Experiences of childcare for Black, Asian and Minority Ethnic families: summary

This study explores how life experiences, cultural influences, and family preferences shape the use of Early Childhood Play, Learning and Care (ECPLC) services among Black, Asian and Minority Ethnic families in Wales. The Welsh Government’s Anti-racist Wales Action Plan (ArWAP) sets out the vision for Wales to be an anti-racist country. Its aim is to promote joint working to make a measurable difference to the lives of people from ethnic minority backgrounds. The ArWAP contains a stand-alone chapter and ten actions that highlight childcare and play as crucial areas for promoting equality, ensuring access, and embedding anti-racist practices across early years provision in Wales. ECPLC is recognized as vital for child development, lifelong learning, and social integration. The Welsh Government identified low uptake of childcare among ethnic minority families as a priority issue.

The study aimed to:

• understand how family experiences, culture, and preferences shape use of ECPLC
• identify key needs and barriers families face when finding, applying for, and using childcare
• explore what different families want from ECPLC and what would support better access and uptake
• examine how these factors influence ECPLC use among Black, Asian and Minority Ethnic families

A qualitative methodology was used; semi-structured interviews were the method for data collection. Twenty parents from ethnic minority backgrounds in Cardiff, Gwynedd and Rhondda Cynon Taf participated. Participants included refugees, asylum seekers, economic migrants, second and third generation families, and mixed‑heritage families, all with children aged 0 to 8. Recruitment methods included placing posters in community venues, connecting through community contacts and networks and childcare settings, and the use of snowball sampling.

The analysis was organised around five themes which highlight the diverse factors that influence families’ decisions, opportunities, and challenges when navigating early years provision in Wales.

Family life, background, and parents’ memories of childcare

Parents’ family lives, backgrounds, and experiences of living in Wales shaped how they engaged with their communities and how they how parents approached ECPLC. Most participants had moved to Wales from elsewhere in the UK or abroad, often for safety, education, work, or family reasons, and many described Wales as friendly, multicultural, and safe. Others, however, experienced isolation, racism, or unsuitable neighbourhoods, particularly in rural areas or temporary accommodation. Feeling part of the community influenced how well parents understood and accessed local childcare resources, with some benefiting from supportive neighbours, schools, and childcare settings, while others—especially those facing language barriers, discrimination, or limited social networks—felt disconnected. Parents also reflected on how childcare demands affected their ability to pursue hobbies or social activities, with limited personal time sometimes leading to isolation and reduced awareness of community services that could support early learning.

Parents’ own childhood experiences of nursery or childcare strongly shaped their beliefs about early education. Some had positive experiences, such as attending nursery to socialise, learning local languages, or benefiting from trusted providers, which encouraged them to use childcare for their own children. Others had negative or limited experiences, including struggling in nursery, feeling unsupported, or growing up in contexts where early education was not common. These experiences influenced whether parents viewed nursery as essential preparation for school or believed that learning should happen primarily at home. For some, entering school without prior nursery experience had been overwhelming, reinforcing the value of early years provision; for others, non-attendance in childhood led to scepticism or a preference for home-based care.

Access: application processes and barriers to accessing use of formal childcare and playwork services

Access to childcare varied. Many parents knew how to apply through community networks or local authority websites, while refugee families relied more on support workers and health visitors. Typically, parents with children aged 3 to 4, or those who already had older siblings, were familiar with the process of applying for nursery education at their local school or nursery. Some had previously used these services and therefore knew how to apply for the Childcare Offer, who to contact regarding funded educational hours, and where to seek guidance. Others relied on advice from neighbours and friends. In addition, health professionals played a key role in signposting services, particularly for refugee and asylum-seeking families.

Application forms were sometimes complex, and awareness of the Childcare Offer for Wales and Flying Start varied. Cost was the most significant barrier, particularly for families not eligible for funded places. Other barriers included inflexible hours, distance, limited provision, cultural differences and safety concerns.

Use: experiences when using childcare

Parents from ethnic minority backgrounds in both rural and urban areas generally expressed positive views about childcare services. They described them as inclusive, supportive, and welcoming. Parents valued friendly staff, inclusive environments, and opportunities for children to develop confidence, social skills and independence. Informal childcare from relatives, in‑laws or close friends played an essential role in providing trust, flexibility and emotional reassurance. Parents consistently emphasised the importance of trust when relying on informal childcare. Support was sought from people they knew well such as family members, in-laws, close friends, or trusted neighbours, as familiarity provides reassurance and peace of mind. Some families created their own community‑run activities when formal provision was lacking.

Parents that chose not to use childcare or play services gave three main reasons. Some preferred to care for their children at home, guided by personal, cultural, or religious values, including the wish to preserve their child’s language and cultural identity. Others were influenced by negative experiences, either their own or those shared by friends and family, which reduced their trust in formal childcare. For several families, the cost of childcare was simply unaffordable, making home‑based care the only realistic option.

