Draft

ISLE OF WIGHT

EARLY YEARS

DEVELOPMENT

AND

CHILDCARE PLAN

2004 - 2006

ISLE OF WIGHT

EARLY YEARS

DEVELOPMENT AND CHILDCARE PLAN

2004 – 2006

Overview

A. Introduction

This Early Years Development and Childcare Plan 2004 – 2006 (the Plan) sets out the strategy for action by the early years services on the Isle of Wight, and builds on the strategy and implementation activity as set out in previous planning documents. The Plan has been developed by Local Authority officers working in consultation with members of the Isle of Wight Early Years Development and Childcare Partnership (EYDCP).

The purpose of this document is to :-

· advise EYDCP members and other local partners about local policy in respect of the national Sure Start agenda;

· set out aims, objectives and targets;

· clarify local delivery arrangements;

· provide information about delivery areas, planning, funding, and monitoring arrangements.

B. Context

National agenda

The strategy and activity in the plan are set in the context of the national Sure Start vision and principles, which have been adopted on the Island :-

Vision

· Better outcomes for all children, and particularly, closing the gap in outcomes between children living in poverty and the wider child population;

· Better outcomes for all parents, increased opportunity to effectively participate in the labour market, ensuring pathways out of poverty and strengthened families and communities;

· Better outcome for communities, including less crime, higher productivity, a stronger labour market and the building of a civic society.

Principles

· Working with parents and children – every family should get access to a range of high quality services that will deliver better outcomes for both children and parents, meeting their needs and stretching their aspirations;

· Services for everyone – but not the same level of service for everyone. Families have distinctly different needs, both between different families, in different locations and across time in the same family. Services should recognise and respond to these varying needs;

· Flexible at point of delivery – all services should be designed to encourage access. Where possible we must enable families to get the health and family support services they need through a single point of contact;

· Starting very early – services for young children and parents should start at the first antenatal visit. This means not only advice on health in pregnancy, but preparation for parenthood, decisions about returning to work, advice on childcare options and on support services available;

· Respectful and transparent – service should be customer driven, whether or not the service is free.

The plan builds on agendas set by the Green Paper “Every Child Matters” and other national developments such as Children’s Centres and Information Sharing Systems.

Local agenda

The plan is set in the context of development work in several areas, such the Local Preventative Strategy, Island Futures and the link with the Children and Young People’s Strategic Partnership.

The Island vision also incorporates five key objectives covering service excellence, quality of working life, service development, resource management, and professional development. For each of these objectives there are a range of standards, developed from a consideration of the services offered from and by the centrally employed staff working with officers of the EYDCP.

The work of the Early Years Unit team promotes sensitivity to cultural differences and diversity and seeks to ensure that provision is inclusive and accessible to all children. Working towards delivery at the level of the highest standards, the service seeks to ensure that providers can attain levels of quality through a positive engagement with children and their families. Every opportunity is taken to negate the effects of obstacles to achieving excellence, such as challenging partner agencies and seeking to improve the low status of the childcare workforce.

Overall, these characteristics of excellence in early years and childcare provision and practice are the features of the vision into practice on the Isle of Wight.

Other features of provision during the period of this plan concern the transition from separate directorates within Local Authority structures to the development of a full multi-agency approach through a Children’s Services structure. Although this approach is a feature of early years services, the Unit team and EYDCP members are aware that there may be restructuring of roles and responsibilities which may impact on the pace of development of actions outlined in this plan.

C. Overview

The plan is structured in response to the Sure Start Guidance as four sections:-

Section 1 – Integrating Services for Young Children and their Families

Section 2 – Creating and Sustaining Childcare

Section 3 – Ensuring Quality, Access and Inclusion

Section 4 – Developing the Workforce

In addition there are some annexes which contain copies of the relevant detailed plans for sub sections, e.g. Children’s Centres Plan. Wherever possible, the commentary has also been set out in tabulated format to highlight the targets, the required activity and monitoring arrangements.

D. Glossary

AST Advanced Skills Teacher

CIS Children’s Information Service (also known as Family Information Zone)

DCP Developing Childminding Practice

ECP Extending Childminding Practice

ESF European Social Fund

EYDCP Early Years Development and Childcare Partnership

FIZ Family Information Zone – the local CIS

ICP Introducing Childminding Practice

LSC Learning Skills Council

LLSC Local Learning Skills Council

NCMA National Childminding Association

NNI Neighbourhood Nursery Initiative

QA Quality Assurance

ISLE OF WIGHT

EARLY YEARS

DEVELOPMENT AND CHILDCARE PLAN

2004 – 2006

SECTION 1

INTEGRATING SERVICES FOR YOUNG CHILDREN AND THEIR FAMILIES

1.1 Early Education

The local authority has ensured sufficient provision for all three year olds on the island. All children have been offered a free education place in the term following their third birthday from September 2003. Three and four year olds have entitlement to five free sessions per week for three terms.

We believe that parents have perceived the previous application process for Nursery Education Grant as a barrier. The impact of universal (85%) free places as an entitlement may help with the take up of places, which may have an effect on demand. The challenge may be managing the demand between full day care and free early education places for three year olds.

An advertising campaign, including television, local press, and information from settings and at local events has helped to highlight the availability of free three year old places. Publicity is also specifically targeted through schools, pre-schools, toddler groups, health visitors, local Sure Start, Home Start and Social services teams together with continuing information at FIZ.

The Isle of Wight has used a variety of funding streams imaginatively to provide a range of places. Funding from Sure Start, Neighbourhood Nursery Initiatives, Early Excellence Centres, LEA Capital grant, Capital grant for extending pre-schools have been used to provide places at a variety of settings including maintained and private nurseries, pre-schools and childcare centres and childminders.

One specific development concerns provision for toilet and changing facilities:-

• FIZ hold information relating to toilet/changing facilities
• Regulation Officer to draft guidance and policies relating to toileting/changing facilities
• Funding to be identified to support settings in this process

The Code of Practice with providers is under review, but all monies for three and four year old funding is paid directly to settings.

1.2 Children’s Centres

Children’s Centres will provide co-ordinated services for children on the Island, initially in disadvantaged areas and some targeted rural communities. The proposal was submitted to the DfES panel on 20^th November 2003.

Each Children’s Centre will provide the core offer as referenced in Annex 2 of the Children’s Centres planning guidance. A planning group has been established to oversee the development and implementation of the project plans.

Children’s Centre services build on existing provision as follows:-

· Newport – Barton Early Excellence Centre, and Social Services new family support centre in St James Street

· Ventnor – Upper and Lower Ventnor providers and health services

· Ryde – based on the Sure Start local programme

At the time of writing we are awaiting approval of our proposal to provide a mobile facility servicing rural, disadvantaged villages.

(see also tables in section on Monitoring and Evaluation)

1.3 Sure Start Local Programmes

The Isle of Wight has one Sure Start Local Programme, Sure Start Ryde, which covers most of the Ryde area. It includes the wards of Ryde North East, Ryde South East, Ryde North West, Ryde South West, St Johns 1&2, Ashey and Binstead. The approximate population is 22,000 which encompasses 850 families with 800 children of 0-4 years.

Sure Start Ryde is a second wave programme which started in 2000-2001. The Isle of Wight Council is the accountable body and strong links are maintained through the Education & Community Directorate, Early Years Unit and the Social Services Directorate. The Sure Start Board includes representatives of parents, the community and voluntary sector as well as the statutory agencies and became a company limited by guarantee in October 2001.

There are many and varied projects within the programme which contribute to the core elements and deliver against the PSA/SDA targets. Detailed information about these can be seen in the Sure Start Ryde Plan. The range of services offered through Sure Start Ryde are often tailored to suit individual family needs and are strongly linked to existing statutory services to provide new and innovative ways of working which enhance both delivery and outcomes.

Monitoring and evaluation of the services provided is continuous and not only informs the Board on the progress against the PSA/SDA targets but also about service delivery and the impact on families and their children. This information enables the Board to sustain or redirect resources as required.

Mainstreaming of Sure Start services is covered in the document ‘Mainstreaming Local Programmes – Sure Start Ryde’. The majority of services are provided by an external provider either voluntary or statutory for which a contract or service level agreement exists, however there are a handful of services which are currently provided in house by the Sure Start Board. It is the intention that all services provided from within the programme are secured on a commissioning basis. The future direction of all Sure Start services are covered in the document referred to above.

Sure Start Ryde will be included in Isle of Wight’s Children’s Centre Plan and forms a vital part of the mainstreaming agenda.

SERVICES PROVIDED BY SURE START RYDE:-

Outreach & home visiting – Midwifery services, breastfeeding support, smoking cessation advice, support for young mothers, family support worker

Support for families & parents - parenting programmes, parents training programme, volunteer training & support, community development programme, working with men project, ESOL group, and parents’ forum.

Access to good quality play, learning and childcare experiences for children - play team and outreach sessions, support for parent & toddler groups, multicultural play, special needs play worker, baby massage sessions, mobile toy library loan scheme, book start, provision of childcare places, joint funded NNI project, development of play areas.

