Scottish Government

CHAPTER 8: RECRUITMENT AND RETENTION

The main consultation stated:

As with the other aspects of this Review, the inescapable issue that underlies recruitment and retention is the status of working in early years and childcare. The status currently afforded this workforce does not, in our view, accurately reflect the level of responsibility and importance that workers can have in child development.

The status of an occupation can be based on a number of factors. Firstly the occupation needs to be a large enough group to be noticed, and it needs to be readily identified as a distinct occupation or profession. Other factors contributing to status could include: competition to enter the occupation; high qualification requirements; a long period of occupational training; high pay; or work perceived as being of high social value.

Changing the status of this workforce cannot happen overnight. We need to approach it from several angles. Crucially, we need to present how the workforce is becoming increasingly professional. So, we need to publicise the developing professional basis of the sector. We need to make it clear that working in early years and childcare is not work that anybody could do - it involves skill and knowledge. Improving status will take time and will depend on progress being made on the proposals to improve career pathways, develop a new qualifications structure, and the consequences that these changes are likely to have on pay expectations. In the shorter term, we have set out proposals for an awareness-raising campaign about working in the early years and childcare sector. Equally importantly, all those working in the sector should share their understanding of the importance of their work with parents and with the other professionals with whom they come into contact.

8.1 The main consultation asked:

Q11: HOW ACCURATELY DOES THE REPORT REFLECT THE ISSUES THAT AFFECT THE STATUS OF WORK IN THE EARLY YEARS AND CHILDCARE SECTOR AT THE MOMENT?

Overall, ninety-four respondents (82%) to the main consultation addressed this question. Of these, eighty-four provided a view on the accuracy of the report in relation to the issues that affect the status of the early years and childcare sector. The remaining consultees provided more general commentary. A summary of responses is presented in Table 12 overleaf.

Table 12: Summary of Views on the Accuracy of the Report Regarding the Issues Affecting the Status of the Sector

NB Percentages may not add to 100% exactly due to rounding

The vast majority (83%) of respondents considered that the report represented the issues affecting the status of the sector well. A few remarked that although the picture painted was accurate it was nevertheless, " very worrying" ( TP, Rep). Several others cautioned that the report was more accurate in reflecting the position in the independent sector and the situation in rural areas than it was in reflecting public sector provision. Only six consultees considered that the report had not done justice to the issues.

8.1.1 General Comments

Many consultees, largely representative organisations, agreed that a gender imbalance was one barrier to improving status. One commented that in their view the issue of status is complex and closely linked to the gendered nature and historic status of women who care in society ( TP). Others, again largely representative organisations, welcomed the linking of pay and status which was raised in the report. However, a key criticism from several respondents mainly from local authorities and childcare partnerships was that the report appeared to play down the significant role played by pay and conditions in issues of professional status.

A few respondents (Rep, LA) welcomed the emphasis on campaigning to raise the profile of the sector, with others acknowledging the need to promote more of a professional image ( LA, LA, TP). One commented:

" Professionalism of the workforce needs to help overturn perceptions that the work is 'babysitting'" ( LA)

One consultee considered that the Government had contributed to a poor image of the sector by promoting it as attractive to adults re-entering the workforce rather than as a professional service of great benefit to children (Indiv). Others remarked that the sector was hampered by a current focus on quantity rather than quality (Rep, Rep, Rep).

A few respondents commented that although the overall picture may be accurate, there were differences in status of the sector associated with geography and settings ( TP, CP). A few consultees considered that too much emphasis on care and not enough on education contributed to a lowering of the status of the profession ( LA, Indiv). One criticism was that the report did not offer much in the way of solutions for the issues raised ( LA). Another respondent considered that mixed messages were emerging. On the one hand the Review appeared to be concerned about higher qualification requirements putting people off entering the profession; on the other it appeared to be promoting higher entry standards as a way of increasing professionalism (Rep).

A recurring concern, largely from local authority respondents, was that the report ignored the position of teachers in its discussion on issues of status.

