(Almost) Everything
Schools need to know
about Setting up Early
Years Provision in
Devon!
From integrating practice in Foundation Stage
Units & Partnership Foundation Stage Units to
how to set up a new nursery…
Contents
Introduction
4
SECTION 1: OPTIONS
Setting up Early Years Provision in Schools
Frequently Asked Questions
What is a nursery?
What is a preschool?
What is a governor run preschool?
What is a nursery class?
What is a governor run nursery?
What is a Foundation Stage Unit?
What is a Partnership Foundation Stage Unit?
Can secondary schools have a nursery?
What provision can be made in new schools?
Setting up Provision when a Preschool is Closing
What revenue funding is available?
What set up costs are available?
What children are entitled to Free School Meals?
What support is available to help schools?
7
10
SECTION 2: MAKING A CHOICE
Organisational Options
A Few Examples of Provision in Devon Schools
The differences between a Nursery Class and a Governor run Preschool
Staffing for 3 and 4 Year Olds
Similarities
Staffing for 2 year olds
Job Descriptions
Working with an Early Years Provider that operates from the School Site
15
SECTION 3: WHAT YOU NEED TO DO
Considerations when Setting up a New Provision
Establish a need for new provision
Decide where the provision will run from
Decide what times the provision will open
Establish what age children will attend
19
SECTION 4: STAFFING
24
Are there restrictions on the hours that a teacher can be asked to work?
Can a nursery teacher be asked to work outside of the term dates that the rest
of the school works to?
Early Years Provision in Schools: Fran Butler 19.12.14
Page 2
As the nursery is open for the whole day with no break in the middle what
breaks must be given to staff?
Staffing Lunch times
SECTION 5: OFSTED
Ofsted Inspection
When schools do not need to register
Rising Threes
When school run care does not need to register
27
SECTION 6: CONSULTATION
The Process for (community, VC & VA schools) setting up a Governor
Run Preschool or Governor Run FSU
28
Points to note for academies setting up a Preschool or Nursery
Extending the age range of the school
APPENDICES
32
1. DFE Briefing – Nursery Provision in Maintained Primary Schools
2. DFE Briefing – Nursery Provision in Academies and Free Schools
3. Advice and Guidance for New School Proposers on Making Early Years
Provision in Schools
4. Action Plan for setting up a Governor Run Preschool/ Nursery/FSU where a
Charitable Preschool is Closing Down
5. Partnership Agreement
6. Development Plan
7. Rough Guide to Staffing
8. DFE Briefing – The likely features of sustainable nursery provision in
schools
Early Years Provision in Schools: Fran Butler 19.12.14
Page 3
INTRODUCTION
Devon County Council is actively encouraging schools to offer early years
education from 8.00 am -6.00 pm for children aged 2 years upwards.
This guidance will help schools to understand what types of provision can be
made and how they can:


Set up early years provision and
Operate as a standalone setting or as a Foundation Stage Unit (FSU)
(whether you already have early years provision at the school or if you
need to set up something new).
For those schools that already have early years provision it is hoped that this
guidance will help schools to:





Integrate foundation stage provision to form a FSU or Partnership
Foundation Stage Unit (PFSU)
Extend the age range to include 2 year olds from the start of the term
following their second birthday
Increase opening times each day where there is demand for more
places
Open all year round for 2,3 and 4 year olds where the need exists
Extend the age range to admit children as babies.
Over the last 12 years there has been a marked increase in the number of
schools that are choosing to start their own Early Years and Childcare (EYC)
services. Most of these have been set up as governor run preschools and
organised as Foundation Stage Units (FSU). A few others have been new
schools that opened with nursery classes or Foundation Stage Units or
schools that extended their age range to admit children from three. Some
schools have preschools that operate on their school site where the reception
children and staff and preschool children and staff have been integrated, but
the management remains separate. These are called Partnership Foundation
Stage Units (PFSU).
Schools understand the benefits of having Early Years provision on site.
Smaller schools have recognised that having a provision on site is a good way
of ensuring that children feed into the school so the school role is boosted too.
Schools can provide early years and childcare services onsite, off site and
in partnership. The government is encouraging schools to open for longer
hours, to change term times and respond to meet the needs of local families.
In some instances schools with FSUs may also integrate children from Year
One and occasionally, in very small schools, children from Year Two into a
FSU. At the lower end of the age scale, now that there is funding available for
some 2 year olds there is a need to expand provision for this age group. In
Devon this is known as 2gether funding. Increasing numbers of schools and
Early Years Provision in Schools: Fran Butler 19.12.14
Page 4
early years providers are offering places to children from the term following
their second birthday.
As increasing numbers of 2 year olds are being funded there is a need to
create more places to meet the growing demand.
‘What children facing serious disadvantage need is high quality, early
education from the age of 2 delivered by skilled practitioners, led by
teachers, in a setting that parents can recognise and access. These
already exist. They are called schools’ (Ofsted 2014). ‘Schools are central
to their local community and trusted by parents (DFES 2013b).
Since January 2013 the Government have shared their commitment and longterm vision over the next 10 years, of ensuring there is more high quality Early
Years provision and choice for parents. The Government want to offer parents
the choice of greater childcare through encouraging schools to take younger
children and having more traditional nursery classes.
‘We want parents taking up early learning for 2 year olds to have real choice
from a range of providers, including schools’ (DFE 2013a).
They intend to make it easier for schools to do this from September 2015 by
removing the requirement to register separately with Ofsted if they wish to
provide for children under 3 and reform the statutory processes required of
schools if they want to take children lower down the age range.
‘We want to see many more schools offering childcare and education to
young children…Making it easier for schools to take younger children this will
give parents the option of a traditional nursery class led by a teacher’ (DFE
2013a: 12).
‘Gaps in achievement between the poorest children and their better off
counterparts are well established by the age of 5’ (Ofsted 2013).
Disadvantaged children are already behind when they start school - by as
much as a 19-month gap for some children - which persists and widens
throughout school and beyond. High quality nursery education can improve
results later on – by as much as a term and a half’s progress for some
children. School leaders in disadvantaged areas who acknowledge the low
starting points of some of their children, could make a difference by
intervening early and providing high quality early years provision in their
schools. Ofsted’s Early Year’s report (Ofsted 2013) also identifies that getting
children into Early Years provision at an early age provides an opportunity to
identify and intervene earlier in potential problems.
The Government have created a new entitlement for disadvantaged 2 year
olds reaching up to 40% of the least advantaged in September 2014. Recent
research has shown that language development at age 2 is a strong indicator
of ‘school readiness’ yet many of our youngest children lack a firm grounding
in the skills of communication and language. If gaps in achievement are to
close then we need to intervene earlier and focus on strategies to improve
Early Years Provision in Schools: Fran Butler 19.12.14
Page 5
these skills. Many children are simply not ready for school and the barriers to
school readiness and achievement have not improved in the last 20 years.
‘I believe that the best way of ensuring that the most disadvantaged
children are ready for school is to put schools in the driving seat’
(Ofsted 2014).
Schools do not have to be experts in 2 year olds. The Early Years Advisory
team provides funded training and support visits to enable practitioners to
develop their expertise and knowledge of 2 year olds.
The needs are different hence the higher staffing ratios. The challenges will
be different too but the long-term benefits outweigh those short-term
challenges. Schools are well placed to work with parents and support their
understanding of how they can help their children learn at home.
‘Parenting style, parental involvement in education and the quality of the
home learning environment are major factors that explain the difference
between children from low income backgrounds and their wealthier peers’
(Ofsted 2013).
‘Today, I am calling on the Government to look to school led provision to
improve educational outcomes for the most disadvantaged children’ (Ofsted
2014).
The DFE has produced two separate briefing sheets for schools on
developing early years provision; one for maintained schools (Appendix 1)
and the other for Academies and Free Schools (Appendix 2). These provide
a useful overview of the main considerations.
Suggested Reading and References:
Effective Preschool, Primary and Secondary Education (EPPSE)
http://www.ioe.ac.uk/research/66744.html
Performing against the odds: developmental trajectories of children in
the EPPSE 3-16 study
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/
198924/DFE-RB128.pdf
DFE (2013a) More Great Childcare January 2013
DFE (2013b) More Affordable Childcare September 2013
Ofsted (2013) Unseen Children: Access and Achievement 20 years on
http://www.ofsted.gov.uk/resources/unseen-children-access-andachievement-20-years
Ofsted (2014) Unsure Start
http://www.ofsted.gov.uk/sites/default/files/documents/aboutofsted/speeches/Early%20Years%20Annual%20Report%201213%20%20Unsure%20start%20-%20HMCI%20speech.pdf
Early Years Provision in Schools: Fran Butler 19.12.14
Page 6
SECTION 1: OPTIONS
SETTING UP EARLY YEARS PROVISION IN SCHOOLS
Governors or Trustees that want to run Early Years provision have two
options:
1. EXTEND THE AGE RANGE OF THE SCHOOL
Since September 2014 schools have not needed to follow a statutory
process to extend the age range of the school so they can admit
children from age 31. This is generally known as a Nursery Class.
2. SET UP A PRESCHOOL OR NURSERY THAT RUNS AS AN
EXTENDED SERVICE
Since 2002 when schools began to set up extended services there has
been a steady expansion of Governor Run Preschools in Devon.
For guidance on extending the age range of a school see the
Department for Education (DFE) documents below:
School Organisation Maintained Schools
Guidance for proposers and decision makers - January 2014
https://www.gov.uk/government/publications/school-organisationmaintained-schools
Making significant changes to an academy
Departmental advice for academy trusts – January 2014
https://www.gov.uk/government/publications/making-significantchanges-to-an-existing-academy
Both options could operate as either a Foundation Stage Unit or as
standalone provision where children from the reception class are taught in a
separate classroom. Schools that do not wish to directly run provision can
work in partnership with a voluntary or private sector preschool or nursery. If
there is space and agreement from the landowner the setting could be colocated so that they operate as a Partnership Foundation Stage Unit.
FREQUENTLY ASKED QUESTIONS
What is a Nursery?
It may sound obvious…but it really isn’t! Here are a few examples of what
people call a nursery.
1 We
are awaiting clarification from the DFE to explain what age a child can start in the
nursery if the age range can be lowered by up to 2 years.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 7
1. Nursery class in an infant or primary school. Is usually a class for 3-4
year olds.
2. Nursery class in an independent school.
3. Day Nursery a private or occasionally voluntary sector provision for 0-4
year olds, but sometimes for 3-4 year olds. Sometimes called a full day
care Nursery.
4. Nursery School - a maintained school for 3 -4 year olds.
5. Nursery School - an independent school for 3-5 year olds.
Different ages of children attend, there are different Ofsted requirements
regarding staffing qualifications, ratios and registration. Within this document
references to nursery are mainly related to a nursery class in an infant or
primary school; there is also an emerging interest from secondary schools in
providing nursery provision for 0-5 year olds too.
What is a Preschool?
A preschool is usually a voluntary sector, committee run group that may have
charitable status. A committee of parents whose children attend the setting
run the group. Most preschools operate during term times and offer sessional
care and education for 2, 3 and 4 year olds.
What is a Governor Run Preschool?
A governor run preschool is set up by governing bodies that use the power
given to them in the 2002 Education Act to set up and run extended services.
The preschool could be organised as a FSU or as a standalone group.
Essentially this type of provision is similar to a voluntary sector preschool
where the governors or school trustees take on the same role as a voluntary
management committee. Preschools admit children between the ages of 3
and 4 with many now also taking 2 year olds.
What is a Nursery Class?
A nursery class operates in schools that have an age range starting at three.
These classes usually admit children at the start of the term in which the child
has their third birthday. The parent pays for the time a child attends. Funding
for the Early Years Entitlement (EYE) starts at the beginning of the term
following the child’s third birthday.
A list of nursery classes, nursery schools, governor run preschools and
Foundation Stage Units can be found here:
http://www.devon.gov.uk/index/childrenfamilies/eycs/eycschildcareproviders/eycs-childcareproviders-schools/eycs-schoolstypesofprovision.htm
What is a Governor Run Nursery?
A Governor Run Nursery admits children as babies and they can attend the
nursery until they reach school age. Parents pay for children to attend up until
their Early Years Entitlement starts. These types of provisions usually open
for longer hours to enable parents to go to work.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 8
What is a Foundation Stage Unit?
A Foundation Stage Unit (FSU) is formed when a nursery class (or governor
run preschool) and reception class, in Infant and Primary Schools,
collaborate, share, communicate and integrate to provide high-quality
effective provision across the whole foundation stage that meets the needs
and interests of all children.
What is a Partnership Foundation Stage Unit?
A Partnership Foundation Stage Unit (PFSU) is created when a school and
a preschool provider choose to work together to ensure continuous and
effective early years provision for children in the foundation stage. The
defining factor of a PFSU is the integration of children and staff from an early
years provision with children on the school roll.
They may operate in any of these ways:
A. Fully Integrated
Both providers share the same internal and external physical space.
B. Semi-Integrated
The physical space has the potential to accommodate fully integrated
practice but providers choose to work independently for all or part of
the day.
C. Mixed phase
The Unit includes children under three and in key stage 1, or both, and
may operate as A or B – so is particularly suitable for smaller schools
and preschools.
Some FSU and PFSU operate in these ways all of the time and a few
(particularly where numbers are low) only integrate and work as a Unit for part
of the day or week.
Can secondary schools have a nursery?
Yes, there is a nursery run by the academy in Exmouth. They admit children
as babies up until when they start at school. The provision supports the staff
that work in the school and people who live within the surrounding community.
It is unusual for a nursery in that it only operates during term times, but this is
probably as most of its customers work in schools.
The nursery is set up separately from the schools accounts and runs like any
other childcare business. Devon County Council gives some funding for
funded 3 and 4 year olds and parents pay for the hours of childcare that they
need.
At Dartmouth Academy there is a Foundation Stage Unit that is part of the all
through school where children are admitted from three. On the same campus
there is also an independent Full Day Care Nursery that admits children as
babies.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 9
What provision can be made in New Schools?
Where there are significant housing developments there may be the need to
build a new school. All new primary schools in Devon will be built with places
for 2, 3 and 4 year olds so that children can attend from the term following
their second birthday until they start in the reception class. In a few schools
provision for babies to 4 year olds may be made. See Appendix 3 Advice and
Guidance for New School Proposers on making Early Years Provision in
Schools.
SETTING UP PROVISION IN SCHOOL WHEN A PRESCHOOL
IS CLOSING
There has been a trend where voluntary sector preschools have been closing
and schools have been opening preschool provision that is run by governors
as an extended service. These closures have been either as a result of the
preschool committee no longer wishing to run the service and the inability to
find new committee members or where there are very low numbers and the
preschool is no longer viable. In either instance parents have voted to close
its doors. The Local Authority would not usually support a school development
where the need for places is being met through an existing provider. If,
however, there are issues related to the quality of the provision that is
available and the Local Authority needs more places for funded children then
support may be available to ensure there are enough high quality places.
A school cannot take over the running of a preschool…it can however set
up a new provision, for the same children and often employing the same staff.
There are a few key issues that need to be considered when a preschool has
voted to close and a school is setting up a governor run provision:

