Early years & childcare

There are a range of research projects that contribute directly to the development of early years and childcare policy.

• Evaluation of the Childcare Taster Pilot and Extended Schools Childcare Pilot Programmes: Qualitative Research into Implementation
  Full Report and Summary
  This report and summary present the findings of an evaluation of the Childcare Taster Pilot and Extended Schools Childcare Pilot programmes, which ran from 1st April 2004 to 31st March 2006 in eleven local authorities in England. The research is based upon stakeholder experiences as well as perceptions of parent participants and eligible non-participating parents.
• Evaluation of the Childcare Taster Pilot and Extended Schools Childcare Pilot Programmes: Further Qualitative Research into Implementation
  Report
  This report presents findings on stakeholders’ perspectives on progress with implementing the Childcare Taster Pilot and Extended Schools Childcare Pilot programmes across all pilot areas since they began.
• Quality of Childcare Settings in the Millennium Cohort Study (March 2005)
  Report
  This study examines the quality of provision in a representative sample of 301 childcare settings in the millennium cohort study, providing for children between the ages of 3 and 5 years. The study also examines whether there is a relationship between the quality of childcare children receive and their home background. The study assesses the improvements made by settings over the last five years by comparing the data with that collected at the start of the effective provision of pre-school education study.
• Extended Services in Schools: Baseline Survey of Maintained Schools in 2005 (Sept 2005)
  Full Report and Summary
  This report and summary present the findings of a nationally representative survey conducted by BMRB Social Research to investigate the extent and characteristics of extended schools being provided by schools throughout England.
• Evaluation of the Full Service Extended Schools Project: End of First Year Report (Sept 2005)
  Full Report and Summary
  This report and summary present the findings of the evaluation of the first year (school year 2003-4) of the full service extended schools (FSES) initiative, part of the Government's overall vision for all schools to offer a core set of extended activities by 2010.
• Local Childcare Markets - A Longitudinal Study (June 2005)
  Brief and Report
  This report and summary present the findings from the second part of a two-wave qualitative research study that investigated the impact of national policy initiatives on local childcare markets. The study explores key changes and developments since wave one – in particular, (a) the impact of Children’s Centres and the Extended Schools Initiative on local childcare markets and (b) the key factors affecting the sustainability of providers operating in different market conditions.
• What works in promoting children's mental health: Brief (2004)
  Review of evidence for effective service provision for children's social and emotional development, and implications for Sure Start settings.
• What works in promoting children's mental health: Report (2004)
  Review of evidence for effective service provision for children's social and emotional development, and implications for Sure Start settings.
• Transition from Foundation Stage to Key Stage 1 (2004)
  Research undertaken to look at issues associated with transition from Foundation Stage to Key Stage 1
• Combining Education and Family Life (2002) (Research Brief 377)
  This report presents an in-depth exploration of the factors which influence parents’ decisions to return to education.
• Combining Education and Family Life (2002) (Research Report 377)
  This report presents an in-depth exploration of the factors which influence parents’ decisions to return to education
• SPEEL Study of Pedagogical Effectiveness in Early Learning. (2002)(Research Brief 363)
  The SPEEL study was conducted during 2000-2001 and was designed to investigate Foundation Stage (FS) practitioners’ perceptions and understanding of effective pedagogy.
• SPEEL Study of Pedagogical Effectiveness in Early Learning. (2002)(Research Report 363)
  The SPEEL study was conducted during 2000-2001 and was designed to investigate Foundation Stage (FS) practitioners’ perceptions and understanding of effective pedagogy
• Implementing the Foundation Stage in Reception Classes (2002) (Research Brief 350)
  Results from a quantitative survey of schools exploring the implementation of the Foundation Stage.
• Implementing the Foundation Stage in Reception Classes (2002) (Research Report 350)
  Results from a quantitative survey of schools exploring the implementation of the Foundation Stage.

Early Years Research Publications

Copies of the full reports listed below – are priced at £4.95 and are available by writing to

(You will need to quote the title and research report number). Copies of Research Briefs (summaries of the research reports) are available free of charge from the above address (tel: 0845 60 222 60). These reports can be accessed at DfES Research