Early Learning and Childcare Expansion Programme Update
North Lanarkshire Council · 13 September 2022
Back to Education, Children and Families Committee — 13 September 2022 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref GM/JOH Date 13/09/22 PO30.1 - 1140 Early Learning & Childcare Expansion Programme Update From Gerard McLaughlin, Head of Education (North), Education and Families E-mail mclaughling@northlan.gov.uk Telephone 01236 812269 Executive Summary The 1140 Hours Expansion programme for Early Learning and Childcare (ELC) is a national programme being developed in a unique way, in response to specific local circumstances. This report provides Committee with an updated position on the 1140 hours Early Learning and Childcare (ELC) expansion programme within North Lanarkshire. It reinforces previous reports which have already been approved by Committee and is based on significant consultation with stakeholders. In addition, it supports The Plan for North Lanarkshire. The report focuses on the capital programme, workforce and progress in relation to quality. In addition, it provides a financial update as of period 4. Recommendations It is recommended that the Education, Children and Families Committee: (1) Endorse the 1140 project update; (2) Endorse the progress of Heathery Park Family Learning Centre (3) Endorse the ELC core function update The Plan for North Lanarkshire Priority All priorities Ambition statement (7) Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe
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1. Background 1.1 North Lanarkshire Council (NLC) achieved full delivery of 1140 hours by 30 September 2020, prior to it being legislative from August 2021. 1.2 The ELC team continues to progress with plans to ensure children and families fully access the benefits of 1140 hours. 2. Report 2.1 Infrastructure projects: 2.1.1 The table below provides an update regarding the outstanding infrastructure projects. Table 1 Site Start Date Completion Date Extensions / Adaptations Craigneuk FLC Estimated September 22 November 2022 Heathery Park FLC Estimated April 22 October 2022 2.1.2 The repurposed space within Craigneuk FLC will increase capacity by 16 FTE and provides direct access to outdoors for 3-5yr old, including ASN children. A building warrant application has been submitted. The estimated costs for the adaptations are £0.050m and funding from capital spend has been identified. 2.1.3 Heatherypark FLC is now in contract and work has started on site. The contractor is making good progress. Esitmated completion date is October 2022. Committee are asked to note the cost for the repurposing is £0.850m. 2.1.4 Work is continuing to progress outdoor registrations of the following 6 settings. This will increase capacity across ELC by 59 FTE. Table 2 provides an overview of the details. Table 2 Setting Current Capacity Increased Capacity Additional Capacity Estimated Completion Balmalloch NC 40 FTE 48 FTE 8 August 2023 Stane NC 48 FTE 56 FTE 8 October 2022 St Gerard’s NC 64 FTE 76 FTE 12 Sept 2022 Eastfield NC 54 FTE 64 FTE 10 March 2023 Jigsaw FLC 64 FTE 76 FTE 12 March 2023 Glencairn NC 48 FTE 57 FTE 9 August 2023 8 FLC completed 7 ELC adaptations completed 92 settings benefitting from minor works
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2.1.5 Staff within each setting have attended Forest Kindergarten training and have identified an outdoor champion within their team to support the quality of the experience for young children. 2.1.6 All ELC children spend a great deal of time outdoors, which we know is beneficial, however, Committee are advised of some challenges. The main challenges being lighting of the play space and heating of the outdoor shelters. Some additional outdoor lighting has been installed but we recognise that there is possibly a more sustainable way of doing this. Contact has been made with the NLC energy coordinator to progress our ideas. Committee will be kept updated on the progress. 2.2 Workforce 2.2.1 Committee will recall the final workforce change element of the 1140 Program was to stabilise the staffing structures of all early year’s establishments to ensure continuity for the children, families, and staff, and to recruit & retain current talent in NLC support and keyworker posts. This change will allow managers to build strong ELC Teams and reduce reliance on casual cover. The permanent recruitment campaign was delayed due to admissions for 2022/2023, however it is intended that recruitment will commence early in the new session. 2.2.2 This will be an internal recruitment campaign on Myjobscotland, and NLC staff will be contacted and encouraged to apply for these posts. There are no additional associated costs, as these posts are already filled by casual staff within each establishment. 2.2.3 The ELC workforce will be subject to further change during this recruitment drive, for example casual staff may be displaced by the permanent recruitment, this workforce change will be carefully managed by the service. 2.2.4 These changes were discussed with Trades Unions prior to and during the 1140 programme joint meetings, and the Trades Unions will be provided with a further update prior to commencement of the Support and keyworker recruitment campaigns. Modern Apprentices 2.2.5 The modern apprentice programme for Early Learning and Childcare offers young people the opportunity to gain experience and develop skills and knowledge of working with children in their early years. In the academic year 2021/2022, 8 students successfully completed the programme and have now all had a positive interview resulting in their names added to the ELC Keyworker supply list. The 8 candidates have now been allocated an establishment to work in and will commence their role as temporary Keyworker from the 15th of August 2022. 2.2.6 For the academic year 2022/2023 we have 6 new students who will join the ELC modern apprentice programme. The students have an identified placement within either a family learning centre or a nursery class and will commence this placement on the 29th of August 2022. The quality team and establishment teams are committed to supporting this programme and recognise the many benefits to having a student placed within their setting. Feedback from the interviews of the cohort of students who will now take up temporary keyworker posts was very positive, highlighting the commitment and positive input of the students when in placement. 2.2.7 Committee is asked to note that to date NLC has employed 536 additional employees to support the implementation of 1140 hours ELC. This is a significant achievement and recognises the excellent collaborative work of ELC, HR and ESC officers and services.
