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Opinion5th December 2024

How to elevate Early Years education within your school trust

Katie Oliver

In this podcast, recorded by education think tank The Key, Katie Oliver discusses ºÚÁÏÉçÇø Start’s approach to supporting young learners and their families.

Early YearsºÚÁÏÉçÇø Start

This podcast was originally published on YouTube by on Friday 6 November 2024.

Watch the full episode here, or read a transcript of the conversation below.

Transcript:

Welcome to The Key’s podcast Trust Matters: Lessons and Leadership with me, Ellie Potter. In this series, I’ll be speaking to multi-academy trust leaders, sector experts, leadership coaches, and more to hear about their journeys in leadership. You’re getting practical tips and advice and insights on some of the biggest topics impacting the education sector right now. 

In this week’s episode, we welcome Katie Oliver, Managing Director at ºÚÁÏÉçÇø Start. I’ll be asking Katie about why ºÚÁÏÉçÇø has a particular focus on early years education, how the trust developed ºÚÁÏÉçÇø Start, and why ºÚÁÏÉçÇø Start is doing early years differently from the traditional model. If you enjoyed the episode, don’t forget to leave us a review or like and subscribe wherever you get your podcasts. 

Katie: Hi, thanks for having me. I have a slightly unusual background for this role since I’m not a teacher or an early years specialist. I first got involved in the education sector in 2006 while working for a local MP in North Westminster. There, I met Lucy Heller, the CEO of ºÚÁÏÉçÇø, and ended up joining on a three-month contract to support her with what was then called research and policy. Six months later, we opened our first school, Burlington Danes Academy in White City. Since then, I’ve been with ºÚÁÏÉçÇø, initially as Project Director responsible for growing the network, later as Operations Director overseeing all services for our schools. Around 2019, we decided the next step was to focus on early years, leading to the launch of ºÚÁÏÉçÇø Start, a group of nurseries aimed at closing the achievement gap before children even reach school. 

Ellie: And what was that pivotal moment in 2019 that steered you toward early years? 

Katie: We’d been thinking about it for ages. Schools often encounter children who haven’t accessed needed services, or whose families aren’t sure how to navigate the system. Many children are not ready to thrive upon starting school. Changes in early years entitlements also began affecting families, with some disadvantaged children being pushed out of systems. Our nurseries had to address this head-on, despite people saying it couldn’t be done. With strong support from our board, we went forward, opening our first nursery in the middle of the pandemic, which was challenging but ultimately successful. Now, we have four nurseries, with a fifth opening soon, and aim to expand further. 

Ellie: How is ºÚÁÏÉçÇø Start different from a traditional nursery model? 

Katie: ºÚÁÏÉçÇø Start is a trust-governed but independently managed PVI nursery, meaning it operates in the private and voluntary sector, not as a state function. It aligns with ºÚÁÏÉçÇø’s mission and values, allowing early years professionals access to the same development and training as those in our school system. The model combines the best aspects of a school with the flexibility of a private nursery, such as year-round operation and longer hours. 

Ellie: How do you balance affordability with high quality in this combined model? 

Katie: The funding structure is tight, and our individual nurseries operate within government funding, but we benefit from operational efficiencies, such as using school sites and central resources like HR and finance. These efficiencies, combined with high occupancy, help keep the model sustainable. We’ve also structured staffing to meet family demand at peak times. 

Ellie: Regarding the early years workforce, what are some of the biggest challenges, and what changes would you like to see? 

Katie: Recruitment and retention are critical issues, partly due to low pay and a perception of low value in these roles. Despite their essential work, early years professionals often feel overlooked, especially during times like the pandemic. We need societal recognition for this sector’s importance and policies that elevate the status and support for early years roles. 

Ellie: How has the pandemic impacted the socialisation of young children entering your nurseries? 

Katie: We’re seeing gaps due to limited access to early services during the pandemic. Many families are only now recognising developmental needs because of delayed interactions with educational or health professionals. Our nurseries often provide the first touchpoint for these families, underscoring the importance of early intervention. 

