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Provider Information Sessions Welcome

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Presentation on theme: "Provider Information Sessions Welcome"— Presentation transcript:

1 Provider Information Sessions Welcome
Michelle Nicholls

2 Making CAF user friendly for services
CAF Briefing Making 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 Approach Assessment of needs and strengths Framework for working together

4 CAF in Leicestershire CAF is being used across Leicestershire, it seems to be working CAF is not as bureaucratic as once thought; it is a way of thinking about families that we know The 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 workers 2 Strategy Managers with a locality focus More 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 involvement start to help you and the family put together an action plan as soon as the CAF assessment is received make referrals on your behalf where the CAF can be used in discussion with you and other services decide whether a Team Around the Family (TAF) is needed or other approach support the Lead Professional review and monitor.

7 The benefits whole family, flexible and bespoke approach once assessment completed reduces stigma and more equitable family involvement is central and betters the chances of improved outcomes improved communication and workers feeling part of multi-agency team.

8 ‘Voice, Choice, Safety and Fulfillment’
Leicestershire’s Children and Young People’s Service ‘Voice, Choice, Safety and Fulfillment’

9 Children's Services The 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 Services The 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.

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12 Pathways to Services This 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 Services The 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-ordinators Louise Rossol Children’s Centre Co-ordinator Kate Gregg Senior Family Outreach Worker Family Outreach Team Claire Regan Huncote CC Sally Whitehouse Braunstone Town CC Kerry Brooke Countesthorpe CC Rachel Bower Countesthorpe CC Family Outreach Team Becky Harrison Wigston Magna CC Chrissy Gent South Wigston CC Abeda 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 services additionality

17 Core offer child and family health services, ranging from ante natal support, breastfeeding support to advice on weaning, hygiene, teething, child development appropriate support and outreach services to parents and carers, and children who have been identified as in need of them advice 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 providers support to Childminders (a base for a childminder network)

18 Core offer The 6 locality programmes across Leicestershire were developed based on local needs, but there are some similarities, for example: breastfeeding Support partnership with Health Visiting teams speech and Language input work with teenage parents MIMs Change4Life

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 parents pregnant teenagers lone parents children in workless households children in black and minority ethnic groups disabled children children with disabled parents fathers Examples of Locality needs: children identified as ‘not ready for school’ children affected by DV children whose parents have mental ill health children and parents/carers who live in isolated areas children who have erratic and inconsistent parenting children affected by debt / poverty / obesity

20 Levels of work balance Universal - Services anyone can attend – very limited Targeted - aimed at specific groups/ addresses specific needs Outreach - vulnerable families requiring support to access services

21 Hierarchy of needs Higher level of need Lowest level of need

22 What we can do individual assessment of need when referrals are made; each one is considered on an individual basis work with families where a child is subject to a Child Protection plan attend 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 concerns parenting assessments supervised contact provide 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 difficulties behaviour issues financial/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 management SALT issues or language delay children that may have witnessed domestic abuse of any nature housing issues children 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 Programme complete our Involvement Form send to Huncote Children’s Centre (Hub), Sportsfield Drive, Huncote, Leicestershire LE9 4BS.

28 Pathways to Services Leicestershire’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 Years A guide for settings on school/college based premises Good evening My 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 education What is different about academies? Greater freedoms to innovate and raise standards Freedom from local authority control The ability to set their own pay and conditions for staff Freedoms around the delivery of the curriculum The ability to change the lengths of terms and school days How 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 education What is different about academies? Greater freedoms to innovate and raise standards Freedom from local authority control The ability to set their own pay and conditions for staff Freedoms around the delivery of the curriculum The ability to change the lengths of terms and school days How are they funded? Directly by the Young People’s Learning Agency (YPLA)

