Balancing numbers or addressing needs? Child-to-adult ratios, practitioner well-being, and quality of provision in early years settings in England
Bibliographic Data
| ID | 22417564 |
|---|---|
| Authors | David Meechan (0000-0002-7580-1035, University of Northampton), Aaron Bradbury (0009-0007-0940-3534, Nottingham Trent University, corresponding author) |
| Year | 2026 |
| Pages | 1-16 |
| Publication date | 2026-05-29 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Years (JOURNAL) |
| Journal identifiers | ISSN: 0957-5146 • E-ISSN: 1472-4421 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09575146.2026.2675526 |
| OpenAlex | W7162769155 |
| Language | EN |
| References cited | 19 |
There is limited research exploring child-to-adult ratios in nursery settings in England since changes were made to the EYFS by the Conservative government. This article explores the findings of an online survey using qualitative analysis to provide insight to the lived experiences and perceptions of participants regarding the changes to child-to-adult ratio in England. This study involved 154 Early Years Practitioners and explored statutory child-to-adult ratio guidance, adherence to it, and the perceived impact child-to-adult ratios have on practitioner well-being and the quality of early childhood education. In practice, participants found that an increase in the number of children cared for by practitioners led to feelings of unsafe practice with detrimental effects on children’s developmental needs. The changes to child-to-adult ratio for 2-year olds in England demonstrate a disregard for young children’s rights, entitlement and needs at the national policy level and is something that many nurseries have chosen to resist at the local practice level. This paper contributes to the debate of appropriate child-to-adult ratios in early years settings, highlighting the need for policymakers to consider the practical implications, and potentially adverse outcomes, associated with increasing ratios on child development and practitioner well-being within early childhood education.
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| Highly cited | No |
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