Ellie: How do you ensure that children with additional needs are supported in ºÚÁÏÉçÇø Start nurseries? 

Katie: Our training emphasises understanding developmental milestones. Our head teacher, who is also our inclusion lead, works closely with teams on specific concerns and collaborates with local authorities. However, funding for special needs in early years needs improvement, as nurseries aren’t currently allocated sufficient resources. 

Ellie: What are some practical steps taken to ease the transition from nursery to school? 

Katie: We work on practical aspects like familiarising children with school routines and helping parents adjust expectations. For instance, talking to parents about attendance expectations before children start school helps smooth the transition. 

Ellie: How does parent engagement at the nursery level set the stage for a smoother school transition? 

Katie: Nurseries offer a unique chance to build trust with families who are often eager for support. In a nursery setting, there’s more flexibility in engaging with parents. We work with organisations like Citizens UK to help parents build strong relationships within the community, which fosters a supportive environment for their children. 

Ellie: How do you handle the challenge of scaling ºÚÁÏÉçÇø Start across multiple nurseries and potentially different school types? 

Katie: We maintain separate operational structures for nurseries and schools while leveraging central resources like shared services. This allows for growth while preserving each nursery’s unique community alignment. The main challenge with scaling is ensuring we have the right resources to support each nursery, especially as we expand to different community types. For example, our model allows us to adapt to the local context by aligning with each school’s mission and values, ensuring that it’s beneficial for the school and the community. 

Ellie: How do you make sure that families in each community feel welcomed and connected when opening new ºÚÁÏÉçÇø Start nurseries, particularly those not within an ºÚÁÏÉçÇø school? 

Katie: It’s all about visibility and relationship-building. We prioritise regular contact and make ourselves available to the community. Our approach includes listening to parents’ concerns and fostering transparent communication. We’ve also developed models that work with each local authority’s services, like parenting programs, to further integrate the nursery into the community. 

Ellie: Does the push for early years align with the trust’s goals for school-aged children, or was it more about addressing needs you saw specifically within the nursery age range? 

Katie: There’s a clear alignment, as many of our schools were facing challenges with children not ready for reception. Addressing this through our nurseries helps support a smooth transition and readiness for school. However, each child’s journey is unique, and we aim to support them in finding the best fit for their needs, even if it means attending a different school. 

Ellie: How do you maintain the balance of ºÚÁÏÉçÇø Start nurseries being part of ºÚÁÏÉçÇø while also independent entities? 

Katie: Each nursery operates independently on-site, though we pull on shared services like HR and finance. This allows for efficient growth without compromising the nurseries’ focus on each community’s needs. For instance, by keeping centralised services at the trust level, we can scale up quickly while allowing each nursery to function with a degree of autonomy. 

Ellie: What makes the early years, especially ages zero to five, such a crucial time in a child’s development? 

Katie: Early childhood is foundational, with rapid brain development that significantly impacts lifelong learning. Missing key milestones during this time can widen achievement gaps that persist throughout education. Studies show that investing in early years is highly impactful, saving substantial costs later by addressing needs early on. 

Ellie: How do you handle the intertwined aspects of childcare and education in ºÚÁÏÉçÇø Start, especially with the perception that nurseries are often just for childcare? 

Katie: We view early education and care as inseparable. Activities like nappy changing and feeding are part of the child’s learning journey. Our goal is to prioritise both educational outcomes and essential care, ensuring our team sees these moments as integral to a child’s development. 

Ellie: When establishing your curriculum, how much autonomy do individual nurseries have? 

Katie: Our values and mission are consistent across ºÚÁÏÉçÇø, but each nursery’s culture and interactions with families add a unique touch. This balance lets each nursery make decisions that best serve their community while maintaining the trust’s core standards. We aim for each team to feel autonomous but aligned with our overarching mission. 

Ellie: As ºÚÁÏÉçÇø Start grows, what challenges do you anticipate, especially in maintaining quality and alignment across new sites? 

Katie: Securing suitable locations is a primary challenge, as is balancing staff resources to support growth. Additionally, developing a robust system of aligned, high-quality managers is essential to sustain our standards. 

