1.1 Summarise types of early years provision

This guide will help you answer 1.1 Summarise types of early years provision.

Early years provision refers to care and education services provided for children from birth up to the age of five. These services aim to support children’s learning, development, safety, and well-being during their formative years. Provision can be offered in different settings, run by various providers, and follow different structures depending on funding, ownership, and purpose. In the UK, early years provision includes both formal and informal arrangements.

The main types of early years provision are:

• Maintained nursery schools and nursery classes
• Private day nurseries
• Preschool or playgroup settings
• Childminders
• Sure Start Children’s Centres (where still in operation)
• Reception classes in primary schools
• Out-of-school clubs for young children

Each type of provision has distinct characteristics, benefits, and requirements.

Maintained Nursery Schools and Nursery Classes

Maintained nursery schools are funded and managed by the local authority. They usually cater for children aged three to five and offer early education during school term times. Some may also offer places for two-year-olds, especially if they meet criteria for free early education funding.

Nursery classes are attached to primary schools. They share staff, facilities, and leadership with the main school but operate separately for younger children. Staff will hold early years teaching qualifications, and provision follows the Early Years Foundation Stage (EYFS) framework. The EYFS sets out the learning, development and care standards for children from birth to age five.

These nurseries tend to have:

• Trained teachers and teaching assistants with early years expertise
• A structured part-time timetable (for example, three hours per morning or afternoon)
• A strong focus on school readiness and progression into Reception

Children benefit from being in a school environment early, building familiarity with rules, routines, and expectations before formally starting primary education.

Private Day Nurseries

Private day nurseries are run by individuals, companies, or charities. They provide care and education for children from a few months old up to school starting age. Many open for longer hours than maintained nurseries, such as 8am to 6pm, and operate all year round rather than just during school terms.

They are inspected by Ofsted to check the quality of education, safety, and care. Private nurseries charge fees, though parents may access government funding for part of the hours through free entitlement schemes for two-, three- and four-year-olds.

Common features include:

• Longer opening hours to support working parents
• Flexible attendance patterns (full day or half day sessions)
• Purpose-built rooms and outdoor play spaces appropriate for different age groups
• Staff holding qualifications in childcare and early years education

The broader age range means babies, toddlers, and preschool-aged children can be cared for on the same site, helping families with children of different ages.

Preschool and Playgroup Settings

Preschools and playgroups are usually community-based and often run by voluntary committees. They often operate out of halls, community centres, or shared spaces rather than dedicated nursery premises.

They usually cater for children aged two to five for part of the day, often mornings only. Many are staffed by qualified early years practitioners supported by volunteers. Costs are typically lower than private nurseries, and many families use these as a step between home care and school.

Key features:

• Sessions of two to three hours, during term time
• Play-based activities following the EYFS
• Strong emphasis on social skills and early learning through play
• Involvement of parents, often through volunteering or supporting fundraising

These settings are valued for their community feel and for helping children adjust to being in a group environment.

Registered Childminders

Registered childminders are self-employed carers who look after children in their own homes. They must register with Ofsted or, in some cases, a childminding agency, and they follow the EYFS for all children under five.

Childminders often care for small groups, which allows for more one-to-one attention. They may offer flexible hours including early mornings, evenings, or weekends. They can take children on outings and use community resources like parks, libraries, and children’s centres to support learning.

Advantages for families include:

• Care that feels more like home and can be tailored to the child’s daily routine
• Flexible pick-up and drop-off times
• Continuity of care for children from infancy through to primary school age
• Opportunities for mixed-age interaction

Childminders often develop strong relationships with both children and parents, giving a sense of consistency and trust.

Sure Start Children’s Centres

Where still operating, Sure Start centres provide integrated services for young children and their families. They may include early education, childcare, health advice, parenting support, and links to local services.

These centres aim to offer a wide range of help in one place, especially for families in disadvantaged areas. They often run stay-and-play sessions, baby groups, and adult learning opportunities alongside nursery classes.

Features include:

• Support for parents with childcare, employment, and health needs
• Group activities that encourage parent-child interaction
• Access to professionals such as speech and language therapists, midwives, and family support workers

In recent years, many Sure Start Centres have reduced their services or merged with other facilities, but some still operate effectively where funding is available.

Reception Classes in Primary Schools

Reception classes form part of the primary school and take children in the school year they turn five. They are the final stage of the EYFS before moving to Key Stage 1.

Reception classes provide a mix of structured learning and play-based experiences. Staff include qualified teachers supported by teaching assistants. Children attend full days, and the curriculum is in line with EYFS requirements but begins to introduce more formal learning in preparation for Year 1.

Features:

• Full-day attendance during term time
• Learning activities designed to build literacy, numeracy, and personal skills
• Use of both classroom and outdoor areas to support active learning
• Close contact with parents about progress and needs

Reception builds the foundation for later academic and personal skills.

Out-of-School and Wraparound Care

Some provision supports early years children before and after nursery or school hours. Breakfast clubs and after-school clubs provide a safe space for play, rest, and socialising.

While these are more common for older children, some settings provide wraparound care for those in nursery or Reception. Activities are usually less structured, focusing on fun and relaxation after formal learning time.

Features:

• Flexible attendance patterns for working parents
• Snacks and sometimes meals provided
• Games, crafts, outdoor play, and quiet areas

Although not a formal part of the EYFS, wraparound care plays an important role in supporting families with their childcare needs.

Funding and Eligibility

The UK government offers funding to support access to early years provision. The free early education entitlement gives eligible two-year-olds up to 15 hours a week during term time. All three- and four-year-olds are entitled to 15 hours, with many working families able to claim an extra 15 hours.

Funding can be used in maintained nurseries, private day nurseries, preschools, or with registered childminders. How funding applies depends on the setting, and parents may still pay for extra hours, meals, or activities.

Effective use of funding widens access by making provision attainable for families who might otherwise struggle with fees.

Choosing the Right Type of Provision

Families select provision according to factors such as cost, location, opening hours, style of care, and a child’s needs. Some prefer structured educational settings from an early age. Others choose smaller or more flexible arrangements that feel closer to home life.

For children with special educational needs or disabilities, some settings offer more specialist support. Parents may wish to visit settings to see the environment, meet staff, and check policies on learning, safety, and inclusion.

Staff in any type of provision must provide a safe, caring environment where children can develop skills, confidence, and independence.

Legal and Regulatory Framework

In England, the EYFS sets the standards for all registered early years providers. It covers learning and development requirements, assessment arrangements, and safeguarding and welfare requirements.

Ofsted inspects early years settings to check they meet national standards. Providers must keep accurate records, follow safeguarding policies, and support children’s physical and emotional health.

Compliance ensures children receive consistent quality of care and education regardless of the type of provision.

Final Thoughts

Early years provision takes many forms, each with unique qualities and benefits. From the structured environment of a maintained nursery to the homely care of a childminder, every setting has a role in supporting children’s growth. The type that works best for a family depends on their circumstances and the child’s personality and needs.

A strong early years setting offers safety, encouragement, and opportunities for learning through play. Whatever the type of provision, the aim remains the same: to give children the best start in life, laying the groundwork for a successful move into school and beyond.