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Vulnerable Learners Consideration when planning for the wider opening of early years settings

Based on government guidance as of May 26th, 2020.

As settings prepare for wider opening, this guidance is designed to be used alongside the Considerations when planning for the wider openings of settings in order to provide information to help consider the needs of young children who are vulnerable and includes examples of planning from some Oxfordshire early years settings. Children who are vulnerable as defined by the Department of Education(DfE):

• have special educational needs with an Education Health and Care Plan

• have special educational needs and are in the process of an Education Health and Care Needs Assessment

• have complex, emerging or low level special educational needs that are currently being met by ‘SEN Support’

• are assessed as being in need under section 17 of the Children Act 1989, including children and young people who have a child in need plan, a child protection plan or who are a looked-after child

• have been assessed as otherwise vulnerable by educational providers or local authorities (including children’s social care services). This might include children and young people on the edge of receiving support from children’s social care services, adopted children.

Which children do we need to prioritise? The DfE has made it clear that settings should continue to prioritise the needs of key worker children and vulnerable

children:

• Children and young people with EHC plans who are already attending because they have been risk assessed as safe

or safer to have their needs met in their early years setting, should continue to attend after 1 June.

• Educational settings and local authorities should keep risk assessments up to date, to ensure they are able to offer

places to children who are vulnerable whether they have an EHC plan or not.

• Children who are clinically extremely vulnerable and shielding, or who live in a household with somebody this applies

to, will not be expected to attend in person.

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Focus Area Considerations

Review staff availability

Audit https://www.gov.uk/government/publications/guidance-on-shielding-and-protecting-extremely-vulnerable-persons-from-covid-19

https://www.gov.uk/government/publications/guidance-on-shielding-and-protecting-extremely-vulnerable-persons-from-covid-19/guidance-on-shielding-and-protecting-extremely-vulnerable-persons-from-covid-19#living-with-other-people

https://www.gov.uk/government/publications/staying-alert-and-safe-social-distancing

• Conduct an audit to determine the availability of staff.

• DFE requires that the SENCo (or other member of staff able to act as SENCo) is available at all times.

• Consider staff well-being/resilience and the support they may need.

• Follow government guidance on shielding to keep vulnerable children and families safe (see link opposite).

• Additional adults will continue to be needed to support children who have additional funding (RAF funding) or inclusion funding provided by the LA.

Once you have heard from parents and carers about which children are hoping to return and you know what staff are likely to be available, you will be able to risk assess the extent of the provision you are able to offer, bearing in mind the specific circumstances relating to your physical space and resources. Consider your local knowledge when prioritising places, think about families you know who may be struggling e.g. Domestic abuse, family bereavement etc. these children wouldn’t be included on any of the identified lists.

Planning to reduce risk of transmission of Coronavirus

Plan your settings groups to reduce contact between children and staff https://www.gov.uk/government/publications/preparing-for-the-wider-opening-of-early-years-and-childcare-settings-from-1-june/planning-guide-for-early-years-and-childcare-settings

Children in Early Years cannot be expected to stay apart, and this is likely to be particularly challenging for many young children with Special Educational needs you should therefore consider how to:

• Minimise contact between bubbles/groups e.g. by using separate rooms or physical room dividers.

• Use professional judgement as to what bubbles/groups vulnerable children are in.

• Consider cohorts of children on different days to meet a child’s needs.

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• Arrange for the same staff to work with the same children, to ensure continuity of care and support for children as well as minimising the risk of transmission.

Examples from Oxfordshire settings:

• We will have 3 x groups of children with 3 x different staff teams: Mondays and Tuesdays group, Wednesday group and Thursday and Friday group. The older children will attend at the beginning and end of the week and have the opportunity of coming for 2 days, the younger children will be offered one day. There will be 15 children on each day.

• At our Nursery, we are planning to have the sessions outside in the garden (9am to 3pm). We have plenty of shade and a shelter. We will only go inside to use the toilets and nappy changing area. We have a garden room to use if the weather changes.

• We will have 1 group of children attending on a Mon/Wed and a different group of children will attend Tues/Thurs. Thorough cleaning will take place daily and on a Friday we will be closed for a further deep clean. The reason we have decided to run sessions this way is to accommodate the needs of children who are struggling at home and will benefit from sessions spread over the week.