8.1.2 Reasons for Considering the Report to be Inaccurate Regarding Issues of Status

Amongst the six consultees ( CProv, Rep, Rep, LA, CP, CP) who did not view the report as accurate regarding its presentation of issues of status, the common reasons were that the report had not done justice to the complexity and depth of the issues nor had it been comprehensive in its coverage.

8.2 The main consultation asked:

Q12: ARE THERE FACTORS OTHER THAN STATUS THAT AFFECT RECRUITMENT AND RETENTION OF STAFF?

Ninety per cent of respondents to the main consultation addressed this question.

8.2.1 Frequently Raised Factors Affecting Recruitment and Retention of Staff

Four factors dominated the responses although one was very clearly the most frequently raised issue - pay and conditions. In total, 80% of those who provided a response to this question identified issues of pay and conditions as factors that affect recruitment and retention of staff. Typical comments were:

" Increased pay and rewards is the single most effective way to increase status" ( TP)

More coherent and strategic thinking on pay and conditions is needed " so that the commendable move to professionalisation is not overshadowed by the lack of incentives for managers and their staff to raise their skill levels" (Rep)

" The most fundamental factor affecting recruitment and retention for early years work is pay" ( LA)

" A workforce review that does not address this issue (pay and conditions) will fail to make substantial changes to the make up and quality of the early childhood profession" (Rep)

Many other respondents referred also to what they saw as the barrier of disparity in pay across the sector and the migration of staff from the independent sector to the public sector where pay and conditions could be more favourable.

The other most frequently identified factors were:

• Work patterns and in particular the lack of full-time posts (38% of respondents)
• Limited job opportunities and career progression within the workforce (30% of respondents)
• Poor careers advice and workforce selection procedures (28% of respondents)

Regarding work patterns, many respondents considered that part-time posts, and term-time posts could put people off entering the profession. The pattern of work in the out of school care sector was highlighted as particularly problematic. Others identified long work hours and anti-social work hours as barriers.

Many respondents bemoaned what they saw as the lack of career progression opportunities for those working in the profession. A few suggested that some workers used their training as a stepping stone to move out of the workforce and into a more financially rewarding occupation.

A general view (which also emerged from participants at the workshops) was that careers advising needed to be updated and refocused to promote a career in early years and childcare as requiring particular skills and aptitudes. Many respondents agreed that jobs in this sector were seen as easy options, with the result that many young people were entering the workforce who were clearly not suited to their posts. One typical comment reflected this view:

Career advisors " tend to direct youngsters that they probably consider to be under-achievers into childcare as an easy option" ( CProv)

Participants at the workshops called for better communication that childcare required as much skill as social work and primary teaching.

8.2.2 Other Factors Identified as Affecting Recruitment and Retention of Staff

One recurring theme raised by 13% of respondents who addressed this question was that the dominance of women in the workforce and the associated stereotypes was a key factor that affected recruitment of able staff. A few consultees remarked that this preponderance of women also resulted in disproportionate numbers of staff leaving to have their own children, which could create challenges for staffing.

Another common theme was that poor job satisfaction and low staff morale created problems for recruitment and retention (raised by 15% of respondents). A few consultees commented that the perception that the goal posts keep changing contributed to this lowering of morale. Others felt that this was more of a problem in smaller work settings.

Other factors were identified by only a few respondents and are summarised below:

• Difficulties especially in rural areas in accessing work using public transport
• Lack of job security especially where temporary contracts are used
• Too much emphasis on constant training and gaining qualifications puts people off
• New and emerging concerns relating to child protection, litigation, new initiatives
• Too many inspections e.g. by Care Commission
• Poor working environments
• Unskilled and changing voluntary committees
• Inflexible employers who do not have family friendly policies

8.3 INDIVIDUAL WORKERS' VIEWS ON RECRUITMENT AND RETENTION

Another perspective on recruitment and retention issues was provided by the individual workers' responses to relevant questions tabled in their consultation document.

