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Agenda
• Early Years Advisory Teamo Making the most of the funding you have, driving quality improvement. Exploring
the Sutton Trust/Education Endowment Fund Early Years Toolkit. What makes a
difference and how? Some practical tools. SfYC Professional Options overview
• Early Years Inclusion Teamo Low cost approaches to supporting children with speech, language and
communication needs
• Childcare Development and Business Support Teamo Early Years Education funding setting principles for consultation on EYNFF for
2020/21: to include information on the January 2019 EY CENSUS and numbers
in the market
Housekeeping
Making the most of the funding you
have:
a focus on Learning and Development
Early Years Advisory Team
Services for Young Children
In times of financial challenge, leaders
and managers continue to…
• raise outcomes for all children
• provide quality provision
• facilitate professional development for
their teams
• drive quality improvement
5
The Sutton Trust - EEF
• The EEF Early Years Toolkit provides information to support
setting leaders and managers as they consider the most
efficient and effective ways to drive improvement.
• The Early Years Toolkit contains information on evidence
based research for effective strategies, interventions and
initiatives.
• It is a “live” toolkit; constantly updated with latest research
evidence, cost, impact, practical tools and guidance.
6
Where teachers
and school leaders
are referenced, this
equally applies to
setting leaders,
childminders and
managers.
Key point: no definitive
answers in toolkit (“best
bets” for what might work),
managers’ professional
expertise needed to move
on from the information.
Extract from: Closing
the attainment gap:
Key lessons learned in
EEF’s first six years.
Here are some of the
15 key lessons.
12
Task:
14
You are the Manager of a pack-away setting.
You have two long standing staff members, both level 3. You also
have 2 staff members fairly new to childcare both of whom are
working towards level 3.
The setting was involved in a local Keep on Talking project 4 years
previously.
Your data analysis tells you, 40% of children are at risk of delay in
L&A, 45% in U and 50% delayed in Speaking. This seems to be a
growing trend noted over the last few years.
Based on the information above, use the 5-step implementation cycle:
1 – decide what you want to improve
2 – identify possible solutions
3 – giving it the best chance of success – what are you going to do to ensure
long term, sustained impact?
Think about the
key questions too
Links to useful pages:
15
Education Endowment Fund EY Toolkit:
https://educationendowmentfoundation.org.uk/evidence-summaries/early-
years-toolkit
Letters and Sounds (Phase One):
https://www.gov.uk/government/publications/letters-and-sounds-principles-
and-practice-of-high-quality-phonics-phase-one-teaching-programme
I CAN/Talking Point:
http://www.talkingpoint.org.uk/
ECAT Materials:
https://www.foundationyears.org.uk/wp-
content/uploads/2011/10/ecat_guidance_for_practitioners_12.pdf
16
Professional Options- what is it?
• A programme of professional support and training opportunities delivered by SfYC
• Access to high quality up to date training
• Delivered by a team of experienced and skilled tutors
• Bespoke/tailored support
• A flexible delivery offer – day/evening/twilight
• In house -we will come to you!
• E-learning & Moodle support
• Great Value – only £15 or £30 per person
Professional Options
Most popular courses …
• Challenge in the EYFS
• Role of the adult
• Lets delve for Treasure!
• EYFS support
• Observation, assessment and planning
• Maths
• Physical development/ outdoors
• Time to Talk
• Safeguarding Health check
• ITERS & ECERS
• Early Years Review
• Language Box Training
Makaton
Professional Options- Buy an Individual place
View the new 2019/20 Professional Options Training programme for
information, dates and the booking link.
• Discovering the Early Years Foundation Stage Are you new or returning
to the Early Years Foundation Stage (EYFS)?
• Early Childhood Environment Rating Scale (ECERS3/ITERS-3)
• Creating Culturally Inclusive Communities Within Early Years Education
• Early Talk Boost Training Early Talk Boost is a highly evidence-based
language program from ICAN.
• Elklan Speech and Language Support for 3-5’s
• Plus all the Inclusion training for any £30pp
Book via Hants web shop – Have a look!
Professional Options coming soon..
• E-learning courses – More courses are currently being developed and will be located on the Moodle site. Great resource to use at a staff meetings.
• A new Autism training programme due to be launched shortly…..
• New Letters and sounds courses….
• More for babies….
• 2 hr bitesize on line training
• Early Bird offers
• Discounted training if you have a suitable venue we can use
Feedback from Providers...
• Excellent training, great to refresh
• Informative
• Challenging, reflective
• Tailored to our setting needs
• Great to have the chance to discuss issues as a team
• Updated knowledge, new ideas to try!