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2.2.8 In 2018 the workforce analysis highlighted that 95% (665 staff / 487 FTE) of the staffing structure were ELC practitioners (NLC 9), a decision was taken to phase these posts out through natural wastage, and it is notable that due to the success of the internal recruitment campaign, which focussed on promoting from within, this figure has now reduced to 31.76% (392 staff / 288 FTE). 2.2.9 Please see table 3, which provides an overview of the age profile of the Early Learning Practitioners (NLC 9s). Committee should note as an NLC 9 post becomes vacant this potentially will be replaced by keyworker (NLC 7). This process requires to be kept under constant review and any future variants to the cost of the target operating will be reported. Table 3 Age No's 22-30 46 31-40 100 41-50 114 51-60 117 Over 60 15 TOTAL 392 2.2.10 Further recruitment campaigns took place for casual supply Support Workers and Keyworkers. Table 4 shows the number of posts required. The service has received over 150 application forms and interviews are took place in June 2022 Table 4 External Recruitment Require ELC Support Workers (NLC 4) 30 posts ELC Keyworkers (NLC 7) 30 posts 2.2.11 Committee will recall the Career Pathway and the Qualification Framework currently in place and is advised of the progress of Workforce Development. The qualification framework was established to grow a structured, coordinated and future-focused model, which could deliver a high-quality service to children and families in North Lanarkshire. 2.2.12 To date the career pathway has provided 202 ELC staff, from across North Lanarkshire, with the opportunity to work towards and achieve the qualifications detailed in the chart below. 2018 698 staff 1140 Expansion 536 2022 1234 staff
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2.2.13 All documentation has been completed and forwarded to the Procurement Team for the 22-23 academic intake, funded courses detailed at Table 5. Table 5 Qualification Funded Places Investment BA Childhood Practice (4 Years) 45 £180,000 SVQ 3 Childcare (1 year) 30 £50,000 PDA (10 months) 30 28,000 2.3 Quality Supporting Continuous Improvement within Local Authority and Partner Provider Settings 2.3.1 Following a review of last years training calendar, further training has been identified and developed to support settings to meet the National Standards for the next academic session. A range of training opportunities has been planned to respond to need, which can be accessed via the Innovation and Improvement Hub. 2.3.2 Staff wellbeing continues to be a key priority and to support this area, a programme of training will be provided by Do-Be-Mindful. This includes a section for staff to teach our very young children strategies to practice mindfulness in the nursery. 2.3.3 There continues to be a focus on support and training for newly appointed managers to address the need to support and develop leadership capacity. This will provide managers with the leadership skills to develop their own service and improve quality. 2.3.4 Committee is asked to note the significant amount of work the team have undertaken to support continuous improvement in key areas. Funding for a total of £0.139m will be aligned to the ELC training budget to support progress over the next three years. Please refer to table 6 and the relevant appendix for an overview of the progress and next steps in each area. 23% 24%50% 3% Workforce Qualifications Data 2018 - 2022 PDA HNC BA Masters
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Table 6 Curriculum Appendix 01 Leadership Appendix 02 Family Engagement Appendix 03 Health & Wellbeing Appendix 04 • Expressive Arts • Froebel Train • Outdoor Learning • Transitions • Stem • Assessment & Moderation • Leadership Programme • Education Scotland Sessions • Equity & Excellence Leads • Peep programme • Breast feeding Campaign • Do Be Mindful • Infant Mental Health Programme 2.3.5 To assist in supporting professional development all 42 partner nurseries will continue to have access to Glow and Microsoft Teams. All settings are using this as a resource to access training materials and quality information. 2.3.6 Committee will recall that quality assurance support is being funded by NLC via Scottish Childminders Association (SCMA). This will continue to be provided to those childminders that are part of the ELC framework for the next academic session 2022/2023, to aid providers to meet the requirements of the National Standards. 2.3.7 In addition, during the last academic session all nurseries – local authority and partner providers, were provided with membership to Early Years Scotland and in addition, childminders were given membership to the SCMA. The overall annual costs for all memberships totalled £47,918 2.3.8 More recently providers were asked to complete an evaluation regarding the professional benefits of the membership. The findings from this are outlined in table 7 Table 7 Membership Responses Professionally Beneficial Wish to Renew Early Years Scotland (295 members) 278 81 81 SCMA (149 members) 133 50 50 2.3.9 In response the service has agreed to purchase memberships for only those settings who have evaluated the resource as being professional beneficial to the setting in terms of quality improvement. The total cost for the next academic session is £12,695. ELC Service Improvement Plan 2.3.10 The service has Identified the following priorities as part of a 3-year programme of work to fully support the delivery of high-quality early learning and childcare services which best support children, families, and communities across North Lanarkshire. Please refer to the following appendicies/briefing papers, which outline the improvement plans for key ELC priorities:
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0 500 1000 1500 2000 2500 3000 3500 1st Choice 2nd Choice 3rd Choice 4th Choice 2021/2022 3132 179 48 21 2022/2023 3329 162 61 20 Comparison of 1st, 2nd, 3rd & 4th Choice 2021/2022 2022/2023 • Family Engagement - ELC Intervention Service – Appendix 05 • Play Pedagogy Across the Early Level – Appendix 06 2.4 ELC Core Functions Admissions 2.4.1 Committee is advised that the application process for 3 to 5-year-olds admissions, for session 2022/2023, closed on Friday, 11 February 2022. All applications received by the closing date and any late applications up to end of June 2022 have been processed. Any further late applications will continue to be processed. 2.4.2 A total of 3222 have been received and processed to date. This figure highlights a 5% increase from last year’s academic session. The table 8 below outlines the breakdown of applications received over both years – 2021/2022 and 2022/2023. Table 8 Provider 2021/2022 Returners New Applications Cross Boundary Local Authority 2550 1923 131 Partner Nursery 912 866 115 Childminders 18 44 0 Total 3480 2833 246 Total Admissions:6,805 Provider 2022/2023 Returners New Applications Cross Boundary Local Authority 2516 2186 12 Partner Nursery 1012 863 54 Childminders 103 105 2 Total 3631 3154 68 Total Admissions: 6,853 2.4.3 Table 9 below provide an overview of numbers of children and families in receipt of either their first, second, third or fourth choice and the comparison between 2021/2022 and 2022/2023 Table 9