8.3.1 Individual workers were asked:

DESCRIBE FROM YOUR EXPERIENCE, WHAT ATTRACTED YOU TO WORK FOR YOUR CURRENT OR ANY PREVIOUS EARLY YEARS EMPLOYER

Overall, 95% of respondents to the consultation for individual workers responded to this question. Many consultees provided general comments regarding their wish to work with children and their enjoyment of the early years and childcare sector, rather than identifying particular features of their employer and employment arrangements which attracted them.

Others, however, were more specific about the attraction of their job and two key factors emerged as most frequently identified by respondents. Firstly, employees were attracted by the opportunities for training and promotion offered by their employer (25% of respondents); and secondly, a good reputation with a respected ethos were attractive features of an employer (25% of respondents). Some consultees described the attraction of specific methods adopted by their place of work, its philosophy, good organisation, and positive working environment.

A number of other factors were highlighted by between ten to fifteen per cent of respondents to this question:

• The work hours fitted around family commitments
• Location of the workplace was convenient (many were local)
• Pay and conditions were attractive (many mentions of public sector work here)
• Team spirit of the workplace is conducive to a happy atmosphere

Other attractions of their current or previous employer were raised by only a small number of respondents:

• Employer makes staff feel valued
• Work is satisfying and important
• Involved in setting up the establishment from the start
• Job security
• The job advert was attractive (some specified graduates required)
• Freedom of the job
• Working for a small organisation
• Accommodation is good
• Work is challenging

8.3.2 Individual workers were asked:

IF YOU COULD SUGGEST TO EMPLOYERS HOW THEY COULD HELP ATTRACT NEW RECRUITS OR KEEP WORKERS IN THE SECTOR, WHAT WOULD BE YOUR THREE MOST IMPORTANT SUGGESTIONS?

Overall, 96% of respondents to the consultation for individual workers responded to this question.

One key theme dominated the responses, with 83% of those who addressed this question recommending that better pay and terms of service would make jobs more attractive. One consultee commented:

" everyone wants a better qualified, motivated workplace but no-one seems willing to pay for it"

Respondents called for better starting pay, clear increments linked to experience and qualifications and holiday and sickness entitlements. Some stated that pay should be competitive in comparison to related posts in other organisations. Several consultees suggested that pay bonuses and incentives should be offered. The need for adequate pension provision was identified.

Three other factors which would make employment attractive to new recruits or retain workers in the sector were highlighted repeatedly:

As expected, these results tie in with the findings that many workers were attracted to their current or previous employer by the opportunities to train and progress. A clear mis-match exists however, when comparing the overwhelming recommendation here that pay and conditions are improved in order to attract recruits, with the reality documented in the previous section that only a minority (between 10% - 15%) of respondents were attracted to their employer because of the pay and conditions package on offer.

Other recommendations for attracting new recruits or keeping workers in the sector were made (each identified by fewer than eight respondents):

• Provide workers with more autonomy/involve them in decision-making
• Reduce paperwork
• Provide more flexibility in working hours
• Offer longer working hours
• More focused and effective advertising e.g. using websites, colleges/universities
• More job security
• Good working conditions
• More honesty in job descriptions
• Good management team
• Provide equal opportunities
• Higher staff:child ratios
• Provide realistic workloads
• Give regular appraisals
• Provide challenges and a variety of work

One further perspective was provided by one respondent who argued that the system rather than specific employment practices should be addressed regarding recruitment and retention:

" It is generally not because of employers that workers are leaving the sector. Many staff are struggling with the requirements on qualifications and therefore do not want to work in the sector"

8.4 The main consultation stated:

The review proposes a number of ways to improve the status of the workforce, e.g. increasing professionalisation of the workforce (more coherent identity to the workforce, increased qualification expectations), and awareness raising about the value of working in the sector and the skill involved.

The main consultation asked:

Q13: TO WHAT EXTENT DO YOU THINK THAT THE PROPOSALS IN THE REVIEW IMPROVE THE STATUS OF THE EARLY YEARS AND CHILDCARE WORKFORCE?

