Early Learning and Childcare (ELC) – parents' views and use: research findings 2025

12 Conclusions

The overarching aim of this research was to provide up-to-date information on parents’ and carers’ use, views and experiences of ELC, particularly funded ELC. The research explored parents’ perceptions of the flexibility, accessibility, quality and affordability of ELC, drawing out any relevant comparisons with 2022 data. For the majority of parents, their experiences of funded ELC were largely positive. However, a range of challenges and some suggested improvements were also described.

12.1 Use of funded ELC

This research indicates that in 2025 there was a high take-up of funded ELC hours for three- to five-year-olds (95% among survey respondents) and eligible two-year-olds (83%). Local authority nurseries were the most common type of funded ELC used, followed by private nurseries, for both three- to five-year-olds and two-year-olds. The majority of those using funded ELC hours were using their full entitlement, though this was higher for three- to five-year-olds (87%) than for eligible two-year-olds (73%).

The main reason parents did not use their full entitlement was that they did not need to use all the hours or did not think it would be the best thing for their child. However, other parents did not use their full entitlement because their funded ELC provider did not provide enough flexibility in the days or hours on offer. About half (47%) of parents of three- to five-year-olds only used funded ELC. A similar proportion (48%) used funded ELC as well as ELC they paid-for (24%), informal childcare (17%), or a combination of paid-for and informal childcare (7%). Interviews and open-text responses showed that this was largely because funded ELC hours alone did not cover their childcare needs.

12.2 Accessibility

While 61% of respondents reported they did not experience challenges accessing childcare, 39% stated that they had. The most common challenges experienced by parents were: that there were not enough places available locally; a lack of flexibility in opening hours or sessions; and a lack of provision in school holidays.

Around two-thirds (65%) of parents of eligible children with ASN said they had no difficulties in finding funded ELC to meet their child’s ASN. The majority (89%) of parents using funded ELC for their children with ASN said that they were either satisfied or very satisfied that their funded ELC setting met their children’s ASN. Parents who were dissatisfied stated that in some ELC settings, staff did not have sufficient training, experience, skills or time to provide support to their children with ASN. In some instances, parents felt there were not enough staff to meet the needs of children, particularly those who required more one-to-one support. In addition, some ELC environments were not suitable for children with ASN, either in terms of access to quiet or private spaces, or to appropriate learning and communication tools. Parents who were dissatisfied with the support provided for their children with ASN felt that staff did not take their concerns seriously which could result in their children’s behaviour or distress escalating before action was taken.

12.3 Flexibility

Overall, the majority of parents of eligible two-year-olds (95%) and three- to five-year-olds (90%) were satisfied that they had been offered the flexibility to use funded hours in a way that met their family’s needs. Parents who were satisfied said their funded ELC providers offered hours that fitted around their work or study, and/or around school hours of older children. This was sometimes aided by understanding and flexible employers who were happy to work around parents’ childcare needs or helped by ELC providers who could be flexible around drop-off and pick-up times. Some parents were also satisfied with their ELC settings’ flexibility because this helped support the needs of children with ASN.

Those who were dissatisfied with the flexibility of funded ELC for their eligible two-year-olds (4%) and three- to five-year-olds (8%) reported that there was limited or no choice in the funded ELC providers they could use locally, which meant that the hours offered did not always meet their needs. On occasion the hours were not sufficient to fit in with work schedules, which made it difficult for some parents to work full-time or at all. This was particularly the case for single-parents or those without nearby family support. Other parents felt the hours provided were too long for their children, either due to the child’s age or their ASN. Parents would like more flexibility to use their funded hours as they needed, either within existing provision or by increasing the choice of provision in their local area.

12.4 Quality

The majority of parents (88%) reported that they were satisfied with the overall quality of their main funded ELC provider. Outdoor and indoor spaces at ELC settings, the food on offer to children, the training and experience of staff, the staff to child ratios and communication with staff all influenced parents’ views of the quality of ELC settings. However, staff to child ratios were of particular concern to parents with ASN in terms of their children receiving sufficient support to learn and develop. Good quality ELC settings were said to provide:

• Regular access to green spaces (with staff involvement in outdoor activities).
• Indoor spaces that were a suitable size for the number of children, offered a variety of activities, and had specific facilities to support children with ASN.
• A choice of healthy food which accommodated dietary restrictions and requirements based on ASN.
• Well trained staff who forged positive relationships with children, were skilled and invested in supporting children’s learning, development and ASN.
• Regular and detailed communication about children’s development and staff who would listen and respond positively to parents’ concerns.