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2.4.4 Following the allocation of placements for all on time applications, a review of late applications will take place. To date 421 late applications have been received across sectors up to the 3rd June and have been allocated a place, A further 36 late applications have been received after this date by partner providers table 10 shows the breakdown of applications received. Table 10 Provision Late Applications Received Partner Nursery 34 Childminder 2 Cross Boundary 2.4.5 Committee will note, from the admissions information provided, that to date 68 cross boundary applications have been received. Applications made to local authority establishments were progressed in line with the admissions policy, applications to partner providers (private/voluntary nurseries and childminders) were considered the West Partnership Cross Boundary meeting in May 2022 to approve and progress applications. Table 11 provides an overview of the total number of cross boundary children (returning and new applications). Table 11 NLC Children Attending Other Authority Private Providers Other Authority Children Attending NLC Private Providers 192 107 Deferred Entry 2.4.6 Committee will recall that an application/expression of interest, to take part in the phase 2 deferral programme pilot was unsuccessful. Committee were advised that where possible applications would be supported in line with previously agreed budget and staffing levels and steps were taken to ensure a straightforward and supportive process for parents/carers 2.4.7 Committee is advised that following a review of applications the panel successfully approved 100% of all discretionary applications (those children with birthdays from the first day of term until 31 December). 2.4.8 A small number of applications (12) out with the discretionary period were also received from children whose birthday falls between March and mid-August. In accordance with Scottish Government guidance, approval of applications out with the discretionary period should only be in exceptional circumstances. To that end, five of the twelve applications received were approved. The five approvals were based on the fact the parents appealed the decision, at which point they provided additional information regarding their child’s specific needs and experience gap in the main due to COVID- 19. These cases were recognised as exceptional circumstances and therefore approved. This update was shared with representatives of the Give Them Time Campaign who were delighted with this outcome. Table 12 provides a breakdown of applications and highlights the comparison with last years’ figures.
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Table 12 Deferred Entry Applications 2021/2022 Approved Declined Automatic 215 0 Discretionary 71 10 Out with Discretionary Period 5 5 Total 291 15 Total Applications: 306 Deferred Entry Applications 2022/2023 Approved Declined Automatic 232 0 Discretionary 117 0 Out with Discretionary Period 5 7 Total 354 7 Total Applications: 361 2.4.9 A full analysis has been carried out to ascertain the population trends and the possible additional places required to meet the Scottish Governments target of eligible deferred entry children by 2023. 2.4.10 It should be noted that the figures used are the most up to date CHI (community health index) data provided by NHS and the potential figures are based on 50% uptake of eligible deferrals. Although the CHI data presented was under school catchment areas this has been translated into the 20 nursery admission panel areas. 2.4.11 The number of families requesting term time places is high and the number of places required in some areas will not be affected by the decrease in the population figures. 2.4.12 Looking at the existing nursery estate and the capacity within our partner providers, we have identified where we need to further expand services to meet the anticipated needs. 2.4.13 Possible implications of deferred entry • 11 of the panels can accommodate the anticipated additional applications within existing registrations. • 6 of the panels require to increase their Care Inspectorate registrations. • of the panels require to increase the number of places available and as part of the action plan work will be progressed to find solutions. 2.4.14 To future proof the service and to gain additional flexibility where space allows, applications will be made to the Care Inspectorate to increase registrations across 6 settings. Minimal minor adaptations will be required. 2.4.15 The ELC team are aware of plans in place to review the culture and leisure estate over the coming months and ask Committee to note that due our organisational needs there may be the opportunity to reprovision some of these buildings for nursery use. Please refer to 2.1.4 to 2.1.6 of this paper for additional information.
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The Early Learning and Childcare (ELC) Framework 2.4.16 The 2020/2023 ELC Framework is now entering its last year/final entry point and will come to an end on 31 July 2023. The flexible framework has worked well, allowing new providers the opportunity to join at specific points (annually) during the lifetime of the framework, should they meet the necessary criteria. 2.4.17 Meetings have taken place with colleagues from procurement to look at the lessons learned from the current framework, and preparations are underway to review and implement the new framework, which is required from 1 August 2023. 2.4.18 Committee should note a further costing exercise was carried out by Ipsos Mori in April 2022. The results of the survey were shared in May 2022, however only 12 of the 42 NLC partner nurseries participated in the survey. Due to the absence of local data from 30 of settings the service requires to rely on the information provided for the West Partnership. 2.4.19 The service is now engaging with colleagues across the West Partnership in an attempt to streamline our approach so that for those with settings in a number of local authorities, you do not have to engage with significantly different methodologies in understanding how each local rate has been reached. Although methodology will be looked at collectively as a Regional Improvement Council (RIC) area, each local authority still has its own geography, demographics and political oversight. 2.4.20 There will be a focus on keeping meeting the expectations of providing a rate which is sufficient to support payment of the Scottish Living Wage and the likely increase in November, which also allows an element of funding for reinvestment. Committee will recall the reviewed rate for NLC requires to be in place for August 2023. Parent/Carer Statutory Consultation 2.4.21 Committee will recall that Education authorities are under a duty to carry out a consultation on the delivery of early learning and childcare at least once every two years. Due the pandemic there has been a delay in a new and updated survey being undertaken. To this end a survey has been prepared, considering flexibility, accessibility, affordability, and the quality of ELC provision within NLC. The intention is the survey will be circulated to parents/carers early in the new term. Please see the link below. https://forms.office.com/Pages/ResponsePage.aspx?id=O5WPqRjWQ0uKZQOCaBv Sg2UjYkPeGpZMh1dB_cSqDoVUOEZXUVQxQ1dHSVREQUlCM1FGQUdHRENPNi 4u 2.4.22 A full analysis and action plan based on the outcomes of the survey will be shared at a future Committee. External Partner Provider Commission Payments 2.4.23 During the service range of 1 April 2022 to 31 July 2022 a total of £5.201m has been paid to partner providers. Please refer to table 13 for a breakdown.