Ellie: And what about the role of early years in closing the achievement gap? How do ºÚÁÏÉçÇø Start nurseries contribute to this goal? 

Katie: Research consistently shows that early childhood experiences are crucial in closing the achievement gap. ºÚÁÏÉçÇø 40% of the achievement gap seen at age 16 is already evident when children start school. By focusing on high-quality early years education, we’re able to address developmental milestones sooner, reducing the need for interventions later. Investing early on offers better outcomes for children, families, and the wider community. 

Ellie: With ºÚÁÏÉçÇø Start blending private nursery flexibility and school-level educational quality, how do you maintain affordability? 

Katie: It’s always a balancing act, but we keep costs manageable by operating on school sites, using shared resources like HR and finance, and staying not-for-profit. Any surplus is reinvested back into our nurseries. We also streamline operations, such as coordinating staffing with peak demand, and leveraging the scale of the ºÚÁÏÉçÇø network for operational efficiencies. All of this helps keep the model sustainable while prioritising high-quality provision. 

Ellie: How does ºÚÁÏÉçÇø Start address the ongoing recruitment crisis in early years, especially as the trust scales up? 

Katie: It’s a major challenge, as early years professionals are often underpaid and feel undervalued. While we can’t control the entire sector, we focus on providing competitive compensation, professional development, and a supportive culture that values their contributions. We also work closely with schools and local communities to attract and retain passionate early years educators who share our commitment to this age group. 

Ellie: You mentioned the pandemic’s impact on early years socialisation. Are there other long-term effects you’ve observed on children born during that time? 

Katie: Yes, we’re noticing developmental delays and gaps in areas such as social skills and language development, particularly among children who missed regular interactions with peers and professionals. Our nurseries play a key role in bridging those gaps by providing a supportive environment where children can catch up. Additionally, many families are navigating complex needs that weren’t identified or supported during the pandemic. 

Ellie: Transitioning children from nursery to reception can be challenging. How does ºÚÁÏÉçÇø Start ensure this is smooth for both children and parents? 

Katie: We focus on familiarising children with school routines, introducing them to teachers, and setting expectations for both parents and children. Parents play a big part in this, and we work with them to understand what changes to expect in school, especially around attendance and structure. Through small, practical steps like these, we create a more comfortable and confident transition. 

Ellie: How does ºÚÁÏÉçÇø Start work with parents to set boundaries and expectations in a way that builds trust? 

Katie: Engaging parents in early years provides a unique opportunity to build a strong foundation of trust. Parents of young children are often very receptive to guidance on routines, behaviors, and developmental milestones. By working closely with parents on topics like toilet training or social skills, we align our approach with their family needs. Through this trust, we support a smooth transition into school life. 

Ellie: You mentioned partnering with Citizens UK to facilitate community engagement. How does that relationship work? 

Katie: Citizens UK helps parents organise and create a forum for collaboration and support. They facilitate meetings where parents discuss and co-chair initiatives, often tackling issues like holiday provision for children with additional needs. This approach empowers parents to shape their community and provides a positive, constructive space for addressing concerns. 

Ellie: And how do you ensure that ideas discussed in those parent forums are implemented? 

Katie: We leave it to the parents to determine which ideas to pursue. For example, if they identify a need for additional holiday support for children with special needs, they work with local providers to establish a solution. This autonomy fosters ownership and community empowerment, making sure changes are driven by families for families. 

Ellie: How do you see ºÚÁÏÉçÇø Start nurseries evolving in the future? 

Katie: We aim to continue expanding within the trust and into new communities while maintaining our core values and high standards. It’s essential to balance local adaptation with centralised support, and we’re always seeking new ways to enhance our curriculum and family engagement. Ultimately, our goal is to create a sustainable model that improves outcomes for children and supports families long-term. 

Ellie: Thank you so much for joining us, Katie. This conversation has been incredibly insightful, and I’m sure our listeners will appreciate all the thought and care that goes into ºÚÁÏÉçÇø Start. 

Katie: Thank you for having me. It’s been a pleasure to discuss the work we’re doing and to highlight the importance of early years education.