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Challenges for the Childcare Market: the Implications of COVID-19 for Childcare Providers in England
The closures of childcare providers to most families during the COVID-19 crisis have underlined the importance of access to childcare, both to support paid work and to help shape young children's environment. However, the crisis has had severe consequences for the finances of childcare providers, which were already weak in several parts of the sector going into the crisis. Despite a range of government support programmes, many providers lost income during lockdown. In the medium term, a longer-lasting fall in demand for childcare or an increase in costs related to social distancing could seriously hamper financial sustainability in the sector going forward. In this report, we assess the cons...
Early Years Spending Update
The last 25 years has seen a transformation in how early years education and childcare is approached in England. The establishment and subsequent expansions of a "free entitlement" to funded early education and childcare have seen early years spending quadruple over the last 25 years, and a major expansion of support announced at the March 2023 Budget will lead total spending to more than double. However, there are considerable challenges with the design, delivery and distributional consequences of these reforms. In this report, we examine how total spending on the early years system and on the free entitlement has changed; explore the impact of demographic changes; set out forecasts for how total spending and spending per hour might change going forward; and analyse some of the opportunities and challenges with the Budget reforms.
Early Years Spending Update
With the COVID-19 lockdowns and the ongoing cost-of-living crisis, the importance of the early years system for children and their parents has been made particularly obvious over the last few years. In this report, we analyse how public spending on early childhood education and care has changed over the last two decades. Overall spending on the early years in England has grown from around £1.5 billion in 2001-02 to more than £5.3 billion last year (all figures in today's prices). But within this growing envelope, the relative amount of spending on the different childcare programmes has changed dramatically. The 'free entitlement' to funded childcare hours - for all 3- and 4-year-olds and some 2-year-olds - has seen its budget grow substantially, while spending on childcare subsidies through the working-age benefit system has been cut.
How Did Parents' Experiences in the Labour Market Shape Children's Social and Emotional Development During the Pandemic?
The COVID-19 pandemic disrupted many aspects of children's lives, with impacts on their social and emotional development as well as their educational attainment. School closures increased social and emotional difficulties (Blanden et al., 2021); lack of contact with friends and extended family left some children without a trusted adult to turn to (Newlove-Delgado et al., 2021); and severe illness and death of loved ones increased (Slomski, 2021; Liang, Becker and Rice, 2022). In this report, we consider another channel through which the pandemic may have affected children's social and emotional development: the disruption to parents' experiences in the labour market created by lockdown restrictions.
The Changing Cost of Childcare
Early education and childcare can have a critical impact both on helping children to develop and in supporting parents (especially mothers) to work. But childcare can also have a significant impact on the disposable income - and, hence, living standards - of families with very young children. Rapidly rising prices and a wider 'cost of living crisis' have seen debates on the extent and design of support with childcare costs move up the political agenda in recent months. In this report, we discuss how the cost of childcare has changed over time, and how it varies across the country and between different types of families. While methodological issues mean that common international comparisons o...
Inequalities in Children's Experiences of Home Learning During the COVID-19 Lockdown in England
This paper combines novel data on the time use, home learning practices and economic circumstances of families with children during the COVID-19 lockdown with pre-lockdown data from the UK Time User Survey to characterise the time use of children and how it changed during lockdown, and to gauge the extent to which changes in time use and learning practices during this period are likely to reinforce the already large gaps in education attainment between children from poorer and better-off families. We find considerable heterogeneity in children's learning experiences - amount of time spent learning, activities undertaken during this time and availability of resources to support learning. Concerningly, but perhaps unsurprisingly, this heterogeneity is strongly associated with family income and in some instances more so than before lockdown. Furthermore, our analysis suggests that any impacts of inequalities in time spent learning between poorer and richer children are likely to be compounded by inequalities not only in learning resources available at home, but also those provided by schools.
Home Learning Experiences Through the COVID-19 Pandemic
The COVID-19 pandemic has dealt a monumental blow to the education of English school children. Over the past 18 months, English school pupils experienced two long periods of nationwide school closures. The first round of universal school closures lasted 10 weeks (from 23 March to 1 June 2020); some pupils were not able to return to school until the start of September that year. This unprecedented action was repeated at the start of 2021, with pupils across England sent home for 9 weeks (from 5 January to 8 March 2021). Even when schools were open outside these periods, in-school provision was hampered by social distancing protocols, staff shortages and self-isolation. There is growing eviden...
An Evaluation of the Impact of the Social Mobility Foundation Programmes on Education Outcomes
The Social Mobility Foundation (SMF) is a charity that aims to make a practical improvement to social mobility in the UK by encouraging and supporting access to 'high-status' universities and professional occupations for high-attaining pupils from disadvantaged backgrounds. This evaluation compares the education outcomes of SMF participants (collected by SMF via participant questionnaires and online searches) with outcomes for a group of pupils with similar observable characteristics (such as performance at secondary school and neighbourhood context), observed in administrative data. This report focuses on the education outcomes for six cohorts of participants with the SMF: the cohorts that entered the programme between 2009 and 2014. Results for the cohorts entering in 2013 and 2014 (referred to as the 2013 cohort and 2014 cohort) are new. Results for earlier cohorts update findings contained in an earlier IFS report (Crawford, Greaves and Jin, 2015).
Budget of the United States Government, Fiscal Year 2012
The President's Budget for Fiscal Year 2012 represents his blueprint for America's future that the White House sends to Congress each year. To win the future, we have to out-innovate, out-educate and out-build the rest of the world, tapping the creativity and imagination of our people. We have to take responsibility for our deficit, by investing in what makes America stronger and cutting what doesn't. And we have to reform our government so that it's smarter, leaner, and better able to take on the challenges of the 21st century. The President's Budget is his plan to do just that. The full Budget and additional information is available at WhiteHouse.gov/winning-the-future.
Family Time Use and Home Learning During the COVID-19 Lockdown
The COVID-19 school closures forced children and parents to make unprecedented changes to their daily routines. Including the summer holidays, most children will have had a five-and-a-half-month break from physically attending school by the time they returned in September. There has been considerable discussion of the challenges that home learning presents for some children, and the inequalities that it could lead to (Burgess and Vignoles, 2020; Education Endowment Foundation, 2020; Eyles, Gibbons and Montebruno, 2020). In this report, we present analysis of some of the first data on children's lives during the lockdown and how home learning during the lockdown worked in practice. Between 29...