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Table 13 External Commissions 1st April 22 to 31st July 22 3-5 Payments 1140 hours £4.557m Eligible 2-year-old 1140 hours £0.328m Meal payments 2-5year olds 1140 hours £0.316m Total £5.201m 2.4.24 During the service range of 1 August 2021 to 31 March 2022 a total of £0.377m was paid to partner providers for milk and healthy snacks. Based on the current number of applications received (68: 25 out of 42 partner nurseries and 42 out of 138 childminders) the cost from August 2022 to 31 March 2023 is £0.190m. Further updates will be proved to future Committees Contract Management of Framework 2.4.25 The criteria within the National Standard focuses on what children and their families should expect from their Early Learning and Childcare experience, regardless of where they access their funded entitlement. 2.4.26 A flexible framework currently exists for 1140 hours for 2–5-year-olds for the period 1 August 2020 to 31 July 2023. It was procured as a Schedule 3 Social and Other Specific Services under the Public Contracts (Scotland) Regulations 2015 and was established initially with 185 providers. The framework encompassed the private and third sector providers, including childminders. 2.4.27 Based on the current resource and infrastructure of the Council, there is insufficient internal capacity to provide all the early learning and childcare placements needed, hence external providers are required. The benefits of a ‘Flexible Framework’ allowed the Council to establish an initial group of providers on the framework for 2020 and allowed further entrants in 2021 and 2022. This helped secure capacity while offering opportunity for additional providers to apply to join the framework later. 2.4.28 Based on historic usage the estimated annual cost of external providers is approximately £12m. 2.4.29 Under the Scottish Government’s initiative “Funding Follows the Child”, local authorities are responsible for ensuring that there is a funded place available for all eligible children in their area, including using services from private and third sector providers, including childminders. 2.4.30 It is estimated that with all applications, considering both new and returning children, the cost from 1 April 2022 to 31 March 2023 will be £12.229m This exceeds the current framework agreement of £11.8 million. 2.4.31 In the 2021/22 session Early Learning & Childcare received 282 late applications during the year. To date 36 late applications have been received for the 2022/23 term, and this number is expected to increase to similar levels as in previous years. Corporate Procurement have advised that due to the original value of the framework agreement, the £300k in overspend should not present challenge at this juncture, however, should the £12.3m be exceeded further then an
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appropriate procurement modification, in line with appropriate governance arrangements, will require to be undertaken for a new agreement to be reached. Based on previous year metrics, the assumption is that this will be the case, and so for further late applications to be approved a modification to the framework will be necessary. 2.4.32 The following excerpt from General Contract Standing Order 38 has been highlighted by Asset & Procurement Solutions regarding the matter: 38.1 Application (a) A contract or Framework Agreement may be modified during its term without a new procurement exercise being carried out provided the requirements of Regulation 72 of the European Procurement Regulations are met; (b) This Standing Order will apply to all contracts or Framework Agreements. No contract shall be modified in terms of Standing Order 38 (Contract Modifications) where the estimated value exceeds £50,000 for supplies and services and for works exceeds £500,000 and includes all EU Regulated Procurements without the appropriate Chief Officer first taking advice from the Head of Asset and Procurement Solutions and the Head of Legal and Democratic Solutions. 2.4.33 The above advice relates to a possible variance up to a maximum of +10% of the original contract framework (in this case £3.6 million in total over the 3-year period). The total overspend for the 2022/23 session, based on average numbers of late applications from previous years, is estimated to be no more than circa £1 million maximum if all future late applications are approved. 2.4.34 Importantly, the Service has previously intimated an expected 27% of total provision would be with partner placements. This percentage now sits at 31%, which based at a £5.55 hourly rate represents a small saving to the Council. Table 14 Year 1 Framework Aug 2020 - July -2021 Year 2 Framework Aug 2021 - July 2022 Year 3 Framework Aug 2022 - July 2023 3-5 Funding £11.083m £12.004m Estimated £12.336m Framework Value per Year £11.800m £11.800m £11.800m Under/Overspend £0.717 £0.204m £0.536m Contract Variance -6.1% +1.7% +4.5% Late Applications Received 146 282 To date 36
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2.4.35 Committee are asked to note following an 1140 Board meeting in August agreement was approved to fund all late applications subject to breaching the 10% accumulative threshold. Further updates will be provided to committee if required. 2.5 Communications 2.5.1 The service continues to meet regularly with both Care Inspectorate and Trade Unions regarding delivery of ELC provision. Relations continue to be collaborative and positive. 2.5.2 Regular meetings continue to take place with both partner nurseries and childminders. A calendar of meetings has been updated and circulated for the next session. 2.5.3 The next edition of the ELC 1140 newsletter was recently circulated. This includes examples of excellent practice across local authority nurseries and all funded providers including childminders. A copy can be viewed at Early Years Newsletter April 2022.pdf 2.5.4 Throughout the admissions process contact via social media was very positive. The 20 bus adverts (street liners) that went live on 20 December 2021, will have contributed to the number of web page visits. Approximately • 70,000 visits to the main page (northlanarkshire.gov.uk/ELC). • 15,000 unique views of the application page (15,000 different people). • 1800 click from organic Facebook posts • 1000 click from organic twitter posts • 1800 click from google advertising • 400 click from Facebook adverts 2.6 Financial Update Capital Update 2.6.1 Committee will recall that, since inception, the ELC Expansion (1140 Hours) Capital Programme has spanned several financial years cumulating in new Family Learning Centres and renovations of existing establishments across the authority. The Enterprise & Communities 2022/23 capital programme of £157.168m was approved at Policy & Strategy Committee on 17 March 2022. The 2022/23 programme has since been increase by £21.479m relating to carry forwards from 2021/22 (£5.796m) and additional external funding (£15.683m). Included in the approved 2022/23 capital programme, for Enterprise & Communities, is £2.192m regarding ELC Expansion (1140 Hours). As at Period 04, the Service is projecting a break-even position in relation to the associated ELC Expansion (1140 Hours) capital workstreams. Revenue Update 2.6.2 The budget for ELC in 2022/23 is £61, which includes the ELC Expansion Grant of £35m.. The projected outturn for 2022/23 as of 29 July 2023 (Period 4) is a balanced budget. It should be noted that a reserve of £14.249m has been created, and this is phased over 3 years. For 2022/23 the amount to be utilised is £7.490m to meet service needs.