Transfer of undertakings (Protection of Employment) (TUPE). It is
usually assumed that TUPE applies. This means that all staff employed
through the preschool will transfer to the management of the Governing
Body (GB) on the first day the service opens. The inherited staff team
may not fit with the staff requirements of the new provision; where this
is the case school will need to restructure. It is essential that both
school and preschool take independent advice on TUPE.

Charitable assets (if the preschool has charitable status) will also
need to be transferred to the Governing Body. This includes the
redundancy pot. The preschool must seek permission from the charity
commission to transfer assets (money and resources) that have been
raised for the charity. The preschool also need to refer to their
constitution to see what that says about closure and asset transfer.
Asset transfers to Voluntary Aided schools and Academies may be
straightforward as there is a trust deed/charitable status that may have
broadly the same aims as the preschool. However, if a Voluntary
Controlled or Community school is setting up provision it may be
Early Years Provision in Schools: Fran Butler 19.12.14
Page 10
necessary to consider transferring assets to the Friends of the School
as they may have charitable status where the school does not.

If the preschool owns the building from where they operate this is also
an asset. In some instances there will be a separate group of trustees
that over see the building management from the committee that is
responsible for the day-to-day business of running the preschool. It
should be established at an early date who has responsibility for what
so that developments can happen smoothly and in a timely manner.

Funding periods for the Early Years Entitlement Funding (EYEF) and
2gether need to be considered. The preschools funding claim and the
new claim from the school need aligning so that children do not lose
out on their entitlement.
See Appendix 2 for a checklist on setting up a governor run setting.
What revenue funding is available for early education places?
There is an Early Years Single Funding Formula that is applied to all
providers whether they are a school, a private provider, a childminder or a
voluntary sector provider. All 3 and 4 year olds are entitled to 570 hours of
early education from the term following their third birthday up until when they
reach statutory school age. This is called Early Years Entitlement Funding
(EYEF) in Devon. Parents wishing to attend for more than the funded hours
must pay for each additional hour attended.
The current rate for 3 and 4 year olds is £3.70 ph
There is also funding available for some 2 year olds. To receive this funding
the Local Authority must be satisfied that the quality of provision is suitably
high enough. Generally this means that providers must have at least a good
Ofsted outcome.
The current rate for 2 year olds is £4.96 ph
As soon as a school has decided to set up a governor run preschool or FSU,
and have a start date, call the Early Years Entitlement Funding (EYEF) help
desk on 01392 385530 and ask for a funding pack; also ask for a pack on
2gether funding if you intend admitting 2 year olds.
http://www.devon.gov.uk/index/childrenfamilies/eycs/eycschildcareproviders/eycs-childcareproviders-funding/2gether-entitlement.htm
All new providers will be funded and following their initial Ofsted inspection a
decision will be made about continuation of the funding if the judgment is less
than ‘good’.
You will probably have a mix of children who are funded to attend and those
whose parents pay; several will do both. We recommend that the hourly rate
that is charged is the true cost to school of running the provision whilst also
considering how much neighbouring providers charge. Many schools and
settings choose to charge the same amount as the funding.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 11
The Early Years Entitlement (EYE) for 3 and 4 year olds will be funded
between 7am and 7pm so where there is a need parents can use that
entitlement as flexibly as they wish. Sessions of less than 2.5 hours will not be
funded and the maximum funded hours in one day is 10. This means the
entitlement can be taken over a minimum of 2 days i.e. 10 hours one day and
5 hours the next. Schools should consider how they could continue to operate
outside of the traditional term time pattern if there is demand for the service.
In relation to the EYEF this is called a ‘stretched offer’ as opposed to a ‘term
time offer’. Schools should also consider whether longer opening hours (than
the typical school day) each day would better suit some parents.
For more information about the EYEF please refer to the Local Conditions of
Funding the Early Years Entitlement for 2, 3 and 4 year olds April 2013
http://www.devon.gov.uk/index/childrenfamilies/eycs/eycschildcareproviders/eycs-childcareprovidersfunding/eyef.htm#sthash.laQOiX0B.dpuf
All funded providers must have signed a Provider Agreement that signifies
compliance with the Local Conditions of Funding.
The Early Years Pupil Premium will be introduced in April 2015: more
information to follow…
How is the funding paid to schools?
Funding from DCC goes into a G122 budget line in Community, Voluntary
Controlled (VC) and Voluntary Aided (VA) schools where they are running a
preschool or FSU as an extended service. In nursery classes where the
schools age range starts at 3 funding for places goes directly into the School
Budget Share (SBS). In academies the Department for Education (DFE)
requires that nursery provision is separately accounted for and funded. It is
not permitted for the General Annual Grant (GAG) to be used to fund nursery
provision. DCC funds an academy in the same way as all other providers are
funded – based on participation.
What set up costs are available?
In some instances a provision may be closing down and it could be possible
to purchase the toys and equipment from that provider. The Friends of the
School may be able to buy this or in some cases assets from a closing
charitable group have been transferred to the Friends of the School or directly
to the school where there is a Trust Deed in place that is similar to the
constitution of the charitable provision that is closing down.
If this is not the case - funds to buy toys, equipment and furniture will need to
be found from elsewhere. The External Funding Team may be able to advise
on this: http://www.devon.gov.uk/index/learningschools/just4schools/schoolsservices/cyps-externalfunding.htm
Early Years Provision in Schools: Fran Butler 19.12.14
Page 12
Staff will need to be employed before the provision opens as the environment
will have to be set up and planning in place before the doors open to the
children.
Savings can be made by organising provision as a FSU as there is no need to
duplicate resources e.g. there only needs to be one area for painting activities
instead of 2 if nursery and reception children are taught apart.
In some new schools there will be Nursery Growth Fund available to help
towards these costs.
Which children are entitled to Free School Meals (FSM)?
Free school meals are available for children in schools where they have an
extended age range i.e. registered pupils of a maintained school. Therefore
this does not currently apply to 2 year olds. A child must be in attendance
both before and after the lunch time period as well as meeting the FSM
criteria. The DCC webpage relating to FSM can be accessed here:
http://www.devon.gov.uk/index/learningschools/schoolmeals/free_school_mea
ls.htm
Children that attend for the Early Years Entitlement during term times and are
attending for 15 hours a week would be eligible for a FSM on 2 days if there
attendance was for 2 whole days and a half day. If attendance were for 5
mornings they would not be eligible. This is a consideration that parents
should be made aware of when choosing sessions. If parents buy hours on
top of the entitlement so the child attends 5 full days then that child would
have 5 FSM during the week.
Children attending governor run preschools and governor run FSUs are not
eligible. Neither are children in PFSUs.
What support is available to help schools?
Support with aspects of practice related to teaching and learning can be
bought through the Babcock Early Years Consultants team
http://www.devon.gov.uk/early-years-consultants.pdf
http://www.devon.gov.uk/early-years-consultants.pdf
The contact details for the Early Years and Childcare Advisers can be
accessed here: http://www.devon.gov.uk/eyca_teams.pdf support with welfare
and development of provision.
For help with the registration process with Ofsted call their schools early
years helpline 01633 657398.
Broadclyst Primary School is a DFE 2 Year Old Champion and will be
planning what they will be doing to work with schools that are considering
admitting 2 year olds. They are also a Teaching School.
We are expecting there to be more opportunities through Teaching Schools
and Teaching School Alliances for early years issues to be on the agenda and
that there will be more joined up working with the private, voluntary and
Early Years Provision in Schools: Fran Butler 19.12.14
Page 13
independent sectors. If you have examples that could be included in this
document please contact fran.butler@devon.gov.uk 01392 385395.
Our school will be converting to become an academy what do
we need to know?
Where a school is converting to become an academy it is important that
consideration is given to any early years and childcare services that are run
by the current governing body as an extended service at the earliest possible
stage.
The outgoing service that is run by the Governing Body must inform parents,
the LA and Ofsted that the management of the provision will be changing. The
incoming academy should consider whether it needs to set up a trading
company to manage any provision where the income is in excess of £50 000.
This trading arm must register with Ofsted so that the provision can continue
uninterrupted. If a trading arm has not been set up then the academy must
register with Ofsted or consider extending the age range of the school.
Careful consideration must be given to the timings. Ofsted registration can
take up to 26 weeks - so forward planning is essential.
Ideally the service run by the Governing Body would close one day and the
academy provision would open the next day. This should be co-ordinated with
the transfer of the staff and assets within the school if possible.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 14
SECTION 2: MAKING A CHOICE
ORGANISATIONAL OPTIONS
1. Nursery Class (2-4 & 3-4)
2. FSU (nursery class or governor run preschool and reception class that are
integrated) (2-5 & 3-5 occasionally 2-6 or 3-7) – one management.
3. Governor run Preschool (2-4 & 3-4)
4. PFSU (preschool and reception class that has integrated) – two
management structures.
5. Governor run Nursery (0-4)
6. Preschool /Nursery on school site
A Few Examples of Provision in Devon Schools:

