1. Provider Information Sessions Welcome 16 th October 2012 Michelle Nicholls

2. 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 Leicestershires Children and Young Peoples Service

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.

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. Pathways to Services Leicestershires Children and Young Peoples Service Pathway to Services document can be accessed via: http://llrchildcare.proceduresonline.co m/chapters/contents_lshire.html#all_c h_pol

15. District Provider Information Evening Welcome to an overview of Melton Mowbray's Childrens Centre Programme Elizabeth Carroll - Family Outreach Worker

16. Where are we?

17. Ethos of Leicestershire Programme Prevention Early intervention Reach into socially excluded /vulnerable communities not accessing mainstream services

18. What do we do? Primary prevention – i.e. working with universal colleagues to ensure problems do not arise/develop in the first place. Early Intervention - to tackle emerging difficulties and problems at the earliest point possible to get families back on track.

19. What do we do? General advice and guidance on a range of issues related to parenting pre-school children Child and family health services Support services to families with additional needs / vulnerabilities Help for parents to find work or training opportunities Support access to other services

20. Language Universal - Services anyone can attend Targeted - By invitation, addresses specific needs Outreach - Vulnerable families requiring support to access services

21. Hierarchy of need

22. Whats going on in Children's Centres?

23. What do you need to know? Health visitors use childrens centres for clinics and checks – our universal offer Activity in childrens centre is all targeted groups Each of the childrens centre has family outreach workers Family outreach workers are the entry point to our programme The rest of the projects are district wide, usually delivering in the family home- but using the childrens centre when useful

24. Examples of referrals Early Years Settings may want to make Support to help parents set routines and manage behaviour Support to promote readiness for school Parents needing support to provide a good home learning environment Isolated parents with little support networks Parents with low confidence in their parenting

25. What to do next Talk to parents about the programme What do they think they need help with? Complete our referral form and send to The Cove Childrens Centre at Sysonby Street

26. What to do next Is a Referral to the Childrens Centre appropriate? yes NO If unsure check with a member of Childrens Centre Staff, if after then a referral is still not appropriate, no further action is required. Obtain a copy of the latest Childrens Centre Referral Form (or other agency referral form, as appropriate). Fill in the form as fully as possible. (Inc, Target codes written on the top of the form) Are all the details complete on the form? yes NONO Find out/contact someone to find the details to fully complete the form. Note: incomplete forms will not be processed. Send form to The Cove Childrens Centre, where it will be received and placed in the holding box. (For those who bring the referral form in or work in the building, please place referral forms waiting to be processed in the grey box folder in the filing cabinet in the downstairs reception area). Do not leave forms on Childrens Centre desks. When the form has been processed you as the Referrer should receive an acknowledgement letter. Note: If you have not received an acknowledgement letter within 4 weeks of making a referral, please contact the Childrens Centre admin team to ensure that the referral was received. Note: Where possible please send the original referral form to The Cove Childrens Centre, not a photocopy.

27. Relationship between childrens centre programme & early years setting Relationship between childrens centre programme & early years setting offering high quality childcare helps children develop skills for the future, but our targeted families need sustained support to overcome barriers Local settings are part of the reach area team; and have a particular role in introducing parents who are struggling to support within the programme. They should be supported to develop skills to engage struggling parents

28. A guide for settings on school/college based premises Academies & Early Years

29. 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 Peoples Learning Agency (YPLA) Academies

30. The school governors Private, Voluntary, Independent (PVI) Who is the Registered Person? Becoming an Academy conversion process Academies and Childcare

31. The school governors Private, Voluntary, Independent (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 Registration

32. The school governors 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 3s. Application to convert/pre-approval checks

33. The school governors Private, Voluntary, Independent (PVI) 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) Achieve Funding Agreement

34. Academies- Company Limited by Guarantee

35. The school governors Private, Voluntary, Independent (PVI) 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. Pre-opening - Opening

36. The school governors 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 settings 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. Checklist of milestones & actions Private, Voluntary, Independent (PVI)

37. Further information or guidance? Contact the Business Development Advisers Gordon Beck 0116 305 6816 gordon.beck@leics.gov.uk Praksha Bathia 0116 305 8048 praksha.bathia@leics.gov.uk

38. Free Early Education Entitlement – New Guidance Jane Norman – Business Support Team Manager

39. Leicestershires 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 Agreements 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.

40. 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.

41. 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.

42. 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.

43. 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 parents 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.

44. 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 LAs and providers work effectively together to ensure children can access the FEEE in a variety of settings that meet the needs of their family

45. 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 childs entitlement to FEEE and what options are available in their area that meets their needs

46. 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.

47. 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.

48. Quality cont/d… For settings who dont 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 havent achieved the desired grade, they will loose their funding.

49. 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.

50. 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.

51. Delivery in Partnership Sharing the Learning Journey and Transition Progress Summary with the childs 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.

52. Any Questions?

53. 2 Year Old Funding Jo M Fisher

54. 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

55. 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

56. NWL Wards 18 Number of children 94 Number of providers 60 Outstanding 10 Good 35 Satisfactory 10 Inadequate 1 Other 4

57. Charnwood Wards 23 Number of children 131 Number of providers 80 Outstanding 10 Good 56 Satisfactory 9 Other 5

58. 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

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

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

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

62. Questions?

63. Thank you and have a safe journey home