Provider Information Sessions Welcome

1. Provider Information Sessions Welcome 19th September 2012 Michelle Nicholls

2. CAF Briefing Making CAF user friendly for services

3. Everyone who works with children, young people and families want them to achieve the best outcomes. Common Approach Assessment of needs and strengths Framework for working together Common Assessment Framework - CAF

4. CAF in Leicestershire CAF is being used across Leicestershire, it seems to be working CAF is not as bureaucratic as once thought; it is a way of thinking about families that we know The CAF thinking can be used as a brainstorm or to work collaboratively with a parent or young person to better understand their situation

5. CAF in Leicestershire Since April 2009 Dedicated CAF Team 7 CAF Coordinators –each locality covered by 1 or 2 workers 2 Strategy Managers with a locality focus More flexible approach – listening to practitioners and making improvements to engage families early

6. The CAF team will: advise and support regarding who is involved check for existing tier 3 or 4 involvement start to help you and the family put together an action plan as soon as the CAF assessment is received make referrals on your behalf where the CAF can be used in discussion with you and other services decide whether a Team Around the Family (TAF) is needed or other approach support the Lead Professional review and monitor.

7. The benefits whole family, flexible and bespoke approach once assessment completed reduces stigma and more equitable family involvement is central and betters the chances of improved outcomes improved communication and workers feeling part of multi-agency team.

8. Leicestershire’s Children and Young People’s Service ‘Voice, Choice, Safety and Fulfillment’

9. Children's Services The Pathway to Services document has been produced to help clarify the roles and responsibilities of Specialist Services and early help services, aiming to encourage appropriate referral according to identification of need and service thresholds. The paper was developed to clarify and aid understanding of social care thresholds for intervention.

10. Pathways to Services The document highlights the move to the language of priorities, emphasising the relative urgency of the response required by any given situation. Therefore a Priority 1 concern indicates that a child or young person is at imminent risk of significant harm requiring an immediate response from specialist services, whereas a Priority 4 referral is low-risk and needs are likely to be met through universal provision.

12. Pathways to Services This change in language enables Specialist Services to define more closely when it is appropriate for them to be involved and support partner agencies in recognising child protection concerns but also enables all agencies in considering alternative responses where the level of risk is less. The document provides guidance around appropriate use of the Common Assessment Framework (CAF) and gives some indication of other services which may be available to support a child, young person or family with unmet needs.

13. Pathways to Services The document highlights the move to the language of priorities, emphasising the relative urgency of the response required by any given situation. Therefore a Priority 1 concern indicates that a child or young person is at imminent risk of significant harm requiring an immediate response from specialist services, whereas a Priority 4 referral is low-risk and needs are likely to be met through universal provision.

14. Pathways to Services Leicestershire’s Children and Young People’s Service ‘Pathway to Services’ document can be accessed via: http://llrchildcare.proceduresonline.com/chapters/contents_lshire.html#all_ch_pol

15. District Provider Information EveningWelcome to an overview ofCharnwood Children’s Centre ProgrammeRachel Sharman – Children’s Centre Co-ordinator Lynda Hartley – Senior Family Outreach Worker

16. What are children’s centres? A local port of call when a mother, father or carer needs help or advice. They support families and prospective families to access early childhood services: childcare social services functions of the local authority relating to young children, parents and prospective parents health services relating to young children, parents and prospective parents employment support from Jobcentre Plus for parents or prospective parents information, advice and assistance relevant to young children and their families

17. How is Charnwood children’s centre programme organised? • Sarah Wood – Locality Partnership Co-ordinator • Rachel Sharman – Children’s Centre co-ordinator • Lynda Hartley – Senior Family Outreach Worker

18. How is Charnwood children’s centre programme organised? Business Support Catherine Dye/Philippa Hambly/Jackie Selby 7 centre receptionists (16 hours per week) Commissioned Services 22 commissioned partners to deliver the children's centre activities

