The Childrens Partnership Strategic Partnership for Early Years - - PowerPoint PPT Presentation

The Children’s Partnership

Strategic Partnership for Early Years and Childcare

Sue Robb National Head of Early Years, 4Children

Learn Explore Debate

October 2014

Aims

• To give an overview of the latest information related to early

years and childcare and the government's key priorities including

• Early Years Pupil Premium
• Sector led improvement – PVI and schools partnership
• Two year old early education funding
• Working with Health
• SEN and Disability
• EYFS framework going forward
• Update from Ofsted
• Safer Networks
• Sector Updates
• To give opportunities to share and debate

Getting it right for children and families – starting at two years

• Improved access, choice,
• pportunity, responsiveness

flexibility and affordability

• Improved quality
• Improved outcomes -

closing the gap

Programme

09.30: Refreshments 10.00: Policy Updates - including

• Early Years Pupil Premium
• Partnership Working
• SEN and Disabilities

11.15: Refreshment Break 11.30: Policy Updates (continued)

• EYFS – going forward
• Partnership with Health

13.00: Lunch and Networking 13.45: Updates by representative from Ofsted 14.45: Safe Network Standards & the EYFS 15.45: Q & A 16.00: Close

Mood Music

Let’s go round again Simply the best Staying alive I’m a survivor Ain’t no mountain high enough

Ministers -some new, some stay and one returns.....

David Laws MP, Minister of State (schools) Responsibilities include:

• Pupil Premium, raising attainment, narrowing the gap
• Teachers
• School improvement, accountability, inspection
• Funding

Edward Timpson MP, Parliamentary Under Secretary of State (children and families) Responsibilities include ********

• Adoption, fostering and residential care home reform
• Child protection
• Special educational needs
• Children’s and young people’s services

Nicky Morgan MP, Secretary of State for Education Responsibilities include:

• Early Years
• Adoption and child protection
• School improvement
• Establishment of academies and free schools

Nick Gibb MP, Minister of State (school reform) Responsibilities include:

• Qualification and curriculum reform
• Behaviour and attendance
• Relationship with Ofqual
• Overview of all funding

Lord Nash, Parliamentary Under Secretary of State (schools) Responsibilities include

• School organisation
• School governance
• Department for Education review
• Education Funding Agency

Sam Gyimah MP, Parliamentary Under Secretary of State (childcare and education) Responsibilities include:

• Early Years funding and delivery of free entitlements
• Early Years education and EYFS
• Childcare availability and market
• Childcare workforce, quality and regulation
• Wraparound childcare provision

The national picture, where are we...

• At Jan 14, 97% (1,299,910) of three- and four-year-olds benefitted from a

funded place (an increase of 1% on 2013)

• Based on figures at May 14, 116,000 two year olds are taking advantage
• f their new entitlement for Government-funded 15 hours a week
• Nearly 80% of childcare providers in England have been judged as good
• r outstanding by Ofsted – a five per cent increase since 2012
• After 12 years of consistently rising prices, the costs of childcare in

England have stabilised for the first time. Once inflation is taken into account childcare costs for the majority of parents have actually fallen

• 2013 Providers’ Survey, published week commencing 22nd September,

shows more children in places, a more qualified sector and a better paid sector (albeit from a low base).

Government priorities: Quality

• Improving qualifications:

– Early Years Teachers – Teach First in the Early Years – Early Years Educators

• Improving inspection:

– Ofsted sole arbiter of standards, with consistent quality standards. – Ofsted reforms to the Early Years Inspection Framework

• Improving registration:

– introducing a single, clear set of safeguarding and welfare requirements.

Focus on improving quality for disadvantaged children

• Government policy: “school-led, sector- led, self-improving system”
• Provision in schools often highest quality in disadvantaged areas/for

disadvantaged 3&4 year olds

• However…

– vast amounts of expertise in other types of provider (especially for younger children) – schools often face physical challenges in expanding – especially into the complexity of early years – also want to offer parents choice ……..so how to do this best?

• Up to £5m of new funding available to Teaching Schools Alliances , working in

partnership with PVIs, focused on improving EY provision for disadvantaged children through learning from each other and working together.

