LED events June and July 2018 Sue Robb, OBE Head of f Early Years, - - PowerPoint PPT Presentation

LED events June and July 2018

Sue Robb, OBE – Head of f Early Years, Action for Children

Aim ims

• 30 Hour delivery
• 2 year old entitlement
• SMAP
• EYFS Profile
• Workforce
• SEND
• Reception Baseline
• Learn
• Explore
• Debate
• Network

Programme (a (am)

10:00 Welcome, Introductions, Aims

• Delivery of the entitlements:
• 30 hours
• 2 year olds
• Social Mobility Action Plan

11:45 Networking Refreshment Break 12:00 EYFS

• Profile
• SEND
• Workforce
• Reception Baseline Assessment

1:15 Sector News

• Plenary, Evaluation

1:30 Close

Programme (p (pm)

1:30 Welcome, Introductions, Aims

• Delivery of the entitlements:
• 30 hours
• 2 year olds
• Social Mobility Action Plan

2:45 Networking Refreshment Break 3:00 EYFS

• Profile
• SEND
• Workforce
• Reception Baseline Assessment

4:15 Sector News

• Plenary, Evaluation

4:30 Close

DfE fE – Policy Priorities

Narrowing the development gap at age 5 Delivery of the entitlements

30 hours delivery ry

 A big thank you to providers and partners

 Children and families benefitting from 30 hours have only done so because of you  One of the biggest changes in business and funding arrangements in the sector  Rethought traditional ways of working; and adapted to new systems and funding  340,000 children are in 30 hours places as of 22nd June 2018  Over 225,000 parents parents have a Tax Free Childcare account on childcarechoices.gov.uk

• Statutory Guidance for Early Education and Childcare has been

updated – 22nd June https://www.gov.uk/government/publications/early-education-and- childcare--2

• Operational Guidance updated to include the extension of 30 hours

to cover children in foster care https://www.gov.uk/government/publications/30-hours-free- childcare-la-and-early-years-provider-guide

• Updated model agreement

https://www.gov.uk/government/publications/free-early-years- provision-and-childcare-model-agreement

30 hours delivery ry

• Impact of 30 hours is now starting to be understood; financially and

socially

• Reflecting on how 30 hours affecting two-year-olds places, and

access to all entitlements by least advantaged and low income families, and how these link with the social mobility plan objectives

• Business models have been affected and need to respond for year

two

• Move forward with cautious confidence, build new partnerships, and

support change

• Year two: new children will be starting for the first time, there will be

different needs and demands

• Comprehensive evaluation of the policy is underway – findings will

be published later this year

30 hours delivery ry

30 hours delivery ry - data coll llection

Please tick Response

Yes, it has grown It has stayed the same No, it has reduced I cannot answer Not applicable This year, have you seen an increase in business planning confidence for 30 hours?

2 year old delivery

• 71% take up of offer – awaiting update
• Differing picture across the country
• National and International Research highlights the importance of

quality early experiences to support learning and development

2 year old delivery

• Video “Oh to be 2”

Social mobility action plan - SMAP

Narrowing the gap – what makes a difference and what are we doing

The home Local services Child outcomes

• Early years social mobility peer review

programme & Early outcomes fund - £8.5m

• Home Learning Environment

trials - £5m

• EEF Early years: professional

development and leadership fund - £5m

Schools Other

• EYFSP reforms
• English Hubs
• Capital fund
• Teaching &

Leadership Innovation Fund

• Strategic School

Improvement Fund

• Professional

development fund – £20m

• Workforce

strategy commitments e.g L2 consultation, L3 SEND qual

Early years settings

Improving practice in schools Building the evidence base Improving practice in pre- reception settings Supporting ‘place based’ practice

Narrowing the development gap at age 5

• Speech, language & communication

partnership with PHE

• Take up of existing entitlements

SMAP

Home Learning Environment trials

• EEF appointed contractor to deliver HLE trials
• Call for bids opened on 1

st June and closes on 27 th July

https://educationendowmentfoundation.org.uk/projects-and-evaluation/how- to- apply/themed-rounds/improving-the-home-learning-environment/ Speech, Language and Communication partnership with PHE

• Advisory board met for first time in April. Includes RCSLT, ICAN, Jean Gross, DfE,

PHE, Prof James Law

• ITT for SLC assessment tool, CPD package and health visitor training due to be

published shortly

SMAP

Local Government early years social mobility programme

• Grant in place with LGA to deliver peer review programme.
• LGA, EIF and DFE working jointly to develop the framework for the

programme.

• Three pilot authorities will trial framework – Wigan, Bexley and

Cambridgeshire/Peterborough – due to complete over next two months

• Dashboard in development – hoping to test with LAs in next month or so

(post publication of latest take up data)

SMAP

English Hubs

• Lead school selection underway. Procurement for Centre of Excellence in

Literacy Teaching launched 11 June Professional Development for pre-reception settings

• Extensive stakeholder engagement over last few months as we develop delivery

plan.

• Currently agreeing delivery approach and targeting with ministers.

SSIF Round 3 and TLIF

• SSIF R3 closed in April. Bids currently bring assessed.
• TLIF procurement underway – tenders being evaluated now.