Primary care and health, including advice about child health and development - specialist health visitor, ante and post natal support, breastfeeding advice and support, smoking cessation advice, support for young mothers, accident prevention and first aid, healthy eating, home safety loan scheme, oral health and nutritional advice.

Support for children and families with special needs, including access to specialised services - speech & language advice and support group, parents special needs group, special needs play worker, parents training, specialist health visitor.

1.4 Developing Existing Provision

The Neighbourhood Nursery programme (NNI) on the Island is on target to deliver 245 child care places by 2004. Of these nurseries, 4 will become Children’s Centres, as will the two Early Excellence Centres.

To achieve our target of 105 childcare places within Children’s Centres, we will work with existing NNI providers to extend the services they offer.

The three existing mainstream local authority nursery classes currently offer free early education places for three and four year olds. Two of these nurseries have already increased their provision to offer extended day care. Further work will be undertaken following our plan consultation with these providers. All pre-schools on the Island are already registered to offer full day care for 3 – 4 year olds.

It will be difficult to use the extended playgroup capital grant for expansion unless it is aimed at care offered to under 2 year olds. Providers that wish to develop this form of provision will need a significant amount of funding to improve their facilities, but the funding allocated is not sufficient for the type of developments that are needed.

From January 2004 we shall be employing a consultant to review the childcare provision on the Island. From April 2004, the Childcare Services Manager will work with the Consultant and with childcare providers to identify any additional funding that may be available to develop the provision if the consultation process identifies a need.

(see also tables in section on Monitoring and Evaluation)

ISLE OF WIGHT

EARLY YEARS

DEVELOPMENT AND CHILDCARE PLAN

2004 – 2006

SECTION 2

CREATING AND SUSTAINING CHILDCARE

2.1 Creating New Childcare Places

The development of childcare provision on the Isle of Wight has been very successful. During the last three years we have created over 800 places.

Once the Neighbourhood Nursery Initiative (NNI) projects are complete we will have created over 245 full day care places and over 600 Out-of-school places in schools, voluntary, private and Pre-schools settings.

The provision has developed in response to local demand either from parents, the local school or from a provider who has identified a need for additional provision.

Of the 47 Primary schools on the Island, 32 offer some form of childcare facility. A further 6 either have a pick-up facility after school or a private provider offers a childcare facility for after school and/or holiday care.

4 groups are in rural areas where we are instigating options for providing a linked provision between 2 or 3 schools. This is an area we would like to develop over the next two years of our plan, particularly for Chale, Chillerton, Wroxall, Brighstone, Bembridge and Niton.

Where there is no current provision of childcare at a school there are local childminders who provide an excellent service.

In creating new provision we have to be sure that it is going to be sustainable once grant funding ends. There could be real danger of creating more places to meet the Sure Start allocated targets, to find that not only is the new provision vulnerable but there is an impact on existing provision that means that they are no longer sustainable.

Having looked at all areas across the Island, including areas of disadvantage, we feel that our targets should be:-

1) Breakfast clubs for every primary and middle school

2) Access to an After-school club for every Primary and Middle school child

3) At least 1 holiday club available in every school cluster group for Primary and Middle school pupils in that area

To increase our level of places and to achieve these targets we will need to create a number of Breakfast clubs and link the childminders in the rural areas of Chale, Chillerton and Yarmouth. In order to avoid complicated and costly transport arrangements, Breakfast Clubs need to be sited where the children are going to be for the rest of the day – school based provision is likely to be more successful.

After school provision can be linked between schools to ensure they provide the service but can remain viable in the future. Most areas across the Island offer this facility with the exception of Gurnard, Bembridge, Freshwater, East Cowes, Niton, Wroxall and Yarmouth. These areas will be targeted over the next 2 years so those parents who need affordable childcare in their local area can access provision.

It will be necessary to consult with parents, children and the school/providers to establish the level of demand, what is needed and how we can achieve our targets with long term sustainability. This will not necessarily mean the creation of new clubs, but may mean offering parents alternatives such as pick up services from another facility or a direct provision by a childminder.

The target of 605 including 102 children centre places for the next 2 years is very ambitious, and will need careful and rigorous consultation on the part of potential providers to ensure they are:-

1. sustainable in the community;

2. not threatening to other childcare providers and

3. offering services needed by parents and children.

We have reached a situation in some areas of the Island where existing provision will be vulnerable if more places are developed. Following discussion with our Regional Advisor we have agreed that we will reduce our overall childcare target to 540.

There is still potential for the creation of places before school, particularly in the Middle and High Schools. There will be some consultation with local Special Schools to ensure all are meeting the needs of families. This may need to be a jointly funded project with Education and Social Services and Childcare Grant.

All Middle and High Schools will be approached regarding the potential for breakfast early morning childcare provision for children 9-14. Young people will be consulted about what they would like to see in this type of provision and what would encourage them to use early morning facilities.

The EYDCP will continue to work with the Children’s Fund Manager to ensure that the development of childcare places are in line with the overall strategy for new provision.

During the period January to March 2004 we will be working closely with a consultant, local providers, employers and parents to establish the needs for childcare. This will also include what sustainability issues there might be, and how as a Partnership we can encourage more parents and carers to use the childcare provision.

(see also tables in section on Monitoring and Evaluation)

2.2 Retained Functions and Pathways to Registration

The Partnership will continue to provide:-

• information and advice including the application and extent of the National Standards and supporting criteria;
• the provision of childminders pre-registration briefing sessions;
• the provision of childminder pre-registration training.

We will enhance delivery of pre-registration information and training sessions to potential, group providers.

This will be achieved by:-

· enhancing the job description of the Regulation Officer who will fulfil the lead role in developing universal and targeted information, advice and guidance to applicant childminders and providers;

· co-locating the Registration Officer with the FIZ Team at 11, Orchard Street;

· encouraging applicant childminders and new providers to utilise and identify with the FIZ service as their One Stop Shop for a range of provision both pre and post the registration process;

· utilising the Sure Start Unit Toolkit or similar model to track and monitor progress throughout the pathway to registration;

· tailoring support services in response to monitoring outcomes;

· provide affordable and funded training opportunities during the registration process to promote successful registration and quality childcare;

· provide workshop sessions to promote a business culture across the sectors.

(see also tables in section on Monitoring and Evaluation)

2.3 Out of School Places and Extended Schools

The LEA is in the process of establishing a strategy for the development of Extended Schools which will encompass additional childcare, play, sport and adult learning opportunities. From April 2004 the LEA intends to establish a combined post of Children’s Centres and Extended Schools Co-ordinator (CCESC) to oversee the developments of sustainable provision in line with strategic demand from Island families and employers.

Out of school places within Extended schools will be developed in consultation with parents and other providers in the area and the individual school Governing Bodies. A framework to enable Governing Bodies to deliver childcare has already been developed by the Partnership.

There will be an expectation from the LEA that new places will have added value for the school and local community. The finances associated with any new development will not create any financial constraints on the schools own budgets.

The LEA will identify a full service school as part of its development plan.

All schools that wish to develop before and after school provision will be expected to work with the LEA and the CCESC to develop sustainable provision.

The Childcare Services Manager will work with schools to develop appropriate childcare provision. A review of all new school based developments will be undertaken during 2004.

Children’s Play

A play policy has been developed and is in the process of being approved by the Local Authority as part of the Cultural Strategy.

A multi agency group including Statutory, Community and Voluntary sector has been established to progress play opportunities across the Island.

This group will initially target specific areas where funding has been identified for the development of provision and create a play scheme that can be used as a model of good practice for all areas of the Island.

The Early Years and Childcare Partnership and the Defining Play Group responded to the Children’s Play Review and will develop a strategic plan for delivery once the new funding for play is made available.

The community use of schools for will be reviewed by the Local Authority to increase access to play and sports facilities.

(see also tables in section on Monitoring and Evaluation)

2.4 Childcare in Further and Higher Education Institutions

The local Further Education College has recently opened a 60 place on site Nursery unit offering childcare places to all students that are attending college courses. In addition the Student Liaison Officer at the Isle of Wight College offers support and advice to students that need childcare provision.

Some of the training providers on the Island either have on site provision or offer childcare where appropriate. Parents accessing training courses may still experience difficulties in finding childcare. This is an area that will be reviewed to identify gaps and developed to meet identified needs.

(see also tables in section on Monitoring and Evaluation)

2.5 Childcare for Teenage Parents

There are strong links between the Connexions Midwife, FIZ and the Teenage Pregnancy Advisor. These agencies promote the Care to learn Scheme.

Ryde High School offers a crèche facility and training programme at an onsite provision. School aged parents can return to school to access the curriculum. This is a local Sure Start funded program accessible to all families in the Ryde area. Winchester House offers training and crèche facilities to young parents and a support group enabling parents to develop additional skills preparing them for parenthood and employment.

We will offer specialist training to childminders, to ensure that affordable and responsive childcare is available to teenage parents. All childminders and childcare providers will promote the Care to Learn scheme so that any parent can access support at the point of delivery.