Government priorities : Availability

• Introduction of Childminder agencies (Sept 14): make it

simpler for people to become childminders, provide training and support

• Making it easier for schools to open nurseries: Enabling

schools automatically to accept two-year-olds as well as three-year-olds. Actively encouraging primary schools to open for longer

• Simplifying planning rules: Simplifying the regulations and

consulting on proposals to relax planning rules so nurseries can expand more easily

Government priorities : Affordability

Basic entitlements:

• Extension of funded early education for 3 and 4 year olds from

12.5 to 15 hours a week

• Tax Free Childcare (Autumn 2015) – 2.5m families up to £2,400

per year per child. Focus on disadvantaged families:

• Tax credits and benefits disregards
• Introduction of a funded entitlement for two year olds - £760m

in 2014-15

• New Early Years Pupil Premium for 3 and 4 year olds - £50m in

2015-16

The Early Years Pupil Premium

• On 18 March, the Deputy Prime Minister and the Prime Minister

announced funding of £50 million in 2015-16 to support disadvantaged three and four year olds through an Early Year Pupil Premium (EYPP)

• The EYPP will give all providers of government funded early

education extra money for this identified group of children

• It will be introduced in April 2015
• The Government consultation on the operation of the EYPP,

closed on 22 August attracted considerable interest – over 450 responses which are currently being considered and response due shortly

Background to EYPP

15

Research informs us that all children can benefit from high quality early years experiences. However:

• Disadvantaged three and four year olds are up to 7 percentage

points less likely to participate in early education;

• In 2013 36% of children eligible for Free School Meal (FSM)

achieved a good level of development in the early years foundation stage compared with 55% (gap of nearly 20%);

• 82% of early years settings are good or better in the most affluent

20% of areas compared to 68% in the least affluent 20%.

What we know

16

The eligibility criteria mirrors the Schools Pupil Premium. Three and four year olds in any early years setting who:

• Meet the criteria for FSM or
• Have been looked after by the local authority for at least
• ne day or
• Have been adopted from care or
• Are subject of a special guardianship and/or child

arrangements order.

Who will be eligible

17

• £50 million in financial year 2015-16
• Allocated to LAs through the Dedicated Schools Grant (DSG)

and transferred by LAs to providers

• A set national amount per child (£300)
• Funding will follow the child
• Providers will be accountable for how funding is used

Proposed funding arrangements

18

The DfE want LAs to be able to use the Eligibility Checking Service (ECS).

• Providers will ask parents to identify if they are eligible and if so to

provide their National Insurance Number (LAs won’t have to check all parents)

• Providers will pass the NI number to LAs to check on ECS whether

parents are in receipt of the relevant benefits to determine eligibility to EYPP

• Parents will be given the option to opt out

This may require changes to primary legislation. If so, the government will aim to introduce them by April 2015.

Checking for eligibility

19

As with the Schools Pupil Premium, the DfE propose the main accountability route will be through Ofsted:

• Effective use and impact of the EYPP to be assessed under the

leadership and management judgement The DfE will amend the early years and schools census collections so that providers must identify which children in their setting attract EYPP

• How will you measure the impact of the EYPP in your circumstances?

How will the government ensure that EYPP is used effectively

20

• Evidence of good practices through organisations such as Education

Endowment Fund

• Peer support – re-focusing role of LAs in supporting Requires Improvement

providers, and championing the interests of disadvantaged children

• Growing the role of teaching schools in the early years, including

supporting early years providers locally Understanding impact at national level

• Outcome data
• Data on quality and take up
• Research on use of funding

Effective use of this funding

21

Discussion topics

22

How will you use the extra funding?

• How might providers with a small number of eligible children

use the funding to best effect?

• How might providers with a large number of eligible children

use the funding? What type of advice/guidance from the DfE would you find helpful

EYPP – Call for Evidence

A call for evidence to gather examples of current successful practice in supporting better outcomes for disadvantaged children and/or in raising the quality of early years provision.

• Identifying themes under which we could gather evidence that would help

providers make informed decisions about how best to spend their EYPP e.g. improving the quality of the workforce, improving literacy and numeracy etc.

• Write up of examples, case studies, what is working etcConsultant time to

identify and write up appropriate case studies/examples

• Publicise the call to evidence - today!!
• Publicise the evidence
• 2015 – extension of SEED to measure impact of the EYPP on quality of

provision

gathered from the call to evidence – make accessible to providers. We can discuss and agree how best to do this. There may be an opp

EYFS going forward....