Most provision made by schools is on the main school site. However,
this need not be the case. If there is not space in the school it may be
possible to operate from another building that is close by. Ipplepen
Primary manages a governor run preschool from the village hall.

There are several schools with nursery classes, governor run
preschools and nurseries in Devon a list can be found in the Stepping
Out booklet on Nursery Admissions
http://www.devon.gov.uk/index/childrenfamilies/eycs/eycschildcareproviders/eycs-childcareproviders-schools/eycs-schoolsadmissiontonursery.htm

North Tawton Primary School has a fully integrated Partnership
Foundation Stage Unit (PFSU) with North Tawton Preschool.

Chulmleigh Academy has PFSUs in Chulmleigh Primary School and at
East Worlington Primary School.

Orchard Vale Academy runs a provision for babies up until they are
three (set up as an extended service) when they go into the schools
nursery class. The schools age range is 3-11.

Stokenham Area Primary School has two independent preschools on
site-Merry go Round and Stokenham Preschool. The schools age
range is 4-11.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 15

Seven schools have a nursery or FSU as well as an independent
preschool or day nursery on site – they are: Yeo Valley (Sunflowers
Preschool), St Peters in Budleigh Salterton (Carousel Childcare),
Westexe (Little Ones Day Nursery), Dartmouth Academy (Humpty
Dumpty Day Nursery), Honiton Primary (Busy Bees Preschool),
Wilcombe Academy (Park Hill Day Nursery) and Stoke Hill (First Steps
Preschool).

Federated schools where there is a single management structure
supporting governor run preschools and governor run FSUs that
operate from each of the schools sites within that federation e.g. Stoke
Fleming, Kingswear, East Allington and Blackawton Schools are
federated and all have governor run Early Years provision on site.
These schools and preschools are now part of Kingsbridge Academy.

The Roman Catholic schools in Devon have a range of Early Years
Provision on site: St Josephs Newton Abbot, St Josephs Exmouth, Our
Lady’s, Barnstaple and St Marys, Axminster all have a voluntary sector
preschool operating from the school site. Our Ladies and St Patricks
and St Nicholas both have nurseries that are organised as FSUs.
It is anticipated that by September 2015 childminders will be able to register
with Ofsted to work from school sites and could run before school, after
school and holiday care. For more information you may find this website
helpful: http://www.learningexchange.org.uk/documents_library_pages/wraparound/childminders_working
_on_school_sites
THE DIFFERENCES BETWEEN A NURSERY CLASS & A
GOVERNOR RUN PRESCHOOL
To help you to decide which type of provision is best for your school here are
some examples of the differences between extending the age range of the
school and setting up a governor run preschool or nursery.
With either model there will be planning required and decisions to be made
about staffing and the environment. In both instances it is the Head teacher,
Early Years lead and governors that are involved in the process.
The main differences are:
 The school age range does not change with a governor run preschool.
 The accounting for governor run preschools and academies must be
separate from the main Schools Budget Share (SBS) or General
Annual Grant (GAG). With a nursery class funding goes into the SBS.
 Children in governor run preschools are not entitled to a FSM even if
they meet the eligibility criteria.
 Children in a governor run preschool are not on the school role.
 The Early Years Census is completed for governor run preschools
whereas the Schools Census is completed for Nursery Classes.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 16

There must be a teacher with Qualified Teacher Status (QTS) leading a
nursery class. Although desirable, this is not a requirement in a
governor run preschool or an academy.
Staffing for 3 and 4 year olds
When a maintained school extends the age range the nursery provision must
be led by a teacher with Qualified Teacher Status (QTS). The children to adult
ratio must be no more than 13:1. A Foundation Stage Practitioner, with a full
and relevant level 3 qualification, works alongside the teacher with the
children. There must always be two members of staff with up to 26 children.
In a governor run preschool if there is a person with QTS, Early Years
Professional Status, Early Years Teacher Status or another suitable level 6
qualification working directly with the children a 13:1 ratio applies.
If the provision does not have these staff there must be at least an 8:1 ratio.
At least one member of staff must hold a full and relevant level 3 qualification
and at least half of all other staff must hold a full and relevant level 2
qualification.
The Similarities
Staffing for 2 year olds
In any type of school or early years setting a 4:1 ratio must be applied where
at least one member of staff has a full and relevant level 3 qualification and at
least half of all other staff have a full and relevant level 2 qualification.
2 year olds in nursery classes are not on the school role and are therefore not
eligible for a FSM.
Job Descriptions for Early Years and Childcare staff working in schools
can be found here http://www.devon.gov.uk/jd_matrix.pdf These have been
specifically written for schools in Devon that run early years provision.





Parents and children tend not to make a distinction between governor
run preschools and nursery classes.
The funding for all types of providers comes through a single funding
formula.
All funded providers must deliver the Early Years Foundation Stage
and meet the safeguarding and welfare requirements.
They will be a mixture of flexibly funded and bought places.
Both types of provisions need to operate like a business.
WORKING WITH AN EARLY YEARS PROVIDER THAT
OPERATES FROM THE SCHOOL SITE
If any category of school does not want to run early years provision they can
invite another provider onto the school site. If there is capacity within the
school the provider could move into an empty classroom; where this is not an
option land could be identified where a building could be sited to
accommodate the group.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 17
There is a process that governors can follow if they are considering inviting a
provider to operate from the school site. See the document links under
Working in Partnership on this webpage:
http://www.devon.gov.uk/index/childrenfamilies/eycs/eycschildcareproviders/eycs-childcareproviders-schools/eycs-schoolstypesofprovision.htm
A lease, transfer of control agreement or similar will be set up. The Early
Years provider is usually expected to pay for the set up costs of the lease.
The provision can be organised as a standalone group that is completely
independent from the school and is simply co-located. Or it could be a
Partnership Foundation Stage Unit where the preschool children and school
children share the same spaces and resources and preschool staff and school
staff work together as a team.
When defining the difference between a PFSU and working in partnership
Devon County Council would expect that provision calling itself a PFSU is fully
integrated. Partnership working could include activities undertaken as part of
children’s transition into school; shared story times; preschools using facilities
within the school such as the library; children coming into school for lunches
etc.
Whatever the level or extent of the partnership you may find it useful to write
both a Partnership Agreement (Appendix 3) and also have a shared
Development Plan (Appendix 4). Creating a shared mission statement helps
to define what the partnership does and hopes to achieve.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 18
SECTION 3: WHAT YOU NEED TO DO
CONSIDERATIONS WHEN SETTING UP A NEW PROVISION
The first thing to do is to…

Set up a Working Group of all interested people. Include staff,
governors and managers so decisions can be made, agreed and
actioned without the need to wait for full governor meetings or provider
committee meetings.
Establish a need for new provision

When setting up a new service always establish that there is a need for
the provision. The preschool or nursery must operate like a business
and its viability will depend on both the take up of funded hours as well
as the amount of extra time that parents will buy. Devon County
Council’s Early Years and Childcare Service has a statutory
responsibility to ensure there is sufficient early years and childcare
provision and publishes an annual Childcare Sufficiency Assessment
each autumn http://www.devon.gov.uk/childcare-sufficiency that may
help inform your decision. You should also find our web pages
informative and would recommend that you refer to the Hotspots link.
http://www.devon.gov.uk/index/childrenfamilies/eycs/eycsaboutus/childcare-sufficiency/new-developing-eys-businesses.htm The
EYCS work alongside colleagues in school place planning to ensure
there are enough school and early years places available to meet
changing needs. If data is required to inform a decision as to whether
places are required this can be provided.