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3. Measures of Success 3.1 Children have access to funded entitlement of 1140 hours of ELC. 4. Supporting Documents 4.1 Appendix 01: Curriculum 4.2 Appendix 02: Leadership 4.3 Appendix 03: Family Engagement 4.4 Appendix 04: Health & Wellbeing 4.5 Appendix 05: Family Engagement - ELC Intervention Service 4.6 Appendix 06: Play Pedagogy Across the Early Level Gerard McLaughlin Head of Education (North)
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality-and-fairer- scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts have been discussed and agreed with Financial Solutions? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The current financial position of the overall capital programme and current year revenue position are outlined within Section 2.7 of this report. As highlighted in paragraph 2.7.1, the position within the capital programme will be continually monitored and updated. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts have been discussed and agreed with People and Organisational Development? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The expansion is driven by legislation and Scottish Government guidance in ensuring the provision of 1140 hours ELC as a statutory requirement for all 3 to 5 year olds and eligible 2 year olds. 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts have been discussed and agreed with Legal and Democratic Solutions? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐
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5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for technology, has an assessment been carried out (or scheduled) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☐ No ☒ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed?
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Appendix 01: Curriculum Expressive Arts - Imagination Station _________________________________________________ Background The Curriculum for Excellence is the national curriculum for children aged 3-18 years. As a quality team, we have responsibility in ensuring quality delivery of learning across all curricular areas, in all early year’s settings. This is supported by the quality team offering very good training for staff at all levels. Each Quality Officer has an area of Curriculum responsibility, ensuring that staff have access to pertinent development opportunities and learning opportunities/experiences for young children meet quality standards. In considering Expressive Arts within our Early Learning and Childcare provision, the necessity to develop training opportunities and resources for staff was identified. Further evidence was gathered through a staff survey asking key questions about opportunities for learning and staff confidence within this curricular area. ‘Through the expressive arts, children and young people can have rich opportunities to be creative and imaginative and to experience inspiration and enjoyment. They can come to understand the important roles of the arts in describing and changing society. The arts have a growing significance in the life and prosperity of Scotland. Through their experience of the expressive arts, children and young people can appreciate the contributions of the arts in the lives of individuals and communities.’ ‘The expressive arts include experiences and outcomes in the contexts of art and design, drama, dance and music.’ The Curriculum for Excellence, 2010. Current situation A team of professionals from Early Learning and Childcare and North Lanarkshire Arts is established and have a focus on developing a training programme and associated resources for staff. Representatives within this group include an ELC Quality Officer, ELC Equity & Excellence lead, ELC Lead Practitioner, Early Learning & Childcare Practitioner and 2 Arts Development officers. The programme that will be offered provides an opportunity for staff to participate in training across all areas of expressive arts, art & design, drama, dance, and music. Initially the training is planned in 2 phases. The first phase will be delivered in the final term of academic session 2021/2022 and the core of this is a drama and a music toolkit, an independent music consultant will support the delivery of the music session. Participants from phase one will also receive a ‘bag of inspiration’, giving them a starter pack of tools that they can use when delivering music and drama with children. Phase 2 of the training will be delivered in the new academic session 2022/2023 and planning for this is underway. The team will continue to work and plan collectively to further develop training opportunities and on-site experiences for children and families. A recent survey provided the following information: Drama • 22.8% have no drama experiences per week • 21.4% have 1 drama experience per week • 20% have 2 drama experiences per week • 24.3% have 3 drama experiences per week • 5.7% have 4 drama experiences per week • 5.7% have 5 drama experiences per week
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Music • 12.5% have no music experiences per week • 20.8 % have 1 music experience per week • 18% have 2 music experiences per week • 18% have 3 music experiences per week • 8.3% have 4 music experiences per week • 22.2 % have 5 music experiences per week • 50% very likely to access music training • 26.3% somewhat likely to access music training Phase 1-Resources/ Phase 2: Training and resources As a result of National curriculum requirements and the identified need to develop a training programme which is supported by resources, this request is for investment, in the Imagination Station programme over the next 18 months. The quotation detailed below outlines the cost of sourcing specialists in the arts to sustain training delivery and purchase resources to support approaches to learning. The overall aim for programme will be: - “55% of staff within Early Learning and Childcare settings will provide daily opportunities for children to participate in drama and music experiences, resulting in improved learning outcomes by May 2023” Measurement of Impact The programme to measure outcome, will be provided by the ELC & Arts professionals who have responsibility. The measures will include: • Number of settings represented on the training • Numbers of participants who undertake the training • Participant’s engagement in sessions • Participant’s use of resources • Numbers of participants/settings who increase opportunities for drama and music • Tracking and monitoring of children’s progress in expressive arts Summary of Funding Breakdown of Co Phase 1 training: Costs met by NL Arts grant funding Phase 1 resources: £4386.98- Drama bag £6334.75- Music bag Phase 2 training: £1989.98- NL Arts Music £1989.98- NL Arts Drama £3000- Eco Drama Training (Outdoors) - (£35.00 x 100 participants) Phase 2 resources: £4386.98- Drama bag £6334.75- Music bag TOTAL COST FOR THE 18 MONTH PROGRAMME: - £28,423.42