• Revised EYFS 2.1 (September 14)
• 13 Feb 2014, The Regulation of Childcare Consultation Report and Government’s Response

published.

• Summarises the responses and the Government’s decisions on the proposals to:

– simplify the childcare registration system; and – strengthen the safeguarding and welfare requirements.

• Aim of the proposals and subsequent legislative amendments is to:

– expand the supply of flexible and affordable childcare provision that meets the needs

• f working parents; whilst

– promoting quality.

• Relevant changes reflected in updated version of EYFS statutory framework, published

April 2014, came into force on 1st September 2014.

• In line with these changes, from 1 September 2014, some requirements governing out-of-

hours provision for children changed to align with those governing the school day.

• The changes promote supply of affordable childcare for working families and children’s

safety and welfare.

• Watch this space

EYFS Delivery – good practices

If you have any examples of good practice let us know.

Early learning for two-year-olds

• Extension of entitlement from 1

September

• New cohort of children have

parents in work – many of whom already accessing formal early education/childcare

• The ECS has come online
• Work with Department of Health

and Jobcentre Plus

• Nationally-led - but targeted -

marketing campaign in September

Questions and issues

• Providing places in “non-traditional” patterns may better

suit parental needs and be good for business

• Children don’t need to take up their full “15 hours”
• Identifying children who are eligible who are already in a

place – and supporting them to take their funded hours (or increase them overall)

Questions and issues

• Costs – government pays on average £5.09 to Local
• Authorities. Survey shows providers charge on average

£4.30????

• Two-year-olds in school: ‘too much too soon’
• Two year old places
• Quality places
• Workforce

Two year old data

• Take up-continues to grow across the country

50,000 100,000 150,000 200,000 250,000 Jan-12 Apr-12 Sep-12 Apr-13 Sep-13 Feb-14 May-14 Sep-14 Jan-15

Number of children in places (total)

But wide variation by region…

• London has the lowest take-up rates overall while the South West has the

highest overall take-up rate.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% East East Midlands London North East North West South East South West West Midlands Yorkshire and Humber

Department of Health Update

DH – Leading the nation’s health and care

Population Health Practitioner’s Children and Young People Week of Action

• DH is hosting a week of action during w/c 17th November
• The focus of the week will be “Helping parents, children and young people to have

the best start in life” and follow the 0-19 journey

• To celebrate the contribution and impact of health visitors and school nurses

(alongside partners)with themed days as follows:

• Monday – Helping Families, Children & Young People to be Emotionally

Strong and Resilient

• Tuesday – Supporting Families, Children & Young People to Protect Their

Health

• Wednesday - Helping Families, Children & Young People to Look After Their

Health

• Thursday – Supporting Families, Children & Young People to Have a Voice and

to be in Control of Their Wellbeing

• Friday – Helping Children & Young People to Learn and Grow
• Throughout the week we will be hearing the views of parents, children and young

people on the services and the positive difference that this has had on their lives, sharing blogs, using case studies, articles, podcasts, undertaking visits and hosting web chats and twitter discussions

• Follow the week using the hashtag #PHPCYPWeek

DH – Leading the nation’s health and care

Education and Resources for Improving Childhood Continence - ERIC

• ERIC is an organisation that provides information and training to help

professionals keep up-to-date with the latest research and developments relating to childhood continence.

• ERIC provides a range of training days for any team of professionals regularly

coming into contact with children with continence problems, on issues such as toilet training, nocturnal enuresis and childhood daytime wetting and soiling

• 4Children will be hosting some of ERIC’s continence guidance, information and

FAQs on the Foundation’s website shortly

• In addition the iHV have developed a leaflet on toilet training to support those

working in early years to support parents with toilet training. This resource will also be made available through the Foundation’s website

Transfer of Commissioning

• Commissioning responsibilities
• The following commissioning responsibilities will transfer to local authorities
• n 1st October 2015:
• The 0-5 Healthy Child Programme (Universal/universal plus) which includes:

Health visiting services (universal and targeted services);