FIZ will work with Ryde Sure Start, Connexions, Teenage Pregnancy Adviser, and childcare providers to ensure that parents receive information on training options, childcare provision and all other support available.

(see also tables in section on Monitoring and Evaluation)

2.6 Childminders

The Recruitment Strategy will inform the targeting of activities to attract home carers and childminders.

The Local Authority will continue to utilise the Start Up Grants to meet individual needs in providing:-

NCMA membership or similar;

Insurance;

toys and equipment;

minor adaptations or alterations required to meet registration standards;

registration costs

training and workshops.

· All potential Childminders will be offered the ICP training and DCP and the birth to three matters training.

Business Sustainability and Quality Development

Currently approximately one third of registered childminders are supported by a Networks

Co-ordinator and a Networks Support Officer. Continuation funding for the network will be drawn from the sustainability and childcare grants to maintain and develop existing services which promote sustainability and quality across the sector.

Current services provided by the network include:-

a monthly childminder drop-in at Barton School;

access to the loan scheme of books, videos and training materials;

access to nursery education grants to deliver foundation stage education to three and four year old children within a home environment;

training;

peer and professional support;

social events;

newsletters and information;

advice and guidance;

information on Sustainability and Development Grants

There is a substantial gap in support services to childminders who choose not to join the accredited network. Team restructuring, job enhancement and the relocation of staff will support the development of universal provision accessible to all childminders across the island. A Project Team (comprising of the Network Co-ordinators, the Regulation Officer, the Childcare Resources Officer, FIZ Manager and Training Co-ordinator) will consult childminders and stakeholders to plan the reconfiguration and expansion of services to applicant and registered childminders. A delivery plan will be drafted prior to April 2004 to include explicit service standards which will respond and link to:-

The universal and specialist childcare needs of children and their families/carers;

Every Child Matters;

the Children Centre Agenda;

Island Futures and other economic regeneration initiatives;

the Childcare and Early Education Business Strategy;

Quality Assurance schemes;

NCMA’s proposed remodelling of Networks;

Sure Start Targets and Guidance;

Training Needs Audit;

Birth to Three Matters and the Foundation Stage curriculum framework;

Together from the Start.

The team will establish outcome/evidenced based evaluation systems and tailor activities based on their research findings to achieve the explicitly stated targets.

The Island has two Childminding Networks that have been approved through the NCMA. We are in the process of enhancing the support we offer to all childminders and are proposing a more comprehensive and inclusive service.

The new funding will support a mentor scheme whereby experienced childminders will be linked to applicants. We have drawn down funding to recruit a part-time Non-network Childminding Officer to start in April to plan and deliver the service. Training will be offered locally to childminders encouraging the formation of informal networks.

All new childminders will initially be offered the Mentor support making it an opting out scheme for those minders that do not feel need or require outside support.

The existing Network support will continue in a different format in that the Network will provide full accreditation support for those that wish to participate in offering early education accredited places and the quality assurance scheme. Currently, all childminders are eligible to apply for network membership and are encouraged to become accredited through a network, although we are aware that not all meet the criteria nor wish to network.

The Network Co-ordinators, the Childminder Support Officer and the Registration Officer will form a team that works together to support childminders and train mentors.

Ideally all mentors will be members of the NCMA Quality First networks, or have at least two years experience of childminding and be offering a quality service.

Funding

All new childminders will be offered the Start Up Grant and those who are able to offer the service in areas of disadvantage or where we have identified specific need we will offer a larger grant. It is anticipated that this will be promoted through the Recruitment Officers Publicity Campaign.

The Authority will provide grants to meet individual need which may include:-

NCMA membership or similar;

insurance;

toys and equipment;

minor adaptations or alterations required to meet registration standards;

registration costs;

training and workshops.

Our Recruitment Officer will offer targeted promotions to recruit more childminders in these areas.

(see also tables in section on Monitoring and Evaluation)

2.7 Home Carers

We will be planning an appropriate training and support program for potential Home Carers. The Childminder Support Officer will offer developmental support and advice to childminders who choose to become home carers.

Home carers will be offered SEN training so that parents requiring childcare for children with special needs could access childcare care services within their own home.

2.8 Business Support

We will continue to offer some services through Business Link particularly their training and hotline support.

Following our planned review of services which is proposed for Jan-April we will develop a training program that will be offered to all providers.

We have been offered a one day training event from the National Training program A4E but it is difficult to assess how successful this will prove.

We do have copy of the A4E training program and with the support from our consultant investigate the best way to deliver this training ourselves.

One of our officers has completed the BSO training program and will work with the consultant to improve provider’s business skills.

(see also tables in section on Monitoring and Evaluation)

2.9 Sustainability

The Partnership will continue to offer Business Support using Business Link Advisors and training events. We will engage a consultant to review and analyse the viability of provision and establish a strategy for development.

In conjunction with the Consultant we will identify with providers the sustainability ‘break even point’ within settings. Alongside this we will be looking at pay structures for childcare staff and how we can increase pay scales in order to assist staff retention but ensure groups do not become financially vulnerable.

In rural areas where we need childcare provision for small groups of children, it is the Partnerships intention to financially support the provision in order that they remain open. This financial support will be at the discretion of the Partnership and will be linked to the provider to ensure :-

1. there is a need for the provision of an agreed number of children using the provision (say minimum 8 children);

2. that the group has a 3 year business plan demonstrating how they themselves are looking towards financial sustainability;

3. that they have taken regard and implemented any proposals made by the business support offered;

4. that they have a publicity and marketing policy that is effective; and

5. that they offer good quality childcare that meets OFSTED’s requirements and they are working towards or have a Quality Assurance accreditation.

A grants group will be established to look at all areas of financial support offered to all childcare providers including sustainability. The group will then have a clearer picture earlier about who is accessing funding and where as a Partnership we may need to offer additional financial and business support.

(see also tables in section on Monitoring and Evaluation)

2.10 Promoting Affordability and Helping Parents into Work

Fee structures need to reflect the economic and employment conditions on the Island and be tailored to ensure accessibility to seasonal workers. Parents rely on free informal care particularly for older children.

Within the day care sector, including Neighbourhood Nursery and Early Excellence places, the average weekly cost for a baby place is £120. The average fee for Out of School places is £4.50-£5.50 per session.

The take up of places is dependent on the parent’s employment status and the availability of informal care and support. The National Health Service Trust has recently introduced a scheme for their employees that make their places more affordable for staff.

The Partnership has introduced funding for all 3 year olds. The take up has been significantly higher than anticipated with an increase from 65% to 90%. The allocation of the Nursery Education Grants has substantially increased the provider incomes. This has led to an expansion of sustainable childcare and education places. The Working Families Tax Credit is being more widely used and groups are encouraged to promote this benefit to all parents. FIZ, our Childcare Information Service and our Publicity Officer provide regular information sessions with Inland Revenue input. Students accessing training with the Isle of Wight College and other training providers can access funding to support their childcare places through the student Childcare Officer. The Care to Learn scheme will be promoted to enhance access to childcare for young parents.

Work with employers to support childcare places will increase and build on the positive links already established.

(see also tables in section on Monitoring and Evaluation)

2.11 Children’s Information Service

The Children’s Information Service ‘FIZ’ will: -

1. Increase awareness and the take up of its services by: -

· undertaking a second publicity drive. Posters, leaflets and cards will be distributed to over 150 venues across the Island, i.e. Doctors surgeries, health centres, the hospital, information points and many more;

· FIZ Mobile Service to visit Family Learning sessions, such as during the Family Learning Week in October, schools, parent & toddler groups and extend to Leisure Centres in order to inform parents of the services available to them and to expand FIZ’s knowledge of what information/support parents still need (The FIZ mobile is currently funded through the Children’s Fund. The EYDCP has made an application for funding to continue until 2006, although there is no guarantee that this funding will be secured. Discussions between the LEA, Children’s Centres planners and the EYDCP are taking place to investigate the continuation of the service should the funding cease in 2004.);

· continue to have a presence at family events across the Island;

· to design and launch a web-based ‘Directory of Services’ available to Parents/Carers, Children and Young People to include local and national support groups, leisure activities, health contacts and lots more.

2. Improve quality and consistency of the service by:-

· maintaining and developing the 14 Minimum CIS Standards;

· monitoring and evaluating the service provided to the users and childcare providers;

· encouraging training opportunities are taken up for staff within the service;

· offering details on Family Learning Courses and other Adult Community Learning opportunities;

3. To gain greater parental satisfaction with information provided, FIZ will: -

· to resume the production of a newsletter for parents. This would cover a range of articles including those from professionals on:-

§ general parenting and parenting courses;

§ childcare provider courses;

§ children’s book and film reviews;

§ babies and children’s health;

§ what’s on;

§ general advertising based around the needs of families and their children.