Language

Language impacted how families first engaged with childcare, influencing whether they felt informed, welcomed, and understood. Many parents spoke multiple languages at home and placed strong value on maintaining their native languages as part of their children’s identity, family connections and cultural continuity. Parents described using their native languages through daily routines, media, religious practices and deliberate teaching. For some, maintaining their native language was essential for communication with relatives abroad, while English was introduced mainly for education and wider society.

Most families in Cardiff and Rhondda Cynon Taf used English-medium settings, while Welsh-medium provision was more common in Gwynedd, where it was sometimes the only option available. Parents generally supported their children learning Welsh, seeing it as part of local culture, beneficial for school readiness, and helpful for community integration. Parents who did not speak Welsh themselves valued bilingual learning, though some felt limited in how they could support it at home. Overall, families viewed childcare not only as practical support but as a space where their children’s linguistic identities—native languages, English, and Welsh—could be recognised and nurtured.

Benefits of childcare and playwork

Many parents saw childcare as an important bridge into school, helping children build emotional resilience, form friendships, and adapt to structured learning. They valued the opportunities childcare provided for children to mix with peers, encounter different cultures, and develop social skills that would support them long-term.

Childcare was also viewed as essential for family wellbeing. It enabled parents to work, reduced the strain of balancing employment and full-time caregiving, and brought structure and routine to family life. For some, especially those adapting to life in the UK, childcare offered stability and a sense of belonging. Parents described it as a vital part of managing daily life, supporting both their children’s development and the overall stability and wellbeing of the whole family.

The study demonstrates that ethnic minority families’ use of ECPLC is shaped by a combination of cultural identity, life experiences, community belonging and personal childcare histories. While many families successfully navigate the childcare system, practical, financial and emotional barriers persist.

Cost remains a significant barrier, alongside limited provision, inflexible session times, and complex application processes. Refugee and asylum‑seeking families may face additional challenges relating to trust, safety concerns, and limited networks.

Parents valued childcare for its role in children’s socialisation, school readiness, and emotional development. Childcare also provided essential support for parental wellbeing, employment, and community integration. Ensuring accessible, culturally sensitive, and affordable childcare provision is therefore essential for improving outcomes for ethnic minority families across Wales.

Based on the findings outlined above, the following recommendations are proposed.

Ensure clear, accessible, and culturally relevant information

Ethnic minority families sometimes encounter unfamiliar systems and language barriers in understanding how to access services when information is unfamiliar or not available in accessible formats. Consistent, standardised childcare information across Wales the Welsh Government and Local Authorities would ensure families receive the same messages wherever they live. Sharing information through trusted community spaces can also make services more visible and approachable for families who may not use local authority websites or official platforms.

Build trust through safeguarding transparency and strong communication

Some ethnic minority families, including asylum seekers and refugees, may have had negative experiences with institutions or may be unfamiliar with UK safeguarding systems. Local Authorities can help build trust by ensuring childcare providers share clear safeguarding policies. Settling‑in sessions, open days, and opportunities for parents to observe practice can further reassure families about safety and staff approaches. Regular updates on children’s wellbeing and learning, through photos, apps, or brief conversations, are especially valuable for parents with limited English or Welsh, helping them feel connected and confident in the care their children receive.

Expand flexible, affordable childcare that meets needs of diverse working

Ethnic minority families are more likely to work in shift‑based, low‑paid, or unpredictable jobs, making childcare flexibility a significant issue. Support from the Welsh Government and Local Authorities could help by increasing funding for childcare outside standard hours, expanding access to affordable or free after-school clubs and play services, and encouraging providers to offer part-time, extended, or adaptable childcare packages that better match irregular work schedules.

Promote cultural awareness, inclusion, and multilingualism in childcare settings

Ethnic minority families benefit when childcare settings recognise and value their identities, languages, and cultural practices. This could be strengthened through culturally aware staff training, inclusive communication, and environments that celebrate diversity through books, activities, food, and events. Clear visual aids and translated materials help families with limited English or Welsh feel more confident and informed, while promoting bilingual and multilingual learning reinforces the importance of native languages. Families who have had negative past experiences or who face additional vulnerabilities also benefit from reassurance and tailored support that helps rebuild trust and encourage engagement with childcare services.

Strengthen Community Connections and Trusted Support Networks

Ethnic minority families often rely on informal networks, relatives, faith groups, and community organisations for childcare advice and emotional support. Possible approaches to develop this include Local Authorities working with community and faith groups to build trust, while offering low-commitment, flexible activities can help reduce isolation for stay-at-home parents. Creating welcoming events within childcare settings can also encourage families from diverse backgrounds to feel more comfortable and included.

Report author: Buddug Hughes, Gwennan Higham, Zaina Aljumma, Joseff Gnagbo, Jaqueline Hooban

Views expressed in this report are those of the researchers and not necessarily those of the Welsh Government.

For further information please contact:

Children and Families Research Team
Equality, Poverty and Children’s Evidence and Support Division
Welsh Government
Cathays Park
Cardiff
CF10 3NQ

Email: Research.ChildrenAndFamilies@gov.wales

Social research number: 49/2026
Digital ISBN: 978-1-83745-337-5