The Environment Rating Scales

The Environment Rating Scales are a set of standardised tools for measuring and improving the quality of early years provision. They offer a structured approach to quality improvement and self-evaluation.

The ECERS-R is one of five scales appropriate for maintained and non-maintained early years settings, out-of-school provision and home-based childminding provision.

The five scales were developed with assistance and feedback from hundreds of researchers and practitioners around the world, and are now used in many countries for research, self-assessment and quality improvement. In the UK, they are being used by many Local Authorities and practitioners to improve the quality of provision, guided by the findings of the EPPE research which indicates a strong correlation between high quality early years provision and long lasting positive outcomes for children. 

Each of the scales evaluates a different type of provision:

• The Early Childhood Environment Rating Scale (ECERS-R) is appropriate for evaluating provision for 2½ to 5 year olds
• The UK extension to the ECERS-R (the ECERS-E) is designed to provide in-depth assessment of curricular provision for 3 – 5s
• The Infant Toddler Environment Rating Scale (ITERS-R) is appropriate for evaluating provision for very young children
• The School Age Care Environment Rating Scale (SACERS) is designed to assess group care for children aged 5 to 12 years, for example in out-of-school care
• The Family Child Care Environment Rating Scale (FCCERS-R) is appropriate for assessing home-based childminding provision
  

The Environment Rating Scales....

• Are internationally recognised, evidence-based tools for improving the quality of the learning environment
• Are designed for early years and childcare provision and suitable for all sectors
• Are valuable for self-assessment and providing evidence for the SEF
• Provide a measurable ‘profile’ of quality and can be used to track progress over time
• Support lead practitioners in developing quality and involving all staff in the process
• Are transparent and positive, providing concrete steps towards improvement in many areas
• Are used by more than 40 UK Local Authorities and hundreds of practitioners
• Are acknowledged in the EYFS and can help providers meet their EYFS requirements
• Were used in the EPPE research and have been shown in many studies to relate to child outcomes