There seems to be growing universal recognition of the critical role that early childhood care and education (ECCE) plays in expanding access to education. In South Africa the White Paper 5 (DoE, 2001) mandates the inclusion of children of five to six years of age (Grade R) into the formal schooling system. Otherwise public care for younger children, known as Early Childhood Development (ECD), is an inter-sectoral responsibility involving the Departments of Social Development, Health, Education and the Presidency (Department of Basic Education, 2010). Although participation in ECD programmes and provision of Grade R have been increasing steadily since 2002, the impact of such participation on the level and quality of educational outcomes remains a debatable issue. In this policy brief the extent of participation in pre-school programmes by learners who were in grade 6 in 2007 is reported. Importantly, a proposition that such participation might impact on performance is explored and appropriate policy suggestions are proposed. The findings and recommendations were based on the study conducted under the auspices of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) conducted in 2007. (author abstract)