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STEM _________________________________________________ Three CLPL sessions were developed through extensive professional reading, practitioner enquiry and observation of current practice across North Lanarkshire Council. The focus of the three sessions were as follows: • STEM: Pedagogy, Policy, and Practice • The Role of the Adult in STEM • Planning for Learning and Effective Learning Environments • Each session has a clear focus on improving gender balance, equality, and equity. Local and national statistics and data were used to highlight the gender gap in STEM learning experiences, secondary subjects and careers and the importance of tackling these issues as early as possible, through the set-up of the learning environment, use of language and positive role-models. The importance of building STEM capital was also discussed in detail using the ‘backpack’ analogy to highlight the gap in parents’ and children’s STEM knowledge and skills due socioeconomic factors, gender, race and/or disability. The importance of the ‘role of the adult’ in learning establishments, in addressing these issues was discussed at length, highlighting the need for practitioners themselves to have the opportunity to develop their own STEM capital. In addition to this the main aim of this project was to address the lack of STEM professional learning aimed at early years and ASN practitioners, ensuring all staff have access to high quality STEM CLPL relevant to their setting. This in turn ensures that pupils across all settings have an equitable experience of STEM learning. Baseline Data: Prior to starting the project, it was important to gather baseline data of STEM practice across North Lanarkshire early years establishments. This survey was completed by 62 early years practitioners from 50 establishments and clearly indicated that there was a need for CLPL to support STEM in early years: • 80% of respondents indicated that STEM was an improvement priority in their establishment • over a third of respondents indicated that the quality of pedagogy in science and technology was either satisfactory or weak on a five-point scale • Only a quarter of respondents described themselves as knowledgeable or very knowledgeable in STEM. • When asked about what would support STEM pedagogy, participants indicated knowledge, progression, assessment and planning as equal priorities. Evaluative Data: • The data gathered from the final project evaluation has been very positive with confidence in STEM pedagogy seeing an increase of almost 52%. In addition to this, participants stated that they are highly likely to use the new knowledge gained through the programme in practice:
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Assessment and Moderation __________________________________________________ To address the identified gap in ELC practitioners’ knowledge and skill in implementing the Moderation Cycle and in partnership with the Pedagogy Team and Education Managers, an 8-week training programme on the Assessment and Moderation Cycle is being delivered. We are currently halfway through delivery of this programme which has been delivered by the Quality Team. To date, feedback has been very positive, and a full evaluation will be carried out at the end of the programme in June. Froebel in Childhood Practice _________________________________________________________________________ Impact to date Froebel firmly believed that every child should be treated as an individual and their unique abilities should be encouraged to grow. In doing so, Froebel believed that practitioners could create a learning environment that was harmonious. Children could be happy, allowing them to seek growth in their own unique way. Froebel’s focus on the importance of play, learning through nature, practical hands-on learning and nurturing a child’s connection to their community is more relevant now than ever. Froebel’s focus on the importance of play, learning through nature, practical hands-on learning and nurturing a child’s connection to their community is more relevant now than ever. Several staff have accessed Froebel training and feedback from has been extremely positive and Care Inspectorate have also recognised and commented on positive Froebelian practice within settings during inspections:
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Empowering leadership in an outdoor environment “I believe the sustainability of empowering staff to lead outdoor learning is collective and achievable.” (Frances Campbell, EEL, Hilltop NC) Sharing the Froebelian principles with an Early Years workforce “This knowledge has strengthened our commitment to further explore and embed Froebel’s principles into our daily practice. Adopting Froebel’s principles will allow us to take a holistic approach to working with the children and families.” (Mairi McGowan, PL, Glencairn NC) Care Inspectorate Reports from establishments with staff who have been trained in ‘Froebel in childhood practice’ “Children accessed outdoors every day for fresh air, exercise, and play. Equipment in the garden encouraged children to take positive risks which improved their quality of experience. For example, accessing a fire pit and climbing a grass hill to reach a tunnel. Children also regularly visited the local forest to experience a natural environment. Children's resilience was growing because of such experiences.” Devonview FLC, March 2019 “Children who were playing outside were observed to be busy and having fun. The equipment outdoors stimulated curiosity and encouraged children to practice lots of different skills, for example counting, balancing and problem solving.” Holy Cross, March 2018 Forest Kindergarten parent quote from Care Inspectorate "I am very happy with the education my child receives at Steppingstones; I especially like the Forest Kindergarten programme.". Steppingstones, February 2020 The Quality team are in the process of conducting a full audit of staff within NLC who have completed the training and the impact on children and families within settings. Aiming to establish location of qualified staff and facilitate opportunities to apply for research grants. The service has established a Froebel Network on Teams to share knowledge and enable trained staff to connect regularly to share and build on their expertise. This forum will be monitored to ensure maximum engagement between more experienced practitioners who can mentor new colleagues. The Froebel and Childhood Practice course involves the practical implementation, of core Froebelian experiences, articulated through Froebelian principles, and critically linked to current research, policy, and theory in Childhood Practice. The central aim is to develop critical understanding of Froebelian principles. This involves analysing the complex relationship between ideas that underpin work with children and families, everyday practices and contemporary ideas concerning pedagogy, curriculum, and assessment. The course requires staff to take leadership roles, to work in integrated ways, consider issues of social justice/well-being and analyse the contexts of children’s learning. Future Investment Costs The course costs £850/participant. (Minimum participants – 33). Propose 33@ £850 = £28,050