• Thank you – I feel more confident now
Looking for something different, please email
[email protected] to discuss!
Lets talk about Inclusion Breaking the cost cycle: Small investments to reduce long term expense
Referrals to Inclusion
Coordinators
• 82 % of referrals are for SLCN,
SCN and associated behaviour
needs
Children with persistent
SLCN
Children without the communication and
language skills expected for their age
(up to 80%)
Children with age appropriate communication and language development
The link with disadvantage
By the age of 5…
Ref: Read On. Get On. (2015) Ready to read: Closing the gap in early language skills so that every child in England can read well. London: Save the Children
Ref 2 : Millenium Cohort Study
75% of children who
experienced poverty
persistently in their early years
are below the average in
language development
compared to
35% of their
peers who never
experienced
poverty.
19 month gap
Child presents with challenging
behaviour from frustration: not being able to communicate
needs, wants and feelings
Staff time needed to manage
behaviour/keep every one safe
This responds to the behaviour but does not address the child’s unmet
needs
81% of children with emotional and
behavioural disorders (EBD) have significant
unidentified communication needs
Hollo et al.
(2014)
Child presents with challenging
behaviour….
EY practitioners recognise the need…
Flexible deployment of staff…
Over time, the child is supported to develop
skills to communicate…
Behaviour issues reduce…
The cycle is broken
Some children, with the most significant support needs, may need
frequent intensive support from their key worker during the day to
get to this point….
http://www.wordsforlife.org.uk/families-getting-ready-for-school
https://www.btplc.com/Betterfuture/ConnectedSociety/LearningandskillsFreeresources/Freeresources/Media/communicationcookbook/Ican-CCB.pdf
http://www.literacytrust.org.uk/resources/free-resources
http://www.thecommunicationtrust.org.uk/media/262306/npdw_homework_ey.pdf
Children with persistent
SLCN
Children without the communication and
language skills expected for their age
(up to 80%)
Children with age appropriate communication and language development
https://www.hants.gov.uk/shop/pr
oduct.php?productid=51360&cat
=522&page=2Play, Chat, Interact!
Speech and Language Support for 3-5’s
Language and Listening Boxes ICAN Early Talk Boost
EARLY YEARS FUNDING:
EY CENSUS and PRINCIPLES OF
EYNFF CONSULTATION TO
SUPPORT RATE FOR
2020/21
DFE Mandatory EYE Census and
Funding Calculation
TOTAL NUMBER OF EYE PART TIME EQUIVALENT (PTE)
(15 HOURS)
CALCULATING NUMBERS OF
PTE CHILDREN ATTENDING
EYE SPRING HEADCOUNT OF CHILDREN
EYE PROVIDER CENSUS
5/12 PREVIOUS CENSUS
YEAR
7/12 CURRENT CENSUS
YEAR
TOTAL FUNDING
POT
Confirmed July
EY CENSUS 2019
• circa 1500 expected returns
• 1334 returns by 31 January deadline
• 1398 responses received in total
• 100 CM non returns
• 25% providers requiring corrections to
submission
– Contacted providers direct
– Responded to queries from providers
Last two
days 190
(13.5%)
CHILD NUMBERS SUBMITTED
TO DFE CENSUS
Awaiting DfE confirmation
July 2019
Total
PTE PVI
Schools
PTE
Total
PTE
Total
Children
PVI
Total
Children
Schools
Total
Children
2YO 1973 60.8 2033.8 2143 65 2208
3&4YO universal 18497.32 965.58 19462.9 19801 1014 20815
3&4YO extended 7685.38 246.42 7931.8 9497 279 9776
Type of funding
EY Census Jan 2019 submission to DFE
What has EY Census told us told us about the Early
Years Childcare market
Hampshire Numbers of staff working
with children aged 3 and 4
Hampshire Staff Qualification level 3
to level 7
Statutory EYNFF
requirements95% of funding to providers
90% must be on the base rate
Up to 10% on supplements
Mandatory supplement
• Deprivation:
Discretionary supplements
• Flexibility
• Quality
• English as an additional language (EAL)
Rurality/sparsity
Our Aim:Easy to Understand
Straight forward to
administer
Easy to calculate
Current 2019/20 Hampshire Formula
Funding Formula Bandings 2019/20 Rate % providers/% Children (IDACI)
Base Rate 3.98 100%
F1 0.00 1%
F2 0.00 2%
F3 0.13 25%
F4 0.13 72%
Q1 0.00 5%
Q2 0.14 4%
Q3 0.26 61%
Q4 0.36 30%
G 0.00 83%
F 0.20 5%
E 0.25 4%
D 0.33 4%
C 0.40 3%
B 0.48 1%
A 0.50 0%
Flexibility
Quality & Supplement
IDACI
90%
1%3%
6%
Actual 2018/19 Distribution of funding per supplement
Base Rate Deprivation Flexibility Quality
Current 2019/20 Mandatory
Deprivation Supplement
Band hrly rate
G £0.00
F £0.20
E £0.25
D £0.33
C £0.40
B £0.48
A £0.50
IDACI 2019/20
Rates applied at each
headcount task based on
child’s postcode
matched to IDACI band
and the IDACI rate x
hours claimed.