In total, 88% of respondents to the main consultation addressed this question. The most common view was that the proposals would go some way to improving the status of the workforce but more work had to be done in some areas.

It was considered that clear stakeholder commitment would be needed to support the proposals ( LA, LA, LA, LA, CP), with policy-makers kept on board (Rep, Rep). One view was the plans could have been much more far-reaching and ambitious ( TP). Others argued that the proposals would take time to have an impact ( CP, TP, Rep, Rep) and would need strong leadership to be effective ( CPr). One consultee commented that an initial negative effect may be witnessed as some unqualified people left the profession ( CP).

A few respondents considered that the proposals would raise the status but not the profile of the profession ( LA, CP). In contrast, others thought that the profile would be raised but the status of the profession would be harder to change ( LA, LA, LA, Rep). One rationale was that " status is embedded in the culture and will take longer to change" ( LA). Likewise, another consultee argued that status might be raised but attitudes would take longer to influence (Indiv).

An overriding view was that the success of the proposals in improving the status of the sector would be determined by whether the plans were supported by increased funding and whether pay and conditions of workforce were addressed. For many consultees, no matter how good the intentions may be to improve the status of the sector, any proposals would have little impact unless the financing of the sector is improved on a sustainable basis.

Other key aspects of the proposals were commented upon. Several respondents agreed that the image of the sector needed much attention. Some advocated improving the advice given by guidance and careers professionals (Indiv, LA, LA, LA, Rep, Indiv). One consultee recommended a TV campaign based around case studies to demonstrate the skills required of the workforce ( TP).

Another recurring theme was that status would not improve until the sector had gained more respect from other professionals and society in general. One comment was:

" As parents' understanding increases, it may be that the value placed on high quality early childhood service will increase" (Rep)

Finally, two respondents held a view that the status of the sector would never change with early years workers always to be perceived as assistants to someone and not important in their own right ( TP, LA).

8.5 The main consultation asked:

Q14: HOW DO WE ENSURE THE SHARING OF GOOD PRACTICE ON RECRUITMENT AND RETENTION?

Overall, 81% of respondents to the main consultation addressed this question. Amongst these, however, were eleven consultees who expressed their view that the question was based on an assumption that sharing good practice will ensure greater retention and better recruitment, when in their view the overriding factor to determine effectiveness of retention and recruitment is higher salary.

The responses of the other consultees were divided into those relating to identifying good practice and those suggesting ways of disseminating and sharing this.

8.5.1 Views on Identifying Good Practice

A few respondents recommended the establishment of new structures focused on identifying good practice. One suggestion was the instigation of formal or informal working groups, set up to research current and good practice (Rep). Another was for a standing forum (supported by the Scottish Executive) which "cleared" examples of good practice and disseminated these (Rep). The notion of "sharing good practice forums" which involved employers was mooted ( TP). A call was made for a post of national development officer whose remit would include identifying good practice ( CP). Others envisaged a national database of good practice ( LA), an employers' website or other dedicated internet sites which could display selected good practice examples ( CPr, LA, TP).

A few consultees saw the need for more research on good practice ( TP, CP) or for the compilation of relevant case studies (Rep). One had a vision of a local knowledge exchange with HE researchers at its centre ( TP). Two respondents argued for a national statement of good practice with accompanying recommendations and guidelines ( LA, LA). It was suggested that the Good Practice Guide which was developed during the School/College Review might provide some useful comparative models (Rep, TP).

8.5.2 Views on Disseminating/Sharing Good Practice

The two most commonly identified means of disseminating or sharing good practice were:

• Via childcare partnerships
• Using existing national and local fora and networks

Amongst the national organisations most frequently highlighted were ADES, SCMA, SPPA, SOSCN and Scottish Enterprise. An example was given of a local out-of-school group in Dundee which produces a business support pack including a section on recruitment ( LA).