12.5 Affordability

Around half (47%) of parents used paid-for childcare. Of these, 56% said they had not experienced difficulties affording childcare in the last 12 months. In interviews, parents said they were mainly paying for ‘wraparound’ additional hours to enable them to work. However, 42% of parents who paid for childcare had experienced difficulties affording childcare costs in the last year. This was mainly due to the number of hours they needed to pay to meet their childcare needs. Having to pay for childcare and associated costs upfront, as well as travel costs to reach the setting also made affording childcare difficult. Interview respondents who were paying primarily for private ELC reported that this had a significant financial impact, limiting their ability to work and requiring them to seek financial support from family members as they could not afford to pay for it.

12.6 Impact of funded ELC

This research is part of a larger evaluation of the expansion of funded ELC to 1140 hours. The evaluation seeks to understand the impact of the expansion of funded ELC on children and families in Scotland. The evaluation also explores whether the expansion of funded hours has improved children’s development (narrowing the poverty-related outcomes gap); improved family wellbeing; and increased parents’ opportunities to take up or sustain work, study or training. This research suggests that progress is being made towards each of these outcomes.

12.6.1 Opportunities take up or sustain work, study or training

Parents most commonly reported that funded ELC hours impacted their employment and future opportunities. Three-quarters (75%) of survey respondents agreed or strongly agreed that they were able to work or look for work, or consider future opportunities (74%) while 40% were able to increase the number of hours they worked and 36% were able to study or improve work-related skills. These figures were similar in 2022.

Qualitative interviews supported these findings. Respondents noted that longer ELC hours (e.g. 8am to 6pm) enabled them to move from part-time to full-time work and schedule their work around regular ELC hours. Some respondents reported improved financial positions, enabling them to buy better quality food, engage in more family activities, go on days out or holidays, or save money for their children. For other respondents, the cost of supplementing funded hours with additional paid-for childcare negated financial benefits from increased employment.

The research also highlighted limitations with ELC provision. For some parents, restrictive opening hours, lack of extended or wraparound hours, and inflexible drop-off and pick-up times hindered their capacity for full-time work, meaning that they were missing out on opportunities at work because of their part-time status.

12.6.2 Improved children’s development and family wellbeing

Parents reported positive impacts of ELC on their children's socialisation and learning. ELC provided opportunities for children to socialise with peers, learn social skills and develop communication abilities. ELC was also thought to support children's learning in ways that parents could not replicate at home, including aiding children learning English as an additional language. The structured environment of ELC helped prepare children for the transition to school. However, longer ELC hours were sometimes viewed as excessive for younger children or those with ASN, leading to fatigue and behavioural issues.

Funded ELC hours also influenced parents' wellbeing. Approximately half of the survey respondents agreed or strongly agreed that they felt happier (48%), less stressed (45%), and had more time for self-care (45%). Around 39% felt they could better care for other family members. Interviewees echoed these sentiments, with parents valuing the additional time for practical tasks, bonding with other children, and personal relaxation, which positively impacted on their mental health and life balance. Certain groups experienced pronounced benefits, particularly single-parents and those with caregiving responsibilities, who often perceived that funded ELC reduced pressure and provided a supportive environment for their children. However, it is also important to acknowledge that around one-quarter of respondents disagreed that funded ELC had resulted in these impacts.

12.6.3 Subgroup differences

There is evidence that positive impacts on family wellbeing and opportunities to take up work varied across different groups of parents. More affluent and two-parent households were more likely to report improved opportunities to take up work. It is notable, though, that the majority of single-parents and parents in lower income households also reported that ELC had helped them work or seek work.

12.7 Comparisons with 2022 data

The key findings in 2025 are broadly similar to 2022. The key differences are:

• The uptake of full ELC entitlement: 87% of parents of three- to five-year-olds and 73% of parents of two-year-olds said that they use their full entitlement. In 2022 these figures were 73% and 52% respectively.
• The percentage of parents with three- to five-year-olds using paid-for childcare, which was 34% in 2025 and 22% in 2022.
• In 2025, 56% said they had not experienced difficulties affording childcare in the last 12 months, compared with 34% in 2022.

12.8 In conclusion

Overall, parents who participated in this research were largely positive about funded ELC and reported a range of positive impacts they and their children are experiencing as a result of funded ELC. However, a number of challenges remain regarding affordability, accessibility, flexibility and quality of funded ELC. These included a lack of funded ELC provision available locally, challenges understanding eligibility criteria, and difficulties ensuring ELC provision met the additional support needs of their children. The findings underscore the need for continued support and flexibility in funded ELC provision, as well as on-going monitoring and evaluation, in order to make improvements to maximise the benefits of funded ELC for all families in Scotland.