It explores how ECEC and primary school quality, as well as the quality of transitions, are affected by staff and teachers’ qualifications, support for staff, and leaders’ characteristics. It builds on evidence from previous Starting Strong publications and recent literature findings to compare the respective roles of ECEC and primary school staff in preparing children during this period. Research shows that the behaviour of those who work in ECEC matters and that this is related to their education and training” (OECD, 2012:144). A good understanding of child development and an ability to praise, comfort and be responsive to children are also key for high quality ECEC services (OECD, 2012). Neuss et al., (