quality, according to new research from the University of Oxford and published by the Nuffield Foundation. Lead
author Sandra Mathers explains the findings and implications.
Among the much-reported headlines following the recent Ofsted annual early years report, debating whether or not two-year-olds should be in schools, were vital but overlooked messages about the chances of all disadvantaged children to access good-quality provision.
Data published in the report show that fewer settings in disadvantaged areas are graded as good or outstanding: only 76 per cent of non-domestic providers in the most deprived areas, for example, compared with 86 per cent in the least deprived areas(1). The picture is similar for primary schools, with 73 per cent in the most deprived areas good or outstanding, compared with 88 per cent in the least deprived areas.
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