Swindon Childminders Network Meeting October 2019

1. Swindon Childminders Network MeetingOctober 2019 Hosted by Ceri McAteer and Helen David

2. Agenda • 7.00-7.20 –Deborah Jackson – Swindon Libraries • 7.20-8.00 – Ofsted Update • 8.00-8.15 • 8.15-8.30 – Healthy Early Years Swindon Award • 8.30 – 8.45 – SEN • 8.45 – 9.00 – General Updates Slides will be available on Swindon schoolsonline.

3. Swindon Library & Information Service • Story Times

4. Story Times What We Do • High quality • Trained staff • Variety of books and rhymes • Encourage participation • Encourage parents/carers to take out books and try the rhymes and actions at home

5. Why have Library Story Times? The Library A safe, friendly and welcoming environment. Encouraging a love of books.  Supporting the home learning environment. Behaviour Communicating, social interactions, sharing, taking turns, participation, bonding, listening and predicting. Development Early child development. The importance of speech, language and communication for the early development of reading skills. Knowledge & Understanding Vocabulary, sentences, books, repetition, the world, cultures, people, topics, differences, similarities, consequences and sequencing.. Language, literacy, numeracy, speaking, listening, concentration and comprehension. Skills

6. Attendance • North Swindon Library • West Swindon Library • Park Library • Central Library

7. THE FUTURE • ChildminderStory Times • –Explicit aims • –Mini activities • –Early phonics • –Home learning environment

8. WHAT WOULD YOU LIKE FROM A CHILDMINDER STORYTIME? – Early phonics? – Themed Story Times? – Rhyme Time only? – Story Time with a mini related activity? - Related outdoor activities? Any other ideas? Your Opinion and Thoughts

9. The Education Inspection Framework (EIF) 2019

10. Headlines from the new framework • Curriculum is at the heart of inspection (in the case of EY’s this is the EYFS). • Less data driven – reduction of workload. • All children should have access to high quality care and education (Ambitious) • What is it like to be a child in this setting?

12. Separate judgements for PSED and Behaviour and Attitudes

13. Behaviour and Attitudes • How do adults support children with regulating behaviour? • Golden rules • British values • Strategies such as reward systems, timers etc • What does your behaviour policy look like? • Do you work closely with parents (consistency)? • Attendance-Do you encourage good attendance? how? • Do children feel safe and secure?

14. Personal development • How effectively are you promoting children’s all round well-being? For example; • How do you promote an understanding of people, families and communities? • How do you teach children about feelings and emotional literacy? • Do you promote equality and diversity? • Do you promote confidence, independence, healthy food choices? • Do you teach children to stay safe online?

15. Quality of Education • Curriculum will be at the heart of the quality of education judgement. Inspectors will be looking to see how activities link (triangulation) - Intent (plan) – Why are you delivering the curriculum? - Implementation (Do) – How are you delivering the curriculum? - Impact (Review) – What difference are you making? • Focus on developing communication and language skills, reading books, singing songs

16. Teaching (quality of education) What is Teaching? (EIF footnote 18 - P34) The many different ways in which adults help young children learn. • interactions during planned and child initiated play. • Takes account of the equipment adults provide and the attention given to the physical environment, as well as the structure and routines of the day. • Teaching is how practitioners assess what children know, understand and can do, as well as taking account of their interests and how they learn (characteristics of effective learning), • Teaching is how practitioners use this information to plan children’s next steps in learning and monitor their progress

17. Cultural Capital – (quality of education)Links with “The Unique Child” • The essential knowledge that children need to prepare them for future success • How well does the curriculum meet the needs of all children? • Children arrive with different experiences and backgrounds • What will you be doing to prepare children and fill any gaps? • How are you “ambitious” for all of the children in your setting? • Particular emphasis on disadvantage • Don’t just want to see “Cultural Capital” displays.

18. Leadership and Management • Rationale - Why you do what you do? Do you have a clear and ambitious vision for providing high quality, inclusive education for all (focus on disadvantage, SEND, EAL) • Observations with inspectors • What are you doing to develop children’s knowledge and skills in all 7 areas of learning? • Do you promote strong partnership with parents? • Do you continuously review and improve your setting? • There is no need for any specific paperwork or documentation for OFSTED

19. Tracking children • What is it like to be a child in your setting? • Children will be tracked • Inspectors are likely to select EYPP/ 2 year funded, EAL or SEND children. • You (and assistants) will need to be able to discuss progress of child in all areas of learning • The curriculum is the progress model eg what do children need to learn and how can we support them to do that? – the planning should come from the learning not the activity.

20. Webinar -https://foundationyears.org.uk/2019/06/webinar-recording-available-ofsted-education-inspection-framework/Foundation Years mailing list – www.foundationyears.org.uk

21. Inspecting safeguarding in early years, education and skills (from September 2019) https://www.gov.uk/government/publications/inspecting-safeguarding-in-early-years-education-and-skills Needs to be read alongside the; Early Years Inspection handbook 2019 and the Education Inspection Framework 2019

22. Safeguarding still inspected under Leadership and Management, and will focus on these three key areas: • Identify How do you identify learners who may need early help or who are at risk of abuse? Eg what records do you keep? • HelpWhat action do you take to ensure children get the right support when they need it? How well do you work with other agencies? Do you complete Early help assessments? • ManageHow do you manage statutory responsibilities such as training and policies? Do you know how to respond to disclosures and allegations?