Many other consultees (largely local authorities) recommended that regulatory bodies should play a part in sharing good practice. A recurring theme was that the Care Commission could include some form of assessment of recruitment and retention practice within their inspections and thereafter be involved in disseminating good practice. Others suggested that the SSSC might be a forum for good practice.

Several respondents from a variety of respondent categories argued that good practice could be shared during joint training sessions between staff from different parts of the workforce ( CP, CP, LA, CProv, Indiv, TP).

Other ideas for sharing good practice on recruitment and retention were identified by just a few respondents or only one respondent:

8.5.3 Concerns Regarding the Sharing of Good Practice

A few respondents considered that sharing good practice may not be straightforward. Two consultees commented that as the public and independent parts of the sector had very different issues to address, this might limit the usefulness of shared lessons (Indiv, LA).

Another respondent argued along similar lines that sharing would be difficult due to what they saw as the fractured nature of the sector (Rep).

Finally, one consultee queried who would facilitate any sharing arrangement in the light of centres already competing against each other for staff rather than sharing good practice on recruitment ( TP).

8.6 The main consultation stated:

The most striking aspect of the current workforce is that it is almost entirely made up of women - only 2% are men. Improving the profile of the sector as a profession, and moving away from the perception that working in the sector is "just caring" or "women's work" will help address this. In addition, however, we believe that it will also be necessary to develop specific recruitment campaigns targeting men. This is an approach which has already been shown to be effective in the group Men in Childcare. Men in Childcare is a project that originated in Edinburgh in 2000 and is designed to attract and support men through childcare training with a view to them gaining employment in the sector. So far it has attracted hundreds of men into some form of training and has expanded to many other areas of Scotland. More childcare partnerships are looking at how they can mainstream this approach in their areas.

It is also important that the workforce reflects the diversity of the communities it serves. In particular, we need to ensure that black and minority ethnic workers continue to be included in the early years and childcare workforce, especially in communities with a high proportion of black and minority ethnic families.

We need to make sure that the culture of the workplace is one where all workers are comfortable. Often there might be a single man working in an otherwise female workplace. Part of the success of the Men in Childcare project is that it provides peer support for recruits and this approach could be used at a local level.

The main consultation asked:

Q15: HOW DO YOU THINK WE CAN ATTRACT MEN AND OTHER UNDER REPRESENTED GROUPS INTO THE SECTOR?

Overall, 87% of the respondents to the main consultation addressed this question. The vast majority of these focused solely on attracting more men into the workforce. Their responses are outlined first below.

8.6.1 Attracting Men into the Sector

By far the most commonly mentioned way of attracting men into the sector was to increase wages in the workforce with three-quarters of all respondents to this question raising this as an issue. One consultee provided a direct retort to the question posed:

" That's easy! Pay a wage which accurately reflects the qualifications, roles and responsibilities" (Indiv)

Other ways of attracting men into the workforce were identified by between one-quarter and one-third of respondents:

• Address society's attitudes towards men working in the early years and childcare sector

One remark was that " men feel concerned about making choices to go into childcare and early education when they are still treated with suspicion" ( CP). Another typical comment was that society appears to consider that it is " not moral or ethical for men to be caring for children" ( CP)

• Run targeted recruitment and advertising campaigns

It was pointed out that as more men entered the profession this would begin to act as an advert in itself ( TP, Rep). The success of the Edinburgh-launched initiative Men in Childcare project and other similar initiatives (e.g. Alan Plus in the Highlands) was welcomed by many consultees who recommended building on these and celebrating successes in this field. A few suggested identifying systematically other examples of effective practice in Scotland (Rep, Rep, Rep, TP, CP) or indeed, learning lessons from other countries ( CP). Participants at the workshops agreed that adverts and campaigns could be used to help to attract more men into the profession. They also suggested involving men at career promotion events.

• Raise the status of childcare as a profession

Comments regarding the status of the sector have already been raised and reported in early sections of this report.

• Change the messages delivered by careers guidance professionals

In particular, it was considered that schools could do much to change stereotypes of the profession as one for women. One suggestion was that vocational training in childcare should be offered to boys as well as girls (Rep).

