Welcome to the Early Years Provider Network

Autumn 2018

Rachael Singleton

Agenda• Welcome• Updates• Universal provider

visits • Self-evaluation

focus• Safeguarding and

Early Support

Updates• School Readiness projects• EYPP• Children Looked After training • Ofsted - Disqualification by association changes,

notification of accidents and changes • The Welcome Centre support for families in crisis. • Christmas risk assessment. • Health - Flu vaccines, online training for Asthma

and Anaphylaxis. Epipen shortages • FEEC

Training:

Anaphylaxis e-learning:

https://allergywise.org.uk/

Asthma e-learning:

https://sch.educationforhealth.org/wp/Courses are approximately 45 minutes each. Need to register with the site and the courses are free although there is a £5 + Vat charge for the certificate

Early Years Pupil Premium• Data accuracy is vital, this summer 915 claims

had incorrect parent details i.e. name, DOB,

NI/NASS no.

• As a one-off exercise the FEEC funding team

matched & corrected some data resulting in 87

more children eligible to EYPP- that’s an extra

£26,314 given to providers & schools

➢Please take extra care when entering

parents details on the portal

30 hours take-up

Kirklees

Estimate

Children accessing

a place

%

Autumn 2017 3,504 1,838 52%

Spring 2018 4,675 2,564 55%

Summer 2018 5,539 3,028 55%

Reasons for non-take-up:

• Use of family members

• Don’t want to change their tax

credits (ad-hoc intelligence)

• Technical issues with the

national application system

• Planned national advertising

campaign did not materialise

We have flyers, posters

and banners to promote 30hrs

Reminder: Application deadlines

If childs 3rd birthday is between:

Ideal time to

apply / final

deadline*

30 hour place can start in:

1 January - 31 MarchJanuary31 March

Summer term (April)

1 April - 31 AugustJune31 August

Autumn term (early September)

1 September - 31 December

October31 December

Spring term (early January)

*Same deadlines apply

for re-confirming codes

* Parent must receive their code on or before the

termly deadline

Eligibility re-checks & Grace PeriodsDate parent receives ineligible decision on reconfirmation:

Grace period end date:

Note for children stretching the grace period end date will include the holiday

periods, for term time only children the end date will be the end of term.

Spring term - first half

(e.g. 1 Jan – 10 Feb)

End of Spring term

(e.g. 31 March)

Spring term - second half

(e.g. 11 Feb – 31 March)

End of Summer term

(e.g. 31 August)

Summer term - first half

(e.g. 1 April – 26 May)

End of Summer term

(e.g. 31 August)

Summer term - second half

(e.g. 27 May – 31 August)

End of Autumn term

(e.g. 31 December)

Autumn term - first half

(e.g. 1 September – 21 October)

End of Autumn term

(e.g. 31 December)

Autumn term - second half

(e.g. 22 October – 31 December)

End of Spring term

(e.g. 31 March)

Early Years Funding Formula

• Rates paid to LAs are usually announced in

November, we are not expecting any changes

• Starting to review the FEEC Guide and

Agreement

• Legal Dept. have advised that Public Liability

insurance limit should be £10m, so from April

2019 this limit will apply – please check your

insurance policies cover this

Proposed changes - April 2019

Payment ScheduleTerm Summer Autumn Spring

Funded weeks 12 14 12

Week paid

%Week paid

%Week paid

%

First estimate payment

1 45% 1 45% 1 45%

Second estimate payment

7 45% 8 45% 7 45%

Final balancing payment

12 10% 12 10% 10 10%

Providers will have an opportunity to

comment on the proposals, an online

survey will be launched later this term

Advantages• Simple process, only one estimate claim deadline

• If the estimate claim is incorrect or new children start after

the first payment, the claim can be amended in time for

the second payment (deadlines will apply)

• Payments will be more accurate

• Supports improved cashflow for providers and the council

• Reduces risk of under or over payment

• Helps protect against loss of early years block funding and

helps protect future base rates

• Helps meet the requirements of the Statutory Guidance

regarding regular payments

Support & Guidance• www.kirklees.gov.uk/fundingdocuments - Includes all

FEEC Funding Documents, Guidance and

Information and the monthly newsletters too

• www.kirklees.gov.uk/portalguides - Includes the

Provider Portal Guide and links to the short video

guides which now include a voiceover

• www.kirklees.gov.uk/providerportal - Provider Portal

login page

✓Please remember to update your vacancies

each term

Challenge and Support Strategy

• Self evaluation audits – where on the website? – Children and families

– Partners and professionals (left)

– Working with children and families

– Early Years Outcomes documents (right)

http://www.kirklees.gov.uk/earlyyearsoutcomes

• Link on Facebook page ‘Kirklees Early Years Providers’ – please like!!