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Appendix 02: Leadership Leadership programme __________________________________________________ The 3 ELC Leadership Programmes are well attended with very positive feedback following each session. These sessions have been facilitated by the Quality Team, some of our ELC Heads of Centre, ELC practitioners and some of the Education and Families Managers. A full evaluation of the impact will be carried out at the end of each programme. Scottish Government Sessions __________________________________________________ During visits to each setting as part of the recovery period, the Quality Team identified key aspects of quality improvement that several settings required support with. These are in relation to Learning, Teaching and Assessment – specifically planning, tracking, and monitoring of children’s progress and self-evaluation for continuous improvement. To address this, Ryan Miller, Attainment Advisor, has been supporting ELC Heads of Centre and Managers of Funded providers with a detailed training programme entitled “Self-Evaluation for Continuous Improvement”. This 4-session programme has been well attended and has provided participants with an understanding of the need for robust self- evaluation to inform and identify targets for improvement. Further supports will be provided by the Quality Team which will impact on the quality of improvement planning and outcomes for children and families.
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Appendix 03: Family Engagement Breastfeeding Friendly Scotland – Early Learning Scheme Award __________________________________________________ Breastfeeding Friendly Scotland is a national award scheme that recognises businesses, organisations, and public premises where staff are aware of their obligations under the Breastfeeding etc. (Scotland) Act 2005 and Equality Act 2010. The award enables new mums and families to recognise places that they can be supported, and their babies protected when breastfeeding whilst out and about. The aim is to normalise breastfeeding in all communities across Scotland and this means addressing four key issues: • Increasing maternal confidence in breastfeeding in public places (Breastfeeding Friendly Scotland Scheme) • Work across communities to change attitudes and create positive culture around breastfeeding (Breastfeeding Friendly Scotland – Local Authority) • Introducing breastfeeding before any negative attitudes are formed (Breastfeeding Friendly Scotland - Early Learning) • Increasing knowledge of breastfeeding as our young people progress through their school career (Breastfeeding Friendly Scotland - Schools) Within ELC we have committed to normalising breastfeeding through the removal of baby bottles and dummies from play areas within ELC establishments to prevent implication that this is the normal way to feed babies and prevent cross infection. We are aiming for 100% of our Local Authority ELC establishments to sign up to Breastfeeding Friendly Scotland Early Learning and Childcare scheme. This requires all settings to identify a Breastfeeding Champion who will be responsible for driving forward their establishment’s goal to become a breastfeeding friendly setting. To date 64% of our Local Authority settings, have a Breastfeeding Champion nominated and are progressing through the award criteria. The first award was achieved on 29 March 2022. Birth to 3 Years – Improving Collaborative Practice _________________________________________________________ There are currently 2 key pieces of work being undertaken in partnership with health and social work colleagues. 1. Review of the 0-3 Admissions policy and the Birth -3 Process to support children with additional needs. This is an extensive piece of work and a full consultation with services has been completed. A revised policy is being produced with a clear communication strategy to share the revised policy with relevant services. 2. Test of change – Allocating a named link health visitor for each ELC setting. This test is still in the early stages however early indications show that when a named link health visitor is allocated to ELC settings, there is an increase in communication, identification of need for families and subsequent interventions provided.
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Peep Learning Together Programme in North Lanarkshire ________________________________________________________ Our Peep Journey so far: In August 2020, the Scottish Government commissioned 40 places to enable all NLC Equity and Excellence Lead Practitioners to become trained in the Peep Learning Together Programme (Peep LTP). The training aims were • To develop practitioners’ knowledge and skills to use the Peep LTP as a flexible tool, to support their children's early learning and development. • To work towards a City and Guilds Unit: "Engage parents in their children's early learning" A further 30 places were funded through Scottish Attainment Challenge to train practitioners in 30 full time ELC settings. Those practitioners consisted of principal leads, lead practitioners, early learning practitioners and depute heads of centre. Therefore, as of July 2021, NLC Early Learning and Childcare had 70 fully trained Peep Facilitators, across 61 settings within the North Lanarkshire estate. Microsoft Teams To support our newly trained Peep facilitators we established an NL Peep Team to provide a platform for collaboration and support. All members were added and encouraged to share high quality practice and comment, ask questions, and support each other with this new approach to family engagement. In addition to the Team, we also accessed regular support from Peeple as they hosted online sessions to support and motivate our facilitators as they delivered the programme to our children and families. Online Training/SupportSessions In April 21 the Quality team hosted a gifting session to support our Peep facilitators with their delivery of the programme, and to share information regarding resource bags that were designed to accompany the delivery of the programme. The Quality team shared their aspirations for the resource bags and encouraged all facilitators to gift these to the children and families who would be taking part in the Learning Together Programme introduction. Each setting received 12 resource bags to gift to each family taking an active part in the programme. These were designed to reflect and support the delivery of 2 sessions within the Learning Together Programme, maths in songs and rhyme and lots to read and write about. Our aspirations for the Learning Together Programme and the gifting bags were: To improve children’s language, communication, and early maths skills because of families engaging in everyday opportunities using the Peep Gifting bag. As a team we were aware that practitioners may need some support in measuring the impact of this new programme and were eager to support them on their measuring impact journey. We therefore designed and delivered a measuring impact session to support effective evaluations of the Learning Together Programme. Challenges Covid compliance placed a wealth of challenges for all early learning and childcare settings. Ensuring the wellbeing of our children and families was a priority. This meant only 28% of our Peep facilitators had been able to begin their journey.