• Family Nurse Partnership services (targeted service for teenage mothers).
• The following commissioning responsibilities will remain with NHS England:
• Child Health Information Systems (CHIS) in order to improve systems
• nationally. This will be reassessed in 2020;
• The 6-8 week GP check (also known as the Child Health Surveillance)
• Governance: The transfer is primarily a local one from NHS England Area

Teams to the LAs. The work is being supported at national level by a national 0-5s Programme Board co-chaired by Mark Rogers, Chief Executive, Birmingham City Council and Viv Bennett, Director of Nursing, DH/PHE

DH – Leading the nation’s health and care

Opportunities

• Joining up children’s commissioning locally – public health, early

years/wider family services, integration with children’s social care and education

• Involving HWB to promote aligned/joint commissioning between local

authority and health commissioning for wellbeing, health services, health protection and complex care

• Streamlining universal access to Healthy Child Programme with early

intervention and targeted interventions/programmes for families needing more help

• Joining up 0-5 Healthy Child Programme with 5-19 Healthy Child

Programme (which is already commissioned by LAs)

• Better integration of services at point of delivery with improved access

and experience

• Improved communication for families with complex needs and in

safeguarding

• Improved outcomes for children, families and communities and

reduced inequalities (PHOF)

DH – Leading the nation’s health and care

DH – Leading the nation’s health and care

Current Professional Activity

• Working with Military Families:
• Initial workshop
• Scoping day
• Identification of themes
• 2nd workshop – 29 October
• Product development:
• Pathway
• Champions
• Proposed conference – early spring

DH – Leading the nation’s health and care

Current Professional Activity

• Development of Complex Care Pathway and e-learning programme

comprising 6 e-learning sessions in 2 modules:

• Complex needs and additional needs:
• 1. Physical health e.g. long term conditions, life-limiting illnesses
• 2. Physical disability e.g. cerebral palsy, hearing or sight impairment
• 3. Special educational needs e.g. learning disability, autism spectrum
• Emotional health and wellbeing:
• 1. Emotional health and wellbeing
• 2. Risk factors and early warning signs to avoid crisis
• 3. Mental health and mental illness in children and young people
• The training modules will be accessible for all early years providers and

will be available in March 2015 on the e-Learning for Healthcare website

Assessment in the EYFS

• Integrated review

– awaiting response pending report to ministers in DH and DfE – all findings highlighting that integration is good – E materials to support practitioners working together * ** email – Watch this space!

• EYFS Profile

– Organisations submitting reception baselines that meet the criteria – NFER carrying out a small trial

• Hold onto our strong observational assessment principles

SEN and Disability

• Reforms from 1st September
• Materials on our website

http://www.foundationyears.org.uk/send/

• Still much to do – Not an area of strength

– Area SENCOs – Quality provision – Expertise – Access – Family Support

Childminder agencies – what do they mean……..

• Voluntary – an option
• Childminder register with an agency rather than Ofsted
• The Agency is inspected by Ofsted
• The Agency quality assures the childminders
• Agency support :

– Administration – Business support – CPD – Quality improvement – Resources and support

• Parent facing support
• Information source

Where are we?

• Trials are completed. Range of organisations - Local

Authorities, private businesses, schools and children’s centres.

• Trials explored a variety of elements: training and support for

childminders, sustainability, quality and assurance issues, and the role of agencies in marketing services to parents.

• Organisations can register with Ofsted.
• Significant interest in CMAs from a number of differing
• rganisations

What’s happening?

• Regulations are in place
• DfE advice on childminder agencies
• Ofsted registration process in place with guidance
• Awaiting the Ofsted framework

Find out more at -

• http://www.foundationyears.org.uk/child-minders

Study of Early Education and Development (SEED)

• The Study of Early Education and Development (SEED) is a major

Department for Education study that will follow thousands of children across England from the age of two, through to their early years at school.

• It is being undertaken by NatCen Social Research, 4Children,

Frontier Economics and Oxford University, and aims to:

• Provide a basis for longitudinal assessment of the impact of

early years provision on children's outcomes;

• Inform future policy development;
• Assess the role and influence of the quality of early education

provision on children’s outcomes;

• Assess the overall value for money of early education in

England and the relative value for money associated with different types (e.g. private, voluntary, maintained) and quality of provision;

SEED Elements

• In order to address these aims, SEED comprises five inter-related

research elements: – A longitudinal study of children. – A study of early years settings (characteristics and process). – Case studies of good practice in early years settings. – A value for money study. – Qualitative studies of childminders and early education providers that offer places for children with special educational needs and/or disabilities.

