Presentation on theme: "Provider Information Sessions Welcome"— Presentation transcript:
1 Provider Information Sessions Welcome Michelle Nicholls
2 Making CAF user friendly for services CAF BriefingMaking CAF user friendly for services
3 Common Assessment Framework - CAF Everyone who works with children, young people and families want them to achieve the best outcomes.Common ApproachAssessment of needs and strengthsFramework for working together
4 CAF in LeicestershireCAF is being used across Leicestershire, it seems to be workingCAF is not as bureaucratic as once thought; it is a way of thinking about families that we knowThe 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 workers2 Strategy Managers with a locality focusMore 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 involvementstart to help you and the family put together an action plan as soon as the CAF assessment is receivedmake referrals on your behalf where the CAF can be usedin discussion with you and other services decide whether a Team Around the Family (TAF) is needed or other approachsupport the Lead Professionalreview and monitor.
7 The benefitswhole family, flexible and bespoke approach once assessment completedreduces stigma and more equitablefamily involvement is central and betters the chances of improved outcomesimproved communication and workers feeling part of multi-agency team.
8 ‘Voice, Choice, Safety and Fulfillment’ Leicestershire’sChildren and Young People’s Service‘Voice, Choice, Safety and Fulfillment’
9 Children's ServicesThe 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 ServicesThe 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 ServicesThis 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 ServicesThe 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-ordinatorsLouise RossolChildren’s Centre Co-ordinatorKate GreggSenior Family Outreach WorkerFamily Outreach TeamClaire Regan Huncote CCSally Whitehouse Braunstone Town CCKerry Brooke Countesthorpe CCRachel Bower Countesthorpe CCFamily Outreach TeamBecky Harrison Wigston Magna CCChrissy Gent South Wigston CCAbeda Valli Oadby (Walter Charles)Business Support Team –Based at Huncote Children’s Centre
16 Ethos of programme prevention early intervention reach into socially excluded /vulnerable communities not accessing mainstream servicesadditionality
17 Core offerchild and family health services, ranging from ante natal support, breastfeeding support to advice on weaning, hygiene, teething, child developmentappropriate support and outreach services to parents and carers, and children who have been identified as in need of themadvice 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 providerssupport to Childminders (a base for a childminder network)
18 Core offerThe 6 locality programmes across Leicestershire were developed based on local needs, but there are some similarities, for example:breastfeeding Supportpartnership with Health Visiting teamsspeech and Language inputwork with teenage parentsMIMsChange4Life
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 parentspregnant teenagerslone parentschildren in workless householdschildren in black and minority ethnic groupsdisabled childrenchildren with disabled parentsfathersExamples of Locality needs:children identified as ‘not ready for school’children affected by DVchildren whose parents have mental ill healthchildren and parents/carers who live in isolated areaschildren who have erratic and inconsistent parentingchildren affected by debt / poverty / obesity
20 Levels of work balanceUniversal - Services anyone can attend – very limitedTargeted - aimed at specific groups/ addresses specific needsOutreach - vulnerable families requiring support to access services
21 Hierarchy of needsHigher level of needLowest level of need
22 What we can doindividual assessment of need when referrals are made; each one is considered on an individual basiswork with families where a child is subject to a Child Protection planattend 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 concernsparenting assessmentssupervised contactprovide 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 difficultiesbehaviour issuesfinancial/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 managementSALT issues or language delaychildren that may have witnessed domestic abuse of any naturehousing issueschildren 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 Programmecomplete our Involvement Formsend to Huncote Children’s Centre (Hub), Sportsfield Drive, Huncote, Leicestershire LE9 4BS.
28 Pathways to ServicesLeicestershire’s Children and Young People’s Service ‘Pathway to Services’ document can be accessed via:
29 A guide for settings on school/college based premises Academies & Early YearsA guide for settingson school/college based premisesGood eveningMy name is XXXXX and I am a business development advisor with the Early Learning and Childcare Service.The Academy process is still in its early stages and only in the last few months has specific guidance emerged for Early Years settings on school sites.At the moment the provider view of academies has been very different and variable as in most cases the school business manager’s have led on the conversion process and there has been limited involvement.I am going to take you through the process as it is working today. It may change in the future as more schools convert and different circumstances arise.