Consult widely with families that have very young children. You may
find that if you approach families with 2, 3 and 4 year olds that are
already in provision that they will tell you that they have the services
they need, however families that have not yet accessed services and
are considering returning to work may have different requirements.
Decide where the provision will run from

If you have a new school building then a purpose built space will be
available to you.

If there is no space on the school site you could consider using a
building that is located close to the school.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 19

As a general rule there is no capital funding available to build new early
years provision on existing school sites.

If there is an empty classroom with access to outdoors this could
present an ideal opportunity. If all space in the school is occupied you
may decide to integrate nursery/preschool and reception children.
What spaces do you have that are large enough to accommodate the
expected numbers?

You may decide to use some spaces on specific days and not on other
days for example, the school hall, areas for cooking, the library etc.

The space requirement for 3 and 4 year olds is 2.3m2 and for 2 year
olds 2.5m2. There is no stipulation to have outside space or for a
specified amount of space to be available but regular access to outside
space is required in the EYFS.

Nappy changing facilities need to be close by and toilets available so
that, ideally, children can access them without an adult.

If admitting younger children and also if you are opening for full days
you should consider where you will have areas for children to rest.

If numbers will be higher on some days than others it may be helpful to
have greater flexibility with the spaces that are used so that all children
can be accommodated. This may mean that you have more children
registered on some days than on others. Some schools have found
that they need to operate parallel provisions during the spring term
when numbers are high and return to operating a single provision in the
autumn term, when the four year olds start at school.

Similarly some provisions that open for part of the week will open up
additional sessions when demand is greater and close them when they
are not viable.

Will lunchtimes be in the class space or in the hall with the other
children? Or will there be a mix of the two?

If an early years provider will be moving onto a Community, Voluntary
Controlled or Voluntary Aided school site ensure there is permission
from the DCC Built Environments Team
http://staff.devon.gov.uk/cdwm-builtenvironments.htm or the Diocese. A
lease/ license or transfer of control agreement will then need to be
drawn up. The Early Years provider will be responsible for the cost of
setting up the lease or license. DCC must consider long term school
place planning and also the number of early years places and the ages
of children that will be attending.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 20

Bear in mind that nursery children could be coming and going at
different times in the day. Consider safety and adults entering school to
collect children. This may also affect your decision on session times if
access is across a playground or through the school where children will
be learning and playing.
Statutory Framework for the Early Years Foundation Stage
Setting the standards for learning, development and care for children
from birth to five September 2014 Pages 27 & 28 3.54 to 3.63.
https://www.gov.uk/government/uploads/system/uploads/attachment_d
ata/file/335504/EYFS_framework_from_1_September_2014__with_cla
rification_note.pdf
Decide how to organise the provision
To set up a FSU or a PFSU you must have Early Years Provision on the
school site or be setting up a new provision from scratch. This could be a:



Nursery class
Governor run/trust run preschool or day nursery
Independent preschool or day nursery

A FSU or PFSU is not a type of provision but more a description of the
organisational structure.

The available space is likely to be the deciding factor on whether there
is enough space that is in a layout that would work as a FSU or PFSU
to accommodate both reception children and preschool/nursery
children.

With PFSUs ownership and responsibility is shared and liabilities sit
with the preschool’s management and with the school’s Governing
Body. Nursery classes and governor run provision are both under the
same management structure – so these would always be called FSUs
as there is not a partnership between 2 different organisations.

The main considerations when setting up a FSU or PFSU will be
pedagogical and philosophical. Where two teams of Early Years
workers are brought together there will be differences in their approach
to teaching and learning. The staff will need time to consider and learn
about these so that a new, agreed way of working together is
developed.

This may be easier to achieve in a FSU where there is one teacher
leading the unit. In larger FSUs where there are two or more teachers
and in PFSUs time will need to be allocated in order to discuss,
understand and plan the environment, ethos and responsibilities.
Decide what times the provision will open
Early Years Provision in Schools: Fran Butler 19.12.14
Page 21

Ideally the new provision will first open its doors at the start of a term.

Try to be as flexible as possible and expect operational times to
change, particularly if you are in a rural area where demand for places
may fluctuate.

Most early years provision in Devon schools opens
9.00am – 12.00pm (3 hour morning session)
12.00 – 3.00pm (3 hour afternoon session)
9.00am – 3.00pm (6 hour all day session)
Children attending the 12.00 -3.00pm session and all day session stay
for lunch. Morning children go home. This is a good model as it easily
enables parents to access 15 hours a week during term times only (38
weeks a year). Childcare sessions can be bought if children attend for
more than the 15 hours. It is important that parents can take up the full
570 hours a year if they choose to do so.

Lunch can be bought from the school and an option to bring packed
lunches must be offered. Unlike lunchtimes in school, lunchtimes in
nursery are part of the child’s funded time, so planning for learning
should be in place. There should not be a chargeable hour in the
middle of the day. If parents want that hour as part of the entitlement
they must be able to access it free of charge.

Establish whether you should make a ‘stretched offer’ so children
attend for fewer funded hours a week but for more weeks of the year.

Sometimes before and after school and holiday care are added on to
the early years provision so that all children in the school can also
attend. The government is promoting changes to term times and
extended opening times better use of school site.

Consider extended operating hours so that more places can be created
e.g. move from opening 9.00am - 3.00pm to 8.00am – 6.00pm. The
funding for 2, 3 and 4 year olds for the 570 hours a year can be paid for
attendance between the hours of 7am and 7pm; establish through
consultation what the best opening hours will be.

All schools currently only open their provision during term times. Most
families need provision all year round. Consider what the demand for
this service is and how you can meet the need. You may choose to
open all year round or perhaps only during the summer holiday or on
non pupil days or half terms.

If demand is high but space is limited increasing opening times will
allow more children to attend. This may mean that you operate as a
Early Years Provision in Schools: Fran Butler 19.12.14
Page 22
FSU for some of the time and a standalone provision outside of the
school day and during the holidays.
Establish what age children will attend

In Devon there is provision in a few schools for babies up to age five.
Some smaller schools have FSUs where children between 2 and 6
attend a few also have 7 year olds. The majority have 3-5 year olds,
but increasingly, more 2 year olds places are being created.

It is worth bearing in mind that if there are funded two year olds within
the schools designated area and your provision admits children from
three that those 2 year olds are likely to go to another setting and
continue to attend that setting until they start at school. If this does not
happen they will attend another provider until they can be funded as a
three year old, when they will move to the provision in school and will
then have another transition into school in the September following
their fourth birthday.

Community and VC schools that have extended their age range must
follow the DCC Nursery Admissions Policy.
http://www.devon.gov.uk/index/childrenfamilies/eycs/eycschildcareproviders/eycs-childcareproviders-schools/eycs-schoolsadmissiontonursery.htm
We recommend that those schools with governor run preschools also
use the DCC Nursery Admissions Policy and suggest that it may be
useful for academies and other schools with Early Years provision as
the policy dovetails with the DCC school admissions policy.

Within the admissions policy there is a template that schools can use to
outline what provision is available.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 23
SECTION 4: STAFFING
Staffing can be complicated to work out; the statutory guidance is open to
interpretation (particularly in FSUs) and change depending on how the
provision operates each day.
What staff you need will depend on:








The number of children attending.
How children are grouped.
The age of the children.
The level of demand for places at different times.
How lunchtimes are managed.
Whether you have a teacher leading the FSU.
Whether children can independently access and use all the facilities or
if an adult needs to accompany them.
The PAN of the school.
Always refer to the EYFS statutory framework:
Statutory Framework for the Early Years Foundation Stage
Setting the standards for learning, development and care for children from
birth to five – March 2014 Pages 21 – 24

Staff MUST have contracts that require them to have the full and
relevant qualifications to meet Ofsted standards. We have found that
schools often say that staff have a qualification but that they are not
contracted to work at that level. This is not acceptable and could be
picked up by Ofsted.

Consider the school PAN and infant class size legislation when setting
up a FSU that is led by the reception teacher and/or nursery teacher
i.e. 1:30. (NB: some schools do not name teachers in this way – all
staff in the FSU are called Foundation Stage Practitioners or something
similar).

The Early Years and Childcare Service (EYCS) suggest that a 2:26
ratio is applied in FSUs with reception and nursery children where the
provision is led by a QT. This makes calculations more straightforward
and provides a more favourable ratio for reception children whilst
meeting the minimum requirement for nursery staffing. Technically the
nursery children must have a 1:13 ratio and the reception 1:30. Where
2 year olds are admitted a 1:4 ratio applies.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 24

You will need to decide if opening all year round whether teachers’
contracts will be adjusted or if a different team of workers were
employed to run the provision during the school holidays.

The EYCS recommend that a core team be identified; ideally these will
all be full time workers. As many children will attend part time - this
helps to ensure consistency for the child. Calculate the team based on
maximum numbers, being clear about the number of children in each
age range.

In PFSUs that are fully integrated the school staff and preschool staff
can all count towards the required ratios. The infant class size
legislation must also be considered.

Decide whether a teacher leading the FSU or PFSU provision is given
a TLR as they may now be managing staff and have more
responsibilities for planning for more children as well as younger
children.

Will Lunch Time Assistants be employed to cover staff breaks? Or
can you cover the lunchtime by staff working in shifts?

