Working with Childminders and Childminder Agencies Forming - PowerPoint PPT Presentation

Working with Childminders and Childminder Agencies Forming effective partnership models Action for Children

Agenda 10.00 Arrival, refreshments and networking 10.30 Welcome 10.45 DfE update 11.15 Childcare Works update 12.00 Tea/Coffee 12.20 Learning from the Hubs model 13.00 Lunch 13.45 Case study – partnership working 14.30 How Action for Children can support you 15.15 Summary and evaluations 15.30 Close

Partnerships • A partnership is an arrangement where parties, known as partners, agree to cooperate to advance their mutual interests. The partners in a partnership may be individuals, businesses, interest-based organisations, schools, governments or combinations.

Overview of the day • Looking at effective and innovative ways to work in partnership • Enabling partnerships to form and develop through effective systems and information sharing. • A particular focus will be given to the relationships between schools and childminders/CMAs and Local Authorities and CMAs.

Strategic Partnership for Early Years and Childcare Sue Robb, OBE Head of Early Years, Action for Children

National Update March 2017 Sue Robb, OBE Head of Early Years, Action for Children

National Update • 30 hours • Two year olds • Three and Four Year olds – universal offer – Partnership Working – Business sustainability • Workforce Strategy • Primary Assessment • Statutory EYFS • Social Mobility

Entitlements • 3 entitlements – 30 hours – Two year olds – Three and Four Year olds – universal offer • Focus on 30 hours – Local Authority statutory guidance and provider model agreement – shortly – Operational Guidance • Childcare Works www.childcareworks.co.uk – Provider event – Birmingham 21 st March 13.30 – 17.00 https://www.eventbrite.co.uk/e/childcare-works-led- special-birmingham-afternoon-tickets-31410218810

Entitlements • Business sustainability – Resources http://www.foundationyears.org.uk/business- sustainability/ – Childcare Works events • Partnership Working – a focus for the conference today – Transitions – Communications – Impact on child

Workforce Strategy • Workforce Strategy – due soon • What we are hoping for clarity on – – No additional funding – Level 3 requirements – Career Progression – EYT / QTS – Apprenticeship

Primary Assessment • Consultation expected • Include questions in relation to assessment in the Reception Year • Careful consideration to what is needed for reception children and staff

EYFS Statutory Framework • Will be revised in line with the workforce strategy, so due soon • Paediatric First Aid • Keeping healthy • Unlikely to be any changes to the learning and development requirements • Mindful of principles and commitments

LED Events April 2017 • 21 st April – London • 25 th April – Leeds • 26 th April – Manchester • 27 th April – Birmingham • 28 th April – Newcastle • 3 rd May – Bristol • Book through Foundation Years http://www.foundationyears.org.uk/events/

New opportunities for childminders 30 hours and being key in in delivery ry Name - Kate Haythornthwaite Title - Consultant

Chil ildcare Works A DfE funded programme of support, challenge and solutions for providers and local authorities to deliver the 30 hours entitlement and maintain existing focus on two-year-old places

The aim im  To achieve delivery of the new extended entitlement to 30-hours  To maintain and grow the entitlement for least advantaged two-year-olds  To focus on sufficiency of places, flexibility of use, sustainability and access for children with special educational needs and disabilities (SEND)

The Chil ildcare Works team  The same partnership in Achieving Two Year Olds (A2YO) 2012-2016  Mott MacDonald – project management and leadership  Hempsall’s – leadership and delivery of the field work programme for providers and local authorities  Plus the new addition of the Action for Children Foundation Years team bringing 30-hours special LED events and a new SEND board

Key ele lements  Two-year contract, started October 2016  Funded by DfE, free to access  A universal and a targeted offer  Information sharing from 8 Early Implementers and linked Early Innovators  Sharing tools and resources and news  All working towards national roll-out in September 2017 and beyond

The jo job, the challe lenge  30-hours is a popular idea with parents, demand will be high  We need quality places in areas of demand  Providers need to examine what will work for providers and parents  There will be new ways of working, collaborating, and organising ourselves  Meeting children’s needs in the best ways possible  There are still some unanswered questions

A great starting position  It is a new idea, and follows the sector’s massive past successes  We learned a lot when moving to 15-hours, delivering flexibly and starting with two-year-olds, take up for three- and four-year-olds is high  There are examples to learn from these experiences, and from the Early Implementers, and the work we have been delivering for the past year  There are lots of ideas and solutions, and committed and skilled people out there  There’s great potential for childminders

What have we le learned?  Value of acting early, and using whatever information we have  Managing many factors and approaches  Working with demand and supply, parents and providers  Clear and manageable ‘journeys’ for parents: from information to action  The importance of local plans and market change  Leadership and management: business modelling, funding rates

A focus on child ildmin inders Given that childminders make up around a fifth of the overall childcare market the DfE has stated that childminders will be key to the delivery of the extended offer. New grants available DfE Statistical first release: Provision for children under five years of age in England, January 2016

Current deliv livery models Current delivery models are influenced by:  Ratios set by Ofsted  Restrictions on capacity  Personal circumstances  Logistics  Business goals and aims Childminders’ views on funded early education, Research report, DfE, January 2017

The facts  Funding can be split between providers  Childminders do not need to be rated as ‘good’ or ‘outstanding’ by Ofsted to be eligible to provide funded places  Childminders do not need to attend a course or be part of a specified childminder network, or be qualified to a certain level  Funded places can be offered by all early years providers including childminders, who are key to the delivery of the extended offer

Families may want many dif ifferent th things and ch child ildminders may be able to meet their needs on their own… Or they can link to other providers

Future deliv livery models ls – working colla llaboratively

Coll llaborative partnerships benefits for parents  Reassures parents about quality of providers  Increased flexibility through blended childcare to meet needs of parents  Information available in one place about local childcare available Adapted from: 4Children presentation, What are the benefits of becoming a Community Childcare and Early Learning Hub?

Coll llaborative partnerships benefits for ch children  Improved quality of provision leading to improved outcomes  More effective transition between settings  Co-ordination between different settings Adapted from: 4Children presentation, What are the benefits of becoming a Community Childcare and Early Learning Hub?

Coll llaborative partnerships - benefits for providers  Can be part of a 30-hour solution for parents  Improved business opportunities – increased occupancy at quieter times, joint marketing, shared resources and signposting  Increased awareness in the market of different types of childcare available  A joint understanding of quality, opportunities for joint training and CPD Adapted from: 4Children presentation, What are the benefits of becoming a Community Childcare and Early Learning Hub?

Benefits id identified in in early ly im imple lementation  Improved transitions to help identify and support school readiness issues, as well as working to narrow the attainment gap between disadvantaged children and their peers  Shared assessment and planning helps to improve outcomes for children  Viable, sustainable complementary blended early years and childcare provision offering smooth transitions and reassurance to parents  Ability to provide cost effective full flexibility

Benefits id identified in in early ly im imple lementation  Early identification - together is stronger  Improved Good Levels of Development (GLD)  Strong leadership, practical support and a clear vision for early years provision in a locality  Sharing and making effective use of data to support effective moderation and improve outcomes for children. Source: Northumberland County Council - Building Successful Partnerships toolkit November 2016

Some providers will ill be able to offer stand alo lone solutions… all year round 8.00 22.35 funded hours for 51 weeks – 27.65 paid for hours for 51 6.00 standalone weeks – stand alone offer offer