SMAP

EEF What Works Fund

• First bid round closed late March. High number of bids received.
• Shortlisting took place in April, and EEF have been conducting due

diligence on shortlisted bids. Hope to announce successful bids shortly.

• Round 2 planned for autumn.

Schools nursery capital fund

• Currently agreeing targeting and approach with ministers.
• Working with head teachers to develop best practice guidance for schools

who wish to set up a nursery. Three roundtables held in RSC regions – East Midlands & Humberside, North of England and North-west London South Central England.

Refreshment and discussion – caption competition

EYFS Update

EYFS Profile Review- start of f the jo journey

• Experts have worked with DfE to produce draft ELGS, draft profile handbook, and draft

revised EYFS to reflect changes to the ELGs

• Intent is to reduce teacher workload – especially around evidence collection

moderation, alignment with year 1

• EEF, National Centre for Social Research and Action for Children will work together to

support schools participating in an independent evaluation

• Summer 2019 National centre for Social Research will produce an independent

evaluation to inform ELGs and process

• Autumn 2019 national consultation on the ELGS
• Revised EYFS and EYFSP published 2020
• Schools can adopt September 2020 or when statutory in

September 2021

SEND dis iscussion – questions to consider

• What do we need to do more off to support SEND in relation

to the EYFS?

• What are the challenges?
• What is going well?

Workforce - update

SEND

• Developed level 3 qualification specification for EY SENCO + draft job specification, plus level 2 qualification

under development

• Details available on Nasen and Foundation Years websites

http://www.foundationyears.org.uk/2018/04/ey-senco/ http://www.sendgateway.org.uk/resources.ey-senco-l3-qualification-specification.html

• At least two awarding bodies have said they are planning to take this forward

Level 2 and careers pathways

• Level 2 Early Years Practitioner criteria – Consultation has now ended. Analysis and government response

being finalised. Expect to be published before September

• Interactive Careers Pathway Document – sharing with careers advice professionals and will be published
• nline shortly

Work rkforce – PsLA Report “Minds Matter”

• 25% of respondents are considering leaving the early years sector due to stress or

mental health difficulties.

• 66% of respondents say their personal relationships have been negatively affected

by work-related stress or mental health difficulties over the past year.

• 62% of (non-self employed) respondents work outside of paid working hours ‘very
• ften’, with a further 19% working outside of paid working hours ’quite often’.
• 62% of respondents do not think their work life and non-work life are balanced.
• 44% of respondents have felt stressed about work or an issue relating to work in

the last month ‘very often’, and a further 30% ‘quite often’

PsLA Report “Minds Matter”(continued)

 The top four sources of stress identified by respondents were ‘Administration and paperwork’, ‘Financial resources of the setting’, ‘Workload (other than administration and paperwork)’ and ‘Pay’.  The most commonly cited symptoms / health impacts experienced due to work or where work was a contributing factor cited by respondents were fatigue (60%), loss of motivation (58%), anxiety (57%) and insomnia (53%).  52% of respondents have not spoken to anyone at work about their stress or mental health issues.

Reception Baseline Assessment

What is it?

• New national assessment that will be administered in all primary, infant

and first schools in England to children in reception year

• To be introduced in the autumn of 2020

Why is it being introduced?

• Current accountability measures capture progress between end of key

stage 1 and end of key stage 2, which allows government to take account

• f the fact that schools face different challenges given pupil’s starting

points

• Current system doesn’t capture important work schools do between

reception and year 2.

• New RBA will capture snapshot of pupils when they arrive at school,

enabling us to measure progress from reception to end of year 6 and to remove statutory end-of-key stage 1 assessments

Reception Baseline Assessment

What will it look like?

• Short (20 minute), interactive and practical, covering language

and communication, early mathematics and (subject to trailing) self regulation.

• Will use age-appropriate resources that children can handle and

manipulate.

• Adult will enter in real time on a laptop.
• NFER appointed as supplier – building on their previous

baseline.

• Pilot from Sept 2018 – confidential.

Reception - question

Have you any intelligence of children who are staying in their pre-school setting and as such going straight into Year 1?

Useful resources

• NDNA – Early Years Business Zone

https://www.earlyyearsbusinesszone.org.uk/

• PACEY – Business Smart https://www.pacey.org.uk/business/
• NASEN early years SEND resources – webcasts, miniguides and

training materials http://www.nasen.org.uk/early-years-send- resources/

• CDC working with LAs and their partners – Action Learning Sets

https://councilfordisabledchildren.org.uk/help- resources/resources/early-years-sen-and-disability-workshop- materials

• PsLA

• Working in Partnership Toolkit

https://www.foundationyears.org.uk/wp-content/uploads/2017/10/In- partnership_Childcare-Needs_Final.pdf

• Extension of existing Hubs Toolkit

https://www.foundationyears.org.uk/wp- content/uploads/2017/10/EarlyLearning_ChildcareHubs_Final.pdf

Useful resources (continued)

Looking forward – change in the air

Contact us

• www.childcareworks.co.uk
• www.foundationyears.org.uk
• foundationyears@actionforchildren.org.uk