Working with Childminders and Childminder Agencies Forming - - PowerPoint PPT Presentation

Working with Childminders and Childminder Agencies

Forming effective partnership models Action for Children

Agenda

10.00 Arrival, refreshments and networking 10.30 Welcome 10.45 DfE update 11.15 Childcare Works update 12.00 Tea/Coffee 12.20 Learning from the Hubs model 13.00 Lunch 13.45 Case study – partnership working 14.30 How Action for Children can support you 15.15 Summary and evaluations 15.30 Close

Partnerships

• A partnership is an arrangement where

parties, known as partners, agree to cooperate to advance their mutual interests. The partners in a partnership may be individuals, businesses, interest-based

• rganisations, schools, governments or

combinations.

Overview of the day

• Looking at effective and innovative ways to

work in partnership

• Enabling partnerships to form and develop

through effective systems and information sharing.

• A particular focus will be given to the

relationships between schools and childminders/CMAs and Local Authorities and CMAs.

Strategic Partnership for Early Years and Childcare

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

National Update March 2017

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

National Update

• 30 hours
• Two year olds
• Three and Four Year olds – universal offer

– Partnership Working – Business sustainability

• Workforce Strategy
• Primary Assessment
• Statutory EYFS
• Social Mobility

Entitlements

• 3 entitlements

– 30 hours – Two year olds – Three and Four Year olds – universal offer

• Focus on 30 hours

– Local Authority statutory guidance and provider model agreement – shortly – Operational Guidance

• Childcare Works www.childcareworks.co.uk

– Provider event – Birmingham 21st March 13.30 – 17.00 https://www.eventbrite.co.uk/e/childcare-works-led- special-birmingham-afternoon-tickets-31410218810

Entitlements

• Business sustainability

– Resources http://www.foundationyears.org.uk/business- sustainability/ – Childcare Works events

• Partnership Working – a focus for the conference

today

– Transitions – Communications – Impact on child

Workforce Strategy

• Workforce Strategy – due soon
• What we are hoping for clarity on –

– No additional funding – Level 3 requirements – Career Progression – EYT / QTS – Apprenticeship

Primary Assessment

• Consultation expected
• Include questions in relation to assessment in

the Reception Year

• Careful consideration to what is needed for

reception children and staff

EYFS Statutory Framework

• Will be revised in line with the workforce

strategy, so due soon

• Paediatric First Aid
• Keeping healthy
• Unlikely to be any changes to the learning and

development requirements

• Mindful of principles and commitments

LED Events April 2017

• 21st April – London
• 25th April – Leeds
• 26th April – Manchester
• 27th April – Birmingham
• 28th April – Newcastle
• 3rd May – Bristol
• Book through Foundation Years

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

New opportunities for childminders 30 hours and being key in in delivery ry

Name - Kate Haythornthwaite Title - Consultant

Chil ildcare Works

A DfE funded programme of support, challenge and solutions for providers and local authorities to deliver the 30 hours entitlement and maintain existing focus on two-year-old places

The aim im

• To achieve delivery of the new extended entitlement to 30-hours
• To maintain and grow the entitlement for least advantaged two-year-olds
• To focus on sufficiency of places, flexibility of use, sustainability and access

for children with special educational needs and disabilities (SEND)

The Chil ildcare Works team

• The same partnership in Achieving Two Year Olds (A2YO) 2012-2016
• Mott MacDonald – project management and leadership
• Hempsall’s – leadership and delivery of the field work programme for

providers and local authorities

• Plus the new addition of the Action for Children Foundation Years team

bringing 30-hours special LED events and a new SEND board

Key ele lements

• Two-year contract, started October 2016
• Funded by DfE, free to access
• A universal and a targeted offer
• Information sharing from 8 Early Implementers and linked Early Innovators
• Sharing tools and resources and news
• All working towards national roll-out in September 2017 and beyond

The jo job, the challe lenge

• 30-hours is a popular idea with parents, demand will be high
• We need quality places in areas of demand
• Providers need to examine what will work for providers and parents
• There will be new ways of working, collaborating, and organising ourselves
• Meeting children’s needs in the best ways possible
• There are still some unanswered questions

A great starting position

• It is a new idea, and follows the sector’s massive past successes
• We learned a lot when moving to 15-hours, delivering flexibly and starting

with two-year-olds, take up for three- and four-year-olds is high

• There are examples to learn from these experiences, and from the Early

Implementers, and the work we have been delivering for the past year

• There are lots of ideas and solutions, and committed and skilled people
• ut there
• There’s great potential for childminders

What have we le learned?