• We will be making a video to show a virtual tour of the new look setting; including the entrance and exit system and new activities that will be in place to send to each family before they return.

• Storage (ensuring each group has storage in their indoor and outside space).

• Each group has their own resources if they are in on the same day (cups, pencils, buckets, spades).

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Plan your settings groups to reduce contact between children and staff cont.…

• Staff will be allocated to work specific days with just one group of children and not move between groups. This means children with Additional needs will not be limited to small areas of the setting; they can still have access to all facilities.

• There will be a staggered start each day with children with additional needs arriving first.

Risk assess planned activities

• All activities have been risk assessed.

• Ensure the revised activities are appropriate for your vulnerable children.

• Ensure you are operationally prepared for children’s needs and be prepared to make changes if things do not work out.

Examples from Oxfordshire settings:

• Each child will have their own named playdough wrapped in cling film.

Cleaning and hygiene Leena’s handwashing https://www.youtube.com/watch?v=b7e8UoL_GGI

Our hand washing song (PDF, 958KB)

https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public

• Decide your expectations on cleaning and hygiene, what products will you use to ensure there are no allergic reactions. Ensure all staff are aware of new cleaning routine.

• Antiseptic wipes, cleaning wipes available for all adults to use indoors and outdoors throughout the day.

• Promote the ‘catch it, bin it, kill it’ approach and ensuring a good supply of tissues and bins throughout the setting.

• Have strategies to help vulnerable learners to wash their hands (handwashing song, watching Leena’s video).

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• Posters with pictures of washing hands

• Visual sequence boards of the washing hand routine

Examples from Oxfordshire settings:

• All toys will be thoroughly cleaned in Milton ready for the new group the following day.

• Children will be encouraged to wash up sandpit toys, mud kitchen resources in soapy water.

• Extra Hand washing stations throughout the setting.

Resources and toys https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care?utm_source=44bd7d85-a51f-49e1-9c45-34955547f19d&utm_medium=email&utm_campaign=govuk-notifications&utm_content=immediate

• Reduce resources to enable easier cleaning.

• Public health advice is to remove all soft toys, and any toys that are hard to clean, such as those with intricate parts. Where practicable, remove soft furnishings, for example pillows, bean bags and rugs.

• If children need to bring essential equipment from home to setting e.g. a walking frame; a risk assessment should be undertaken to ensure the safest method of transferring from one place to another.

Examples from Oxfordshire settings:

• We will provide individual resources for children who mouth resources - chewie’s for children who like to chew toys, this is usually a distraction from chewing on the settings toys, they can come on a safety release lanyard or a clip for clothes

• Water play will involve running water and or water with soapy liquid in it.

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Food and drink

• Agree with parents how you are going to manage food arrangements for children, including children with dietary requirements.

Examples from Oxfordshire settings:

• Children bring their own packed lunches.

• No food or water bottles will be allowed on premises, the setting will provide this.

Clothing

Examples from Oxfordshire settings:

• Hi VIS jackets available to wear when moving out of bubble/group as a physical reminder to allow plenty of space.

• 1 carrier bag per children on a peg with change of clothes.

• We have some children who dribble, so have asked parents to bring in extra clean bibs to be changed regularly. We will then be placing the bibs in the child’s carrier bag to take home.

Visitors to the setting

• Consider the visits of other professionals/therapists who support children, can this be done remotely via, skype, zoom, teams?

Examples from Oxfordshire settings:

• Many settings in Oxfordshire are now meeting remotely with families, schools and SEN advisory teams to plan together for children’s transitions to new settings/school in September

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If children display Coronavirus symptoms https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings https://www.gov.uk/government/publications/preparing-for-the-wider-opening-of-early-years-and-childcare-settings-from-1-june/planning-guide-for-early-years-and-childcare-settings

https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care

• Consider how you will support vulnerable children if they display coronavirus symptoms

• Have a designated space to keep children safe with a member of staff and appropriate activities to help the child remain calm until parents arrive.

• Disposable gloves, apron and fluid resistant surgical mask should be used if a child has symptoms

• Putting on and taking off PPE

• Eligibility for coronavirus testing includes the under-fives.