How many Administrator hours will you need? Can existing staff take
on responsibility for managing the Early Years Entitlement Funding and
census or will a new administrator’s contract need to be put in place?
We usually recommend 8 hours a week on a C grade contract for
governor run preschools and governor run FSUs.
NB: Both the qualifications of staff as well as the ratios must be taken
into account. See Appendix 5 for suggested staffing.
If school is considering opening the Early Years Provision during the holidays
and on non pupil days the following FAQs may inform the decision making
process:
Are there restrictions on the hours that a teacher can be asked to work?
The School Teacher's Pay and Conditions Document does not stipulate the
earliest or latest times a teacher can be expected to work, just that they will
work a proportion of the school time table teaching week, and if full time this
will not exceed 1265hrs per annum of "directed time" which can include
contact time, PPA, Assembly, registration and all other work which a Head
teacher can direct a teacher to undertake according to their role.
Can a Nursery Teacher be asked to work outside of the term dates that
the rest of the school works to?
Again it depends on how that area of the school is set up. A teacher can only
be expected to work 195 days of which 190 is when the students are there.
But there is nothing to say the last day will be 27th July and no work can be
done after that date. Therefore, in line with the current conditions it may be
Early Years Provision in Schools: Fran Butler 19.12.14
Page 25
possible to set the provision up as its own establishment in regard to this. You
would need to have more than one teacher to cover the whole year.
Alternatively there is provision for payments outside of normal teaching time
when it is in relation to the provision of education. This may be appropriate if
the nursery opens outside of term time hours for a short period of time (e.g.
one term or operational hours change so the nursery closes after the school
day has ended) to meet increased demand and then resumes term time only
working/ usual school opening hours.
As the nursery is open for the whole day with no break in the middle
what breaks must be given to staff?
There is no set lunch period for staff and so as long as staff have a 20 minute
break (Devon provide 30) if they work 6hrs, and are not required to work more
than 1265 hours per annum/ over 195 days then this is acceptable.
This means that a Nursery Teacher or Foundation Stage Practitioner,
Foundation Stage Worker or Foundation Supervisor can be asked to work, for
example between 8.00am and 2.00pm as long as they are given a break of 20
minutes.
Staffing Lunchtimes
Nursery children are funded to attend during lunch times and this time counts
as part of the Early Years Entitlement, unlike in reception classes where
lunchtimes are not part of the children’s direct learning time. In nurseries there
are no play times during the day, provision is continuous, with children using
the inside and outdoors spaces at all times.
Many schools with nurseries operate a shift system in the middle of the day so
that there is continuity of staff for the children. There will generally be a meal
time assistant employed to work alongside the teacher and then alongside the
Foundation Stage Practitioner or Foundation Stage Supervisor when the other
member of staff is taking their lunch break.
Foundation Stage Practitioners, Supervisors and Workers are under the
Green Book and cannot be required to work for more than 37 hours per week.
Support staff can be enabled to take holidays at appropriate times that fit
within the nursery’s operational hours.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 26
SECTION 5: OFSTED
Ofsted Inspection

Since Sept 2014 all provision in the foundation stage that is run by the
school – whether as a nursery, governor run preschool or FSU has
been separately inspected from the rest of the school and a judgement
made on the foundation stage provision alone.

If there is an external provider operating on the school site either
as a standalone preschool or as a PFSU there will be a separate
inspection and report made on the provider’s provision. In all likelihood
the inspection events will happen at the same time but there will be a
report for the school’s provision and a report for the Early Years
provision.

New provisions will be inspected within 30 months of registration.
The following is an email response from Ofsted to the EYCS made on 2/9/14:
“In response to your enquiry Please note that many school run settings will be
exempt from registration with Ofsted. Factsheet: childcare - Registration not
required exemption 13 states that registration is not required:
If you are a school that provides education or care for children aged three
and over, where at least one child being cared for is a pupil of the school.
Children who are two years old when they start school but are three by the
end of their first term at school (known as rising threes), may count as age
three when deciding whether you need to register.
For further information refer to see our Factsheet: childcare - Registering
school-based provision.
When schools do not need to register with us (Early Years Register):
At least one child attending the childcare is a pupil of the school
A pupil is someone who is on the school’s register, which schools must have
under the Education (Pupil Registration) (England) Regulations 2006. They
have been accepted on your roll in line with your admission arrangements
which you have agreed with your local authority. Provision that has at least
one registered pupil aged three or over does not come under the Early Years
Early Years Provision in Schools: Fran Butler 19.12.14
Page 27
Register and the Childcare Register where the childcare is provided directly by
the school.
Rising threes
‘Rising threes’ are children who are registered pupils at a school and have not
reached the age of three but will do so before the end of their first term at
school. There are three cut-off dates for the end of a school term:






31 August
31 December, and
31 March
Children who are rising threes may count as three for the purpose of
registration and do not come under the Early Years Register as shown in the
Childcare (Exemptions from Registration) Order 2008 (2008 No. 979)
When school run care DOES need to register with us
for children aged from birth to under three years – but not rising
threes if they are pupils at the school – and at least one child receives
childcare from you for more than two hours a day
2. only for children who are not pupils at the school. This might include
early years provision in a separate part of the school or not on the
school premises, such as a nursery for children of staff members or a
nursery in a children’s centre run by the school.
1.
In all cases, whether or not you need to register, you must deliver the Early
Years Foundation Stage for children in the early years age group, including all
care provision outside of the school day (wrap-around care).
Childcare Register
You cannot normally register on either part of the Childcare Register when
you provide care for at least one registered pupil of the school. There are a
few instances when you may be providing wrap-around care for children not
in the early years age group that would need to be registered. If this applies,
you must register on the Childcare Register. Examples of when you might
need to register are set out below.
You must register on the compulsory part of the Childcare Register if you
provide childcare for more than two hours a day for children who are older
than the early years age group but aged under eight and none of the children
are pupils at the school. For example, this would cover an out-of-school club
provided by a secondary school for children aged under eight where none of
the children are pupils of the secondary school.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 28
You may also, in limited circumstances, choose to register on the voluntary
part of the Childcare Register. This is only if what you provide caters for
children aged eight and upward but none of the children are pupils at the
school. For example, if the out-of-school club we described in the previous
paragraph extends the age range of children.
You cannot register on the compulsory or voluntary part of the Childcare
Register if any of your pupils go to the out-of-school club. However, whether
or not registration is needed, you must still meet the requirements of the
Childcare Register.”
Type of Provision
Nursery class 3-5
Foundation Stage Unit 3-5 where the
schools age range starts at 3
Foundation Stage Unit 3-5 with a
governor run preschool
Governor run Preschool
Any provision for children that runs for
more than 2 hours before their third
birthday*
Registration
Required
Registration NOT
Required
X
X
X
X
X
*When 2 year olds are in attendance schools must be registered with Ofsted.
It is anticipated that this requirement will change in September 2015.
NB: It can take a very long time for the registration to be processed. This
should be done at the earliest opportunity if registration is required. Since mid
October 2014 Ofsted have provided a helpline for schools wishing to register:
School-based early years
If you are a school that is intending to provide childcare for children who are
aged two and over – not including those who are in the term in which they
turn three – then you will need to register with us. Please contact us on
01633 657398 where an adviser can talk you through the process.
We have been informed that Ofsted may fast track applications if the Local
Authority has approved the school to take funded 2 year olds.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 29
SECTION 6: CONSULTATION
THE PROCESS FOR SETTING UP A GOVERNOR RUN
PRESCHOOL or GOVERNOR RUN FOUNDATION STAGE UNIT
Community, VC and VA schools must consult with the schools finance team
before proceeding to set up a governor run provision. The Local Authority
cannot support any new development unless it can be demonstrated that it
will be self-financing.
1. School contacts their Early Years Childcare Adviser (EYCA) seeking
guidance http://www.devon.gov.uk/eyca_teams.pdf
2. EYCA notify Warren Smart - Accountant - Education and Learning
(Schools) warren.smart@devon.gov.uk giving advance notice of an
application.
3. School completes the Financial Spreadsheet with guidance from Finance
Support (Babcock) (if bought). There is a standardised format that must
be submitted, it will be provided by the EYCA. The EYCA will support
with the written Business Plan that explains the figures in the
spreadsheet and describes the service that will be provided. The
business plan must be clear and set out exactly what service will be
offered.
4. The school sends the completed Financial Spreadsheet and the
Business Plan to the EYCA for a final check before sending it on to
Warren:
a) If there are queries Warren will go back to the school and/or the
EYCA for more information.
b) When the plan has been agreed Warren will send a letter to the
school explaining any further requirements and all parties are
informed.
The Business Plan must show that the provision will at least cover its own
running costs as the Schools Budget Share (SBS) cannot be used to
subsidise the running of a preschool. A separate G122 budget line must be
set up through which the preschool business can be managed. Accounting
must be via FMS and staff paid on DCC payroll.
A six monthly Financial Monitoring report must be sent to Schools Finance
via SecureNet or in a PDF format to fsebud@devon.gov.uk in
Early Years Provision in Schools: Fran Butler 19.12.14
Page 30
October/November. If there is a deficit schools may be contacted in April/May
for an update on the financial situation.
The Business Plan is a written document that supports and explains the
figures in the financial plan. It should include details of staff (hours, pay
grade/s), lease, Early Years Entitlement Funding, 2gether funding, bought
places, opening times, and number of days per year. If a preschool is closing
and assets could be transferred to the school – details of these must be
included in the paperwork so that it is clear what redundancy and other funds
are available from the outset. See Appendix 8 for examples.
If staff are already contracted to work at the school and will also have
responsibility for working in or with the preschool then a separate contract
must be in place for this work and an apportionment made from the G122
budget. For example, a reception teacher may be given a Teaching and
Learning Responsibility point (TLR) in recognition of the additional
responsibility they have overseeing a governor run preschool. The teacher
would continue to be paid from the SBS but the cost of the TLR would be met
from the G122 budget.
POINTS TO NOTE FOR ACADEMIES SETTING UP A
PRESCHOOL OR NURSERY
In existing academies, where there is no early years provision, the Trustees
could extend the age range of the school or opt to consider setting up a
preschool or nursery for babies to 4 year olds.
The Education Funding Agency (EFA) is the guardian of open academies and
as such those Academy Trusts must consult with the EFA. The Academy
Trust would itself be liable for any business failure. If the income in the
provision is over £50 000 (on top of the income from the Early Years
Entitlement Funding) the Department for Education strongly recommend that
the Academy Trust forms a subsidiary company to manage the nursery.
If staff working in the nursery or preschool also work in the school their
contracts must clearly show what work is done for school and what work is
done for the nursery. This is also the case with the Head Teacher,
administrator and other staff. The Academy Trust will need to weigh up the
risks and liabilities and its own circumstances. Staff would be employed by the
Academy Trust.
Consultation when Extending the Age Range of a School
Where maintained schools are extending their age range by up to 2 years to
add early years provision they are expected, by the DFE, to liaise with the
Local Authority. Academies must consult with the Local Authority
particularly in relation to place planning. Ideally the proposal that is sent to the
local authority will include information relating to where the children will be
accommodated, the numbers and ages of children to be admitted and how the
provision will be staffed should be sent to: claire.rockliffe@devon.gov.uk
Claire Rockliffe: Senior Manager
Early Years Provision in Schools: Fran Butler 19.12.14
Page 31
Early Years and Childcare Service
Devon County Council
County Hall
Topsham Road
Exeter EX2 4QD
APPENDICES
Early Years Provision in Schools: Fran Butler 19.12.14
Page 32
APPENDIX 1
October 2014
Nursery Provision in Maintained Primary Schools
We want to support and encourage more primary schools to take nursery children,
including those aged two, and be open and providing childcare for more hours each day,
and more days each year including creating a seamless and flexible 8am – 6pm nursery
offer wherever possible.
Why should schools do this?
 There are clear and long-term benefits to having children ready to learn when they
enter reception;
 School nursery provision supports parents looking for high quality, flexible nursery
care;
 Better use of school resources will make your assets work better for you.
How can schools do this?
Maintained schools can run a nursery for children 2-4 years, and the Government has
enabled them to lower their age ranges by up to two years without having to follow a
formal statutory process. While schools currently have to register separately with
Ofsted if taking two-year-olds (unless rising threes) we are legislating to remove this
requirement.”
All new, good and outstanding early years providers are able to receive funding
(through the local authority), and can offer Government funded places for some twoyear-olds while those judged as satisfactory/requires improvement may also offer
places for all three- and four-year olds. Nurseries can open 8am-6pm to offer maximum
flexibility, and you can charge parents for additional hours.
Space and facilities
 The school will need to identify suitable space for early years provision;
 Schools should talk to their LAs about possible sources of money for facilities.
Staffing
 Most school nurseries have a combination of teachers and support staff;
 The statutory framework for the Early Years Foundation Stage (EYFS) details the
staffing requirements for Early Years settings;
 There are apprenticeships at level 2 and 3 for Early Years workers. Visit the National
Early Years Provision in Schools: Fran Butler 19.12.14
Page 33
Apprenticeship Service for information and a vacancy matching service.
Business models
 Nursery provision can be offered flexibly between the hours of 8am-6pm as a
combination of the funded early education, topped up by paid for sessions;
 By charging parents for additional hours, schools are able to include the cost of
employed teacher time within the chargeable costs making the provision financially
sustainable;
 Please see the examples of school nurseries offering 8am-6pm flexible care, and
which highlight charging models and ways to manage staff rotas.
Early Years Foundation stage
 EYFS is the curriculum for Early Years, from 2016 the EYFS profile will no longer be
compulsory as we bring in a reception baseline;
 OFSTED assess outcomes and have clarified they have no preferred teaching style;
 So there is no requirement for ‘learning journeys’.
Further information, ‘how to’ guides, advice and case studies for schools considering
nursery provision are available on the TES website at: http://tinyurl.com/m3ta5lg
Early Years Provision in Schools: Fran Butler 19.12.14
Page 34
APPENDIX 2
October 2014
Nursery Provision in Academies and Free Schools
We want to support and encourage more primary schools to take nursery children,
including those aged two, and be open and providing childcare for more hours each day,
and more days each year including creating a seamless and flexible 8am – 6pm nursery
offer wherever possible.
Why should schools do this?
 There are clear and long-term benefits to having children ready to learn when they
enter reception;
 School nursery provision supports parents looking for high quality, flexible nursery
care;
 Better use of school resources will make your assets work better for you.
How can schools do this?
An Academy or Free School can run a nursery for children aged 2-4 years, and they can
now lower their age ranges by up to two years without submitting a formal business
case to the Department. While schools currently have to register separately with Ofsted
if taking two-year-olds (unless rising threes) we are legislating to remove this
requirement.”
All new, good and outstanding early years providers are able to receive funding
(through the local authority), and can offer Government funded places for some twoyear-olds while those judged as satisfactory/requires improvement may also offer
places for all three- and four-year olds. Nurseries can open 8am-6pm to offer maximum
flexibility, and you can charge parents for additional hours.
Space and Facilities
 Academies and Free Schools can identify existing facilities on their estate;
 Schools will continue to receive their 2014-15 capital grant and might also look to
their reserves to identify available funds to support investment in their estate.
Staffing
 Most school nurseries have a combination of teachers and support staff;
 The statutory framework for the Early Years Foundation Stage (EYFS) details the
staffing requirements for Early Years settings;
 There are apprenticeships at level 2 and 3 for Early Years workers. Visit the National
Early Years Provision in Schools: Fran Butler 19.12.14
Page 35
Apprenticeship Service for information and a vacancy matching service.
Business Models
 Nursery provision can be offered flexibly between the hours of 8am-6pm as a
combination of the funded early education, topped up by paid for sessions;
 By charging parents for additional hours, schools are able to include the cost of
employed teacher time within the chargeable costs making the provision financially
sustainable;
 Please see the examples of school nurseries offering 8am-6pm flexible care, and
which highlight charging models and ways to manage staff rotas.
Early Years Foundation Stage
 EYFS is the curriculum for Early Years which sets expectations, from 2016 the EYFS
