The UK early years workforce has been “fractured and burdened” by a patchwork of short-term initiatives and poorly implemented policies, according to a new report.

The interim report of Early Education’s Comparative analysis of early years workforce policy in the four UK nations project finds that the early years sector faces challenges including a fragmented qualification system, poor career progression, low professional status and low pay. It also highlights disparities between schools and PVI settings when it comes to funding, workforce requirements and inspections.

The report finds common challenges across the UK nations, and suggests that policy makers could learn from successful initiatives within each nation. Examples of successful policies include the 2007 Graduate Leaders Fund in England, the growth of graduate leaders in Scotland through the 2008 Childhood Practice degree, and the 1999 Early Years Specialist role in Northern Ireland.

Principal Investigator Professor Cathy Nutbrown said: “Our four nations have many issues in common, and there is a need to learn more from each other.  A picture is emerging of a workforce united in its commitment to providing quality group setting experiences of education and care for young children but fractured and burdened by some policies which have allowed division by siloed systems and a patchwork of initiatives which need greater cohesion. We look forward to thinking further on this in our final report.”

Early Education chief executive Beatrice Merrick said: “At this stage of the research, data is clearly showing that good policy alone is not enough and also needs careful implementation and long-term commitment and funding to be successful.  Success also requires breaking down silos within government and between government and the early years sector.  We hope this report will help do just that.”

The research team will publish a final report in late 2025.