‘What is left…?’

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

Datos Bibliográficos

ID17675802
AutoresCarla Solvason (0000-0003-3072-0079, University of Worcester Worcester UK, autor de correspondencia), Rebecca Webb (0000-0002-7555-2112, University of Sussex Brighton UK), Samantha Sutton‐Tsang (University of Worcester Worcester UK)
Año2020
Volumen35
Número1
Páginas75-89
Fecha de publicación2020-05-24
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaChildren & Society (JOURNAL)
Identificadores de la revistaISSN: 0951-0605 • E-ISSN: 1099-0860
EditorialWiley (PUBLISHER • GB)
DOI10.1111/chso.12391
OpenAlexW3025464513
IdiomaEN
Citas recibidas4
Referencias 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