profile will no longer be compulsory as we bring in a reception baseline;
 OFSTED assess outcomes and have clarified they have no preferred teaching style;
 So there is no requirement for ‘learning journeys’.
For more help opening a nursery please contact the EFA by emailing:
academy.questions@education.gsi.gov.uk Further information, ‘how to’ guides, advice
and case studies for schools considering nursery provision are available on the TES
website at: http://tinyurl.com/m3ta5lg
Early Years Provision in Schools: Fran Butler 19.12.14
Page 36
APPENDIX 3
Advice and Guidance for New School Proposers on Making
Early Years Provision in Schools
1. Where a new school is being built there will always be places for 2, 3
and 4 year olds included.
2. In some areas where there are very large developments/and or a lack
of provision in the area, places for children under the age of 2 may also
be required.
3. Out of school places (breakfast, after school and holiday) for school
and preschool aged children can be offered from appropriate spaces
within the school.
4. The provision could be made as a stand-alone nursery, however it is
preferable for the places to be made as part of a Foundation Stage Unit
so that provision for Reception aged children and nursery children can
be integrated.
5. All 3 and 4 year olds are entitled to 570 funded hours of early
education a year. If parents need more hours they can buy these to
enable them to go to work or training.
6. From September 2014 40% of 2 year olds nationally will also be
entitled to 570 funded hours of education.
7. There is an expectation the provision is made flexibly to meet the
needs of parents whilst also taking into consideration the needs of the
child.
8. Historically provision in school nurseries has been made during term
time only usually between 9.00am and 3.00pm. The day would be
divided into sessions and children could come between 9.00am and
12.00pm and 12.00pm and 3.00pm or stay all day.
9. Most nurseries in schools (with 3 and 4 year olds) are either 26 or 39
place. This is because of the staffing requirements of a teacher and a
level 3 worker with up to 26 children i.e. 1:13 ratio.
10. With 2 year olds the ratio and qualification requirements are different.
One level 3 worker and one level 2 worker with up to eight 2 year olds.
For babies it is different again.
11. The requirements for space for the different age ranges are different
too: 2.3sqm for a 3 and 4 year old and 2.5sqm for a 2 year old. More
space is required for young children and babies. Room data sheets are
available.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 37
12. All requirements relating to ratios, qualifications, floor area, facilities
etc. are found in the Statutory Framework for the Early Years
Foundation Stage here
https://www.gov.uk/government/collections/early-years-foundationstage
THE IDEAL
A. Better use needs to be made of school buildings and parents need
provision across the year.
B. The solution would be to require the proposer of a new school to open
the nursery facility all year round or at least for some of the school
holidays (subject to demand).
C. Another solution is to open the nursery for longer hours each day (this
could be either in term time only or across the whole year). The nursery
would be funded any time between 7.00am and 7.00pm for 2, 3 and 4
year olds to take their entitlement.
Both of these solutions would also mean that if a nursery with 26 or 39 places
is built many more children can attend. In effect asking a proposer to open for
longer hours means a saving on capital investment.
THE CHALLENGE
Is to define and describe what early years provision is needed where new
schools are being built.
-
The number of places or total number of children that can attend at any
one time (it is difficult to mix a 1:13 ratio with a 1:4 ratio)
-
The opening hours (term time, all year, 9-3pm, 8-6pm, 7-7pm?)
-
Number of places for each age group of children
The proposer could run the early years provision themselves or go into
partnership with another body that runs the nursery.
There could be a half and half arrangement if places are for 0-5 year olds
where the school proposer runs a nursery class for 2, 3 and 4 year olds during
term time only and the partner body runs wraparound care for the 2, 3 and 4
year olds as well as the provision for 0-2s. That provider could operate all
year round subject to demand.
http://www.devon.gov.uk/index/childrenfamilies/eycs/eycs-aboutus/childcaresufficiency/new-developing-eys-businesses.htm
Early Years Provision in Schools: Fran Butler 19.12.14
Page 38
APPENDIX 4
ACTION PLAN for setting up a Governor Run Preschool/ Nursery/ FSU where a Charitable
Preschool is Closing Down
Ensure that throughout this process parents are kept informed e.g. share the timeline for change, reviewed policies, staff structure,
new contact details etc.
Action Required
What
Who Action
required
by (date)
1. Set up a
steering
Group
1.1 Approval from full Governing Body (GB). Needs to be minuted.
1.2 Decide how the service will be managed i.e. supervision, line management of
staff. There are various options depending on how the provision is organised e.g.
the Foundation Stage teacher could oversee the provision as well as work within it or
there could be a new team of staff who work more autonomously.
1.3 Co-opt pre school committee members onto the GB.
1.4 Consult with parents, other early years providers and relevant parties. A
template is available from the Early Years and Childcare Adviser.
1.5 If the age range of the school is being extended governors must check the DFE
Guidance to ensure they have done everything that is required.
https://www.gov.uk/government/publications/school-organisation-maintained-schools
2. Preschool 2.1 Preschool committee meeting to vote to close the preschool from the date when
committee
the school opens the new provision. Needs to be minuted. If school is setting up an
responsibilit extended service it may be worth waiting to hold this meeting until after DCC
ies
agreement of the financial plan has been received especially if there are very low
numbers of children.
2.2 Assume that all staff will transfer to the school provision. Seek independent
Early Years Provision in Schools: Fran Butler 19.12.14
Page 39
advice on TUPE. Then consult with staff. Contact HR One 01392 38555 / ACAS
www.acas.org.uk or www.employerline.co.uk PLA members can also contact
Lawcall.
2.3 Get written permission for closure and transfer of assets from the charity
commission and also from other relevant constituted body e.g. Preschool Learning
Alliance. If the preschool building is owned by the group then the building trustees
may need to seek separate written agreement to transfer the building or they may be
required to remove the building and make good the site if the school does not
require the premises. If the Friends of the School do not have charitable status it
may be necessary for them to register in order for assets to be transferred.
2.4 Draw up a timeline for the closure of the preschool.
2.5 If preschool owns the building then a full condition survey may be required.
2.6 Inform Ofsted of date of closure.
3.Governors 3.1 Seek independent advice from HR on TUPE. Gather details on preschool staff
to decide on Job Descriptions, contracts, pay, hours etc. Separate contracts are required if staff
staffing
are already working in the school.
structure
3.2 Draw up a timeline for the opening of the provision.
3.3 Refer to Statutory Framework for the Early Years Foundation Stage for ratios
and qualifications.
3.4 Complete the DCC Financial Plan showing that the preschool/ nursery will be
self- financing and submit this to Adrian Fox with a written Business Plan. N/A for
academies and free schools.
3.5 Make arrangements for a G122 budget line to be set up if running as an
extended service.
3.6 Apply to the Early Years Entitlement Helpdesk for funding for 2, 3 and 4 year
olds as appropriate 01392 385530
4. Preschool 4.1 Inform the EYEF helpdesk that the preschool will be closing down 01392 385530
Committee
4.2 Contact insurers regarding closure.
4.3 Preschool accounts must remain open after the doors of the setting have closed
Early Years Provision in Schools: Fran Butler 19.12.14
Page 40
5. Staffing
the school
6. Staff
meetings
in order to cover direct debits and wages.
4.4 If there is a lease in place make arrangements for this to be terminated.
4.5 Ensure that an inventory of assets is up to date.
4.6 Cancel direct debits and ensure the HM Revenue and Customs is paid to date
for the staff.
4.7 Pass phone lines to the school or cancel accounts.
4.8 Read the meters.
4.9 Prepare end of year accounts.
5.1 Refer to EYFS for details.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/33550
4/EYFS_framework_from_1_September_2014__with_clarification_note.pdf
5.2 Consider PAN when determining maximum numbers. For 3, 4 and 5 year olds
recommend working to a 2:26 ratio. For 2 year olds it must be 1:4.
The children are not on the school roll so the PAN will not change. However a
nursery PAN should be set for admissions purposes. See Nursery Admissions Policy
http://www.devon.gov.uk/index/childrenfamilies/eycs/eycs-childcareproviders/eycschildcareproviders-schools/eycs-schools-admissiontonursery.htm
5.3 Finalise staff structure.
Standalone preschool minimum staff = an NVQ3
Foundation Stage Practitioner (Grade C) or Foundation Stage Supervisor (Grade E)
and an NVQ2 Foundation Stage Assistant (Grade B). This is a 2:16 ratio required for
3 and 4 year olds.
5.4 Consult with preschool staff as part of the TUPE process. Review suitability of
staff qualifications and identify gaps in the team.
5.5 Contact Ofsted about registering if school will admit 2 year olds or if 3 and 4 year
old provision will not operate as a FSU 01633 657398
6.1 Staff meetings need to be held to ensure there is a smooth transition from
preschool to the school run provision.
6.2 Pass details of admissions, applications, waiting lists etc. to the school.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 41
7. Other
consideratio
ns for the
governing
body
8. The
governing
body
6.3 Curriculum planning and how the room/s and outdoor space/s will be arranged.
6.4 Start to organise resources and spaces and determine what additional resources
will be required. Carry out a health and safety assessment of the premises.
7.1 Inform relevant people in Babcock LDP – buy support from the Babcock Early
Years team if required.
7.2 Review school policies to ensure they are relevant for younger children.
7.3 Set up a nursery admissions policy using DCC template
http://www.devon.gov.uk/index/childrenfamilies/eycs/eycs-childcareproviders/eycschildcareproviders-schools/eycs-schools-admissiontonursery.htm
7.4 Update the schools charging policy to include the details about bought Early
Years places and also lunches.
7.5 Decide how lunchtimes will be staffed and managed and where the children will
eat. We suggest you offer both school lunches and the option to bring a packed
lunch.
7.6 Decide whether the children will wear school uniform or not.
7.7 Clarify the application and admissions arrangements and who will sit on the
admissions panel and what dates the meetings will be held.
7.8 Put all relevant information in an Early Years Prospectus for Parents.
7.9 Undertake a full staff induction of TUPEd staff ensuring they are aware of
policies and procedures with particular regard to safeguarding concerns.
8.1 Create a prospectus for parents with all relevant information.
8.2 If there is a mix of old and new staff, ensure appropriate transition of children’s
key working files and safeguarding details.
8.3 Update the school website
8.4 Review inventory of equipment and identify gaps.
8.5 Update provision details on DISC
Early Years Provision in Schools: Fran Butler 19.12.14
Page 42
NB: If the preschool is in a building that was funded through Better Buildings for Early Years there will be a 25 year tie in meaning
that building must be used for early years provision for that period of time. If this is not going to happen then the DFE must be
informed (this is likely to be through the county solicitors). If it is a VA school, the Diocesan Board of Finance must be contacted.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 43
APPENDIX 5
PARTNERSHIP AGREEMENT
Create a partnership agreement that is closely linked to the development plan. The agreement will
be a working document that is regularly reviewed by both provisions. It should set out how, when
and why the partnership operates.
In the agreement you may want to include:
• What the partnership will be called
• The purpose of the partnership – a statement of intent
• Membership of the steering group and its legal status
• How often the steering group meets
• How decisions will be made
• Who will chair and administer meetings
• The amount of time that staff will be released each term for joint activities and training
• Recruitment processes
• Responsibilities of staff and who they are accountable to – pre-school staff accountable to
committee or nursery manager and school staff to head teacher or governing body
• Which resources will be shared – who will be responsible for replacing and repairing equipment
• Timetabling for use of other areas in the school
• Special events, such as sports day and harvest festival – will all children join in all events?
• Arrangements for shared school photos
• Use of photocopier
• Joint fundraising
• Non-pupil days
• Joint training
• Admissions – ensure that pre-school gives priority to children in the school’s designated area if
appropriate
• Permission for photographs to be used
The agreement can be structured however you want; there will probably be more operational
issues that you want to include than are listed here. It is most important that everyone involved
with the partnership agrees with, and signs up to, this agreement. It should be signed and dated
and reviewed at least once a year.
The agreement must not conflict with responsibilities of either management body.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 44
APPENDIX 6
DEVELOPMENT PLAN
The development plan will set out the short, medium and long term aims and objectives for the
Partnership. You will need to agree what is meant by short, medium and long term. The plan will
be informed by your partnership agreement.
It will be a working document with measurable outputs, timescales, management responsibilities