20. Hierarchy of need

21. Engagement targets

22. One front door Charnwood Children’s Centres Referrals Referral received by Senior Family Outreach Worker (SFOW) Lynda Hartley Professionals to refer via Children’s Centre Referral Form for any agency. SFOW assesses needs of family and allocates referral accordingly (weekly) FOW referrals Commissioned Services Referrals SFOW allocates referral to FOW. Referrer informed on allocation Referral forwarded to other Service.Referrer informed on allocation. FOW contacts referrer and family to arrange initial visit (joint visit with referrer if appropriate (within 1 week) Service contacts referrer and family to arrange initial meeting (joint meeting with referrer if appropriate) Engagement is voluntary If non-engagement within 4 weeks FOW/Service to contact referrer and send closure form to referrer and SFOW. Family Star assessment and Family Led Action Plan developed within 4 weeks, Ongoing support offered depending on need, including referrals to other services where needed. Ongoing support offered depending on need, including referrals to other services where needed. Exit strategy Referral to LiC (Learning in the Community) if not completed previously (with family’s consent). Closure form completed and copies sent to referrer and SFOW to support ongoing economic and social needs of the family. Interim update from Service to referrer and SFOW on any change in family circumstances. Progress reviewed 12 weekly with family using Family Star assessment tool.

23. 2 year funded and enhanced funded places Locality Enhanced Funding is intended to support those children who have been identified as demonstrably at risk of poor outcomes 2 year Funding is government funding for the most disadvantaged 2 year olds, offering them 10 hours per week of childcare.

24. Academies & Early Years A guide for settings on school/college based premises

25. Academies • What is an academy? • Publicly funded independent schools that provide a first class education • What is different about academies? • Greater freedoms to innovate and raise standards • Freedom from local authority control • The ability to set their own pay and conditions for staff • Freedoms around the delivery of the curriculum • The ability to change the lengths of terms and school days • How are they funded? • Directly by the Young People’s Learning Agency (YPLA)

26. Academies and Childcare Who is the Registered Person? The school governors Private, Voluntary, Independent (PVI) Becoming an Academy conversion process

27. Registration The school governors Private, Voluntary, Independent (PVI) Parents, staff, & other interested parties receive a letter of consultation. Q: Does the consultation outline the future of the setting? Action: Feedback if necessary on the consultation. Parents, staff, & other interested parties receive a letter of consultation. Q: Does the consultation outline the future of the setting? Q: Is there a premises agreement? Action: Feedback if necessary on the consultation

28. Application to convert/pre-approval checks The school governors Governing body starts the TUPE Process to transfer staff to the academy. Following Academy Order Decision to register setting as a separate legal entity. Application to Ofsted for registration of setting if under 3’s.

29. Achieve Funding Agreement The school governors Private, Voluntary, Independent (PVI) TUPE process completed. Academy registered at Companies House (Company limited by guarantee) Premises agreement will be carried forward to the Academy. Academy registered at Companies House (Company limited by guarantee)

30. - Company Limited by Guarantee Academies

31. Pre-opening - Opening The school governors Private, Voluntary, Independent (PVI) Action: LCC must be informed of the new bank account and the new Ofsted registration. A new FEEE contract will be issued for the new company. Action: Review terms of the premises agreement for renewal purposes.

32. Checklist of milestones & actions The school governors Private, Voluntary, Independent (PVI) Action: Does the consultation outline the future of the setting? Feedback on the consultation if required. Governing body starts the TUPE Process to transfer staff to the academy. Following Academy Order decide if setting is to be a separate legal entity. Action: Notify Ofsted of change to setting’s registration. TUPE process completed. Academy (and setting if required) registered at Companies House – Company limited by guarantee Action: InformLCC of the new bank account details and the new Ofsted registration. Action: Sign and return the new FEEE contract. Action: Does the consultation outline the future of the setting? Action: Is there a premises agreement? Action: Feedback on the consultation if required Premises agreement will be carried forward to the Academy. Academy registered at Companies House (Company limited by guarantee) Action: Review terms of the premises agreement for renewal purposes.