• Value of acting early, and using whatever information we have
• Managing many factors and approaches
• Working with demand and supply, parents and providers
• Clear and manageable ‘journeys’ for parents: from information to action
• The importance of local plans and market change
• Leadership and management: business modelling, funding rates

A focus on child ildmin inders

Given that childminders make up around a fifth of the overall childcare market the DfE has stated that childminders will be key to the delivery of the extended offer. New grants available

DfE Statistical first release: Provision for children under five years of age in England, January 2016

Current deliv livery models

Current delivery models are influenced by:

• Ratios set by Ofsted
• Restrictions on capacity
• Personal circumstances
• Logistics
• Business goals and aims

Childminders’ views on funded early education, Research report, DfE, January 2017

The facts

• Funding can be split between providers
• Childminders do not need to be rated as ‘good’ or

‘outstanding’ by Ofsted to be eligible to provide funded places

• Childminders do not need to attend a course or be part of a

specified childminder network, or be qualified to a certain level

• Funded places can be offered by all early years providers

including childminders, who are key to the delivery of the extended offer

Families may want many dif ifferent th things and ch child ildminders may be able to meet their needs on their own… Or they can link to other providers

Future deliv livery models ls – working colla llaboratively

Coll llaborative partnerships benefits for parents

• Reassures parents about quality of providers
• Increased flexibility through blended childcare to

meet needs of parents

• Information available in one place about local

childcare available

Adapted from: 4Children presentation, What are the benefits of becoming a Community Childcare and Early Learning Hub?

Coll llaborative partnerships benefits for ch children

• Improved quality of provision leading to improved
• utcomes
• More effective transition between settings
• Co-ordination between different settings

Adapted from: 4Children presentation, What are the benefits of becoming a Community Childcare and Early Learning Hub?

Coll llaborative partnerships - benefits for providers

• Can be part of a 30-hour solution for parents
• Improved business opportunities – increased
• ccupancy at quieter times, joint marketing, shared

resources and signposting

• Increased awareness in the market of different

types of childcare available

• A joint understanding of quality, opportunities for

joint training and CPD

Adapted from: 4Children presentation, What are the benefits of becoming a Community Childcare and Early Learning Hub?

Benefits id identified in in early ly im imple lementation

• Improved transitions to help identify and support school

readiness issues, as well as working to narrow the attainment gap between disadvantaged children and their peers

• Shared assessment and planning helps to improve outcomes for

children

• Viable, sustainable complementary blended early years and

childcare provision offering smooth transitions and reassurance to parents

• Ability to provide cost effective full flexibility

Benefits id identified in in early ly im imple lementation

• Early identification - together is stronger
• Improved Good Levels of Development (GLD)
• Strong leadership, practical support and a clear

vision for early years provision in a locality

• Sharing and making effective use of data to

support effective moderation and improve

• utcomes for children.

Source: Northumberland County Council - Building Successful Partnerships toolkit November 2016

Some providers will ill be able to offer stand alo lone solutions… all year round

8.00 6.00 22.35 funded hours for 51 weeks – standalone

• ffer

27.65 paid for hours for 51 weeks – stand alone offer

Some providers will ill be able to offer stand alo lone solutions… term time only

Paid for hours x 38 weeks 30 hours funded childcare x 38 weeks Paid for hours x 38 weeks

Partnership working can cr create ch childcare solutions th that work for families and providers ... ...

8.00 - 9.00

1 hour paid for with partner one for 38 weeks

9.00 - 3.00

30 hours funded with partner two for 38 weeks

3.00 - 6.00

3 hours paid for with partner one who also provides paid for holiday care

Partnership working can cr create ch childcare solutions th that work for families and providers ... ...

Partner one

• 38 weeks
• 24 hours a week

funded

• 6 hours a week paid

for

• Extra paid for hours if

needed Partner two

• 9.5 weeks
• 24 hours a week

funded

• 6 hours a week

paid for

• Extra paid for

hours if needed

1,140 funded hours + paid for as needed

Partnership working can cr create ch childcare solutions th that work for families and providers ... ...

8.00 – 9.00 1 hour paid for with a childcare partner for 38 weeks 9.00 – 12.00 15 hours funded with a partner one for 38 weeks 12.00 – 3.00 15 hours funded with partner two for 38 weeks 3.00 – 6.00 3 hours paid for with a childcare partner for 38 weeks 8.00 - 9.00 Partner one 15 hours funded and paid for hours for 38 weeks Partner two 15 hours funded and paid for hours for 38 weeks 9.00 – 3.00 3.00 – 6.00

Partnership working can cr create ch childcare solutions th that work for families and providers ... ...

Partner 1 38 weeks 30 hrs Partner 2 38 weeks Some 15 hrs & some 30 hrs Partner 3 38 weeks 15 hours only

Partner 4 Delivering own 30 hour model of delivery Plus

• Holiday care for partner 1
• 15 hours and

wraparound for partner 2 and 3

Partnership/collaborative working considerations

• Relationships - mutual professional respect
• Managing routines, ensuring high quality transitions for children

and families

• Legal responsibilities
• Working together - practicalities
• Expectations and accountability
• Curriculum planning, cohorts, key-person and attachment
• Information sharing - effective communication between partners
• Information to parents

Partnership/collaborative working considerations

Practical considerations for childminders

• Managing places
• Transport
• Responsibility for providing meals
• Capacity to meet holiday demand

Key messages

• No difference in terms of how the childcare is provided
• Set-up is straight forward
• Payments are guaranteed and regular

Next xt steps...

• Reflect on how you can deliver the free

entitlements?