30 Academies What is an academy? What is different about academies? Publicly funded independent schools that provide a first class educationWhat is different about academies?Greater freedoms to innovate and raise standardsFreedom from local authority controlThe ability to set their own pay and conditions for staffFreedoms around the delivery of the curriculumThe ability to change the lengths of terms and school daysHow are they funded?Directly by the Young People’s Learning Agency (YPLA)If you setting is part of a school or college that is converting to an academy you need to be aware of several changes that will affect your Ofsted registration and your funding with the local authority.Before explaining the changes here is the Department for Education (DfE) answers to the basic questions about academies:What is an academy?Publicly funded independent schools that provide a first class educationWhat is different about academies?Greater freedoms to innovate and raise standardsFreedom from local authority controlThe ability to set their own pay and conditions for staffFreedoms around the delivery of the curriculumThe ability to change the lengths of terms and school daysHow are they funded?Directly by the Young People’s Learning Agency (YPLA)
31 Academies and Childcare Who is theRegistered Person?The school governorsPrivate, Voluntary,Independent (PVI)If you are on a school site then the impact of the academy conversion will be dependent onthe ownership of the setting. The Ofsted registration document will show who the registeredperson i.e. the owner and employer of the staff.The ownership of the setting will either be a) the school/college governors or a private,voluntary or independent provider (PVI).Private providers include sole traders, companies and partnerships. Voluntary providersinclude management committees. Independents include private schools.The DfE has four main stages within the academy conversion process. Each stage is nowexplained along with the actions required for a setting registered under the governors andunder a PVI.Becoming an Academyconversion process
32 Registration Private, Voluntary, The school governors Independent (PVI)There are four main stages to academy conversion. Each of these stages are shown on the next few slides. The stages are taken from the DfE website.Within each stage there are a series of actions. Some of the actions apply to all types of setting whereas other actions only apply to a setting that is registered under the governors.The first stage is registration and the first action is for school to register their interest in becoming an academy. The DfE then provides a contact to help the school through the conversion process.The next action is for the school to consult with parents, staff and other interested parties e.g. a private setting on the school site.Read questions for School Governors and for PVIParents, staff, & other interested partiesreceive a letter of consultation.Q: Does the consultation outline thefuture of the setting?Action: Feedback if necessary on theconsultation.Parents, staff, & other interested partiesreceive a letter of consultation.Q: Does the consultation outline thefuture of the setting? Q: Is there a premisesagreement? Action: Feedback if necessaryon the consultation
33 Application to convert/pre-approval checks The school governorsOn completion of the consultation the governors will pass a resolution in favour of academy conversion and submit an application to convert to an academy.The next actions all relate to the school and the governor registered settingTUPE processDecision to register the setting as a separate legal entityOfsted must be notified as soon as the Academy Order is issuedGoverning body starts the TUPEProcess to transfer staff to the academy.Following Academy OrderDecision to register setting as aseparate legal entity. Application to Ofstedfor registration of setting if under 3’s.
34 Achieve Funding Agreement The school governorsPrivate, Voluntary,Independent (PVI)The academy is registered at Companies House as a company limited by guarantee.The TUPE process is completed and all school staff will now be employed by the new academy company.The school will agree leasing arrangements for land and buildings. Private settings need to ensure their agreement is carried forward or if no agreement negotiate one immediately.TUPE process completed.Academy registered at Companies House(Company limited by guarantee)Premises agreement will be carried forwardto the Academy.Academy registered at Companies House(Company limited by guarantee)
35 - Company Limited by Guarantee Academies- Company Limited by GuaranteeExample entry on Companies House
36 Pre-opening - Opening Private, Voluntary, The school governors Independent (PVI)The school puts in place financial systems and contracts.This is a very important stage for the funding of the Free Entitlement – we must be informed of the new bank account details so that the funding continues to be paid. We also require a copy of the new registration to confirm the ownership of the setting and to issue a new contract.Action:LCC must be informed of the new bankaccount and the new Ofsted registration.A new FEEE contract will be issued forthe new company.Action:Review terms of the premisesagreement for renewal purposes.
37 Checklist of milestones & actions The school governorsPrivate, Voluntary,Independent (PVI)Action: Does the consultation outline thefuture of the setting? Feedback on theconsultation if required.Governing body starts the TUPEProcess to transfer staff to the academy.Following Academy Order decide ifsetting is to be a separate legal entity.Action: Notify Ofsted of change tosetting’s registration.TUPE process completed. Academy(and setting if required) registeredat Companies House – Company limitedby guaranteeAction: Inform LCC of the new bankaccount details and the new Ofstedregistration.Action: Sign and return the new FEEEcontract.Action: Does the consultation outline thefuture of the setting?Action: Is there a premises agreement?Action: Feedback on the consultation ifrequiredPremises agreement will be carried forwardto the Academy.Academy registered at Companies House(Company limited by guarantee)Action:Review terms of the premises agreement forrenewal purposes..Here for completeness is a checklist of milestones and actions.