The Local Authority is awarding a grant of £50 to all providers who are open or planning to open on or after 1st June for purchasing PPE. For further information email early.years@oxfordshire.gov.uk.

Examples from Oxfordshire settings:

• If a child becomes ill, they will be cared for by a member of staff in the room set aside for this purpose. The member of staff will stay with the child until parents pick up.

• We have prepared a story sack about a child feeling unwell, using puppets to show how they would use masks and a special place to rest, while mummy and daddy are phoned to come and get them.

Communicate with parents and carers

https://www.gov.uk/government/publications/coronavirus-covid-19-send-risk-assessment-guidance

• Educational settings should ensure that pupils and students who are not attending settings in person continue to engage in learning as far as is possible (for example through remote education), and that an increasing focus is put on preparing the way for their return.

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https://www.gov.uk/government/publications/changes-to-the-law-on-education-health-and-care-needs-assessments-and-plans-due-to-coronavirus/education-health-and-care-needs-assessments-and-plans-guidance-on-temporary-legislative-changes-relating-to-coronavirus-covid-19 https://www.gov.uk/government/publications/coronavirus-covid-19-send-risk-assessment-guidance/coronavirus-covid-19-send-risk-assessment-guidance

• Providers should engage proactively with parents and carers to explain the support that their children are receiving, to discuss the plans for returning and to consider how parents can support this and any additional help they might need.

• We recognise that some children will need careful preparation for their return, for example, social stories to help with the transition, or routes marked in Braille or with other meaningful symbols to support children and young people to follow protective measures that have been put in place.

• This could mean that, informed by risk assessments, the increase in attendance for some children and young people takes place over a longer period of time.

• Due to the unprecedented circumstances presented by coronavirus, the section 42 Children and Families Act 2014 duty to secure the provision within an EHC plan has been temporarily modified to require ‘reasonable endeavours’ to be taken to carry out the provision in their plan. For some children and young people, the provision specified in their plan will continue to be delivered, but for others, the provision may need temporarily to be different to that which is set out in their EHC plan. This needs to be discussed and agreed with parents

• For children who are not returning, continue to update risk assessments with parent/carers to decide if children’s needs can be safely met at home or might be more safely met in the setting.

• Risk assessments need to be done collaboratively on an individual basis working with parents/carers and other professionals who may be involved e.g. social workers.

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Communicate with parents continued…

• Where possible risk assessments should incorporate the views of the child.

• Communicate your plans in ways that are accessible to specific groups of parents and carers (for example, those with English as an additional language).

Examples from Oxfordshire settings:

• Communicate in the way that is most suitable for the parent/carer – What’s App, Skype or telephone.

Communication with staff

Considering the needs of vulnerable learners https://www.oxfordshire.gov.uk/business/information-providers/childrens-services-providers/support-early-years-providers/transition-pack https://www.oscb.org.uk/practitioners-volunteers/locality-and-community-support-service-early-help/ https://www.gov.uk/government/publications/covid-19-guidance-for-the-public-on-mental-health-and-wellbeing https://www.oxfordshire.gov.uk/business/information-providers/childrens-

services-providers/support-early-years-providers/transition-pack

• Readjustment to the routines in a setting may prove more challenging for some children with SEND.

• Ensure your setting has the staff needed to support children with SEND at safe ratios.

• Support staff to continue to communicate about the needs of vulnerable learners, so that any new needs are identified and responded to appropriately. This may involve linking with services available such as health visitors, speech and language therapists, Virtual School, Social Care, SEND advisory services etc. Expectations are that providers should engaged proactively and continue to attend ‘virtual’ meetings (TAC, PEP’s, LAC reviews etc).

• Continue to follow SEN support plans for individual children and as far as possible implement agreed interventions.

• Many children will be transitioning to school or new settings in September. For children who are vulnerable it will be really important to support the family to have discussions with the new school or setting so that the child’s needs are understood

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beforehand and there has been an opportunity to plan the most effective way for the child to prepare for this change. Where appropriate involve other professionals in these discussions.

• SEND transition funding is available for children with high level SEND who don’t yet have an EHCP.

Safeguarding and well-being requirements

https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2/early-years-foundation-stage-coronavirus-disapplications

• Ensure the Designated Safeguarding lead is available at all times link with SG guidance.

