This article reports findings from a small-scale case study that captured parents' views about their experiences of a targeted government funded programme of early childhood education and care for the 40% 'most disadvantaged' two-year-olds in England. The programme is funded in the context of national government policies oriented to (i) closing the educational attainment gap between disadvantaged children and their peers and (ii) realizing full employment. Parents' responses in questionnaires and interviews illuminated ways they believed their 'disadvantaged' two-year-olds' attendance at funded ECEC in an inner-city primary school affected their children's development and their family lives. Findings provide evidence for the argument that it cannot be assumed that policy translates into practice.