Other recurring themes were that men would be more attracted if there were more full-time posts available; if there were more training opportunities; with more flexible qualification entry standards; and more favourable attitudes by employers towards taking men onto their staff.

Suggestions for attracting men which were made by only one or a few consultees were:

• Making the content of the job appear more attractive to men, e.g. linking sport and play; linking youth work and play work; promoting the educational aspect more ( TP, Rep, Rep, CProv)
• Widening the entry net to encourage older men, such as retired police officers, into the sector (Rep, TP, LA)
• Changing some job titles, e.g. men do not want to be referred to as "nursery nurses" (Rep, TP)
• Gearing training more towards men to build their confidence ( CP, LA, LA)
• Getting men to deliver training to men (Rep, Rep, Rep) (Also raised by participants at the workshops.)
• Encouraging general volunteering by men in the sector, e.g. as drivers ( CProv)
• Introducing positive discrimination in favour of men, e.g. guaranteeing an interview ( LA)
• Allocate quotas and set targets for recruitment of men ( LA)
• Promote men in the workforce using TV soaps ( CProv)
• Set up a website which could feature, e.g. a "day in the life" of men in the sector ( CProv)
• Attend to practicalities such as ensuring there are men's toilets at their workplace ( LA)
• Consider the transferability of skills of men from other parts of the EU ( CP, Rep)

A few more general comments were made regarding the issue of paucity of men in the early years and childcare workforce. It was pointed out that the forthcoming "Gender Duty" should help to address the issue to some extent ( CP, LA). Others remarked that the issues went beyond this workforce and were reflected in other areas such as in teaching where higher pay already existed ( LA, CProv). Finally, one respondent questioned whether it was appropriate to " gender" the issues rather than simply making the profession more attractive to all (Rep).

8.6.2 Attracting Other Minority Groups into the Sector

Only a small minority of respondents addressed the issue of attracting minority groups other than men into the sector. One consultee made a general comment that recruitment policies should focus on issues of race, language and ethnicity (Rep). Another argued that before any action is taken there needs to be an identification of the issues associated with attracting minority groups into the workforce ( LA). It was suggested that training could include English language classes where appropriate ( LA). One view was that minority groups should be included in planning and recruitment ( TP). Finally, three respondents recommended the availability of flexible working patterns to accommodate people with various disabilities (Rep, Rep, Rep).

8.7 SUMMARY OF KEY POINTS

• The vast majority (83%) of respondents considered that the report represented well the issues affecting the status of the workforce.
• Amongst the factors which were considered by respondents to affect the recruitment and retention of staff, the most frequently raised issues, other than status, were pay and conditions (identified by 80% of respondents).
• Other commonly raised issues affecting recruitment and retention of staff were work patterns (particularly the lack of full-time posts) (raised by 38% of respondents), limited job and career progression opportunities within the workforce (raised by 30% of respondents), and poor careers advice (raised by 28% of respondents).
• Twenty-five per cent of individual childcare workers who expressed a view reported that providing opportunities for training and promotion was a key factor which attracted them to their current employer. Likewise, twenty-five per cent were attracted by their employer having a good reputation with a respected ethos.
• The vast majority (83%) of the individual workers who responded considered that better pay and terms of service would help employers attract new recruits and/or keep workers in the sector.
• A common view amongst respondents to the main consultation was that the proposals in the Review would go some way to improving the status of the workforce, but more work had to be done in some areas.
• Recurring ideas on how to share good practice included utilising childcare partnerships for this function, and using existing national and local forums and networks.
• Three out of four of those who commented argued that increased wages would attract more men into the workforce. Other recurring suggestions to attract men (identified by between one-quarter and one-third of respondents) were to address society's attitudes towards men working in the sector; to run targeted recruitment and advertising campaigns; to raise the status of childcare as a profession; and to change the messages delivered by careers guidance professionals which tended to portray the profession in a stereotypical female fashion.