精确的句子：We must have the accurate calculation. (2)、accurately adv. 精确地 句子：His calculation is accurately. 3、(1)、act v. 扮演 句子：He act the interesting character. （2）、actor n. 演员 句子：He was a famous actor. (3)、actress n. 女演员 句子：She was a famous actress. (4)、active adj. 积极的 句子：He is an active boy. 4、add v. 加 句子：He adds a little sugar in the milk. 5、advantage n. 优势 句子：His advantage is fight. 6、age 年龄n. 句子：His age is 15. 7、amusing 娱人的adj. 句子：This story is amusing. 8、angry 生气的adj. 句子：He is angry. 9、America 美国n.
主语+谓语 1. 理解主谓结构 1) The students arrived. The students arrived at the park. 2) They are listening. They are listening to the music. 3) The disaster happened. 2．体会状语的位置 1) Tom always works hard. 2) Sometimes I go to the park at weekends.. 3) The girl cries very often. 4) We seldom come here. The disaster happened to the poor family. 3. 多个状语的排列次序 1) He works. 2) He works hard. 3) He always works hard. 4) He always works hard in the company. 5) He always works hard in the company recently. 6) He always works hard in the company recently because he wants to get promoted. 4. 写作常用不及物动词 1. ache My head aches. I’m aching all over. 2. agree agree with sb. about sth. agree to do sth. 3. apologize to sb. for sth. 4. appear (at the meeting, on the screen) 5. arrive at / in 6. belong to 7. chat with sb. about sth. 8. come (to …) 9. cry 10. dance 11. depend on /upon 12. die 13. fall 14. go to … 15. graduate from 16. … happen 17. laugh 18. listen to... 19. live 20. rise 21. sit 22. smile 23. swim 24. stay (at home / in a hotel) 25. work 26. wait for 汉译英： 1.昨天我去了电影院。 2.我能用英语跟外国人自由交谈。 3.晚上7点我们到达了机场。 4.暑假就要到了。 5.现在很多老人独自居住。 6.老师同意了。 7.刚才发生了一场车祸。 8.课上我们应该认真听讲。9. 我们的态度很重要。 10. 能否成功取决于你的态度。 11. 能取得多大进步取决于你付出多少努力。 12. 这个木桶能盛多少水取决于最短的一块板子的长度。
【it's time to和it's time for】 ——————这其实是一个句型,只不过后面要跟不同的东西. ——————It's time to跟的是不定式（to do）.也就是说,要跟一个动词,意思是“到做某事的时候了”.如： It's time to go home. It's time to tell him the truth. ——————It's time for 跟的是名词.也就是说,不能跟动词.如： It's time for lunch.(没必要说It's time to have lunch) It's time for class.(没必要说It's time to begin the class.) They can't wait to see you Please ask liming to study tonight. Please ask liming not to play computer games tonight. Don’t make/let me to smoke I can hear/see you dance at the stage You had better go to bed early. You had better not watch tv It’s better to go to bed early It’s best to run in the morning I am enjoy running with music. With 表伴随听音乐 I already finish studying You should keep working. You should keep on studying English Keep calm and carry on 保持冷静继续前行二战开始前英国皇家政府制造的海报名字 I have to go on studying I feel like I am flying I have to stop playing computer games and stop to go home now I forget/remember to finish my homework. I forget/remember cleaning the classroom We keep/percent/stop him from eating more chips I prefer orange to apple I prefer to walk rather than run I used to sing when I was young What’s wrong with you There have nothing to do with you I am so busy studying You are too young to na?ve I am so tired that I have to go to bed early
《The Kite Runner》追风筝的人--------------------------------美句摘抄 1.I can still see Hassan up on that tree, sunlight flickering through the leaves on his almost perfectly round face, a face like a Chinese doll chiseled from hardwood: his flat, broad nose and slanting, narrow eyes like bamboo leaves, eyes that looked, depending on the light, gold, green even sapphire 翻译：我依然能记得哈桑坐在树上的样子，阳光穿过叶子，照着他那浑圆的脸庞。他的脸很像木头刻成的中国娃娃，鼻子大而扁平，双眼眯斜如同竹叶，在不同光线下会显现出金色、绿色，甚至是宝石蓝。 E.g.: A shadow of disquiet flickering over his face. 2.Never told that the mirror, like shooting walnuts at the neighbor's dog, was always my idea. 翻译：从来不提镜子、用胡桃射狗其实都是我的鬼主意。E.g.:His secret died with him, for he never told anyone. 3.We would sit across from each other on a pair of high
一、翻译 1. The idea of consciously seeking out a special title was new to me., but not without appeal. 让我自己挑选自己最喜欢的书籍这个有意思的想法真的对我具有吸引力。 2.I was plunged into the aching tragedy of the Holocaust, the extraordinary clash of good, represented by the one decent man, and evil. 我陷入到大屠杀悲剧的痛苦之中，一个体面的人所代表的善与恶的猛烈冲击之中。 3.I was astonished by the the great power a novel could contain. I lacked the vocabulary to translate my feelings into words. 我被这部小说所包含的巨大能量感到震惊。我无法用语言来表达我的感情（心情）。 4，make sth. long to short长话短说 5.I learned that summer that reading was not the innocent(简单的) pastime(消遣) I have assumed it to be., not a breezy, instantly forgettable escape in the hammock(吊床)，( though I’ ve enjoyed many of those too ). I discovered that a book, if it arrives at the right moment, in the proper season, will change the course of all that follows. 那年夏天，我懂得了读书不是我认为的简单的娱乐消遣，也不只是躺在吊床上，一阵风吹过就忘记的消遣。我发现如果在适宜的时间、合适的季节读一本书的话，他将能改变一个人以后的人生道路。 二、词组造句 1. on purpose 特意，故意 This is especially true here, and it was ~. (这一点在这里尤其准确，并且他是故意的) 2.think up 虚构，编造，想出 She has thought up a good idea. 她想出了一个好的主意。 His story was thought up. 他的故事是编出来的。 3. in the meantime 与此同时 助记：in advance 事前in the meantime 与此同时in place 适当地... In the meantime, what can you do? 在这期间您能做什么呢？ In the meantime, we may not know how it works, but we know that it works. 在此期间，我们不知道它是如何工作的，但我们知道，它的确在发挥作用。 4.as though 好像，仿佛 It sounds as though you enjoyed Great wall. 这听起来好像你喜欢长城。 5. plunge into 使陷入 He plunged the room into darkness by switching off the light. 他把灯一关，房