SEED

• The report on the experiences of childminders will be

published this autumn.

• The longitudinal survey of children started in Sep 2013 with

family interviews are taking place

• Quality visits to all settings under way
• Additional study on childminders under way (report spring

2015)

• Value for money work will start in spring/summer 2015.
• Case studies of good practice will start in spring/summer

2015.

• For more information see http://www.seed.natcen.ac.uk/

Family Action Stronger than ever

Developing school-based childcare

• Family Action is funded by the DfE to support a number of schools in the

North West and London to develop school-based childcare.

• The ‘Dismantling the Barriers’ guide and case studies chart the journeys
• f these schools and the barriers they have overcome:

http://bit.ly/1dIauaM Supporting schools across England

• Free workshops for schools are being held across England (September to

December 2014) to support schools to overcome the barriers they face in developing and sustaining school-based childcare: http://bit.ly/1bs300Y

• The Learning Exchange website offers numerous resources to support

schools to set up childcare provision: www.learning-exchange.org.uk

• The ‘How to …’ guide offers a step-by-step approach to developing

school-based childcare: http://bit.ly/1qeHAsM

• Subscribe to the free Learning Exchange Bulletin:

learning.exchange@family-action.org.uk Contact

• Email Julie Robson: julie.robson@family-action.org.uk
• Visit: www.learning-exchange.org.uk

Early years context for language and communication

At The Communication Trust, since last time we’ve been...

• Continuing to respond to policy: particularly Early Years Pupil

premium

• Offering solutions – eg level 3 qualifications to maximise

impact of EYPP

• Looking at how to support the readiness of EY settings and

practitioners in relation to the SEND reform implementation

• Talking to DoH Heath Visitor and School Nurse leads to look at

how we can work together

• Getting things ready for our first ever EY resources for No

Pens Day Wednesday

• Sending LOADS of resources to childminders

• Pilot online approach for EY practitioners to learn, be

accredited and gain a level 3 qualification in supporting children’s speech, language and communication.

• People are learning, becoming accredited and qualified!
• Responding to feedback to enhance as we go
• Feedback from completers very positive
• More cohorts are moving on through
• Evaluation and sustainability planning

Platform 3

• www.thecommunicationtrust.org.uk
• enquiries@thecommunicationtrust.org.uk

Regarding qualifications or Platform 3:

• ehickley@thecommunicationtrust.org.uk

Further information

Children’s Centres Reach Out

Narrowing the Gap: Outcomes Framework for targeted disadvantaged and vulnerable families within the universal offer

Overview

• Co-developed with over 40 national agencies and children’s centre staff from

both the local and voluntary sectors

• Consist of an improvement tool and a set of ten outcome themes and other

resources.

• Flexible reviews that it could be operational specific to a centre, strategic

around a particular service or even a pathway review on a particular family.

• The information from any review is useful for Ofsted planning but the tool is

designed to deal with three key performance questions regardless of any current or future Ofsted arrangements.

• In terms of the chosen group and outcome themes, the process set up below

seeks answers to – How you know where they are? – How do you know needs are met? – How do you know a difference is being made?

Next steps

• Seminar Programme from 4th November

– 4th November – London – 6th November – Birmingham – 10th November – Newcastle – 13th November – Liverpool – 14th November – Leeds – 20th November – London

• Downloads of the Framework will become available from the

Foundations website in the new year

• For further details please email:

John.Alwyine-Mosely@4Children.org.uk

Community Childcare and Early Learning Hubs

• Solution to the limited availability of high quality and flexibility of

childcare that many parents face

• 8 hubs being piloted around the country in Year 1
• Additional 8 hubs being created in Year 2
• Focussed on
• Improving the quality of provision
• Support the provision of new childcare places for two year olds

as required

• Blended childcare offer to parents
• Sharing of experiences and learning to enable more Hubs to be

created

• Local and national events
• Toolkit and resources to create new hubs at the end of the project

Hub information events

4Children will be holding six FREE events in November which will be looking at how the Community Childcare and Early Learning Hubs project fits in with the direction of travel, including policy updates and SEND reforms, for the early years sector and showcasing the work of the hubs.