Why do we need to consult?
• Regular review of the funding formula
• To ensure funding supplements are being
targeted at providers in the best way
• To agree principles for future changes to the
funding rate resulting from changes in the
quantum of funding
PRINCIPLES AND IDEAS FOR
HAMPSHIRE 2020/21
Should Hampshire consider:
• EYNFF:
– One universal rate for all + deprivation (mandatory supplement)
– Removal of flexibility criteria
– Revising quality criteria to support level 6 & level 7 staff qualifications only.
– Changing deprivation criteria to apply funding to all bands including lowest
IDACI band to ensure all providers receive some level of funding to support children
from disadvantage.
– A General principle of change – subject to statutory guidance
• Less budget from DfE: change to Base and/or Supplements
• More budget from DfE: change to Base and/or Supplements
• Simplification of Headcount
– Introduce a forecast task to enable earlier payment?
EYNFF 2020/21 Consultation
Principles
– Providers consulted on
principles to support
officers to model options
– Time line: Issued end
June evaluated August
2019.
– Outcome published
November 2019
Rate for 2020/21
– New rates will be modelled
using the outcome of
principles consulted upon.
– Providers will be
informed: December 2019
Should we consider not including any
supplements except mandatory
deprivation?
Why?
• Current formula complex & difficult to
understand
• Supplements do not support current market
conditions
• Moving closer to one rate for all gives a
consistent rate for better business planning
• Information for annual return to set individual
rate reduced or no longer required.
Should we change how the
Deprivation supplement is calculated
Why?
– New housing does not have IDACI
banding
– Private rental may not attract IDACI
banding
– Funds to allocate for vulnerable children
regardless of address.
• What would it look like?
– All bands receive some funding
Should we simplify the EYNF Formula
by removing flexibility supplement:
• Why
– Introduction of 30 hrs, number of starts and
finishes not as relevant
– Providers have good experience in flexibly
meeting parent requirements
– Parents will choose providers who meet their
requirements
• What will it look like?
– Funding for flexibility included in base rate for all
providers.
Should we simplify the EYNF Formula by
changing the quality supplement?
• Why?– EYFS allows providers to appoint 50% unqualified staff
– EYFS requires one level 3 manager for group
provisions
– Supports progression to teacher led provision
• What will it look like?– one qualification band for staff with a level 6 or level 7
member of staff. OR
– No qualification band and funding added to base rate
for all providers
Should we consider supplements for
Rurality/ Sparsity/EAL?
What are other LAs doing?• 9 LAs across the country apply EAL
– Locally Southampton applies EAL
• 14 LAs across the country apply rurality/sparsity
– Locally Dorset and Wiltshire apply rurality/sparsity
Where would the funding come from?:
Funding would come from the same generic pot as all
EYE funding
Do providers consider these elements to be
important issues if so why?
General Principles for
EYE funding 2020/21
What principles would you like us to
consider should EYE funding change:
• adjust the base rate;
• keep the base rate the same, but apply
% change to any supplement
Subject to keeping within statutory formula guidance of any % conditions
between base and supplements.
ACTIVITY:
• Discussion in small groups of the
principles and ideas presented.
• Feedback to meeting.
Should we change the way headcount is
processed?
Why?
• Current deadlines for quality assuring
and payment is very short
What could it look like?
• Provider submit forecast headcount
• % of forecast paid then reconciled with actual
headcount and adjustment task
• See next slide for draft proposed timeline
Proposed timeline:Proposed forecast Headcount payment timeline
Type of Claim Spring Summer Autumn
Forecast December March July/August
% Forecast
payment
£
January
£
April
£
September
Actual Headcount February May October
Actual reconciled
Headcount
payment
£
end February
£
end May
£
end October
Adjustment March July/August December
Final reconciled
payment
£
end March
£
end August
£
end December
POPULATION CHANGES
64
CDBO
Tel: 023 80667360
http://www.hants.gov.uk/childcare
Evaluation:
Please complete the SNAP Survey