23. key points from the revised document; • Behaviour- how is it being managed? Understand that children’s poor behaviour may be a sign that they are suffering harm or that they have been traumatised or abused. They will be particularly interested in the implementation of strategies to avoid exclusions. • “County Lines” - situations where children may be trafficked for the purpose of criminal exploitation by urban gangs that supply drugs to suburban areas. • “Upskirting”- involves taking a picture under someone’s clothing without them knowing. • Contextual Safeguarding - risks at home and outside the home such as sexual and/or criminal exploitation, radicalisation, bullying and children going missing.’ • Are children safe from bullying, racism, sexism and other forms of discrimination. Are any discriminatory behaviours challenged?. • Awareness of risks associated with using online technology and social media. • Peer-on-peer abuse – how do you support and protect children from this? • Emphasis on identifying learners who may need support with their mental health.

24. Recent Inspections - RI • Does not always implement effective behaviour management strategies • Not explored ways to develop her skills and knowledge to support behaviour • Not put strategies in place to support behaviour • Misses opportunities to extend older children’s mathematical skills and writing skills (name writing). • Systems for evaluating the service provided are not established

26. Su Rai – Healthy Schools Manager srai@Swindon.gov.uk swindonhealthyschools@Swindon.gov.uk Emma Sperring - esperring@Swindon.gov.uk

27. What is the Healthy schools Programme? • National Programme supporting Health and Wellbeing of Children. (Swindon is one of the fewest authorities who run the programme). • Looks at all the provisions schools already have in place for HWB • PH aims to support areas that need developing or changing in schools. • Aims of the programme are to improve and promote links between health, behaviour and achievement.

28. Swindon Healthy Early Years Programme (SHEYP) • The Swindon Healthy Early Years Programme is open to all Early Years Centres. • Aim of the programme is to support settings in achieving positive health outcomes for young people from an early age. • Expansion of the Swindon Healthy Schools programme, so young people will recognise the brand throughout their schooling.

29. What does the programme include? 7 sections to this award: Leadership and Managing change Policy and procedures Children’s Learning, Development and Evaluation Ethos and Environment Supporting Families and Signposting to Services Staff Training, Development, Health and Wellbeing Partnerships with parents/carers, local communities and external agencies

30. 3 Tier Award Bronze: settings demonstrate a whole school approach to health and wellbeing including physical activity, nutrition, oral health, emotional wellbeing, safety and immunisations – baseline audit Silver: settings need to identify a main health priority for their centre. Propose a projects which will address the identified need through intervention, practice and evidence. Gold: settings implement their silver action plan demonstrate and quantify the change that has taken place since the intervention.

31. Centres who have achieved SHEYP Pilot Schools 2018 5 New schools 2019 Vorda Pre school Croft Pre school Happy days Pre School Little Pippins Pre School Acorns at Oaktree Pre School Rodbourne Cheney Pre School Central Robert Le Kyng Moredon Primary and Nursery 1st Early Years Silver Award Moredon Primary and Nursery

32. Any Questions? Contacts: Su Rai – srai@Swindon.gov.uk Emma Sperring - esperring@Swindon.gov.uk

33. SEND - Updates • EY’s SENCo training 18th November 7-9pm

34. What is the Graduated Approach? How we respond when we have some concerns around a child’s development • First step – Talk to parents and talk to health visitor • Assess – Identify strengths and areas of concern (EYFS age-related bands, gap sheets, EY’s outcomes document or development matters) • Plan (Intent) – Agree a support plan with parents. Set some targets, Use a “My Plan” Contact other professionals for advice if necessary • Do (Implementation) – Put strategies and interventions in place. Plan specific activities • Review (Impact) – Monitor progress over a 6-8 week period • Repeat cycle to gather evidence • If good progress being made (gap closing) continue until child catches up (universal support-level 1)

35. Review - Gap not closing/not enough progress being made • Consider an Early Help assessment (contact Early Help Hub for support) • Contact area SENCo (EYLT) for further advice and support • Refer to other professionals eg Speech and language, Community Paediatrician, autism outreach service • Continue with “My Plan” – (set small targets SMART) • Continue with strategies, interventions and targeted activities. • If child is working at half their chronological age eg At 48 months working at 8-20 months in at least one area of learning the child may need an Education, Health Care Plan (EHCP)

36. Useful Resources • Swindon Speech and language website, Brisc forms and ideas for activities • Swindon Health Visitors website eg advice on managing behaviour • Swindon schoolsonline- EY’s resources - SENCo handbook • EHA guidance and paperwork • SCID guidance • Spark-EY programme • Encouraging Positive behaviour in EY’s

37. General Updates School Admissions information for Sept 2020 • Applications online • www.swindon.gov.uk/info/20071/school_places_and_admissions • Primary closing date – 15th January 2020 (23:59) • Primary offer date – 16th April 2020 – by email

38. Early Years Pupil Premium (EYPP) - reminder Designed to narrow the attainment gap between young children from low-income families and their peers by improving the facilities, equipment and learning experiences to benefit the growth and development of eligible children. • Do you know who your EYPP children are? • Have you identified specific areas for development? • Do you know exactly what the money has been spent on? (roughly £300 per child per year) • Are you able to talk about the impact of the additional money for the child? • Are you able to show data/evidence of the child’s progress and narrowing the gap?

39. What can I spend EYPP money on? Spending must be linked to the needs of EYPP children and must improve the quality of the provision • You can choose to pool money and spend on additional staff (must support EYPP child) • Spend on training for staff egsignalong, speech and language • Purchase extra resources or equipment • Provide extra experiences eg forest school • Provide additional sessions (as long as you can show the impact) • Trips/Visitors/Enrichment activities

40. Health Visitors Information/guidance http://children.mycaremysupport.co.uk/i-need-help-with/health/health-visitor-services.aspx

42. Search title in You Tube

43. Thank you all for coming Please take a few minutes to complete an evaluation form. Funding Team –updates? Future Dates 5th and 10th February 10th and 15th June