· promoting the 3/4 Year-old Nursery Funding within the shop front, mobile, and events;

· in addition to the national Childcarelink website, to design and launch a web-based ‘Directory of Services’ available to Parents/Carers, Children and Young People to include local and national support groups, leisure activities, health contacts and lots more;

· continue to regularly research and update information on topics related to children, young people and families;

· work in partnership with the Lone Parent Advisors in helping parents back to work by promoting New Deal for Parents, Working Tax Credit, Child Tax Credits and Disabled Tax Credits.

ISLE OF WIGHT

EARLY YEARS

DEVELOPMENT AND CHILDCARE PLAN

2004 – 2006

SECTION 3

ENSURING QUALITY, ACCESS, EQUALITY AND INCLUSION

3.1 Supporting Children’s Learning

The Isle of Wight EYDCP and the LEA Early Years Unit have a long established policy of raising the quality of learning and development opportunities to give children the best possible start to their learning journey.

Firstly, there has been a locally produced Quality Assurance Scheme in operation on the island for about 5 years. The scheme was developed across the pre-school and school phases also bridging the nature of provision from the private or voluntary sector and the maintained sector. The current documentation undertook considerable review during 2002/2003 in order to update the contents to latest quality standards, and to ensure that feedback from providers was developed to make the operating process more user-friendly. This document has been submitted to Investors in Children for endorsement.

All providers in receipt of Early Education Funding via DfES grant are deemed to be members of the EYDC Partnership and submit copies of their policy documents on Equal Opportunities, Race Equality, Special Needs, Disability and Inclusion as part of their acceptance of grant. Settings are also asked to identify a member of staff responsible for monitoring the policies in action, while centrally employed staff, such as Area Sencos, PLA development staff and Foundation Stage Consultant, all take a role in ensuring these aspects are kept in high focus.

Through analysis of recent Ofsted inspection outcomes and from responses to training, the staff team are targeted at improving quality.

Foundation Stage Training

The Isle of Wight EYDCP continues to promote Foundation Stage training through a comprehensive training folder, which is updated termly. The clarity of training expectations for early year’s practitioners has been highlighted during training for Governing bodies, Head Teachers and Pre-School Management Committees and at Parents meetings. The EYDCP offers sufficient courses, conferences, workshops, seminars, meetings and mentoring for each practitioner to access the equivalent of four days training per person per year.

Links with other Local Authorities have been established through LSC Memorandum of Understanding, Foundation Stage profile moderation and opportunities to share expertise. Partnership with other LEA’s will also provide external assessors for quality assurance evaluation and trainers for Foundation Stage activities.

Local Professional Cluster groups contribute to the training programme by providing additional training opportunities. There has been a particular focus on the Learning Environment, ICT, Developing Writing Areas and Cultural Diversity. Future programmes will include Music, Literacy – early reading skills, how to be a Storyteller, using Libraries, Role-Play, and developing Creativity. Information from the Cluster Group database will help to ensure that attendees are recorded, and that those who do not attend at present can be targeted.

Strategies to improve the uptake of training:-

• pilot area consultation of individual training qualifications and needs;
• Island wide consultation of qualifications and training undertaken at settings;
• review of the publicity and targeting of the training programme;
• local Professional Cluster Group programme;
• improved monitoring through the use of EMS system by January 2004;
• information and encouragement from Training Co-ordinator;
• training at a variety of dates, times and places;
• consultation with practitioners through evaluation and consultation with practitioner’s representatives at the Training Sub Group.

Activities to improve knowledge, skills and qualifications of Foundation Stage practitioners from April 2004:-

• curriculum focussed workshops e.g. mathematical activities;
• creativity conference, with specific focus on music;
• providing prompts for practitioners in developing their learning environments both indoor and outdoor;
• Foundation Stage Resource Framework to encourage practitioners to carry out an audit of current resources and develop resources to reflect Foundation Stage principles and promote child-initiated learning. Resource boxes to be further developed. Funding to be identified for Foundation Stage resources;
• specific focus on planning, observation and record keeping;
• leadership and management training to develop an effective Foundation Stage
• early reading activities supported with ‘Fun to Read!’ booklet and to promote use of libraries;
• creativity promoted through role-play;
• awareness raising of cultural diversity supported by resource boxes;
• development of observation techniques to inform Foundation Stage Profile and other assessments;
• extended documentation for the Foundation Stage profile for Pre-school and nursery providers together with transition information for the next setting;
• continuing the presentations for Governing bodies and Pre-school managers on the principles and practice of the Foundation Stage;
• developing programme to involve parents in their children’s learning including conference and training;
• publicity and training to support ‘Flying High for Early Years’ Quality Assurance scheme;
• self-evaluation pack to promote self –reflection at settings;
• a comprehensive training programme and active support to encourage practitioners to gain qualification at level 2, level 3 and beyond;
• attainment of relevant qualifications is supported through subsidised courses e.g. HNC/HND;
• opportunities to visit other settings that have been identified as examples of good practice and sharing video footage of on and off island provision;
• Memorandum of Understanding with both Early Excellence Centres on the Island provide opportunities to promote good Foundation Stage practice and offer training venues;
• the ratio of qualified teachers available to provide training and advice will be increased through the addition of 1 QA mentor, 2 ASTs, 2.5 Children’s Centre/Early Excellence Centre, and 5 Moderators.

Training for 0 – 3 providers:-

• Birth to Three matters framework training will include issues relating to:-

- child development;

- children’s well being;

- treasure baskets and Heuristic Play;

- conference with visiting guest speaker.

• subject to funding, we will offer the CACHE accredited advanced baby module, a 60 hour level 3 course, for 20 participants during 2004;
• we will continue to roll out 4 day non-accredited training to ensure access by practitioners working in baby units.

Qualified Teacher Status involvement

QTS involvement has increased from March 2003 when there were 6 full time/8 part-time teachers identified. The Target set for March 2004 was 6 full time/14 part time. It is expected that there will be 7 full time and 11 part time by March 2004. We have revised our own targets for March 2005 to 8 full time and 11 part time teachers, with a further target for March 2006 of 8 full time and 13.5 teachers.

3.2 Children with Special Needs and Disabled Children

A network of area SENCOs is in place with a ratio of one area SENCO to 20 non-maintained settings delivering funded early education. Funding for area SENCOs is allocated to the Local Authority though EFS.

The SENCO and Inclusion team on the Isle of Wight consists of three full time qualified teachers supported by five full time and two part time development workers together with an Inclusion and Special Needs Support Worker for 0 -16 (Out of School Clubs), all with particular SEN experience. Regular meetings with other professionals in early education, childcare and health ensure that a multi-disciplinary approach addresses the needs of all children that require support.

Role of the team

· providing advice and practical support for the application of the SEN Code of Practice;

· training sessions help setting based SENCOs in drawing up and implementing an SEN

policy covering areas such as inclusion and admissions of children with special needs;

· building links between settings and LEA, Social and Health services;

· developing networks for SENCOs;

· liaison between Pre-schools and Schools;

· training to develop and disseminate good practice;

· advising settings on working with parents to support the development of children’s

needs;

· working with the Local Authority to develop and improve the resource strategy to support

children with SEN in early years settings and it’s transparency on how and when it can

be accessed;

· links with voluntary and other organisations including Sunriders and the Toy Library, to

promote the effective use of all resources available locally;

· training to support SENCOs in schools help to ensure a smooth transition into reception

class.

Initiatives to support SEN / Inclusion / Disability activities

· additional resources to support children with SEN/disabilities in early year’s settings are allocated at MAT (Multi Agency Team) and PET (Primary Education Team) meetings;

· funding is identified to support access to SEN training. This year £120 for each

setting;

· training to involve parents in their children’s learning (Based on the Pen Green accredited training module), hopes to raise awareness of children’s preferred ways of learning in the home and in the setting. It is expected that this training will highlight the importance of observations and value the knowledge that parents have about their children;

· portage will continue to be delivered to families of children with severe and complex

needs;

· liaison with Foundation Stage Consultant, Pre-School Learning Alliance Development

Workers and the Regulation Officer to provide a co-ordinated approach to highlight the

importance of the learning environment for all children;

· attendance at local Professional Cluster groups to update practitioners on best practice, current research and initiatives including ‘I Can Talk’, visual cues etc;

· the SEN/Inclusion service provide central training opportunities and more specific training for individual groups, credited and accredited childminders to raise awareness of inclusion, disability and equal opportunity issues. Training also promotes good early year’s practice to enable practitioners to provide access for all children;

· specific one day training including a visiting guest speaker and information at SEN training days raises awareness of the implications of the Disability Act;

· the Quality Assurance scheme reinforces an awareness of equal opportunities, SEN and disability in early years;

· SENCOs are also involved in initiatives relating to school cluster groups (High School pyramids) multi-disciplinary educational forum;

· SENCOs are members of the Pre-School SEN Sub Group. The group makes decisions about inclusion money and other SEN issues;

· SENCO involvement in the Parent Partnership Strategy Group ensures that there is good communication and transfer of information;

· The Primary SENCO Group shares and updates information across early year’s provision and schools;

· SENCO involvement in the Quality Assurance and Curriculum Sub Group ensures that inclusion is part of the agenda in all areas;

· SENCOs and Inclusion Officer are involved in developing training and documentation in response to the ‘Green Paper’, ‘Together from the Start’ and ‘Birth to Three Matters’;

· SENCOs and Inclusion Officer are involved in developments at Early Excellence Centres, Neighbourhood Nurseries and Children’s Centres to ensure that this perspective is at the heart of all new initiatives;

· SENCOs involved as part of the moderation for the Foundation Stage Profile process.

