Integrating Two-Year-Old Provision into Primary Schools Through Sector Collaboration

What is it about?

The integration of two-year-old provision into primary schools marks a major shift in early years education, driven by government plans to fund 3,000 school-based nurseries. While this expansion aims to meet rising childcare demand, its success hinges on collaboration across the sector—particularly between schools, childminders, and PVI settings. Two-year-olds have unique developmental needs that must not be overlooked in institutional settings; nurturing, emotionally secure environments are essential. Schools must learn from the expertise already present in the sector and resist replicating reception-style provision. Collaborative professional development, shared learning networks, and thoughtful workforce planning are critical to maintaining quality. Importantly, this is not just an educational reform but a social equity issue: high-quality early years provision significantly benefits all children, particularly those from disadvantaged backgrounds. As such, policy and practice must prioritise meaningful partnerships, staff development, and community engagement to ensure that the expansion enhances rather than fragments the sector. This is a pivotal moment to build a unified early years system where all providers contribute their strengths to deliver the best outcomes for children and families.

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Photo by Gautam Arora on Unsplash

Photo by Gautam Arora on Unsplash

Why is it important?

This article is important because it highlights a major transformation in early years education in England and addresses the opportunities and challenges of integrating two-year-old provision into primary schools. With the government investing in 3,000 school-based nurseries, the article underscores the need for collaboration across childminders, private, voluntary and independent (PVI) settings, and schools to ensure high-quality, developmentally appropriate care. It emphasises that two-year-olds have distinct emotional and learning needs that must not be overlooked in the drive to expand capacity. By drawing on sector expertise and prioritising professional development, the article advocates for a joined-up approach that protects quality and supports positive outcomes—especially for the most disadvantaged children. It is a call to action for policymakers, leaders, and practitioners to work together to shape a more equitable and effective early years system.