Education (Kindergarten Phase)

To ask the Scottish Government whether it has given any further consideration to initiating a consultation on the establishment of a kindergarten phase for children in Scotland. (S6O-05254)

Play-based and child-centred approaches are key to our approach to children’s learning, particularly in the early years. That is what the curriculum for excellence already delivers, and our approach is underpinned by the internationally recognised national practice guidance for early years that is set out in “Realising the ambition: Being Me”.

As I have discussed with Mr MacGregor previously, a kindergarten stage would represent a major shift in our education system. I believe that our focus at the current time should be on further embedding our play-based approaches and, equally, analysing their impact, but I welcome further discussion on that.

I know that the minister is well aware of Upstart Scotland’s campaign to introduce a kindergarten stage. As she has said, I have raised that issue a number of times already.

Upstart notes that countries with well-resourced play-based kindergarten approaches in early education have better child development outcomes, while children in countries where the formal school starting age is as low as five, such as Scotland and England, face growing health, attainment and wellbeing challenges.

Although building such a system would take time and resources, a few years of care can clearly have long-term benefits. Therefore, how would the potential introduction of a kindergarten phase align with the Scottish Government’s current early learning and childcare policies?

I appreciate the points that Mr MacGregor has made. I am aware of the view that better outcomes in other countries are potentially associated with a later school starting age. Of course, Mr MacGregor will know that, although those countries are comparable to Scotland, they are independent and have full control over all levers and resources that are needed to help to, for example, eradicate child poverty.

In the meantime, I share the view that we have heard from stakeholders that full implementation of the approach in “Realising the ambition” at the early level would go a long way towards delivering the same benefits without the need for more fundamental systemic reform. I add that it is important to understand the impact of our deferrals policy.

I believe that our focus should be on understanding the impact of policy changes that have been made fairly recently before considering more fundamental reform. However, I think that this is an important conversation to have and to keep open.

I appreciate the points that Ms McCall has made, but I do not think that we are taking a timid approach. As I have said, “Realising the ambition” is internationally recognised in what it aims to achieve.

At the moment, I am focused on ensuring that the guidance is fully embedded and implemented in our early years provision. That will have huge benefits, some of which Ms McCall has directly referred to. However, I am very open to continuing these conversations, because I am fully aware of the benefits and outcomes that we are seeing in other countries.