Early Years Consultation Survey 2016 Initial findings and overview

Survey design and dissemination by Department of Children and Youth Affairs Preliminary analyses by Centre for Effective Services (CES) Approach

Respondents Private C&V 62% 27.5% CCC 2% 0.5% 1% Childminding 3% Total number of respondents: 1,544 (Female: 98%, Male: 2%) Note: < 1% of respondents were from advocacy organisations & 2% selected ‘other’ Note: All figures relate to the number and percentage respondents who responded to a particular question, rather than all respondents – some respondents chose not to answer particular questions.

Age profile of respondents Number % 17-24 79 5 25-34 381 25 35-44 451 29 45-54 429 28 55+ 199 13

Years in the sector Years in Sector Number % X<1 22 1 1<X<3 91 6 3<X<5 145 9 5<X<10 335 10<X<20 595 39 20+ 350 23

Qualifications of Respondents Formal Qualifications Number % NQF 5 115 7 NQF 6 631 41 NQF 7 181 12 NQF 8 360 24 NQF 9 62 4 NQF 10 2 0.1 None 25 Other 154 10

26% of respondents were currently in formal training or education

Personal resources/loans (63%, n= 267) DCYA Learner Fund (20.5%, n= 87) Other (20%, n= 85) Other funding sources such as grants/scholarships (8%, n= 32) Time off for professional development (5%, n= 23) Access to online resources/ICT equipment at your work place (4.5%, n= 19) Paid leave for professional development (3%, n= 14) Percentages sum to over 100 as respondents could select more than one option Most respondents used personal resources and/or loans to access formal education and training (63%)

NFQ 9 Master’s Degree related to the field (26%, n= 227) NFQ 7 ordinary Bachelor Degree or National Diploma in Early Childhood Care and Education (24.5%, n= 213) NFQ 8 Bachelor Degree (Hons) in Early Childhood Education or equivalent (24.5%, n= 213) Other (please specify) (14%, n= 123) NFQ Level 6 in Early Childhood Care and Education (6%, n= 51) NFQ 10 PhD in subject related to the field (5%, n= 44) Most respondents (57%) said that they would like to participate in formal training or education within the next three years

Barriers to future participation in formal training and education Work / life balance commitments (52%, n= 390) High fees / associated cost of training and education (47%, n= 352) Lack of time / flexibility for professional development (41 %, n= 312) Limited incentive to train further due to limited career opportunities (39%, n= 295) Other (please specify) (24%, n= 181) Insufficient funding through the Learner Fund (14%, n= 105) Lack of training opportunities in your geographical area (12%, n= 92) Difficulty in accessing the Learner Fund (5%, n= 40) Lack of access to online resources / ICT equipment (2%, n= 14) Percentages sum to over 100 as respondents could select more than one option Barriers to future participation in formal training and education

Attendance at conferences or seminars related to your professional development (62%, n= 772) Participation in structured training courses related to your professional development (61%, n= 766) Formal support with Siolta and Aistear (34%, n= 429) Formal mentoring by the National Quality Development Service, Better Start or other provider (20%, n= 247) Other types of formal continuing professional development (16%, n= 202) Percentages sum to over 100 as respondents could select more than one option 83% of respondents were currently (or in past 24 months) engaged in continuing professional development.

Awareness of AIM and preschool.ie Most respondents were aware of the new Access and Inclusion Model (84%). Most respondents were not aware of the preschoolaccess.ie website (54%). Awareness of AIM and preschool.ie

That the scheme simplifies administration for providers (54%) That the scheme is accessible for parents and providers (47%) That subsidy levels recognise the higher cost of providing quality childcare for very young children (0- 3) (39%) That subsidy levels take account of the cost of childcare and affordability for parents (35%) That the scheme links higher quality of service with higher levels of funding (30%) That the scheme is based on need, with the highest level of subsidies being provided to families with low incomes (18%) That the scheme provides additional support for children from disadvantaged backgrounds (17%) That the scheme also provides subsidies towards the cost of afterschool care (15%) That the scheme withdraws funding from services which fail to meet quality standards (14%) Other (please specify) (6.5%) Percentages sum to over 100 as respondents could select more than one option Most important objectives of the proposed new Single Affordable Childcare Scheme

Other information gathered Respondents gave qualitative responses to the perceived benefits and challenges associated with the extended ECCE as introduced in September 2016 Respondents also gave personal messages to the new Minister Other information gathered Following preliminary analysis, the most frequently identified top challenges by those who responded to the question were: - Costs (22%) – this category includes the range of costs involved in running the service - Staff wages (15%) – this category relates to issues regarding the cost of wages and perceived low wages - Compliance and inspection (13%) – this category encompasses efforts made to meet obligations - Sustainability (13%) – this category relates to issues regarding perceived ability to continue delivering the service into the future

Top 5 priorities for the National Collaborative Forum for the Early Years Care and Education Sector Cost of delivering high quality care/sustainability of the sector (83%, n= 1,284) Working conditions, attraction and retention of staff in the early years sector (81%, n= 1,256) Professionalisation of Early Years sector (66%, n= 1,014) Targeted investment for children in disadvantage or with additional needs (47%, n= 723) Affordability for parents (39%, n= 607) Percentages sum to over 100 as respondents could select more than one option