• This should be done in conjunction with Government guidance opposite.

• Identify and plan for emerging needs during this period, including SEND, disadvantaged children, CIN/CP children.

• Ensure the Safeguarding policy is up to date and covers how the availability of staff will be managed in a crisis.

Bereavement

Ensure you have information and support available for staff members and families. https://www.nhs.uk/conditions/coronavirus-covid-19/bereavement-advice-and-support/ https://www.gov.uk/government/publications/support-for-the-bereaved?utm_source=3aee2c3a-6adf-49fe-8d7e-b8852ca12f05&utm_medium=email&utm_campaign=govuk-notifications&utm_content=immediate https://fisd.oxfordshire.gov.uk/kb5/oxfordshire/directory/practitioner_toolkit.page https://www.oxfordshire.gov.uk/residents/children-education-and-families/education-and-learning/get-children-ready-school https://www.oscb.org.uk/practitioners-volunteers/child-death-overview-panel/bereavement-support/

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Support for vulnerable learners…

• Early Years SEND toolkit https://www.oxfordshire.gov.uk/business/information-providers/childrens-services-providers/sen-support-

providers/early-years-sen-toolkit/all-children-sen

• Early Years Toolkit https://www.oxfordshire.gov.uk/business/information-providers/childrens-services-providers/support-early-years-

providers/early-years-toolkit

• Virtual School for Looked After Children and Care Leavers, 0-25 https://www.oxfordshire.gov.uk/residents/schools/our-work-

schools/virtual-school-looked-after-children-and-care-leavers-0-25

• LCSS https://www.oscb.org.uk/practitioners-volunteers/locality-and-community-support-service-early-help/

• Government list of free educational resources, including a set for special school students.

• The Sensory projects http://www.thesensoryprojects.co.uk/covid19-resources

• Education and childcare during COVID-19 online education resources for children with SEND

• Signing https://www.youtube.com/watch?v=ASrJh3VSOTQ

• The Council for Disabled Children advice on supporting children with a learning disability or autistic spectrum disorder (ASD)

• The Education Endowment Foundation recommendations on special educational needs

• The Early Years Alliance https://www.eyalliance.org.uk/special-educational-needs-and-disability-send

• School Readiness/Home Learning Environment https://www.oxfordshire.gov.uk/residents/children-education-and-families/education-

and-learning/get-children-ready-school

• Transition Pack https://www.oxfordshire.gov.uk/business/information-providers/childrens-services-providers/support-early-years-

providers/transition-pack

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Explaining COVID 19 to children

Children’s guide to coronavirus https://www.childrenscommissioner.gov.uk/publication/childrens-guide-to-coronavirus/ Handwashing with Nick Sharratt http://www.nicksharratt.com/index.html Talking to children and young people about COVID-19 - https://www.rcpch.ac.uk/resources/covid-19-resources-parents-carers#talking-to-children-and-young-people-about-covid-19 Social stories https://www.oxfordshire.gov.uk/business/information-providers/childrens-services-providers/support-early-years-providers/transition-pack See page 10 for I am going back to school social story …

Government documents:

• Special educational needs and disability (SEND) and high needs

• Support for children with special educational needs and disabilities (SEND)

• Education and childcare during coronavirus

• Supporting vulnerable children and young people during the coronavirus (COVID-19) outbreak - actions for educational providers and other partners

• https://www.gov.uk/government/publications/preparing-for-the-wider-opening-of-early-years-and-childcare-settings-from-1-june/planning-guide-for-early-years-and-childcare-settings

• https://www.gov.uk/government/publications/coronavirus-covid-19-send-risk-assessment-guidance/coronavirus-covid-19-send-risk-assessment-guidance

• Supporting vulnerable children and young people during the coronavirus (COVID-19) outbreak

• Supporting children and young people with SEND as schools and colleges prepare for wider opening

• https://www.gov.uk/government/publications/covid-19-guidance-for-the-public-on-mental-health-and-wellbeing

With thanks to Little Pippins, The Ace Centre, Wheatley Nursery, North Hinksey Pre-school, Kiddylinguistics and Peachcroft Pre-school for sharing their practice.

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Social Story - I am going back to Nursery

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