London School of Economics Centre for the Economics of Education LSE
Centre for the Economics of Education  (CEE)

Abstract for:

Quality in Early Years Settings and Children’s School Achievement

Jo  Blanden,  Kirstine  Hansen,  Sandra  McNally,  February 2017
Paper No' CEPDP1468: | Full paper (pdf)
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Keywords: childcare quality, educational attainment

JEL Classification: J13; I20

Is hard copy/paper copy available? YES - Paper Copy Still In Print.
This Paper is published under the following series: CEP Discussion Papers
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Abstract:

Childcare quality is often thought to be important for influencing children’s subsequent attainment at school. The English Government regulates the quality of early education by setting minimum levels of qualifications for workers and grading settings based on a national Inspectorate (OfSTED). This paper uses administrative data on over two million children to relate performance on national teacher assessments at ages 5 and 7 to the quality characteristics of the nursery they attended before starting school. Results show that staff qualifications and childcare quality ratings have a weak association with teacher assessments at school, based on comparing children who attended different nurseries but attended the same primary school. Our results suggest that although children’s outcomes are related to the nursery they attend, which nurseries are good cannot be predicted by staff qualifications and OfSTED ratings; the measures of quality that Government has focused on.