 18th November – London  19th November – Birmingham  20th November – Manchester  24th November – Newcastle  25th November – Leeds  27th November – Taunton

If you are interested in finding out more about the Early Learning and Childcare Hubs project or want to book a place please contact Foundations@4children.org.uk

http://www.4children.org.uk/Programmes/Detail/Community-Childcare-and- Early-Learning-Hubs

Foundation Years Website

Social Media

twitter.com/FoundationYears facebook.com/FamiliesinFoundationYears

Ofsted

www.safenetwork.org.uk

www.safenetwork.org.uk

Objectives

• To introduce Safe Network and its resources to key early years

practitioners, professionals and planners

• To explore how Safe Network can support regulated, mainly

PVI, settings

• To explore how Safe Network can support non regulated

provision i.e. Parent and toddler groups

• To explore how Safe Network can support extended provision

in the community that may or may not be using a school site, including afterschool clubs and activities delivered by a third party

www.safenetwork.org.uk

Who, What, How

Education 14%

advice and guidance 12% Family Support 7% sports and activities 7%

Pre Schools 7%

Arts 6% Recreation 6% Youth Clubs 6%

After school 5%

sector support 4%

Holiday schemes 4%

Disability 4% Health 3% Counsellling 3% Welfare 3% Faith 3% Culture 2% Housing 2%

www.safenetwork.org.uk

• Work to common standards, and share learning and experience between
• rganisations
• Avoid reinventing good practice and failing to recognise and

acknowledge poor practice

• Enables them to be confident, authoritative and critically proportionate
• Embrace the changes needed to effectively safeguard children and

young people without extensive support from the state

Safe Network: Outcomes

www.safenetwork.org.uk

Safe Network: Impact

Those Local Authorities and LSCBs that Safe Network has worked with at the local level report a range of positive outcomes. These include: 1. An ability to provide greater clarity for the third sector about safeguarding and about local expectations of good practice standards; 2. An increased capacity to support good safeguarding practice within the third sector; 3. An improved level and/or quality of engagement with local third sector organisations.

www.safenetwork.org.uk

66

www.safenetwork.org.uk

Working Together 2013 Ch 2, paragraph 4

All organisations providing services for children, parents or families, or work with children, should have in place:

Safeguarding and Promoting Children’s Welfare

Senior board level/ management commitment to safeguarding Clear lines of accountability for safeguarding arrangements Effective recruitment, selection and contractual procedures including safeguarding checks Procedures for dealing with allegations against staff / volunteers Whistle blowing procedures and culture which encourages sharing

• f concerns

Designated professional lead for safeguarding Culture of listening to and consulting with children Arrangements to work with

• ther organisations

including information sharing staff /volunteer training, supervision appraisal and support Safeguarding policies and procedures including child protection policy Requirement to refer to DBS and LADO

www.safenetwork.org.uk For regulated settings Adds practice breadth and depth to much, but not all, of Section 3

• f the EYFS framework

Can support their approach to early help and information sharing Can support their governance arrangements Broaden an understanding of risk for older children In addition for non regulated settings Enables settings, clubs and groups to be compliant with statutory guidance Evidence safer recruitment Enables them to support first time entrants to the workforce (volunteers)

Managing the business of safeguarding

www.safenetwork.org.uk

What triggers your safeguarding radar ?

• 1. For your organisation, setting or school
• 2. For the partners and stakeholders you

work with

www.safenetwork.org.uk

Are They Safe?

An initial nine step guide to safeguarding for leaders of groups in the voluntary and community sector, working with children and young people.

www.safenetwork.org.uk www.safenetwork.org.uk

Safe Network Standards

What do they cover?

