Lessons from Lockdown: Inclusion Scott Hickman Childcare Inclusion - - PowerPoint PPT Presentation

Lessons from Lockdown: Inclusion

Scott Hickman Childcare Inclusion Manager Hampshire County Council

Context

• Special Educational Needs Support - not Education, Health

and Care Plan (EHCP)

• Early Years - Pre-schools, nurseries and childminders (EY

settings) – not schools

• We are learning too
• Subject to change!
• Most importantly: context that we must never forget…

Our friends at Ofsted……

A child’s earliest years, from their birth to the time they reach statutory school age, are crucial. All the research shows that this stage of learning and development matters more than any other. If we get the early years right, we pave the way for a lifetime of

• achievement. If we get them wrong, we miss a unique opportunity to

shape a child’s future. Unknown children - destined for disadvantage? Ofsted July 2016

Context:

General support to the Sector

Increased Communications

Website, FAQs, online resources, email contact, brokerage Webinars to support opening/public health and out of school

Financial Support

Forward payment in April of EYE funding to help cashflow EYE funding to support child who moves temporarily due to capacity issues or temporary closure of usual setting Small fund for Exceptional Covid 19 expenses

Engagement with Central Government

Officer engagement with DfE, ADCS, MPs

Context

Covid-19 Impact – Attendance and Provision - All children

Childcare Market as at 29 June Provider type % Open Early Years Approved Providers After School club EYE 50% Holiday Playscheme EYE 100% Childminder EYE 78% Day Nursery 92% Pre-school EYE 95% Governor Run Nursery EYE 100% Maintained Nursery EYE 100% Nursery Unit of Ind. School EYE 69% Total EYE 85% Other Childcare Non EYE Childminder 4% Out of School clubs 3%

Context

Vulnerable children tracking during Covid-19

• Early Help Hub (EHH), Children in Need (CiN), Child Protection (CP), EHCP
• What was on the news that week? Could we contact settings?

646 646 687 657 618 608 618 617 495 495 601 589 597 598 218 179 109 334 354 387 404 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 11/05/2020 18/05/2020 25/05/2020 01/06/2020 08/06/2020 15/06/2020 22/06/2020

Number of children Week commencing

Vulnerable children attendance during Covid-19

Number of vulnerable children* Number we have recieved information about How many vunerable childre are in a settings**

* EHH, CIN, CP, EHCP ** Early Years Pre-school, nursery or childminder

Context

Children with SEND attendance: SEN Inclusion Fund (IF) proxy

1 13 12 13 20 24 27 28 27 20 16 10 12 14 11 9 5 6 3 6 5 11 9 4 2 2 5 2 2 2 2 2 5 10 15 20 25 30 11/05/2020 18/05/2020 25/05/2020 01/06/2020 08/06/2020

Number of children with SEN IF - awards after 19 March Week commencing

Attendance of children supported via SEN Inclusion Funding during Covid-19 (Total of 42 Children)

Attending Not attending Not attending through parental choice Not attending due to parent or child shielding or awaiting medical advice Not attending as setting closed or short staffed Not attending as setting closed for half term only

Discussions with setting

• CDC survey
• 2 weeks in late June
• 9 webinars and 195 participants
• Challenges
• Opportunities

What did settings experience?

Challenges Enablers Feedback The same challenges as for running a setting for all children, but sometimes magnified for children with SEND (Every child is different) Surgeries (TEAMS) Helpline Webinars Moodle (online learning platform) ‘Thank you to the Hants team for supporting us through this with all of the updated FAQs and regular info. Much appreciated’ Setting staff emotional well-being ‘We have had challenges with key worker places being offered to staff especially staff with SEND children’ Regular contact from support services via phone calls, webinars and week vulnerable children check Brokerage ‘Virtual sessions with sector to share experiences [are helpful]’ Access to support from Inclusion teams Moodle/You tube and bite sized FAQS Consent ‘Up side, child referred to portage got through the system quicker and being actioned already, likewise one with paediatrician phone call way quicker than if they had to wait for a face to face appointment.’ ‘So much support from the lovely Portage Home Visitor’ ‘Also using Teams to have a meeting with a parent and child who were abroad and their Educational Psychologist to be able to complete their EHCP.’ ‘We attend speech and language appointments with our parents these are now being done remotely so we are still attending and supporting our parents and children’ Speed of change FAQ Contextualise Empowerment and risk assessment

What did settings experience?

