How Nurseries Tackle the Injustice of Poverty: June O’Sullivan (Transcript)

But I just thought, “There must be a way of doing something else. There must be room for a social enterprise. There must be room for a model where prime ministers and cleaners want to come because you are so good, you are so good at what you do, and nobody knows who pays, who doesn’t pay, nobody knows where you hail from.”

So the result was the London Early Years Foundation, a group of social enterprise nurseries, best-in-class, high-quality childcare, social value at its core. But of course a business model isn’t enough, is it?

I had to have a system, a fee system, where the children could be funded. And I wanted to do it so maybe 40%, annually, we could support. I did not want poor children saddled with the poorest quality childcare, because we know what happens is – it’s a double disadvantage for them.

We know that if you have childcare, it has to be really good quality, and we know that if it’s going to be good quality, then that will make the difference. But actually, the research says, continually, that children from the poorest families are not accessing the best quality nurseries. So I wanted to change that.

Now, to have a fee structure and a business model is all very well, but then you definitely need a pedagogy, a means by which you’re going to educate those children, something that’s going to bring them forward.

So I created a seven-dimension pedagogy, sort of rooted-in excellence and culture alignment but also with the child right there at the center.

And so what does it look like?

Well, it’s all about language. Everything we do is all about language. The language gap is a trap. And you have to attack it. And you have to attack it early.

We know that children who have limited vocabulary and poor management of grammar are less able to articulate an argument and to analyze abstract ideas. Our entire education is based on that.

ALSO READ:   Code4Rights, Code4All: Joy Buolamwini at TEDxBeaconStreet (Transcript)

So I wanted to do something where we were all about the spoken language. Everything would enrich those children’s languages.

So what do you do?

You find the child’s spark, and you ignite it. And so we did, with drama and stories and singing and science experiments, maths – everything you can possibly think of, including filmmaking and drag queen storytime.

We also know that reading floats on a sea of talk. So we discovered a means of teaching the children to read called dialogic reading, which is how you build children’s reading skills through vocabulary and make them the storyteller. And it’s also proven to work particularly well for children who come from disadvantaged families.

Our children have access to cultural experiences. We take them to museums, to art galleries, to libraries, but also to the market and the local places of interest.

Tyler loves the bus. He loves the 507 bus, which takes him over Lambeth bridge, past Lambeth Palace – so he can be the archbishop – and on to the park. Sometimes we get out and plant the bulbs in the park, sometimes we go to the market and buy some fancy cakes, and sometimes we just go for the ride.

We serve those children the best food, so much so that we have now created a chef academy and a chef qualification so those children have the finest foods. Our children do yoga, gardening, swimming. We work with other social enterprises like Bikeworks so every child has a bike.

And what we’re trying to do now is set up a bike scheme across London to loan bikes to people. Our relationship with parents is through our home learning, and we use conversation, pedagogical conversation, a most natural way to build trust and harmony with a parent – to talk about your child’s interest and look at how you bridge that learning.

ALSO READ:   Mara Mintzer: We Let Kids Design Our City. Here's What Happened at TEDxMileHigh (Transcript)

Mum has discovered that Tyler loves red. So we’ve been to the hardware shop, we got all the paint cards, and we’re learning a whole range of colors of red, expanding their vocabulary from maroon to puce and beyond.

Our nurseries are multi-generational. We invite people in, older people. We also invite students in, some at risk of exclusion. They are warmed by the welcome they get from the children. And for some, the children teach them to play.

And what about our profits?

Our profits are all about continuous improvement for the setting, so we’re always going to be high quality.

And where are we now, 10 years on?

38 LEYF nurseries, 4,600 children a year, 720 staff, 60 apprentices. Our nurseries are all good and outstanding. In fact, 61% of them are outstanding. I’m particularly proud of that because the national statistics is 22%. And we subsidized 38% of our places last year.

And what about Tyler?

Tyler is doing grand. He’s really catching up with Freddie. Tyler’s mom has discovered that they both like singing: strengthening their bond, expanding their vocabulary, and developing his listening skills.

He’s also loving storytime, especially if it’s about red buses. But that’s good for Tyler. Tyler is going to be OK.

But what about all the other Tylers? What about the one in four children living in poverty? Is that fair that they should bear the brunt of our failings and our failing policies?

Child poverty touches everybody. There is no escape from it. Ignorance is the enemy. We can’t hide. We know that childcare and education is the most powerful lever for success. So we should be all pulling really hard on that lever.

Pages: First | ← Previous | 1 | 2 | 3 | Next → | Last | Single Page View