Inclusion and Special Needs Support Worker (out of school provisions 0 – 16) specific work

During 2003 –

· 34 children have been provided with one to one support or equipment to enable them to access out of school clubs;

· 14 children (together with their parents/ club leaders) have asked about the possibility of after school care and support but have not accessed Out of School childcare at this time;

· 20 Out of School clubs have been visited; providing inclusion support for specific children;

· involvement in the Children’s Disability Team’ summer holiday project;

· ongoing programme of visits to all Out of school clubs;

· a growing number of children, who have additional needs and may be pupils within the special school system, require one to one support to enable them to access play activities within the childcare settings at a meaningful level; this raises possible funding issues.

From April 2004 –

• working with clubs to assess the potential for them to provide inclusive pay within their environments; pro-active not re-active play practice;
• working with others to raise the awareness of the culturally diverse society in which we live, in all out of school childcare settings;
• to work with the children, their families/carers and professionals to ensure that their wishes, especially those of the children, are heard and taken into account when working towards a placement in out of school childcare.

(see also tables in section on Monitoring and Evaluation)

3.3 Using Libraries

During 2003 using libraries was identified for further development and the attached projects plan was devised by the School Library Service Manager and the Foundation Stage Advisory Teacher.

As the training for the Foundation Stage profile was rolled out in Spring and Summer 2003 it became clear that practitioners required much greater access to books, artefacts and supporting resources to enable them to address cultural diversity. The Foundation Stage Advisory Teacher established a series of resource boxes with the themes of India, Africa and China. Funding was identified to enable the Schools Library Service (SLS) to replicate each box four times. This will enable all Foundation Stage practitioners in School, Pre-school and Childminders to access this resource. Each box contains an evaluation record for practitioners to record the impact of their usage.

A further development is planned in this area for during the summer terms of 2004 and 2005. A storyteller will be employed to work in town libraries across the island in particular focussing on stories from other cultures.

Specific developments planned by SLS themselves include “Summer Reading Challenge – encouraging under 5s in libraries” and, all year round, “My First Library Ticket – an under 5s ticket with no fines incurred”.

(see also tables in section on Monitoring and Evaluation)

Foundation Stage Projects
Activity	Developments	Timescales	Targets	Monitoring/ Evaluation
Promoting Libraries services for parents, childminders and young children	· Chatterbooks – develop reading groups in Ryde and Newport · Story Sacks – to be developed further · Publicity – leaflets to promote access to libraries for children and parents · Summer Reading challenge – encouraging under 5s in libraries · Develop links with Family Learning · Create Early Years Librarian/Playworker? · Develop list of books to enjoy with young children · Cultural Diversity boxes – develop resource boxes to support settings · Fun to Read – develop new booklet to encourage reading activities · Storyteller –sessions in libraries to promote cultural issues · Bookstart – pack for children at 18 month check up · My First Library Ticket – under 5s ticket with no fines incurred · Involvement in Out of School Clubs · Promote best practice at Early Excellence Centres and Children’s Centres and NNIs	2003/04 2003/04 Jan 2004 Summer 2004 Ongoing 2004/05 Jan 2004 Jan 2004 Spring 2004 Summer 2004 Ongoing Introduce 2004 Ongoing 2003/2004	Groups 2002:? Groups 2003:? Additional Story Sacks? Leaflets to be distributed to all Early Years settings/Libraries/FIZ Under 5s in libraries 2002: 173 2004:? Projected No:? Support ? settings/libraries Distribute to all EY settings/Parent groups/libraries etc 15 boxes available to all EY settings Booklet to be available for all EY settings/childminders Sessions available at all local libraries Nos: 2003? Nos: 2004? Nos: of tickets 2003? 2004? No: of OoSCs visited 2003? 2004? 2003/2004 Involvement with 8 ? new projects	Feedback from groups Nos: now/projected? Increase in availability Nos: of leaflets/ impact of publicity Feedback from libraries/ parents/ children Impact of new post Feedback from parents/ carers/EY settings Evaluation sheets in boxes Impact evident and tracked through FS profile Evaluations following sessions Feedback from parents / children Impact of new initiative Feedback from groups / children Photos / videos visits to demonstrate good practice

ISLE OF WIGHT

EARLY YEARS

DEVELOPMENT AND CHILDCARE PLAN

2004 – 2006

SECTION 4

DEVELOPING THE WORKFORCE

4.1 Recruitment and Retention

The recruitment campaign on the island has provided a range of activities aimed at childcare as a career. This has included specific activities for men and childminders.

With the development of Neighbourhood Nurseries, Early Excellence Centres and more Out of School care we have had an increase in demand for qualified staff.

The pay structures for childcare workers are still an issue making recruitment for some providers difficult.

The retention of staff where pay is low is often dependent on the workers’ commitment to working with children and the managers’ approach to managing staff.

Training for retention of staff has been offered as part of wider training delivered by Business Link to improve ‘people’s skills’. We will continue to offer this training as part of our business support package.

For our future developments, a baseline assessment will be carried out that measures the current rates of recruitment and retention. It will be noted that this assessment will not be a true baseline, as activities carried out over the last two years will influence the outcome.

OBJECTIVES	ACTIVITIES
Update and improve systems for logging, responding to, supporting and monitoring enquirer’s to the Recruitment line.	Review database and adapt if necessary. Set up effective tracking system. Allot designated administrative support.
Update content of information pack.	Invite comments from recipients. Add new case studies. Set regular review of contents. Allot designated administrative support.
Advertise Recruitment Information Line.	Use local press/radio/community booklets/posters/reply slips etc.
Continue local marketing and publicity.	As above, plus possible use of cinema/bus ads/ etc. Attend careers fairs and promotional events.
Offer Regular Orientation Courses/sessions and support and track participants.	Liaise with Training Co-ordinator regarding planning and presentation of regular Local Making Choices Sessions and co-ordinating these with Getting Started Courses.
Increase liaison with local partners.	Presentations at High Schools, Job Centres, link with Careers Advisors, Connexions etc.
Target under-represented groups.	Foster relations with groups for disabled, ethnic communities, over 50’s and men. Offer presentations, information packs
Support providers with recruitment and retention of staff.	Allot designated admin support to:- circulating vacancy list to job seekers; match job seekers to vacancies; continue to advertise vacancies in FIZ; shop window, website, and local press. monitor and record progress; offer Recruitment and Retention Workshops to providers.

Childminders

Support to applicant childminders through the pathway to registration will be improved by reviewing the current job description of the Regulation Officer. It is proposed that the current post holder will take a lead role in developing a systematic approach to the provision of support and training, and will implement a tracking process utilising the Sure Start Unit Toolkit. Monitoring progress throughout the registration process will inform the training activities designed to reduce the drop out rate.

(see also tables in section on Monitoring and Evaluation)

4.2 Workforce Training and Development

Childcare and Early Education Training

The majority of leaders on the Isle of Wight have an appropriate level 3, or higher qualification. At least half of the staff in each setting have level 2, or higher qualification.

Autumn 2002 Target 2004

Level 3 leaders 194/215 = 90.23% 210/231 = 90.91%

Level 2 staff 455/600 = 75.85% 505/650 = 77.69%

Level 3 staff 319/600 = 52.83% 332/650 = 51.08%?

· EYDCP to identify and target those practitioners with an appropriate level of qualification for future leadership.

QCA framework of nationally accredited qualifications in early year’s education, childcare and playwork.

· qualifications are matched to those accepted by Ofsted to ensure that they are appropriate for registration purposes.

· annual consultations with practitioners ensure that there is an up to date picture of the qualifications of those working in childcare and early education. A more detailed consultation to identify individual training records will enable the EYDCP to access, plan, deliver and evaluate training needs effectively.

· A Memorandum of Understanding has been developed with the local Learning Skills Council. The Isle of Wight is working closely with Hampshire, Portsmouth and Southampton to address local issues. A particular focus for attention will be the lack of appropriate assessors for Playwork courses. It is anticipated that a united approach might help to find positive solutions. Figures relating to the number of practitioners trained to levels 2 and 3 have been shared with the LSC.

Training

· programme of training activities reflects local needs and priorities together with national priorities;

· training for First Aid and Child Protection continue to be provided on an ‘as needs’ basis.

· training sessions to raise awareness about equality, disability and inclusion have been planned together with a focus at local cluster groups highlighting anti- discriminatory practice and cultural diversity.

· food hygiene courses are currently available through a variety of providers on the Island;

· Health and Safety courses are planned to include risk assessment and manual handling.

