Understanding the take-up of early education entitlements

This research study was funded by the Nuffield Foundation and was undertaken by the Centre for Evidence and Implementation, UCL Centre for Education Policy and Equalising Opportunities and Coram Family and Childcare with early years expert Ivana La Valle.

A range of barriers are preventing disadvantaged children in England from taking up their entitlement to 15 hours of funded early education, but national and local action could change this.

That is the conclusion of  this major study published in October 2024.

Confusion about the different childcare entitlements, and difficulties with the application process and restrictions on how funded hours can be accessed, as well as additional charges to access them, all make it more challenging for parents to navigate the system. Weak guidance from central government means that local councils do not have the levers needed to challenge such practices and ensure that funded provision is genuinely free and inclusive for families who need it most.

The study identifies where local action can change this picture for disadvantaged families. It found that take-up is higher where councils make early education a key priority for children’s outcomes and wellbeing, and where they have a relentless focus on removing barriers to take-up among disadvantaged families. In-house Family Information Services with enough resources and the right skills to give tailored support to families, including home visits, are important, along with the support of other professionals in families’ lives, like health visitors.

There is consistent evidence about the benefit of early education in children’s development, and the 15 hours funded early education entitlement for all three-to-four-year-olds and disadvantaged two-year-olds in England was introduced to support children’s development and reduce inequalities in participation in early education. While the take-up of early education has risen considerably since the introduction of this policy, a substantial minority of children, especially disadvantaged children, are still missing out on their 15 hours entitlement.

This study explores why some families do not take up their entitlements, and sets out actions that can be taken to increase take-up and reduce inequalities in participation in early education. The study included an extensive programme of research using national data and interviews with local authority early years staff, parents, and early education providers.

Below you can find the full report, press release and a recording of a webinar in which the findings were explained.