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 organisations, 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 21 st March 13.30 17.00 https://www.eventbrite.co.uk/e/childcare-works-ledspecial-birmingham-afternoon-tickets-31410218810
Entitlements Business sustainability Resources http://www.foundationyears.org.uk/businesssustainability/ 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 21 st April London 25 th April Leeds 26 th April Manchester 27 th April Birmingham 28 th April Newcastle 3 rd May Bristol Book through Foundation Years http://www.foundationyears.org.uk/events/
New opportunities for childminders 30 hours and being key in delivery Name - Kate Haythornthwaite Title - Consultant
Childcare 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 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 Childcare 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 elements 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 job, the challenge 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 out there There s great potential for childminders
What have we 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 childminders 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 delivery 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 different things and childminders may be able to meet their needs on their own Or they can link to other providers
Future delivery models working collaboratively
Collaborative 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?
Collaborative partnerships benefits for children Improved quality of provision leading to improved outcomes 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?
Collaborative partnerships - benefits for providers Can be part of a 30-hour solution for parents Improved business opportunities increased occupancy 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 identified in early implementation 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 identified in early implementation 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 outcomes for children. Source: Northumberland County Council - Building Successful Partnerships toolkit November 2016
Some providers will be able to offer stand alone solutions all year round 8.00 6.00 22.35 funded hours for 51 weeks standalone offer 27.65 paid for hours for 51 weeks stand alone offer
Some providers will be able to offer stand alone 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 create childcare solutions that work for families and providers... 8.00-9.00 9.00-3.00 3.00-6.00 1 hour paid for with partner one for 38 weeks 30 hours funded with partner two for 38 weeks 3 hours paid for with partner one who also provides paid for holiday care
Partnership working can create childcare solutions 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 create childcare solutions 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 9.00 3.00 15 hours funded and paid for hours for 38 weeks 3.00 6.00 Partner two 15 hours funded and paid for hours for 38 weeks
Partnership working can create childcare solutions that work for families and providers... Partner 4 Delivering own 30 hour model of delivery Plus Holiday care for partner 1 15 hours and wraparound for partner 2 and 3 Partner 1 38 weeks 30 hrs Partner 2 38 weeks Some 15 hrs & some 30 hrs Partner 3 38 weeks 15 hours only
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 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 overcome for successful partnership working? What support do you need? What do you need to do next?
Action planning 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-hourmixed-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 Project 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 Project 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 Project Benefits Clear strategy for childcare in a local area Improved communications Seamless transitions Improved outcomes and provision for children Accessible information for parents
Hub Project 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
Motivations for Partnership 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 Partnership Working Parents: Flexible early learning and childcare offers Consistency of messaging Security of quality Easier access Trust Communications Community events
Benefits of Partnership Working Children: Improved transitions Consistent transitions Joined up day Secure outcomes through joint moderation Improved quality Greater resources Events, trips Improved SEND provision
Benefits of Partnership Working 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 Childminders 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: 27 th 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