‘What is left…?’

The implications of losing Maintained Nursery Schools for vulnerable children and families in England

Dados Bibliográficos

ID17675802
AutoresCarla Solvason (0000-0003-3072-0079, University of Worcester Worcester UK, autor correspondente), Rebecca Webb (0000-0002-7555-2112, University of Sussex Brighton UK), Samantha Sutton‐Tsang (University of Worcester Worcester UK)
Ano2020
Volume35
Fascículo1
Páginas75-89
Data de publicação2020-05-24
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoChildren & Society (JOURNAL)
Identificadores do periódicoISSN: 0951-0605 • E-ISSN: 1099-0860
EditoraWiley (PUBLISHER • GB)
DOI10.1111/chso.12391
OpenAlexW3025464513
IdiomaEN
Citações recebidas4
Referências citadas12

This TACTYC funded research highlights the role that Maintained Nursery Schools (MNS) play in supporting families within areas of extreme social deprivation in the UK. Data collected through survey and interview demonstrated the positive impact that these schools have upon disadvantaged children and their families, providing a breadth and depth of ongoing care, against a backdrop of ongoing fiscal cuts and uncertainty. Often this provision was in lieu of the reported minimisation of other social services support for struggling families. We argue in this paper that the loss of these state institutions could be highly detrimental to the families that they currently support

Disadvantaged · Economic growth · Economics · Political science · Sociology · Diverse Education Studies and Reforms · Early Childhood Education and Development · Parental Involvement in Education