The effective sentences:(improve the sentences!) 1.She hopes to spend this holiday either in Shanghai or in Suzhou. 2.Showing/to show sincerity and to keep/keeping promises are the basic requirements of a real friend. 3.I want to know the space of this house and when it was built. I want to know how big this house is and when it was built. I want to know the space of this house and the building time of the house. 4.In the past ten years,Mr.Smith has been a waiter,a tour guide,and taught English. In the past ten years,Mr.Smith has been a waiter,a tour guide,and an English teacher. 5.They are sweeping the floor wearing masks. They are sweeping the floor by wearing masks. wearing masks,They are sweeping the floor. 6.the drivers are told to drive carefully on the radio. the drivers are told on the radio to drive carefully 7.I almost spent two hours on this exercises. I spent almost two hours on this exercises. 8.Checking carefully,a serious mistake was found in the design. Checking carefully,I found a serious mistake in the design.
M1 U1 一. 把下列短语填入每个句子的空白处（注意所填短语的形式变化）： add up (to) be concerned about go through set down a series of on purpose in order to according to get along with fall in love (with) join in have got to hide away face to face 1 We’ve chatted online for some time but we have never met ___________. 2 It is nearly 11 o’clock yet he is not back. His mother ____________ him. 3 The Lius ___________ hard times before liberation. 4 ____________ get a good mark I worked very hard before the exam. 5 I think the window was broken ___________ by someone. 6 You should ___________ the language points on the blackboard. They are useful. 7 They met at Tom’s party and later on ____________ with each other. 8 You can find ____________ English reading materials in the school library. 9 I am easy to be with and _____________my classmates pretty well. 10 They __________ in a small village so that they might not be found. 11 Which of the following statements is not right ____________ the above passage? 12 It’s getting dark. I ___________ be off now. 13 More than 1,000 workers ___________ the general strike last week. 14 All her earnings _____________ about 3,000 yuan per month. 二.用以下短语造句： 1.go through 2. no longer/ not… any longer 3. on purpose 4. calm… down 5. happen to 6. set down 7. wonder if 三. 翻译： 1.曾经有段时间，我对学习丧失了兴趣。（there was a time when…） 2. 这是我第一次和她交流。（It is/was the first time that …注意时态） 3.他昨天公园里遇到的是他的一个老朋友。（强调句） 4. 他是在知道真相之后才意识到错怪女儿了。（强调句） M 1 U 2 一. 把下列短语填入每个句子的空白处（注意所填短语的形式变化）： play a …role (in) because of come up such as even if play a …part (in) 1 Dujiangyan(都江堰) is still ___________in irrigation(灌溉) today. 2 That question ___________ at yesterday’s meeting. 3 Karl Marx could speak a few foreign languages, _________Russian and English. 4 You must ask for leave first __________ you have something very important. 5 The media _________ major ________ in influencing people’s opinion s. 6 _________ years of hard work she looked like a woman in her fifties. 二.用以下短语造句： 1.make (good/full) use of 2. play a(n) important role in 3. even if 4. believe it or not 5. such as 6. because of
English sentence 1、(1)、able adj. 能 句子：We are able to live under the sea in the future. (2)、ability n. 能力 句子：Most school care for children of different abilities. (3)、enable v. 使。。。能 句子：This pass enables me to travel half-price on trains. 2、(1)、accurate adj. 精确的 句子：We must have the accurate calculation. (2)、accurately adv. 精确地 句子：His calculation is accurately. 3、(1)、act v. 扮演 句子：He act the interesting character.（2）、actor n. 演员 句子：He was a famous actor. (3)、actress n. 女演员 句子：She was a famous actress. (4)、active adj. 积极的 句子：He is an active boy. 4、add v. 加 句子：He adds a little sugar in the milk. 5、advantage n. 优势 句子：His advantage is fight. 6、age 年龄n. 句子：His age is 15. 7、amusing 娱人的adj. 句子：This story is amusing. 8、angry 生气的adj. 句子：He is angry. 9、America 美国n. 句子：He is in America. 10、appear 出现v. He appears in this place. 11. artist 艺术家n. He is an artist. 12. attract 吸引 He attracts the dog. 13. Australia 澳大利亚 He is in Australia. 14.base 基地 She is in the base now. 15.basket 篮子 His basket is nice. 16.beautiful 美丽的 She is very beautiful. 17.begin 开始 He begins writing. 18.black 黑色的 He is black. 19.bright 明亮的 His eyes are bright. 20.good 好的 He is good at basketball. 21.British 英国人 He is British. 22.building 建造物 The building is highest in this city 23.busy 忙的 He is busy now. 24.calculate 计算 He calculates this test well. 25.Canada 加拿大 He borns in Canada. 26.care 照顾 He cared she yesterday. 27.certain 无疑的 They are certain to succeed. 28.change 改变 He changes the system. 29.chemical 化学药品