Understanding the Early Years Workforce Crisis as Lived Experience 

Understanding the Early Years Workforce Crisis as Lived Experience 

The Early Years Employment Research Hub recently hosted a webinar exploring the Early Years workforce crisis through the lens of lived experience. Delivered by Dr Frances Giampapa and Dr Victoria Bowen from the University of Bristol’s School of Education, the session presented findings from a year‑long, place‑based policy project conducted across Bristol. Working in partnership with local and national Early Years professionals, the project sought to understand the workforce crisis as it is experienced in practice and to co‑produce a manifesto containing actionable recommendations for change. 

At the centre of the project was a commitment to grounding the research in the daily realities of those working in the sector, recognising that meaningful policy development must be informed by the voices of those who live its consequences. 

A Place‑Based Approach to a National Challenge 

Dr Frances Giampapa and Dr Victoria Bowen began by outlining the rationale for adopting a place‑based policy approach. Bristol, with its population of nearly half a million and more than 300 Early Years settings, provided a compelling context for the research. The city is characterised by significant socio‑economic diversity, marked inequalities, and a 21% decline in childcare providers over the past five years. At the same time, the region anticipates a 10% increase in the 0–4 population over the next decade—ten times the national average. 

This combination of rising demand and diminishing provision created a pressing backdrop for the project. A place‑based approach enabled the team to work relationally, collaboratively and contextually, drawing on local knowledge while situating findings within wider regional and national policy conversations. Partners included Early Education, the Stronger Practice Hub, Bristol City Council, training providers, school leaders, and national organisations. This multi‑layered collaboration reflected the project’s ethos: that the Early Years workforce crisis cannot be understood—or addressed—without recognising the interconnected systems that shape it. 

Methodology: Listening to Lived Experience 

The research centred on a series of knowledge‑exchange sessions involving approximately 40 participants from across the sector. These group discussions were designed to elicit shared experiences, collective sense‑making and practitioner‑led insights. Four guiding questions shaped the conversations: 

• Why is the workforce crisis happening? 

• How is it being experienced in practice? 

• What strategies are practitioners and leaders already using to respond? 

• If constraints were removed, what changes would make the greatest difference? 

The group‑based format was intentional. Rather than conducting isolated interviews, Dr Frances Giampapa and Dr Victoria Bowen created a space where participants could build on one another’s reflections, surface shared challenges and articulate collective concerns. This approach aligned with the project’s relational ethics of care, which emphasised trust, reciprocity and co‑production. 

While the first two questions generated extensive discussion, many participants found the more future‑focused “blue sky thinking” question challenging — a reflection, the researchers noted, of the intensity and immediacy of the pressures practitioners face. When daily practice is dominated by staffing shortages, ratio management and emotional strain, imagining an unconstrained future becomes difficult. 

Key Findings 

Persistent lack of professional recognition 

Participants described a longstanding narrative that positions Early Years as childcare rather than education. This framing was seen to undermine professional identity, workforce morale and policy ambition. Many practitioners reported feeling undervalued, with one describing the sector as being viewed as “a car park for children” rather than a vital stage of education. 

Recruitment and retention pressures 

Settings reported unprecedented difficulties attracting applicants. Low pay, limited progression routes and restrictive qualification pathways were identified as significant barriers. Several participants noted that individuals who would make excellent practitioners were unable to progress due to the requirement for specific English and maths qualifications. Many practitioners were moving to agency work to gain flexibility and autonomy, rather than leaving the sector entirely. 

System fragmentation 

The team presented a detailed stakeholder map illustrating the complexity and disconnection across training, funding, staffing and support services. Fragmentation was experienced as inefficiency, inconsistency and additional workload for leaders and managers. Participants described navigating multiple agencies, funding streams and regulatory requirements, often without clear coordination or communication between them. 

Emotional and physical strain 

The cumulative impact of these pressures was evident. Leaders described feeling stretched, isolated and constantly responsible for maintaining ratios and safeguarding. Practitioners reported exhaustion, reduced morale and a sense of being undervalued. One manager expressed concern about being held personally responsible if something went wrong due to staffing shortages, highlighting the emotional weight carried by those in leadership roles. 

From Insight to Action: The Co‑Produced Manifesto 

The project culminated in a collaboratively developed manifesto containing ten policy recommendations. These include calls for: 

• Improved pay, conditions and progression pathways 

• Recognition of Early Years as a core part of the education system 

• Strengthened qualification routes 

• Access to meaningful, affordable CPD 

• Locally coordinated approaches to recruitment, training and support 

Some of the more ambitious ideas included a Bristol‑specific pay scale, a local supply agency, and shared staffing or training hubs—illustrating the potential of place‑based innovation when practitioners are positioned as co‑designers. These proposals reflected a desire to address local challenges with local solutions, while also contributing to national policy debates. 

The full manifesto and project details are available at: earlyyearspolicyproject.bristol.ac.uk

Impact and Next Steps 

Dr Frances Giampapa and Dr Victoria Bowen concluded by highlighting the project’s growing influence. Findings have informed discussions with the Department for Education, Ofsted, the West of England Combined Authority and national sector bodies. The work contributes to ongoing debates about workforce development, quality and the future direction of Early Years policy. 

By centring lived experience and fostering collaboration across the sector, the project offers a model for how local insight can shape meaningful, context‑sensitive policy development. It also demonstrates the value of relational, place‑based approaches in addressing complex workforce challenges—approaches that recognise the expertise of practitioners and the importance of context in shaping sustainable solutions.