· Regulation Officer and PLA Development Workers raise awareness of Health and Safety issues to ensure that appropriate policies are in place and that settings attend relevant training;

· pre-registration training for childminders and group providers meets the local authority statutory requirements;

· individual training audit will help to identify where professional development can be enhanced and how the quality of childcare provision can be raised through planning an effective training programme.

· Birth to Three matters framework training will include issues relating to child development, children’s Well-Being, treasure baskets and Heuristic Play and a conference with visiting guest speaker;

· Multi-agency steering group will determine the action plan for 0-3 training, ‘Together from the Start’ and demonstrate links to training for parents and others.

Childminders

The Local Authority has a legal duty to provide information, advice and training to childminders. These duties are defined in the Guidance on Retained Functions, a copy of which is available for the Early Years Unit.

To meet these duties the Local Authority will:-

· continue its delivery of pre-registration, information sessions as part of the childcare workforce recruitment strategy;

· enhance access to the sessions by utilising community venues across the Island;

· audit access needs and tailor the sessions appropriately.

(see also tables in section on Monitoring and Evaluation)

ISLE OF WIGHT

EARLY YEARS

DEVELOPMENT AND CHILDCARE PLAN

2004 – 2006

MONITORING AND EVALUATION

The principles underlying the monitoring and evaluation of activities set out in the plan are as follows:

• a baseline assessment of current activity will be co-ordinated by the Early Years Unit;

• activities with specific outcomes will be planned in response to these assessments;

• milestone and overall targets will be set to ensure effective use of resources;

• regular consistent assessment, will be carried out to measure progress against targets;

• milestone targets will be reviewed and amended in light of the repeated assessment;

• activity will be reviewed and amended in light of progress towards targets.

In addition, processes implemented (such as grant award application and criteria processes) will be tested to ensure that they are robust.

Delivery and Take up of Early Education

This information is required to ensure that the number of Early Education places offered continues to be sufficient to deliver Universal provision.

The DfES requires evidence that Early Education is universally available, and the take up of this universally available provision.

ACTION

o The process of including providers on the Isle of Wight Directory of Non-Maintained Providers of Early Education will be reviewed to ensure that all required information is available.

o Accurate and suitable sources of population data will be sourced.

o Baseline and ongoing assessment information will be gathered, via the annual Agreement Form Process.

	April 2004	April 2005	April 2006
Population of three and four year olds on Isle of Wight	Source:	Source:	Source:
Number of Early Education places available: Maintained Non-maintained
% provided for

ACTION

o The impact of the Development on new Early Education places and closure of existing Early Education places will be assessed between annual assessments via the Agreement Form Process.

o More localised assessment of provision of places will be carried out in areas where anecdotal or other evidence suggests a significant over or under provision of places.

o Activities designed to alter the number and location of Early Education places will be reviewed in light of the annual assessment of population and provision and any local assessments to ensure that as a minimum, 85% of 4 year olds and 85% of three year olds are able to access an Early Education place.

CHILDREN’S CENTRES ONLY

Take-up of services offered by each Children’s Centre

The Early Years Unit will be required to report on the take-up of Children’s Centre services on the Isle of Wight.

It will be necessary to collate this information from each Centre.

ACTION

o Design an implement a monitoring system for each centre which takes into account the Sure Start Unit requirements on the Early Years Unit.

No monitoring requirements have been indicated by the DfES as yet; however, initial guidance suggests that the monitoring will reflect the targets set out in the Sure Start Unit’s Public Service Agreement (PSA) and Service Delivery Agreement (SDA).

In the absence of clearer guidance from the DfES, a monitoring programme will be designed that reflects these PSA and SDA targets so as to ensure that baseline data is in place for the beginning of April 2004.

ACTION

o Baseline assessments will be carried out by each Children’s Centre (including the Mobile provision) prior to the deliver of any Children’s Centre funded services. These assessments will be collated to create an Isle of Wight baseline.

The Directory of Family Services resourced by The Children’s Fund will form the basis of these baseline assessments. This directory is being designed, collated and maintained by FIZ.

o The Service Level Agreement between each Centre and the Early Years Unit will contain clear targets for activity. These targets will be based on the baseline assessments for each Centre, and will be jointly agreed.

o Each Centre will carry out regular on-going assessment of performance and take-up of services using the designed system.

o Local Children’s Centre assessments will be collated to produce an Isle of Wight Children’s Centre Performance and Uptake of Services report.

o The Isle of Wight report will be submitted to the DfES as required. It will also inform the Early Years Unit team of Centres which are failing to meet targets or achieving ahead of target.

o The activity of the Early Years Unit in co-ordinating local Children’s Centres, and the distribution of Children’s Centre capital and revenue funding will be reviewed and amended in light of on-going assessments.

CHILDREN’S CENTRES ONLY

Progress of Children’s Centres towards delivery of core offer

This information is required to establish whether individual Children’s Centre are meeting their requirements and on target to deliver core offer by March 2006.

ACTION

o As outlined in the Children’s Centre proposals for the Isle of Wight submitted to the Regional Sure Start Unit, each local Children’s Centre, and the Mobile Centre, will enter into a Service Level Agreement with the Early Years Unit, which will detail specific target dates and measurable indicators for the deliver of core offer services.

The agreement will contain a requirement to notify the Unit if it becomes apparent that these milestones will not be met.

o Quarterly assessment of each centre against the milestones in their Service Level Agreement will be carried out.

o Targets in the Service Level Agreements will be reviewed and jointly agreed amendments implemented to take account of the assessment of progress.

Breastfeeding rates

The DfES has identified this as a monitoring requirement for Children’s Centres.

Because the Island has proposed a Mobile Children’s Centre, serving much of the Island, the submitted monitoring will need to ensure all ‘served’ areas are included. An Islandwide assessment will be the best way of achieving this.

ACTION

o The source of information about breastfeeding rates amongst Isle of Wight mothers will be identified.

o A Memorandum of Understanding will be drawn up between the Early Years Unit and the data holder for Breast-Feeding rate information, securing access to the relevant data.

o A baseline assessment of breastfeeding rates on the Isle of Wight will be carried out.

o Milestone targets for an increase in breastfeeding rates will be set.

This table to be completed as part of the Children’s Centres action plan.

	Baseline (April 2004)	Sept 04	April 05	Sept 05	April 06
% of mothers breastfeeding: Birth 6 weeks 3 months 6 months TARGET
% of mothers breastfeeding: Birth 6 weeks 3 months 6 months ACTUAL

ACTION

o Data will be collected and collated regularly, and submitted to the DfES in the required format when necessary.

o Activities designed to alter the rate of breastfeeding amongst mothers on the Island will be reviewed, and milestone targets amended in light of the findings of ongoing monitoring.

Smoking in pregnancy

The DfES has identified this as a monitoring requirement for Children’s Centres.

Because the Island has proposed a Mobile Children’s Centre, serving much of the Island, the submitted monitoring will need to ensure all ‘served’ areas are included. An Islandwide assessment will be the best way of achieving this.

ACTION

o The source of information about smoking in pregnancy amongst Isle of Wight women will be identified.

o A Memorandum of Understanding will be drawn up between the Early Years Unit and the data holder for Smoking in Pregnancy information, securing access to the relevant data.

o A baseline assessment of Smoking in Pregnancy rates on the Isle of Wight will be carried out.

o Milestone targets for a decrease in Smoking in Pregnancy rates will be set.

This table to be completed as part of the Children’s Centres action plan.

	Baseline (April 2004)	Sept 04	April 05	Sept 05	April 06
% of mothers smoking during pregnancy TARGET
% of mothers smoking during pregnancy ACTUAL

ACTION

o Data will be collected and collated regularly, and submitted to the DfES in the

required format when necessary.

o Activities designed to decrease the rate of Smoking in Pregnancy amongst women on the Island will be reviewed, and milestone targets amended in light of the findings of ongoing monitoring.

Demand for Childcare

Information about the demand for childcare is needed:

To ensure that development of childcare places meets demand

Because the DfES expects the demand for childcare to be increased through activities outlined in this plan (Sure Start Guidance, Section II, Delivery Guidance, 2.0)

ACTION

o The demand for childcare will be assessed. This assessment will form a ‘measure’ of demand. The findings of this will inform:-

• the overall Isle of Wight strategy for the development of Childcare places (taking into account DfES targets);
• the criteria for any local grants available for the creation of new childcare places.

o The activities to increase demand for childcare will be identified through the business strategy. The effectiveness of these activities will be monitored.

This table to be completed when the assessment is completed.

	Baseline (April 2004)	Sept 04	April 05	Sept 05	April 06
Demand for Childcare (Targets)
Demand for Childcare (Actual – measured through assessment)

ACTION

o The milestone targets will be reviewed, in light of the repeated assessment of wide trends. Activities will be adjusted in accordance with the review.

Take up of Childcare

Information about take up of childcare places is needed:

as part of the formal monitoring for Children’s Centres, NNI’s, Early Excellence Centres, NOF monitoring and other specific grants;

to identify whether the Assessment of Demand for Childcare (previous) identifies an unmet demand, or whether existing places could meet the need.