Challenges Enablers Comments Home learning ‘Having that key time with the child and parent.’ ‘How do you get those parents to engage who don't want to!’ ‘Getting parents to engage particularly traveller families’ Specific provider briefings (how to – links to factsheets, research, tried and trusted methods) Access to Portage Moodle (online learning platform) Portage resources bank ‘Constant emails and ringing home is taking place’ ‘Love the webinars as can 'attend' but still be present in setting if needed’ ‘Sometimes fact sheets give you the information to work through when you are actually doing something and you can use it in your

• wn time.’

‘Where on the Moodle do we find the resources for home learning for parents? Multiple Transitions ‘Children returning and forgotten how to listen! Transition Steering Group TEAMs/ZOOM/WhatsApp Not doing traditional transitions at all!!! ‘We have done fantastic zoom meetings with schools as part of the transition’ ‘Positives - no transition sessions at the schools for these children which lessens any worry for them, as they try to get their heads round the changes they will come up against after a 6 week break! I think allowing them to see out their preschool time, then look at transition for them after summer has been less distressing for them’ ‘Not just SEN children, but all children have benefitted from not having the confusing time of transition during the summer months! Spitting and dribbling PH guidance Social care, schools etc – recovery plan ‘Different in every case’

What did settings experience?

Challenges Enablers Comments Physical space Previous zoning – enabling environments

Additional staff for intensive support SEN Inclusion Funding Expectation for home learning Shielding Home learning Changes to environment, especially for children with Social Communication Needs ‘Caused more challenges as they have had a very different life and out of routine’ ‘Children felt lost because of so few resources.’ ‘One to one support whilst maintaining social distancing is challenging as they are very sensory.’ Quieter environment Quiet spaces ‘Ordinarily available’ Social stories, visuals etc ‘I've found that the children are coping so much better with a less busy and quieter environment and enjoying working in a much smaller group.’ But new challenges:

• More children
• Different entry and exit

‘Time needed for them to get used to the new environment.’

Support for parents: mental health an the worries of children

• Zoom. WhatsApp. TEAMS...

Time Access to Portage and Area InCos Peer support through online sharing of approaches ‘Zoom meetings with families have been very positive and well received’ ‘Hi, I can recommend a book called 'How feather frog feels' by Katie

• Rogers. Its a new book only out this week about feelings with anxiety’

What did the Local Authority experience when supporting settings and families?

Challenges Enablers 2 year restructure vs 3 day restructure Surgeries (TEAMS) and helpline Moodle/You tube and bite sized Webinars Early implementation Oversight Vulnerable children return to Department for Education Home learning (Portage) Transition Steering Group TEAMs/ZOOM/WhatsApp Moodle/You tube and bite sized PH guidance Social care etc – recovery plan Waiting list calls (prioritise transition to school) Transition support Transition Steering Group (co-production) Continuing Care SEN IF (joint commissioning – co-production) DAF Time to talk (well being) Flexible and reassuring leadership – modelling Needs of our own team

• Physical
• Life
• Want to work with families in their homes

Management priority (No 1. agenda item) Equipment for our staff Recovery plan

Leaning from Covid-19

• Stop. Start. Continue.

Theme Transformation Covid-19 Future

• Recognition and

empowerment

• SfYC Inclusion Team

2001/2

• Setting experience
• New challenges in

2020 A blended offer Empowerment and Self Help Intensive support

• Self help
• Home learning
• Intensive setting

support

• Deliver some things

differently to increase the priority support

• Flexible
• Accessible
• SOP and Local Offer
• Simple and consistent
• Clarity
• Modernising and

digital transformation

• More accessible
• Give them what they

need, not what we need to give then Childcare sourced for those who need(ed) it. Provision currently keeping pace with demand. Continued support to the sector.