31 Academies and Childcare
Who is the Registered Person? The school governors Private, Voluntary, Independent (PVI) If you are on a school site then the impact of the academy conversion will be dependent on the ownership of the setting. The Ofsted registration document will show who the registered person 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 providers include management committees. Independents include private schools. The DfE has four main stages within the academy conversion process. Each stage is now explained along with the actions required for a setting registered under the governors and under a PVI. Becoming an Academy conversion 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 PVI Parents, staff, & other interested parties receive a letter of consultation. Q: Does the consultation outline the future of the setting? Action: Feedback if necessary on the consultation. Parents, staff, & other interested parties receive a letter of consultation. Q: Does the consultation outline the future of the setting? Q: Is there a premises agreement? Action: Feedback if necessary on the consultation

33 Application to convert/pre-approval checks
The school governors On 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 setting TUPE process Decision to register the setting as a separate legal entity Ofsted must be notified as soon as the Academy Order is issued Governing body starts the TUPE Process to transfer staff to the academy. Following Academy Order Decision to register setting as a separate legal entity. Application to Ofsted for registration of setting if under 3’s.

34 Achieve Funding Agreement
The school governors Private, 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 forward to the Academy. Academy registered at Companies House (Company limited by guarantee)

35 - Company Limited by Guarantee
Academies - Company Limited by Guarantee Example 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 bank account and the new Ofsted registration. A new FEEE contract will be issued for the new company. Action: Review terms of the premises agreement for renewal purposes.

37 Checklist of milestones & actions
The school governors Private, Voluntary, Independent (PVI) Action: Does the consultation outline the future of the setting? Feedback on the consultation if required. Governing body starts the TUPE Process to transfer staff to the academy. Following Academy Order decide if setting is to be a separate legal entity. Action: Notify Ofsted of change to setting’s registration. TUPE process completed. Academy (and setting if required) registered at Companies House – Company limited by guarantee Action: Inform LCC of the new bank account details and the new Ofsted registration. Action: Sign and return the new FEEE contract. Action: Does the consultation outline the future of the setting? Action: Is there a premises agreement? Action: Feedback on the consultation if required Premises agreement will be carried forward to the Academy. Academy registered at Companies House (Company limited by guarantee) Action: Review terms of the premises agreement for renewal purposes. .Here for completeness is a checklist of milestones and actions.

38 Further information or guidance?
Contact the Business Development Advisers Gordon Beck Praksha 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 achieve what the legal duties are required by legislation what 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 or provide 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 friendly Interactive - you can click on whichever section you want to see which should give you immediate access linked 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 pay 2) 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 and the 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 needs Many 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 hours No session should be shorter than 2.5 hours Not before 7.00 am or after 7.00 pm For 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:
Quality Inverse 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 weeks those 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 index We 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.

53 Any Questions?

54 2 Year Old Funding Jo M Fisher

55 2 Year Old Funding Statutory requirement from Sept. 2013
1,100 places. 20% most disadvantaged Guidance due out in September Funding allocated around Feb. 2013

56 Pilot to start in April 2013 in two districts
North West Leicestershire Charnwood Capacity building for the roll out in September Still limited places available for other districts

57 NWL Wards 18 Number of children 94 Number of providers 60
Outstanding Good Satisfactory Inadequate Other

58 Charnwood Wards 23 Number of children 131 Number of providers 80
Outstanding Good Satisfactory Other

59 Criteria: Entitlement to free school meals
Income Support Income-based Job Seekers' Allowance Income-related Employment and Support Allowance Support under Part VI of the Immigration and Asylum Act 1999 The Guaranteed element of State Pension Credit Child 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 Customs Looked after children and local conditions

60 We are working on the process and procedures.
Referral Process Children centres Settings Health visitors Parents We are working on the process and procedures.

61 Consultation on process
9th October NWL 10TH October Charnwood Everyone is welcome.

62 Initially contacting providers in NWL and Charnwood
Questionnaire via Inform Map out and identify gaps Prioritising training to settings in the pilot areas leics.gov.uk

63 Questions?


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