To begin with, here are a few examples of how parents’ expectations of a school with a day-care programme and those of an all-day school differ:
- Marco's working parents would like to send their son to an all-day school. It is important to them that their son is looked after by the same group of staff, comprising as few carers as possible, and that this group organises joint activities as often as possible.
- Luca's mother is a single parent. She works three days a week. That is why a flexible arrangement is important to her.
- Andrea and Alice's father works full-time, whilst their mother works until 2 pm each day. She would like her children to stay at school for lunch.
- Yildiz's father works full-time, whilst her mother looks after the younger children at home. Yildiz's teachers recommend that she attends a day school because her German is not yet very good and she can also get help with her homework there.
Parents’ differing needs
Whilst for some parents the consistency of the children's groups and the care provided is the main priority, for others flexible options are important. However, it is not only the needs regarding care hours that differ, but also the standards of quality. Whilst for some parents it is important that such a service exists at all and that the costs are affordable for the family, others want intensive care and a wide range of activities.
Day schools offer a structured daily routine, plenty of opportunities to play with other children, leisure activities and supervised homework.
Furthermore, parents with a low socio-economic status often do not have the option of looking after their children themselves, as their financial situation makes it absolutely essential for both parents to work.
What all-day schools offer and what they require
For children, attending a day school can be a challenge, particularly if they were mainly looked after at home before starting nursery or school. They have to adapt to new surroundings and people. Their lives now take place mainly in public spaces, rather than in the private setting with their parents, within the four walls of their own home with their familiar toys and play areas.
They have less opportunity to keep to themselves, make spontaneous plans with other children or choose their own activities freely. They have to let go and say goodbye, build trust in new carers, get on with other children they haven't chosen themselves, and be able to feel at home in different surroundings.
With professional support, children are generally able to cope well with such transitions. Furthermore, all-day schools offer them a structured daily routine, plenty of opportunities to play with other children, special activities and the chance to do their homework with good supervision. It is important that parents also have confidence in the all-day school as an institution and are able to let their children go there without worry.
Two challenges
The needs outlined here highlight two challenges involved in expanding the provision of all-day schooling.
- Structured daily routines with consistent supervision in groups of children that remain as stable as possible require core hours during which attendance at the day school is compulsory for all children. The need for flexible use of the service is not easily reconciled with these requirements.
- A high staff-to-child ratio, a professional team, suitable premises, a wide range of activities and close cooperation between teachers and childcare staff entail significant financial costs, which are not currently being adequately met by the public sector. This can lead to parents who can afford to do so seeking alternative solutions for their children. They may have their children looked after at home by a qualified childminder or send them to a private nursery that meets their quality standards. To minimise social segregation as far as possible, it is essential to hold a public debate on the quality standards of state-run day schools.
The LCH supports the expansion of all-day schools. However, universally applicable quality criteria must be drawn up which apply to all state all-day schools.
The key quality factors for all-day schools
Pupils at day schools who attend a high-quality day school perform better and display better social behaviour than pupils at day schools of a lower standard. A report on the educational quality of after-school care centres, commissioned by the Canton of Basel-Stadt from the University of Bern and the FHNW School of Social Work, describes several quality factors. The most important of these are the qualifications of the care staff, their experience, training and professional development, as well as appropriate group sizes and an adequate staff-to-child ratio.
It is also important that there is a relationship between the carers and the schoolchildren characterised by mutual understanding and respect, as well as good communication with parents. A wide range of activities and good organisation are key. The quality of the materials used, and the size and facilities of the rooms, are also important. Safety, health and nutrition are further areas that form part of high-quality day care.
A certain degree of flexibility in childcare provision must be maintained, even though, from an educational perspective, higher quality can be achieved through fixed childcare hours. Sensible compromises can be found here, as demonstrated by schemes that set core hours whilst allowing for flexibility during off-peak times. Furthermore, parents’ freedom of choice must be preserved. High quality comes at a cost; no compromises should be made in this regard.
The LCH supports the expansion of all-day schools. At the same time, however, it calls for the development of universally applicable quality criteria that apply to all state all-day schools. This will make an important contribution both to the quality of our children's education and care and to equal opportunities.