ACTION

o An islandwide assessment of the take-up of childcare and early education places will be carried out by surveying settings to establish the number of vacancies and any trends in take-up.

This assessment will form a ‘measure’ of uptake. The findings of this will inform:

• the overall Isle of Wight Business strategy (taking into account DfES targets). Places will not be developed if the assessment shows that the demand identified can be met from existing stock;
• activities to stimulate the market and match needs with services.

o The activities outlined in this plan which are designed to increase the take-up of childcare will be monitored.

This repeated assessment will form the basis of the monitoring reports submitted to the DfES and other funding bodies

This table to be completed when the assessment is completed.

	Baseline (April 2004)	Sept 04	April 05	Sept 05	April 06
Take-up of Childcare (Targets)
Take-up of Childcare (Actual – measured through assessment)

ACTION

o The milestone targets will be reviewed, in light of the assessment outcomes. Activities will be adjusted in light of the outcomes.

Development of new places

Information about the development of childcare & early education places is needed:

To provide monitoring information to the DfES on quarterly returns, Children’s Centre monitoring and the mid-year self assessment.

To ensure that the Isle of Wight is making progress towards targets

ACTION

o Targets will be set that reflect DfES requirements and the overall Isle of Wight strategy for the Development of Childcare and Early Education places (as informed by the Assessment of Demand and the Assessment of Take-up)

o The activities outlined in this plan which are designed to develop childcare and early education places will be monitored and form the basis of the quarterly monitoring reports submitted to the DfES.

SUMMARY OF QUARTERLY RETURNS

	Childminders				Out of School			Pre-School
	Disadvatanged Ward		Non-Disadvataged Ward		*B – Breakfast Only/AS – After School/BA – Before & After/H – Holiday/AY – All Year Round			*S-Sessional/8+ - Full Day Care
	Start up Grant	No Start up grant	Start up Grant	No Start up grant	Voluntary	Private	Maintained	Voluntary	Private	Maintained
Baseline (April 2004)
End June 04 Target
End June 04
End Sept 04 Target
End Sept 04
End Dec 04 Target
End Dec 04
End April 05 Target
End April 05
End June 05 Target
End June 05
End Sept 05 Target
End Sept 05
End Dec 05 Target
End Dec 05
End April 06 Target
End April 06

*These codes are defined by the DfES on the quarterly returns and should be revised in light of any new guidance.

ACTION

o The milestone targets will be reviewed, in light of monitored activity. Activities will be adjusted in light of the outcomes.

Places available for/uptake of places by children of parents in higher education

Information about the number of places available for and take- up of places by children of parents in higher education is needed:

To provide monitoring information for quarterly returns, mid-year self assessment and other monitoring requirements

To evaluate the effectiveness of the activities designed to maintain/increase the number of places available for/uptake of places by children of places in higher education

ACTION

o Carry out a survey of settings to establish the number and type of places available for students in higher/further education. This survey will establish a baseline, and regular repeated surveys will measure the maintenance/increase in places.

This table to be completed when survey information available.

	Baseline (April 2004)	Sept 04	April 05	Sept 05	April 06
Number of places available for students in higher/further education (Target)
Number of places available for students in higher/further education

ACTION

o Provide assistance to settings so they can collect information about the take-up of childcare places by students in further/higher education, which they can then share with the Early Years Unit when required.

o The information from settings on the take-up of places by students in higher education will be collated regularly. This will establish a baseline, and regular collation will measure the maintenance/increase in take-up.

This table to be completed when survey information available.

	Baseline (April 2004)	Sept 04	April 05	Sept 05	April 06
Take-up of places by students in higher/further education (Target)
Take-up of places by students in higher/further education

ACTION

o The milestone targets will be reviewed, in light of the actual creation and take-up of places.

o If the activities designed to maintain/increase the number of places available for/uptake of places by children of parents in higher education lead to an over or under performance against the targets, the activity will be reviewed.

Care-To-Learn

Information about the take-up and delivery of the Care-to-Learn scheme on the Isle of Wight is needed to:

Determine the effect of the Care-to-Learn scheme on the demand for childcare and uptake of childcare

ACTION

o Find out what information is available about the take-up/delivery of Care-to-Learn.

The Care-To-Learn scheme provides support to young parents who are studying. Payments are made directly to Childcare Providers.

Information is needed that gives details of the payments made to each childcare provider (it will not be necessary to secure information about each student/child that is supported).

ACTION

o Collate the information about Care-To-Learn payments made to each individual provider. This will form a baseline which will be monitored.

This table to be completed when information available.

	Setting Name	Baseline (April 2004)	Sept 2004	April 2004	Sept 2005	April 2006
Care-To-Learn payments

ACTION

o Analyse the Care-To-Learn data against the information obtained through the assessment of demand and take-up of childcare. This will identify the impact of and any trends between the Care-To-Learn scheme and the demand and take-up of childcare.

This analysis will also be considered against the results of the sustainability studies (below).

o The activities designed to increase demand for childcare, increase the take-up of childcare and increase sustainability of settings will be reviewed in light of the analysis of the Care-To-Learn scheme.

Sustainability of settings

Information about the sustainability of settings is needed:-

to identify those settings that require targeted support;

to determine the success of the activities and programmes designed to increase the sustainability of settings:-

• Quality Assurance Schemes;;
• marketing support;;
• employer involvement within settings;
• content and take-up of training and professional development programmes;
• promotion of settings through FIZ ;
• promotion of settings through the Recruitment Campaign>
• Tax Credit Uptake on the Isle of Wight;
• Isle of Wight Regeneration Strategies.

ACTION

o A technique and methodology to ‘measure’ the sustainability of settings will be established.

o A baseline assessment of the sustainability of each setting will be carried out, leading to a ‘measure’ of sustainability against each setting.

o The assessment (above) will be repeated regularly to determine impact of activities designed to increase the sustainability of settings. The timing of these repeated assessments will reflect the timing of the implementation of these activities. This will give an indication of the success of each of the following activities:

• Quality Assurance Schemes
• Marketing support
• Employer involvement within settings
• Content and take-up of training and professional development programmes
• Promotion of settings through FIZ
• Promotion of settings through the Recruitment Campaign
• Tax Credit Uptake on the Isle of Wight
• Isle of Wight Regeneration Strategies

This table to be completed when measure system developed.

Setting	Baseline (April 2004)	*Sept 2004 Target	*Sept 2004 Actual	*April 2004 Target	*April 2004 Actual	*Sept 2005 Target	*Sept 2005 Actual	*April 2006 Target	*April 2006 Actual
<Name>
Islandwide

* Milestone dates will reflect the reflect the timing of activity implementation

ACTION

o The milestone targets will be reviewed, in light of ongoing monitoring.

o If the activities designed to increase the sustainability of settings lead to an over or under performance against targets, the activity will be reviewed.

Recruitment Campaign

Information about the recruitment campaign is needed to:-

establish the success of the campaign for quarterly monitoring and the mid-year self assessment;

to determine whether recruitment activities are successful;

to track contacts for quarterly monitoring and maintain maximum participation by contacts as required by the DfES;

to determine drop-out rates for quarterly monitoring and to plan activity to compensate.

ACTION

o A business process will be designed and implemented that enables the following monitoring information to be gathered:-

Comprehensive details of individual starters/beneficiaries, including details of whether the individual is a member of any of the targeted groups;

progress of starters/beneficiaries within the recruitment process;

follow up destinations when starters/beneficiaries complete or leave the process

Reasons for drop-out.

o A system (either paper or electronic) will be implemented that collects and stores this required monitoring information

o A baseline assessment will be carried out that assesses the current rates of recruitment and retention. This will provide a ‘measure’ of recruitment and retention. It will be noted that this assessment will not be a true baseline, as the activities carried out over the last two years will influence the outcome.

The baseline evaluation will determine current activity for instance:

• how many workers are currently secured, broken down into the planned target groups;
• the average time taken to fill a vacancy;
• the turnover of staff;
• whether trends reflect the type of setting or post.

ACTION

o Using this current activity information, the Recruitment Strategy will be amended, to target future enhancements to the strategy and maintain other activities.

o Using this ‘current activity’ information, realistic targets will be set with milestone targets built in.

These targets need to reflect the requirements of the sector, predicted through evaluation of the new places targets.

	Baseline (April 2004)	Sept 04	April 05	Sept 05	April 06
TARGET Number of new childcare workers joining the sector Total and broken down into target groups e.g. Men, Older Workers, Ethnic Minorities
ACTUAL Number of new childcare workers joining the sector Total and broken down into target groups e.g. Men, Older Workers, Ethnic Minorities

ACTION

o Assessment will be repeated regularly to ‘measure’ the impact of recruitment activities. Assessment will be at the beginning and end of each activity (where possible) to accurately evaluate impact.

o Recorded information about contact tracking and drop-out incidence will be monitored and evaluated regularly.

o The Recruitment Strategy will be reviewed in light of tracking and drop-out incidence evaluations.

o The milestone targets will be reviewed, in light of the repeated assessments and evaluations.

o If the recruitment activities lead to an over or under performance against targets, the activity will be reviewed.

o Recruitment targets will be reviewed and planned activity amended, if there is an over or under performance against the creation of new places targets.

