Provider Information Sessions Welcome

1. Provider Information Sessions Welcome 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. Sure Start Children’s Centre Programme Blaby, Oadby and Wigston

15. Key contacts: Locality Partnership Group John Adsley/Tim Brooke Locality Partnership Co-ordinators Louise Rossol Children’s Centre Co-ordinator Kate Gregg Senior Family Outreach Worker Family Outreach Team Claire Regan Huncote CC Sally Whitehouse Braunstone Town CC Kerry Brooke Countesthorpe CC Rachel Bower Countesthorpe CC Family Outreach Team Becky Harrison Wigston Magna CC Chrissy Gent South Wigston CC Abeda Valli Oadby (Walter Charles) Business Support Team – 0116 2750246 Based at Huncote Children’s Centre

16. Ethos of programme prevention early intervention reach into socially excluded /vulnerable communities not accessing mainstream services additionality

17. Core offer child and family health services, ranging from ante natal support, breastfeeding support to advice on weaning, hygiene, teething, child development appropriate support and outreach services to parents and carers, and children who have been identified as in need of them advice and guidance on a range of subjects, such as parenting, local childcare options and access to specialist services for families like speech therapy, healthy eating advice or help with managing money  help for parents to find work or training opportunities, using links to local Jobcentre Plus offices and training providers support to Childminders (a base for a childminder network)

18. Core offer The 6 locality programmes across Leicestershire were developed based on local needs, but there are some similarities, for example: breastfeeding Support partnership with Health Visiting teams speech and Language input work with teenage parents MIMs Change4Life

19. Vulnerable or disadvantaged groups A key principle of this programme is to target services on those in most need: Government/Core Offer/ National targets: • teenage parents • pregnant teenagers • lone parents • children in workless households • children in black and minority ethnic groups • disabled children • children with disabled parents • fathers • Examples of Locality needs: • children identified as ‘not ready for school’ • children affected by DV • children whose parents have mental ill health • children and parents/carers who live in isolated areas • children who have erratic and inconsistent parenting • children affected by debt / poverty / obesity

20. Levels of work balance Universal - Services anyone can attend – very limited Targeted - aimed at specific groups/addresses specific needs Outreach - vulnerable families requiringsupport to access services

21. Hierarchy of needs Higher level of need Lowest level of need

22. What we can do • individual assessment of need when referrals are made; each one is considered on an individual basis • work with families where a child is subject to a Child Protection plan • attend Case Conferences, Core Groups, and inter-agency meetings

23. What we can do cont. We are a tier 2 agency that is concerned with: primary prevention – i.e. working with universal colleagues to ensure problems do not arise/develop in the first place. secondary prevention to tackle emerging difficulties and problems at the earliest point possible to get families back on track.

24. What we do not do provide childcare work with families where there are serious Child Protection concerns parenting assessments supervised contact provide services such as ‘Play & Stay’ that are already available in the locality by other providers for all families.

25. Anticipated referrals Parents who have additional stressors, but who don’t meet Social Care criteria: relationship difficulties behaviour issues financial/Job stress (redundancy) parents who are facing stressors, e.g. if a partner is in prison.

26. Examples of referrals Early Years Settings may want to make… behaviour management SALT issues or language delay children that may have witnessed domestic abuse of any nature housing issues children who may having eating issues – fussy eaters or are over weight.

27. What you do next.. ask the parents permission to make contact with the Children’s Centre Programme complete our Involvement Form send to Huncote Children’s Centre (Hub), Sportsfield Drive, Huncote, Leicestershire LE9 4BS.

28. 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

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

30. 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)

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

32. 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

33. 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.

34. 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)

35. - Company Limited by Guarantee Academies

36. 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.

37. 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.

38. 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

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

40. 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.

41. 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.

42. 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.

43. 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.

44. 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.

45. 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

46. 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

47. 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.

48. 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.

49. 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.

50. 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.