Issues in the development of children’s centres on nursery and primary school sites

Abstract

This paper explores the development of children’s centres in England between 2004 and 2008, focusing on the newly created centres that have been located on primary and nursery school sites. Using both an analysis of policy documents and interview data from three urban local authorities, we examine the use of premises and the differing priorities of centre staff and school heads, particularly in relation to the balance of services between early years education, childcare and family support. We also explore governance issues, focusing especially on patterns of accountability. In so doing, we also examine the tensions that exist between children’s centres located on primary and on nursery school sites and the schools themselves.

Keywords:

• Sure Start
• children’s centres
• early years education
• nursery schools
• primary schools
• accountability
• governance

Notes

1. See also Reid (2008).

2. From September 2010 the entitlement was extended to 15 hours (House of Commons 2009b) and can be used more flexibly, over at least three days a week.

3. By 2005, when funding finished, 1400 had been established (Smith et al. 2007).

4. LA nursery schools that had become integrated settings generally had the highest scores of all (Sylva et al. 2004).

5. The second phase (2006–2008) included a majority of newly formed children’s centres, many of which were based in primary schools. The last phase began in 2008, when the focus was on developing a much more truncated range of services in the better‐off areas.

6. Six head teachers/deputy head teachers who were also heads of the children’s centres; 13 heads of children’s centres; and three senior staff of the primary/nursery schools.

7. In the case of community and voluntary controlled schools which form the majority of schools in England (West and Currie 2008).