Training

Consultation amongst the workforce and potential students is required by the DfES and needed to establish the following:-

· the training needs of the work force;

• the preferred delivery methods;
• the quality and relevance of the content of courses;
• barriers to training.

Information about the training courses delivered is needed to find out:-

• whether targets for training delivery are being met;
• which settings and individuals are accessing training.

Information about the qualifications held by the workforce is needed:

• to predict whether the workforce meets regulation standards;
• to establish the trend in qualification level within the workforce.

ACTION

o An assessment of the qualification level and recent professional development opportunities attended by each practitioner in Early Years and childcare will be carried out using a tested methodology, providing data by ‘workplace’.

o A pilot assessment of a sample of practitioners in Early Years and Childcare to collect more information about the qualifications and training of each individual is planned.

o A cost benefit analysis of the pilot assessment will be carried out.

If positive, resources for implementing this methodology across the Island in future years will be identified. If not, the less resource-intensive methodology will be repeated annually.

o An electronic system for recording and administering training courses (EMS - Early Years Training Manager Module) will be implemented. Regular reporting and analysis of this data will be carried out. Configuration in progress, back population in progress

o The proposed training programme will be reviewed and amended in light of the findings of the assessments, reporting and analysis.

o Results of assessments will be evaluated to ensure that settings meet the Care Standards Act and other requirements.

o Where analysis of the data from EMS highlights gaps or trends in training course attendance, specific activity will be planned to respond.

QTS Involvement in non-maintained Early Education Settings

Information about the number of teachers supporting non-maintained settings is required to ensure that the DfES target ratio of 1 Teacher to 10 settings is maintained.

ACTION

o The number of teachers employed and commissioned by the Early Years Unit will be kept under review to ensure that the targets are met.

	Actual - March 2003	Target - March 2004	Expected Actual - March 2004	Milestone Target – March 2005	Actual – 2005	Target - March 2006	Actual - 2006
Full Time QTS	6	6	7	8		8
Part Time QTS	8	14	11	11		13.5

Teacher time in each setting

The information about the teacher input hours is needed:

To ensure that the DfES targets for the involvement of teachers in Children’s Centres are met.

To assess whether teacher involvement in settings has an impact on other aspects of the setting; take-up, sustainability, quality etc.

ACTION

o A system will be established, enabling each setting to record the number and type of teacher hours secured by each setting from sources other than Early Years.

o Information will be regularly collected and collated from settings about teacher involvement.

o Figures will be submitted to DfES as required

o Analysis will be carried out to compare the level of teacher involvement in settings with other indictors such has sustainability to establish if a link exists.

o Planned activity will be reviewed in light of any links found in the analysis of this data.

Children’s Information Service – The Family Information Zone

The DfES have proposed significant changes to the way in which CIS’s operate. FIZ, have created a Development Plan which responds to these new requirements.

Monitoring and evaluation will be required to ensure that the Development Plan is achieving the DfES requirements.

ACTION

o A baseline assessment will be carried out to establish the number of users of the FIZ.

The Sure Start Unit have proposed a Service Level Agreement which requires a doubling of users by 2006.

o Milestone targets will be set, using the baseline assessment, which achieve a doubling in users by 2006.

This table to be completed when baseline assessment completed.

	Baseline (April 2004)	Sept 04	April 05	Sept 05	April 06
Number of Users (by category) TARGET
Number of Users (by category) ACTUAL

ACTION

o Regular assessment of number of users will take place.

o Baseline targets will be reviewed and revised in light of the findings of the regular assessment of number of users

o Activity designed to increase users will be reviewed and revised in light of assessment of numbers and reviewed milestone targets.

o A baseline assessment of the publicity and marketing activities of FIZ will be carried out

The Sure Start Unit expect each CIS to have a Marketing and Publicity Strategy and will be providing the CIS will good practice tools. FIZ will be required to demonstrate how they have used these tools and evaluate their effectiveness.

ACTION

o A method for ‘measuring’ the effectiveness of Marketing and Publicity strategy will be determined, based on the desired outcomes of each action.

For instance, if a specific Good Practice Tool is designed to raise the ‘importance’ of FIZ in the minds of young people, the results of ‘The Big Day Out’ survey can be used to monitor this.

Alternatively, if a specific good practice tool is designed to increase the amount of media coverage that FIZ receives, the measurement will be the number of times that FIZ receives editorial coverage.

ACTION

o Assessment will be carried out to establish a baseline before any activity is implemented.

ACTION

o Milestone and overall targets will be set, based on the desired outcomes of each activity.

(examples) This table to be completed when data available.

	Baseline (April 2004)	Sept 04	April 05	Sept 05	April 06
Importance of FIZ in the minds if young people TARGET
Importance of FIZ in the minds if young people ACTUAL
Number of Editorial items in media TARGET
Number of Editorial Items in Media ACTUAL

ACTION

o Assessment of the effectiveness of the Marketing and Publicity strategy including the implementation of Good Practice Tools, will be carried out, by repeating these assessments.

o An assessment of the service against the new Minimum Standards will be carried out.

o Milestone targets will be set outlining the progress towards the Minimum Standards.

o Regular assessment will be carried out to determining the progress towards Minimum Standards, and the effectiveness of activities.

o Milestone targets will be reviewed in light of the assessment and progress made.

o Activities designed to achieve progress towards Minimum Standards <reference> will be reviewed in light of on-going assessment.

The FIZ Development Plan is being amended to include specific outcomes and targets alongside activity. This Development Plan will form an integral part of this monitoring and evaluation programme.

Use of Library Services by Young Children

The DfES has identified this as a specific indicator that will require submission.

ACTION

o A Memoradum of Understanding will be drawn up between the Early Years Unit and the Library Service, securing access to the relevant data.

o Data will be collected, collated and submitted to the DfES as required.

Pathway to Registration

The DfES require submission of information regarding the number and status of people on the Pathway to Registration.

ACTION

o A system will be designed and implemented for recording people on the Pathway to Registration and their status. This will include identifying points on the pathway suitable for use as indicators for measuring participation.

o Regular reporting from the system will be carried out, and the reports analysed.

o Information will be submitted to the DFES as required.

o Milestone targets will be set to minimise drop-out rates and time-frame for achieving registration.

	Baseline (April 2004)	Sept 04	April 05	Sept 05	April 06
Number on Pathway TARGET
Number on Pathway ACTUAL

ACTION

o Regular assessments will be carried out to determine progress against targets.

o Activity designed to alter the number of people on the pathway (including recruitment activity) will be reviewed and amended in light on the ongoing monitoring.

Quality, Access, Equality and Inclusion in settings

The DfES required evidence that activity designed to ensure Quality, Access, Equality and Inclusion in settings is successful and making a difference.

ACTION

o Criteria will be established for ‘measuring’ the extent of Quality, Access, Equality and Inclusion in settings. This will include reference to the Quality Assurance schemes, but extend beyond this. These criteria will reflect the activities designed to improve quality, access, equality and inclusion.

Evaluation of Grants Awarded

This is required to provide evidence that the criteria for grants awarded are successful.

Monitoring the use of grants awarded is required for Auditing purposes.

Monitoring the use of grants awarded deters potential abuse of the grants process.

ACTION

o The criteria for each grant awarded will be clearly set out and made available to officers and potential applicants.

The criteria will reflect the overall aim of the grant within the context of strategic objectives. These aims will also be clearly set out for officers and potential applicants.

o The grant application process will be standardised with clear assessment against criteria.

o The grant process will be audited annually to ensure robust decision-making.

Take up of Tax Credits

This information is needed to determine the success of activities designed to increase the take-up of Tax Credits and to submit to the DfES

ACTION

o Data will be sourced for take-up of tax credit on the Isle of Wight. (http://www.inlandrevenue.gov.uk/stats/personal-tax-credits/menu.htm) prior to the establishment of milestone targets for increasing the uptake of Tax Credits.

This assessment can be carried out by reviewing the socio-economic information from the 2001 Census, comparing the Isle of Wight figures with those of other authorities and then comparing Tax Credit uptake information. The Inland Revenue may also have ‘expected uptake’ figures for Local Authority areas.

o Activity designed to promote Tax Credits will be reviewed and amended in light of the quarterly reports from the Inland Revenue.

MID-YEAR Self-Assessment

The DfES will provide a toolkit to carry out a mid-year self assessment of performance against the Sure Start Plan 2004-2006. The monitoring and evaluation outlined in this chapter will form the basis of reports to the DfES.

It is anticipated that the toolkit will provide further guidance on the gathering and reporting of data. It is therefore essential that baseline and on-going assessments are planned, and carried out at the beginning of the implementation period to ensure accurate assessment and reporting.

It is expected that the self-assessment report will be evidenced based.

Once the toolkit is provided, it will be applied appropriately, to ensure timely delivery of comprehensive mid-year self-assessments.