Nearly 9 in 10 primary schools collaborate with childcare providers

Collaboration between education and childcare has been on the move in recent years. Previous studies (2016, 2019) show that the number of collaborations is increasing. There are signs that more intensive forms, such as primary schools offering childcare themselves, are becoming more common. This raises questions about the implications for quality, for equivalence and for the market position of different providers.

To get clarity on this, AEF and DUO-Onderwijs conducted a broad survey:

• Preliminary research on the background and developments around childcare-education collaboration.
• Interviews with experts and in-depth interviews with schools and childcare organisations.
• A survey of over 1,200 site managers, directors of childcare organisations, school leaders and primary school administrators. This large response provides a realistic picture of how organisations work together and the processes involved.
• A number of focus groups with respondents to interpret factual images.
• A poll of 400 parents with children up to 7 years old to understand what they consider important when choosing childcare.

Collaboration is widespread

• 88% of primary schools collaborate with childcare; for childcare sites, 75%.
• For 81% of the collaborations, the school and shelter share a location. About 8-11% work together integrally under one organisation.

Stable partnerships

• Most of the collaborations between primary schools and childcare organisations are long-term and are assessed as positive.
• Some 60% from schools and reception locations are (very) satisfied with the cooperation. Only 10% are (very) dissatisfied.

Experiences of equivalence differ

• Childcare organisations are more likely than schools to experience an unequal relationship, with schools being the overriding party.
• About a third of both parties have no or no clear agreements on how to end the partnership; 20% have no timeframe defined in the lease.

Curious about all the outcomes? You can read them in the research report.

The study makes concrete recommendations for policy and practice:

• Strengthen synergy in laws and regulations so that cooperation is less hampered by differences between the education and childcare sectors.
• Make selection procedures more transparent to give fair opportunities to new providers.
• Ensure clear settlement agreements in shared resources and personnel.
• Embed knowledge about each other's sector in training of pedagogical staff and teachers.
• Draw up ‘prenuptial agreement’ on new collaborations, including agreements on their termination.

Cooperation between childcare and education is firmly established and widely appreciated. At the same time, continued attention is needed for equality and a level playing field. With clear agreements, mutual understanding and transparent processes, both sectors can work together to create a solid foundation for children's development.