Safer staff and volunteers Child protection Preventing and responding to bullying Avoiding accidents and running safe activities and events

…and Why

Quality standard resource Widely recognised by LSCBs, commissioners and funders Compliance with statutory guidance Versatile, virtual and very confidential assessment process and resources

www.safenetwork.org.uk

www.safenetwork.org.uk www.safenetwork.org.uk

The self- assessment tool

On line and interactive Can be completed and saved section by section Links directly to the toolbox resources e.g.: template policies, procedures, guidance Generates summary & action plan automatically

www.safenetwork.org.uk www.safenetwork.org.uk

Summary of results

Schools version launched by NSPCC and Times Education Supplement https://esat.nspcc.org.uk/Ab

• ut.aspx

www.safenetwork.org.uk www.safenetwork.org.uk

Action Plan

• Shows progress against

standards and indicates how many elements are in place

• Provides advice on how to

put missing elements in place

• Dated, so organisations can

take snap-shots of progress at different stages

www.safenetwork.org.uk

Synergy

• Strong correlation between Safe Network standards, Section 11

requirements and the EY Foundation Stage

• Safe Network standards target a wider sector. More of our detail is

in our toolbox resources than in guidance

• The safer recruitment component is very similar, with more detail
• n procedures in Safe Network’s standards
• Safe Network has more of an older child approach to preventing

accidents

• Behaviour management is different. We assume no corporal

punishment and use a code of behaviour for children in conjunction with our anti-bullying standard

• There is more on multi agency working and early help in

Standards Xtra

www.safenetwork.org.uk

And

Safe Network offers a range of additional resources, often in partnership that address Online Safety Virtual support Disclosure and Barring Trustees Volunteers and first time entrants Quality Assurance

www.safenetwork.org.uk

• A new, local role complemented by

national support

• All current Safe Network Champions are now Ambassadors
• Ambassadors will focus on providing local signposting to Safe

Network’s website and resources

• Some Ambassadors will deliver training using a wider range of

resources and products

• The exact nature of delivery will be developed individually in

partnership with the Regional Development Managers

A new model of reach

www.safenetwork.org.uk

Safe Network: How can you use it ?

www.safenetwork.org.uk

• Business as usual – website, e-newsletters, Regional

Network Meetings

• Updates – Keeping our Children Safe (BME resource),

Standards & Standards Xtra 2015

• New developments – VCS Designated

Safeguarding Officer blended learning course, Safe Network training Multi-Faith Safeguarding Hub, Our Responsibility

• Scoping / piloting – a Safeguarding Young Adults at

Risk resource, Safeguarding Peer Reviews

• Working with partners – CAPT, Safer Internet UK and

Ambassadors

• More details via the e-newsletter, strategic bulletin and

website

Safe Network: 2014 – 15

www.safenetwork.org.uk

• The current DfE Safeguarding network contract ceases at the end of March 2015

as planned.DfE are clear that there is nothing in their 2015/16 budget to fund Safe Network activity.

• Increased need to secure alternative funding streams – we are facing the same

challenges as many other VCS services

• Children England and NSPCC remain committed to securing funding for Safe

Network and working together to deliver services – a new model of working together may well look very different and are currently exploring Corporate sponsors Income through the sale of resources / services Fundraising

• Scoping on a subscription model demonstrated the challenges this approach

could have, including fewer groups accessing resources, affordability for members and set up / running costs

Safe Network: 2015 and beyond

www.safenetwork.org.uk www.safenetwork.org.uk If you are worried about a child – call NSPCC 0800 800 5000. www.nspcc.org.uk For children and young people to talk about their worries – 0800 1111. Online chat and email also available. www.childline.org.uk Children England 020 7833 3319 www.childrenengland.org.uk

www.safenetwork.org.uk

Who you need to speak to

Nationally Kevin Garrod, Tel: 0207 8333319 Email East & East Midlands Karen Parsons, Tel: 07946300852 Email London Tom Strannix, Tel 07834863661 Email North East and Yorkshire & the Humber Tammy Banks, Tel: 07969969538 Email West Midlands and North West Sue Thomas, Tel: 07432593635 Email South West and South East Julie Campbell, Tel: 07534011686 Email

www.safenetwork.org.uk

Do you know someone who deserves an honour ?

We are particularly keen to see nominations come from all parts of our diverse workforce and from across the country, e.g.:

• Early years practitioners and leaders
• Children’s centres staff
• Voluntary sector management committee members
• Outreach workers
• Parent champions
• Volunteers
• Local authority colleagues

More information on how to nominate can be found at: https://www.gov.uk/honours

Contact

• Email us: foundations@4children.org.uk
• Visit our website: www.foundationyears.org.uk