and how the service will be costed. How you want the partnership to develop over the next threefour years and your shared vision and mission statement.
You may want to use these sub-headings to help you get started.
Management
How will the provision be managed?
What are the skills needed?
Staff
How many staff will be needed?
How are you going to fund and retain staff?
What skills will your staff need?
Training and qualifications
What qualifications will be necessary now and in the future?
What training needs have been identified?
How much will it cost and is there help with training costs?
Premises
Will you need to adapt or refurbish the premises?
How much will the lease or rent cost?
Who is responsible for upkeep and maintenance?
If the identified space is unavailable are there alternative premises that can be used to ensure
there is no break in service?
Equipment
What do you need?
How much will it cost?
Who will pay for it?
Marketing
How and when will you advertise and market the partnership?
How much will your marketing activities cost?
Who will be responsible for organising marketing?
Insurance
Set out responsibilities. You will need: premises insurance, contents insurance, Employers Liability
insurance and Public Liability insurance (both parties)
Community links
Where is the nearest children’s centre?
How will you work in partnership with the children’s centre team?
Strengthen links with other schools and early years providers.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 45
Consider information sharing strategies.
Finance
What are the details of the total funding requirement for your partnership?
What are the pre-school’s projected spend and cash flow forecast, sources of funding (now and in
future), sustainability plans outlining incremental staff and fee increases where childcare is
offered?
What are the school and pre-school occupancy forecasts?
What are the estimated running costs?
Will there be a shared pooled budget for consumables? If so this must be included.
Identify fundraising opportunities charitable trusts, grants, local businesses and banks that could
be applied to for help.
Consider insurance, heating, and lighting.
Decide if your training budget will be separate or shared?
The pre-school must have reserves for redundancy.
Make allowances for inflation.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 46
APPENDIX 7
A Rough Guide to Staffing
These are suggested minimum staffing structures. You must check the Statutory Framework for
the Early Years Foundation Stage to ensure that you are meeting the qualification and ratio
requirements.
For DCC Job Descriptions and information on where to use them visit:
http://www.devon.gov.uk/jd_matrix.pdf
Type of
Provision
Governor run
Preschool
Number
and age
of
children
Up to 16
3-4 yos
(Preschool
Children only)
Up to 16
2-4 yos
Number
of Staff
Qualifications
Suggested JE grade
2
NVQ3 + NVQ2
E+B
2
NVQ3 + NVQ2
E+B
4
2 (NVQ3) + 2
(NVQ2)
E+C+B+B
2
QTS+ NVQ3
TLR + C
2
QTS + NVQ3
2
QTS + NVQ 3
TLR +C
3
QTS +NVQ3
+NVQ2
TLR + C +B
[4 two yos
+12 3 & 4
yos]
Up to 24
2-4 yos
[8 two yos
+ 16 3 & 4
yos]
Governor run
FSU*
(Preschool and
Reception
Children)
Up to 26
3 – 5 yos
PAN 10
Up to 8 3
& 4 yos +
4 2 yos
=22
Pan 15
Up to 11 3
& 4 yos
=26
PAN 20
Up to 16 3
& 4 yos =
40
PAN 30
Early Years Provision in Schools: Fran Butler 19.12.14
TLR + E
Recommend higher grade as
working with 2,3 and 4 yos or
could have a C and a B.
Either a TLR or E grade NVQ3
Page 47
24 3 & 4
year olds
= 54
Nursery class or
FSU
Up to 26
3-4 yos
4
QTS + NVQ3 +
NVQ2 + 1 other
+B+A
2
QTS + NVQ3
C or E
QTS + (2) NVQ3 +
NVQ2
E+C+B
2QTS + NVQ3
C
PAN 20 16 4
3 & 4 yos
+ 8 2 yos
= 44
PAN 30
26 3 & 4
3
yos = 56
PAN 45
39 3 & 4
5
yos = 84
3 QTS + NVQ3 + NVQ2
E + B or could have C + C
PFSU
(Preschool and
Reception
Children)
PAN 10
10 3 & 4
yos
PAN 10 10
3 & 4 yos
3
& 4 2 yos
PAN 15
16 3 & 4
yos
PAN 20
16 3 & 4
yos
PAN 30
24 3 & 4
yos
PAN 20
16 3 & 4
yos + 8 2
yos
PAN 30
24 3 & 4
yos + 8 2
yos
Academies
2
QTS +NVQ3
Preschool staff will not be on
DCC contracts
QTS + NVQ3 +
NVQ2
3
QTS + NVQ3 +
NVQ2
3
QTS + NVQ3 +
NVQ2
4
QTS + NVQ3 +
NVQ2 + 1 other
5
QTS + 2NVQ3 +
2NVQ2
6
QTS + 2 (NVQ3) +
2(NVQ2)+ 1 other
Most Early Years provision in academies is run by a person with QTS. In
these instances a 1:13 ratio applies. See the EYFS for further details.
yos = Year Olds
Early Years Provision in Schools: Fran Butler 19.12.14
Page 48
*Assume governor run FSU is lead by a QT employed through the SBS. Need a 1:13 ratio TLR
paid through G122 from preschool funds.
1:30 for reception class
1:13 where provision is lead by QTS
1:8 when it is not
1:4 for 2 year olds
There are two different JDs that require the worker to have an NVQ3. One is a C grade and the
other an E grade. They should be used based on what you require the worker to do as the E grade
has more responsibility and can cover PPA time.
You will also probably require a Meal Time Assistant at an A grade and an Administrator at a C
grade.
Pay particular attention to ratios. If children cannot access the toilets independently because of the
location this will take a member of staff away from the main group of children or if a member of
staff needs to be away to change nappies this will impact on the ratios and an additional staff
member will be required.
Also bear in mind that there should ideally be a flow between the indoors and outdoors. A member
of staff may be needed to be outside if the children cannot be easily seen and heard.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 49
APPENDIX 8
The likely features of sustainable nursery provision in schools
This document will help schools that are thinking about offering nursery provision to identify and consider
the factors which will determine the financial sustainability of their provision.
Table 1 - Six examples of school nurseries’ business models
The following models based on school nursery case studies from around England, undertaken by
DfE officials in 2014. The names of the nurseries are not disclosed due to commercial sensitivities.
Registered Places
Occupancy rate (average % places filled)
ANNUAL COST
Breakdown
Staff (wages, pension/NICs, training)
Rent / rates
Admin / management
Utilities
Materials / equipment
Consumables (food/nappies)
Upkeep building and fixtures
Insurance
Marketing
Other operating costs
ANNUAL REVENUE
Nursery A Nursery B Nursery C Nursery D Nursery E Nursery F
90
60
60
90
80
100
80%
80%
58-98%
70%
74%
52%
£510,000 £400,000 £370,000 £420,000 £350,000 £370,000
90%
4%
1%
3%
2%
0%
£570,000
61%
9%
5%
2%
2%
0%
1%
2%
20%
£530,000
73%
6%
3%
2%
7%
2%
6%
£380,000
73%
3%
7%
1%
7%
1%
1%
7%
£530,000
71%
8%
8%
1%
6%
1%
0%
5%
£490,000
74%
8%
8%
2%
0%
1%
7%
£390,000
Notes:
- A dash means either the amount has not been accounted for separately by the school, or that it
does not spend any money on this category. Zero per cent means the school does spend a
small sum on this category (less than 0.5%), which has been rounded down.
- Registered places are rounded to the nearest 10; total costs / revenues to the nearest £10,000.
- Nurseries are open 7.30 - 6pm (one exception, opens 7.45-17.45), between 50 and 52 weeks
per year. Each school has its own particular local circumstances, such as parental demand,
local pay rates etc.
- Pre-school provision only, although the age of children varies.
- Nursery C: occupancy varied by age (0-1 year old places = 98%; 2 year olds = 97%, 3-5 year
olds = 58%); total revenue is underestimated - this excludes government funding for 3&4 year
old places, the total sum of which was unknown at the time the analysis was undertaken.
- ‘Other operating costs’ includes items such as cleaning, caretaking, internet / phone bills,
stationery, staff recruitment etc.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 50
-
Annual revenue is not split in this table, but more information about the fees that schools
charge for this sort of provision can be found in the more detailed case studies which are
available alongside this document.
Table 2 – The percentage of places that must be filled for a specific type of care to be profitable or
generate a surplus (for a range of types of provider)
The following is based on a large sample of private and maintained settings, who were asked to
estimate the proportion of places that needed to be filled in order for a specific type of care to
generate a profit or surplus. Department for Education (2012), Childcare Provider Finances
Survey, Research Report DFE-RR213.
Table 3 – The proportion of group-based settings’ total annual costs accounted for by specific elements
(for a range of types of provider)
This analysis is based on a large sample (1,016) covering all setting types (private, voluntary,
school/college, local authority and other). Department for Education (2012), Childcare Provider
Finances Survey, Research Report DFE-RR213.
Early Years Provision in Schools: Fran Butler 19.12.14
Page 51
Schools with financially sustainable nursery provision are likely to have:
 taken demographics into account - for example, some schools in deprived areas with termtime only provision felt that there was insufficient demand for paid-for hours during the
holidays due to low employment rates and affordability.
 responded to changing parental demands - e.g. one school bases its nursery opening times
on the local commuter train timetable.
 the necessary skills to manage a jigsaw of sessions and places in order to maximise
occupancy rates - sometimes three children share one full-time place. One school likened the
skills for this to those needed for timetabling. Most school nurseries require notice of any
changes to sessions.
 made the most of the cost efficiencies that can be created by sharing premises, materials and
equipment with the school. This can be a significant amount, but probably not more than 10%
of total costs.
 planned to generate a modest surplus, which often either supports the employment /
development of quality staff or maintains a contingency fund. Almost two-thirds (63%) of
group-based settings (not just schools) make a profit / surplus. A further one in ten (11%)
break even and around a quarter (24%) make a loss. Settings with more than 40 places are
more likely to make a surplus (66%) and less like to make a loss (20%). 2
 occupancy rates of around 70—80% allow schools to make a surplus (see case study
examples in Table 1). Some schools have near 100% occupancy where the provision was set
up in response to parental demand. Full day care settings (not just schools) on average need
to fill 71% of their places to generate a surplus (Table 2).
 priced their fees in line with the local market - though some schools, who run provision as
school-owned businesses, decide to price more competitively.
 used a combination of core (full- and part-time) and temporary staff. Some schools stagger
working hours to cover the whole working day (e.g. 8am to 6pm), others have contracted
hours that match nursery opening times in order to minimise the use of agency staff – which is
expensive.
 looked ahead either weekly or monthly to determine staffing needs for the coming period.
 more places available than the average PVI. Research suggests that the cost per place falls
quite quickly up to around 50 places (the average size of a PVI), and there can be further
reduction in costs per place above this level.
 addressed any debts quickly and regularly so that it does not build up.
 appreciated the impact that reputation has on demand and the level of fees it’s possible to
charge. Having quality staff is part of this. Some schools have decided to 'grow their own'
workforce by investing in unqualified staff to train them up and promote them from within.
Amongst (all types of) settings that made a pre-tax profit or surplus, those with an
‘outstanding’ Ofsted rating made on average £17,900, while that of settings rated ‘good’ was
£15,400 and ‘satisfactory’ was £12,200.3
2 Department for Education (2012), Childcare Provider Finances Survey, Research Report DFE-RR213
3
Reference as above
Early Years Provision in Schools: Fran Butler 19.12.14
Page 52
These schools are likely to have budgeted for:
(Based on school case studies in Table 1; survey data on day care settings in Table 3)
 a typical fee/funding rate of £7.5-£10.5k p.a. per filled place.
 staff costs – typically around three-quarters of total costs for a strong mix of qualified staff.
 utilities - between 2-5% of total costs.
 admin / management surcharges - 4-9%, covering the role of the school head, attendance
management by school administrators.
 consumables - up to 7%, covering food, nappies etc.
 materials / equipment - can be around 2-3% where these are shared with the school.
 upkeep, building maintenance & fixtures - typically 0-2% of total costs but will vary.
 insurance - around 1%.
 marketing - some schools spend nothing on this, relying on word of mouth / leaflets. Others
do things like having stalls in local events.
 'other' costs - wide variation, but typically up to 10% (schools budgeted for a number of
items such as cleaning, caretaking, internet / phone bills, stationery, staff recruitment etc.).
And they have also considered / factored in:
 the time it takes to break even. Some schools managed this in 6-12 months, but it typically
takes 2-3 years.
 set up costs, which are initially higher where capital investment is needed.
 the time it can take to build demand amongst parents and the local community.
 the potential savings on things like rates (which account for 7% of an average day care
nursery costs – Table 3) and shared space.
 the savings that can be found by different year groups sharing space. Schools that have
done this have also found that it brings along younger children, whilst teaching older
children how to look after younger ones.
 charging by the hour, rather than for full days / sessions. This can meet some parents’
needs well – but caution is needed in case staffing ratio requirements lead to a full-day child
being turned away because another child uses just an hour or two in the middle of the day.
 the changing pattern of demand across the week - schools find that Mondays and Fridays
are typically quieter. Similarly, the beginning and end of the school year tend to be quieter
too.
 subsidising some of the most disadvantaged families so that they can make use of the
nursery (thus also maintaining contact with vulnerable children through holidays etc.).
Early Years Provision in Schools: Fran Butler 19.12.14
Page 53