1. I CAN Early Talk Licensee workshop
26th February 2014
Manchester 1

2. Where are you now?
In pairs, discuss the I CAN products for which you currently carry a license. Briefly share:
‘What works...’
‘What would be better if...’
‘What comes next’
Discuss each product – who it is aimed at.
All one day courses.
Talk about Specialist accreditation that I CAN will hold ‘internally’
Talk briefly of ELDP and how this will link with GPV

3. Early Talk ‘products’ Early Talk Training:
Supporting Communication and Language
Enhancing Communication and Language
Early Talk Accreditation:
Specialist – (in house only)
Good Practice Validation
Discuss each product – who it is aimed at –bearing in mind some licensees will be VERY familiar with all of these.
All one day courses.
Talk about Specialist accreditation that I CAN will hold ‘internally’
Talk briefly of ELDP and how this will also link with GPV.
Now we will look at slides on training, accreditation and GPV

4. Early Talk Training
Supporting communication level (universal level), with practical strategies to support all children’s communication and language. Enhancing communication level identifying children with SLCN and supporting them to access the EYFS curriculum. Training includes a participant book containing notes, references, copies of slides and a Reflective Practice and Guided Learning Workbook.

5. 2013 Updates to Early Talk training
Both levels:
- More links with EYFS
Removal of role play activities
New toolkit activities
Enhanced level only:
- Developing communication supportive environments
Greater focus on partnership with parents & external professionals / IEP target setting

6. Early Talk Accreditation
Accreditation recognises good practice in promoting speech, language and communication development
of all children. It is appropriate for all early years providers who work with children birth to five years and who follow the EYFS curriculum.
Supportive level endorses good practice in supporting all children.
Enhanced level endorses god practice supporting all children and those with identified SLCN.

7. Structure of Early Talk accreditation
Specialist
Severe
communication
disabilities
Enhanced
Mild to moderate
communication difficulties
Supportive
Typically developing communication
and common concerns
The above demonstrates the levels at which I CAN accreditation exists. This licensee session is focusing on both Supportive and Enhanced level of accreditation. Tutor to describe how and where this fits in to the Accreditation hierarchy.

8. Supporting Communication: 5 Accreditation frameworks
28 standards
Professional
Continuing
Development
6 standards
Education
Access to
an inclusive
curriculum
Service
Service delivery
to children
and families
Quality Assurance
5 standards
Service development
Evolution
Settings will complete a portfolio of evidence containing 28 standards within 5 frameworks. They have to achieve all standards to gain accreditation.
They must also complete a summary of outcomes which will be submitted to the accreditation panel.

9. Enhancing Communication: 5 Accreditation frameworks
52 standards
Professional
Continuing
Development
8 standards
Education
Access to
an inclusive
Curriculum
13 standards
Service
Service delivery
to children
and families
11 standards
Quality assurance
14 standards
Service development
Evolution
6 standards
Settings will complete a portfolio of evidence containing 52 standards within 5 frameworks. They have to achieve all standards to gain accreditation.
They must also complete a summary of outcomes which will be submitted to the accreditation panel.

10. If you want a children’s centre to:
What is, and why do GPV?
If you want a children’s centre to:
Improve practice in supporting communication and language
Be able to measure outcomes on different groups operating from the children’s centre to ensure they are making a difference.
Meet government/ Ofsted expectations of measuring outcomes.
November Key areas that Ofsted inspectors will be looking at include:
- identifying whether practitioners have a good knowledge about each child’s learning and development,
- how practitioners evaluate children’s progress towards the early learning goals
-whether gaps for children who are disadvantaged are narrowing
any changes made to activities/resources/routines/the environment as a result of observations and subsequent evaluations of the impact of those changes,
whether adults model language well, develop children’s ability to express their ideas and extend their use of new words,
whether planning, interventions and evaluation of activities ensure there is a consistent approach to teaching and learning,
- observing children to see ways in which communication and language are developed,
- finding out how well the provision works in partnership with parent

11. GPV portfolio of evidence
Introduction
Framework 1:Information sharing
Framework 2: Knowledge and Skills
Framework 3: Planning
Framework 4: Adult-child interaction
Framework 5: Working with parents/families/carers
Framework 6: Working with other partners
Framework 7: Measuring Outcomes
Introduction – description of children’s centre/ context , staffing. Groups wishing to be validated
Framework 1 – examples of how groups support C+L and give information to parents/carers
Framework 2 – Knowledge and skills of staff- examples of training/reflective practice/action or development plan/ CPD.
Framework 3 – examples of how groups plan and review activities and that groups are working to clear objectives targets.
Framework 4- so that adults understand importance of interaction between themselves and children and are clear about using strategies to support C+L and provide examples.
Framework 5 – Working with parents/families/carers- providing examples of working successfully eg workshops/visits/activities
Framework 6-working with other partners. Examples of working with others eg SLT, road safety workers, social workers, dieticians/ HVs/sports-dance coaches. Police/fire service etc.
Framework 7 (covered in next slide)

12. GPV Framework 7: Measuring Outcomes
How do you know you are making a difference? Each group wishing to be validated must work (with the mentor) to decide on the desired outcomes for the group and what evidence they will need to collect. They need to plan pre and post intervention measures across a period of time and collate outcome evidence
Framework 7 - GPV manuals provide examples for groups to follow.
Evidence may be: rating scales (Ferres Leavers Scales have been used)/ Questionnaires / checklists.
Measures to collect and collate evidence need to be robust to actually record outcomes.
Next steps are important

13. Good Practice Validation - Resources
For Children's Centres:
Making a Difference
Good Practice Validation Setting Guide
For mentors:
Good Practice Validation Mentor Guide
Allow 30 minutes for this slide: (approx 10 minutes per booklet)
Three essential booklets which we will now look at.
Making a difference can be a standalone booklet to support development of practice
Ask participants to skim through until they find the page on the frameworks, note how many frameworks (7) then briefly look at the 7 frameworks
Guide participants to the resources section in Appendix – they may want to familiarise themselves with this later so as to guide settings regarding what might be helpful. Children's Centres will also have this booklet but partiipants may wish to gain further knowledge regarding I CAN products by looking on our website.
GPV Setting guide
Children's Centres receive this on registering
Individually skim through until participants get to Portfolio of evidence.
Point out that the 7 frameworks of making a difference are fundamental in collecting evidence and that Children's Centres are required to make up a portfolio . Start to think about which frameworks may benefit from your support
Stop at Framework 7 which will prove quite challenging to some Children's Centres as it based on collecting evidence of outcomes – will be looking at this again when we look at process
Mentor Guide
We’ll be looking at process and role of mentor next.
Point out that guide contains all of the information that the setting gets but with additional guidance for mentor 4

14. Role of Mentor
The process of both accreditation and validation involves one mandatory visit following submission of the portfolio to observe practice and write a report. What else could mentors offer?
Divide participants into small groups (up to 4) for them to discuss where they could extend the mentor role and what they could offer within their working remit – Report back and write on flip chart
If training is suggested and the SLCF isn’t mentioned point out that this could be useful if participants have a training role 5

15. What next? In groups/pairs, Consider one of the following:
which additional I CAN ‘products’ you may wish to be trained up in & how this will add to your ‘offer’
How you can promote Early Talk in your area
How you will follow up/ensure uptake in your area
Make your own action plan of what you need to do next.
In group call out ideas (can work in pairs first if that would work better for the participants).

16. Contact details www.ican.org.uk www.talkingpoint.org.uk
I CAN Enquiry Service:
In group call out ideas (can work in pairs first if that would work better for the participants).