33. Gordon Beck 0116 305 6816 gordon.beck@leics.gov.uk Praksha Bathia 0116 305 8048 praksha.bathia@leics.gov.uk Further information or guidance? Contact the Business Development Advisers

34. Free Early Education Entitlement – New Guidance Jane Norman – Business Support Team Manager

35. Leicestershire’s Free Early Education Entitlement (FEEE) Guidance, (previously known as Nursery Education Funding) is now available on website and is based on the newly revised Code of Practice. Provider Agreement’s have now been sent out to all settings, based on the new guidance - hopefully a good many will have been signed and returned to us by now.

36. Central Government intended its new guidance to be less burdensome. The new Code of Practice was written to assist local authorities, providers and parents by making it clear: what outcomes different measures are seeking to achieve what the legal duties are required by legislation what local authorities should do to fulfill their statutory responsibility and ensure effective delivery.

37. The new Code of Practice does not: prescribe what is down to local authorities to determine or provide guidance on how settings operate their private businesses, including charges for provision over and above the free entitlement.

38. We have used the same format on the website for our guidance as feedback via our Monitoring Support Officers, has been very positive. The format we have used is outcome based, the same as the Code of Practice and is: • user friendly • Interactive - you can click on whichever section you want to see which should give you immediate access • linked to other related documents such as the Inverse Proportion document, Provider Agreement and the many sample documents such as the Parental Statement Of Undertaking.

39. Briefly, the Outcomes are: Part A. 1) The Free Entitlement – that all eligible children are able to take up high quality early education regardless of their parent’s ability to pay 2) Flexibility – that children can take up their FEEE at times that best support their learning and fits the needs of their parents/carers. 3) Quality – that all children are able to take up their FEEE in a high quality setting.

40. 4) Funding the FEEE – that funding is fair and transparent and supports a diverse range of providers, enabling parents to choose a provider that best meets the needs of their child. 5) Delivery in Partnership – that LA’s and providers work effectively together to ensure children can access the FEEE in a variety of settings that meet the needs of their family

41. Part B. 6) Securing Sufficient Childcare – that parents are able to work because childcare places are available, accessible and affordable, delivered flexibility at a range of high quality settings. Part C. 7) Information for Parents/Carers – that comprehensive information is available for parents about their child’s entitlement to FEEE and what options are available in their area that meets their needs

42. The main changes in our new FEEE guidance are: Flexibility • No session should be longer than 10 hours • No session should be shorter than 2.5 hours • Not before 7.00 am or after 7.00 pm • For those settings such as independents who only open for 35 weeks, parents can now use their remaining weeks elsewhere.

43. Quality Inverse proportional support has changed to reflect: • settings receiving a grading of Ofsted Inadequate or Quality Category (QC) of 4, will need to achieve a QC of 3b or higher when re-assessed after receiving 18 hours of support over a period of 12 working weeks • those settings identified as Satisfactory ie 3a, b or c, will also need to achieve a QC of 2c or higher after receiving 18 hours of support over a period of 24 working weeks.

44. Quality cont/d… For settings who don’t achieve these grades, they will invoke Stage 1 of the de-validation process and will receive a further 18 hours of support over a further 12 working weeks, after which if they haven’t achieved the desired grade, they will loose their funding.

45. Funding the Free Entitlement • The Early Years Single Funding Formula continues through the autumn 2012 and spring 2013 terms using the deprivation supplement based on where the setting is situated. • The new guidance states that from summer term 2013, this will change to the address of the child. This is a mandatory requirement by central government.

46. Funding the FEEE cont/d… • The funded hours should always be shown as free hours on parent invoices. The rate we pay to providers is for you to deliver a service and is not intended to be ‘passed on’ to parents/carers.  • Any childminder applying to be validated to offer FEEE, can now do so with a quality category of a minimum of 3a, the same as settings offering full day care and pre-school groups.

47. Delivery in Partnership • Sharing the Learning Journey and Transition Progress Summary with the child’s school is particularly important. • The new FEEE Guidance makes particular reference to the Mind the Gap documents, where there are six booklets giving top tips in each, to support practitioners in helping children to have a smooth transition to school.

48. Any Questions?

49. 2 Year Old Funding Jo M Fisher

50. 2 Year Old Funding Statutory requirement from Sept. 2013 1,100 places. 20% most disadvantaged Guidance due out in September Funding allocated around Feb. 2013