Background Ensuring the access of every child to an inclusive and good-quality early childhood education and care (ECEC) is an important priority for governments as ECEC has a more profound and lasting effect on children's learning potential than any other intervention in their later lives at any other age, especially for disadvantaged children (Bowers et al. 2012; Cunha et al. 2006; Heckman 2006; Leseman 2009). An extensive body of literature recognises the social and economic benefits of ECEC for improved child well-being and learning outcomes, prevention of educational disadvantage, enhanced female employment, reduced (child) poverty, increased intergenerational social mobility and favourable outcomes later in life (Cunha et al. 2006; Leseman 2009; OECD 2012). Although the initial focus on ECEC was to free up mothers' time so that they can take part in the labour market (Mahon 2002), in line with scientific evidence on the positive outcomes of ECEC for the children themselves, the European discourse started to focus more on high-quality, holistic, complex, integrated, inter-sectoral and inclusive provision (Herczog 2012). However, whether these services are effectively accessible is often overlooked by researchers and policy makers (Vandenbroeck and Lazzari 2014), even more so for disadvantaged children from low-income families (