Moving Forwards…

• Council culture of ‘doing with’ not ‘doing for’

• Partnership working – a shared responsibility

• Cross- sector approach to improvement

Sector Universal Support • All settings to move to bi-annual universal

visits using basic proforma. Returned audits will add to the effectiveness of your visit

• Group daycare – longer visits for larger settings

• Childminder visits – two 1.5 hr visits

• Out of School visits - two 1.5 hr visits or 3hr visit in holidays

• Support for non-funded settings

Targeted Support• QSR referrals

• RI settings – minimum of three monthly visits

• In settings – minimum of monthly visits

• Settings who are currently ‘good’ but judged to be at risk at next inspection – bespoke offer with progress monitoring

• Settings causing concern

• Challenge and Support strategy

Coffee Break

Self evaluation benefits for setting

• Helps clarify the setting’s aims and objectives

• Provides evidence of improvement

• Sets higher standards and provides quality control

• Helps to ensure the good use of resources

• Informs future policy and practice

• It helps you to celebrate success!

• Highlights good practice that is worth disseminating

Self evaluation benefits for staff• Helps the staff to see their work in a wider

context

• Provides access to the views of other team members, the children and their families

• Suggests areas to develop further

• Provides feedback on performance

• Positive attitude & self-motivation

• Develops analytical and reasoning thinking skills

Self evaluation benefits for families

• Offers an opportunity to have their own views heard

• Provides an opportunity for more active participation than usual

• It helps other staff, parents, and other professionals to learn more about the work you do.

Some Top Tips

• Engage in effective process rather than worrying about format – there is no set way.

• It will be effective if you can answer:

What have I done?’

‘What difference has it made?’

‘How do I know?’

Some Top Tips – Involving Everyone

• Have a system to keep notes of what you are doing or changing and the impact – it is too easy to forget!

• Keep quotes that show parents’ and children’s opinions• Involve your parents, children, committee by taking their

view and letting them know what you are working on • Managers – you need to tie self-evaluation into other

improvement processes such as training and qualifications• Use supervision and appraisals to tie in setting priorities as

well as personal development • Tackle underperformance if it arises through self evaluation

Some Top Tips – working effectively• Build in ways to steadily review over time – discussion

to follow• Ensure your activity is evaluative – note how you know

something is ‘good’ (your evidence)• Use data if appropriate, e.g. % parents at a parents

evening, cohort data information• Ensure you know your children and your community,

and how you are fitting in with local priorities• Give written documents to the inspector at the

beginning of an inspection – but know that talking well about what you are doing and why you are doing it might be all that is asked of you.

Inspection visits• Inspectors will make a judgement on the effectiveness of leadership

and management by evaluating the extent to which leaders, managers and governors:

• evaluate the quality of the provision and outcomes through robust self-evaluation, taking account of the views of parents and children, and use the findings to develop capacity for sustainable improvement

They will assess through interview but take account of evidence for :• the effectiveness of self-evaluation, including contributions from

parents, carers and other stakeholders • whether leaders have implemented well-focused improvement

plans through engagement with staff, children, parents and carers

An outstanding provider demonstrates…

• Incisive evaluation of the impact of staff’s practice leads to rigorous performance management, supervision and highly focused professional development. As a result, teaching is highly effective or improving rapidly.

• Leaders and managers actively seek, evaluate and act on the views of parents, staff and children to drive continual improvement.

(If you a single childminder then you will be expected to demonstrate how you have considered your own development and skills. This may be a verbal discussion)

Your self evaluation

• Is central to providing a highly-skilled workforce so we have the best early childhood settings and services for all our families

• Could be supported through local ‘drop-ins’ or ‘surgeries’ with your consultant. What do you think?

• Could be a group discussion with local colleagues?

Self- evaluation audit tools

Does the tool look useful?Do you have further suggestions?How will you approach using a document such as this?

Changes to EYFS

• The Department for Education said that the measures are aimed at closing the ‘word gap’ between disadvantaged children and their peers, to help children who start school struggling with language and social skills,

• They are also intended to cut teachers’ workload to free up more time to support children’s early skills and produce engaging lessons.

• Trials in twenty-five schools in England, beginning September 2018

• Consultation during 2019

• Final version of the EYFS Profile - 2021

Documents and Reports

Documents and Reports

‘Early years education: what does high-quality provision look like?’

https://epi.org.uk/publications-and-research/early-years-high-quality-provision/

(Quality as process and structural)

A summary of two reports from Education Policy Institute (EPI) and the Early Intervention Foundation (EIF)

Documents and Reports

• “The nature of

regional early years

attainment gaps is

highly context

specific, with no

single factor

promising to close the

gaps across the

country”.

Foundation Years websiteThere is a wealth of information here.Sign up to their newsletter to hear about• Qualifications criteria• Health issues• Funding and business matters• CPD• Government updates• Events • Resources…

CPDFree on-line CPD resource:

https://www.earlyyearssummit.com/

A place to source local training

http://eyupskill.org.uk/

Musical Development Matters document

https://www.early-education.org.uk/musical-development-matters-download

New Ofsted Inspection Framework

‘This time next year, Ofsted will begin inspecting early years providers, schools and further education providers under a new framework. It is my aim that the new framework places much more emphasis than the current one on the substance of education: the curriculum.’

(Amanda Spielman – Chief Inspector)

Emphasis on curriculum

In other words, be clear in your self evaluation!

Safeguarding / Sector Representation

• March Conference

• Safeguarding training

• Sector representatives for consultation

• Early Years reference group

Date of Next Meeting

Tuesday 13th Feb