38 Further information or guidance? Contact the Business Development AdvisersGordon BeckPraksha Bathia
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.Thanks to those who contributed to the consultation on the guidance and apologies for the short timeframe given
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 achievewhat the legal duties are required by legislationwhat local authorities should do to fulfill their statutory responsibility and ensure effective delivery.The Code of Practice was slimmed down from a 50 page document to only 20 pages.The Code is meant to guide local authorities in their interpretation of the guidance.
42 The new Code of Practice does not: prescribe what is down to local authorities to determine orprovide 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 friendlyInteractive - you can click on whichever section you want to see which should give you immediate accesslinked 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 pay2) 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.Evidence shows that regular good quality, early education has lasting benefits for all children andthe biggest single indicator for a high quality provision is the qualification levels of staff.
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 needsMany of you will remember the National Childcare Strategy ‘Meeting the Childcare Challenge’ that came out in 1998, following New Labour Party’s election to government in that was all about local authority’s providing childcare places for all 4 year olds, that are accessible, affordable and high quality. These elements, 14 years later, are still fundamentally true.The requirement for LA’s to carry out an assessment on its childcare will be repealed by government and changed from a 3 yearly task to an annual task, albeit on a much smaller scale.Information for parents – you may have noticed in your provider agreements that 2.10 request that you ensure parents are given clear and concise information on your Ofsted grade and Quality Criteria assessment.
47 The main changes in our new FEEE guidance are: Flexibility No session should be longer than 10 hoursNo session should be shorter than 2.5 hoursNot before 7.00 am or after 7.00 pmFor those settings such as independents who only open for 35 weeks, parents can now use their remaining weeks elsewhere.Obviously this means that you can now offer the FEEE over two days, instead of three.The Code was not particularly supportive of parents using more than one provider, but Leicestershire has kept this as an option for parents.
48 Inverse proportional support has changed to reflect: QualityInverse 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 weeksthose 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.Obviously this means that you can now offer the FEEE over two days, instead of three.The Code was not particularly supportive of parents using more than one provider, but Leicestershire has kept this as an option for parents.
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.The revised Inverse proportional model is now on our website.There is also a process map which clearly indicates the amount of hours of support that will be offered and the desired outcomes.Please note this revised Inverse Proportional Support module, over rides any previous module. As such you will have signed your September 2012 provider agreement to confirm that you will adhere to this new criteria which applies to any current existing support package you might already be in.
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.
51 Funding the FEEE cont/d… The funded hours should always be shown as free hours on parent invoices. The rate we pay to providers is for you to deliver a service and is not intended to be ‘passed on’ to parents/carers. Any childminder applying to be validated to offer FEEE, can now do so with a quality category of a minimum of 3a, the same as settings offering full day care and pre-school groups.The Government are keen that local authorities do not dictate to providers what they charge for additional hours taken by parents.Showing the hours on invoices as Free hours is also particularly important in light of the fact that from the summer term 2013 we will be paying varying amounts per child depending on the IDACI indexWe will be holding a focus group meeting in October at County Hall to talk with providers about the Quality Supplement – we hope you will be able to attend.Also, as a reminder, where parents might have missed sessions for which we have claimed the funding back, you should not be charging parents for these missed sessions. We will only reclaim monies from you if you cannot demonstrate that you have tried to contact the parent regarding the absence.
52 Delivery in Partnership Sharing the Learning Journey and Transition Progress Summary with the child’s school is particularly important.The new FEEE Guidance makes particular reference to the Mind the Gap documents, where there are six booklets giving top tips in each, to support practitioners in helping children to have a smooth transition to school.
55 2 Year Old Funding Statutory requirement from Sept. 2013 1,100 places. 20% most disadvantagedGuidance due out in SeptemberFunding allocated around Feb. 2013
56 Pilot to start in April 2013 in two districts North West LeicestershireCharnwoodCapacity building for the roll out in SeptemberStill limited places available for other districts
57 NWL Wards 18 Number of children 94 Number of providers 60 OutstandingGoodSatisfactoryInadequateOther
58 Charnwood Wards 23 Number of children 131 Number of providers 80 OutstandingGoodSatisfactoryOther
59 Criteria: Entitlement to free school meals Income SupportIncome-based Job Seekers' AllowanceIncome-related Employment and Support AllowanceSupport under Part VI of the Immigration and Asylum Act 1999The Guaranteed element of State Pension CreditChild Tax Credit, provided they are not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190, as assessed by Her Majesty's Revenue and CustomsLooked after children and local conditions
60 We are working on the process and procedures. Referral ProcessChildren centresSettingsHealth visitorsParentsWe are working on the process and procedures.
61 Consultation on process 9th October NWL10TH October CharnwoodEveryone is welcome.
62 Initially contacting providers in NWL and Charnwood Questionnaire via InformMap out and identify gapsPrioritising training to settings in the pilot areasleics.gov.uk