Abstract
The role of government policy in influencing childcare provision in England has seen prolific changes. The research in childminding practice has been seen to develop and as such, changes in policies to support and influence the provision of childminding as a method of childcare have been established. The introduction of the Early Years Foundation Stage (EYFS) in 2008 (DCSF), and subsequent changes in 2012 (DfE), 2104 (DfE) and more recently 2017 (DfE) have outlined the requirements of training for those wishing to undertake the childminder registration process with the Office for Standards in Education, Children's Services and Skills (Ofsted). To establish an understanding of the training pathway that was perceived to best prepare prospective childminders for such registration, this thesis looked at 268 prospective childminders’ experiences of childminder pre-registration training offered by Bolton Local Authority (BLA) between 2009 and 2014. Adopting a theoretical framework of change management gave insight into the steps taken by BLA to modify a classroom-based training pathway, to that of a blended delivery (classroom delivery combined with e-learning) and ultimately a move to a web-based fact sheet: that signposted prospective childminders to independently search for information via the internet. Each amendment to the training pathway was in support of the changes in the EYFS 2008 (DCSF), 2012 (DfE) and 2014 (DfE) requirements. A case-study methodological approach to gathering qualitative and quantitative data, via the use of questionnaires, focus groups and interviews explored the perceptions of three cohorts of prospective childminders and the training they undertook to prepare them for childminder registration. The three cohorts collectively consisted of seven different groups of prospective childminders who undertook their pre-registration training via the training pathway relevant to the EYFS in force at the time. The revision of the EYFS in 2017 is out of scope for the findings of this study. The findings of the thesis derived from a case study of BLA’s responses to the changing political environment within the early years sector. In reviewing the training available, prospective childminders shared their opinions and experiences of the training they received in providing them with the knowledge and understanding of the practical aspects of becoming a childminder, ways in which to implement the EYFS within the home environment, alongside an understanding of the requirements of self-employment and an awareness of how to maintain a sustainable business. All these elements contributed in preparing them for the registration process with Ofsted. This research leads to a recognition that information, guidance and face-to-face training as a way of sharing information to prospective childminders was perceived to be the most conducive to understanding the level of commitment and knowledge required to undertake registration to become a childminder