• What opportunities are there for collaboration and

partnership working in your local area?

• What challenges and barriers will you need to
• vercome for successful partnership working?

What support do you need?

• What do you need to do next?

Actio ion pla lannin ing – tools, resources and support

• LA team
• Getting Ready Guide – http://childcareworks.co.uk/
• DfE/FCT Mixed model partnership tool kit –

http://www.familyandchildcaretrust.org/access-dfes-30-hour- mixed-model-partnership-toolkit

• Childcare Hubs – http://www.foundationyears.org.uk/hubs/
• Visit www.foundationyears.org.uk for LED schedules, and

information

• Visit www.childcareworks.co.uk

Strategic Partnership for Early Years and Childcare

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

Partnership Learning from Early Learning and Community Childcare Hubs

Hub Proje ject

• DfE funded VCS project 2012-15
• Partnership working across early

years providers in a locality

• “Lead” provider – usually a

school/children’s centre

• Linked with local provision –PVI

including childminders

• Around 50 hubs established

across the country

Hub Proje ject

Aims

• Improve quality of provision

through learning from each other and sharing best practices

• Increase number of places
• Support parents working patterns

by offering flexibility across the hub

Hub Proje ject

Benefits

• Clear strategy for childcare in a local

area

• Improved communications
• Seamless transitions
• Improved outcomes and provision for

children

• Accessible information for parents

Hub Proje ject

• Findings for successful partnerships:
• Equal partnership – no dominant provider/sector
• Respectful relationships with professional challenge
• Sharing of resources and CPD
• Agreed common purpose
• Sensitive facilitation
• Resource – time, domestics, venue, IT

Motiv ivatio ions for Partnership ip Working

• Learning from each other
• Sharing practices/resources/experiences
• Consistency for children of EYFS offer
• Strong transitions for children to support

progress and improved outcomes

• Peer to peer support
• Moderation
• Stronger community/local links
• Parental engagement

Benefits of f Partnership ip Workin ing

Parents:

• Flexible early learning and childcare offers
• Consistency of messaging
• Security of quality
• Easier access
• Trust
• Communications
• Community events

Benefits of f Partnership ip Workin ing

Children:

• Improved transitions
• Consistent transitions
• Joined up day
• Secure outcomes through joint

moderation

• Improved quality
• Greater resources
• Events, trips
• Improved SEND provision

Benefits of f Partnership ip Workin ing

Providers:

• Mutual support to deliver entitlements
• Shared resources
• Shared best practices and learning
• Shared CPD
• Shared resources
• Shared support for children with SEND
• Joint problem solving
• Networking – removes isolation
• Trust

Focus on Chil ildmin inders

• CPD
• Stimulus to parents to train as childminders
• Offering premises to childminders
• Blended offer with a school
• Support to deliver EYFS
• Support with planning and assessment
• Shared resources and practice
• Removes isolation

Case study – working in partnership

Yvette Oliver-Mighten, Chief Executive, At Home Childcare

Effective Partnership working to support the 30 hours

Sarah Read Early Years Manager, Action for Children

Action for Children Support

How we can help you:

• Support available for School –

Childminder/CMA partnerships

• Support available for Childminder Agencies

School-Childminder Partnerships

• Roadshow type events across the country,

commencing:

• 27th March (North and South)
• Bespoke visits to schools
• Bespoke visits to childminder groups
• Production of a ‘wrap-around toolkit’
• Advisory board
• 2 national ‘partnership working’ events - October

Continued Learning from Hubs

• Working with existing Hubs to extend and

develop partnership working with childminders

• Re-work of the Hubs toolkit

Schools Childminders/CMAs Local Authorities

• Attend partnership

roadshows

• Request bespoke

support visit

• Keep an eye on

www.foundationyears.o rg.uk and sign up to the newsletter for the latest developments

• Access the wraparound

toolkit and refreshed Hubs toolkit (coming soon)

• Attend partnership

roadshows

• Request a visit to your

Childminder group/drop in/Childminder Agency meeting

• Keep an eye on

www.foundationyears.o rg.uk and sign up to the newsletter for the latest developments

• Access the wraparound

toolkit and refreshed Hubs toolkit (coming soon)

• Keep in touch with us

through Foundation Years.

• Let us know how we

may be able to support schools/groups of schools in your area

• Let us know how we

may be able to support groups of childminders/CMAs in your area

Childminder Agencies Update

• 9 Childminder Agencies

registered with Ofsted

• Up to 30 childminders

registered with each agency

• Many organisations going

through the registration process

• 30 hours – childminders

vital to this agenda

• Partnerships are key

Support for those wishing to register

• Information events for potential CMAs
• Information events for Local Authorities
• Bespoke visits
• Registration support
• Telephone and email support
• Toolkit

Support for existing CMAs

• Forum
• Regular meetings
• Marketing toolkit
• Ongoing telephone and email support

School-based CMAs

• Schools/Nursery Schools choosing to

develop their own CMA: Advantages

• Maintain the school ethos
• ‘Home-grown’ childminders
• 50 percent of time on ‘non-domestic’

premises

• Social mobility