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We were eager to continue to support our Peep facilitators and continue to motivate them in their delivery and invited those settings who had begun their journey to share their stories with the NL Peep facilitators as a team. We hoped this would acknowledge the challenges that had to be overcame as well as highlighting the support that was available for each setting to ensure they began their Peep journey. We were very aware we had to re-evaluate our aims and aspirations for this programme to ensure we supported our Peep facilitators and the current delivery of our high-quality settings. We identified a Peep champion in the hope that they could be the link person for all Peep facilitators to engage with throughout the delivery of their programmes, however it was becoming very apparent that our facilitators were becoming less engaged within the team as they continued to support our children and families through the pandemic. We were very aware that delivering this programme during this time was going to be challenging and aware that the longer our Peep facilitators left between their initial training and the delivery of the programme, they would become less confident in its delivery. To support this our Peep champion reached out to Peeple and enquired into accessing training to support the peep facilitators in their delivery of their sessions. This led to a training support agreement being set up and our Peep champion is currently observing trainers delivering the Peep Learning Together Programme. Additionally, our peep champion has fortnightly meetings and 6-week block sessions to support them in their delivery of their sessions. Hopes for Future We are eager to highlight the link that exists between this programme and the existence of family engagement on the improvement plan of many settings. Our intentions for the new academic term are to reach out to every Head of Centre who has a Peep facilitator to ensure they are aware of the benefits of this programme and how it could be an invaluable strategy to implement within their settings. Contact has been made with several Community Learning and Development Officers in a bid to get their support to widen the offer to all ELC settings. We are eager to go into settings to help them in their delivery. The intention is I am to establish more peep champions who can access training and support agreements in the future which will enable them to train future practitioners. We are eager for this Programme to be available not only in every early years setting but also to the wider community.
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Appendix 04: Health & Wellbeing Do-BeMindful __________________________________________________ Background Do-BeMindful offers a suite of programmes that are deeply interconnected. Their philosophy is that education professionals cannot teach Mindfulness-based practices to others unless they have meaningful experience gained from personal practice and learning. They believe that Educators need to put on their own oxygen masks and practice self-care so that they can cope with ever increasing adversity and stress and really be there for learners. The Do-BeMindful Resilience-based Recovery Programme provides staff with the knowledge and understanding needed to begin a pathway to recovery through the practice of Trauma-sensitive Mindfulness in a way that is safe, transformative, and healing for the whole nursery community. All programmes are underpinned by a growing body of scientific and clinical research evidence that demonstrates regular Mindfulness practice can benefit at every age individual’s emotional and mental wellbeing. The programme is endorsed by Education Scotland and is now accredited by GTCS. Research into mindful practice has shown to promote the following in individuals: • A feeling of being useful • Feeling optimistic • Feeling relaxed • Having energy to spare • More awareness of emotions Current situation North Lanarkshire ELC have invested in the programme over the past year, securing 100 licences over 3 Cohorts for practitioners to engage in the Resilience-based Recovery: Trauma-sensitive Mindfulness Programme. This is a 7-module programme; the first 5 modules support practitioners to develop mindful practice and the final 2 modules offer guidance to develop mindful practice with the children. Due to the significant commitment required, prospective participants were asked to attend a launch session if interested and if they agree to the commitment they could then apply for a place. Cohort 1 launched in June 2021 with a total of 25 participants. Cohort 2 launched in October 2021 with 22 participants and Cohort 3 is due to launch in April 2022 with 43 participants. The participants on the programme come from both local authority and partner providers. In addition, each of the Quality Team have been provided with a licence each. A new addition to the programme has been created ‘Early Years Nature-based mindful practice;’ this is focused on mindful practice in the outdoor environment. The model for Quality Improvement has supported the delivery of this programme to date and Catherine Campbell, Staff Welfare Officer has provided ongoing practice support until her recent retirement. This support proved crucial and was key to the success for the first 2 cohorts. This role can now be carried out by one of the newly appointed Equity and Excellence Leads on the Quality Team who has extensive experience of using Do Be-Mindful in practice. There has been significant learning on how to develop this programme and Louise Smith, Co-Founder/Director of Do Be-Mindful is working closely alongside us to refine the programme delivery and support process. She is planning to cascade the ‘North Lanarkshire’ model to other local authorities due to the success rate of the engagement of participants.
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Impact to date A recent evaluation of the programme to date provided the following results. • 78% of participants feel that the programme is manageable in the timeframe set • 85% of participants practice mindfulness every day/every other day • 50% receive protected time to access the modules online • 51% have introduced mindful practice with the children Request for funding for 3-year plan As a result of the impact that the programme has had on practice to date, and with the introduction of the new ‘nature-based’ (outdoor) element to the Do Be-Mindful Programme, this request is to further invest in staff wellbeing over the next 3 years and further develop mindful practice with children in settings. As detailed in the quotation below, this supported programme would incur a cost of £18,600 per year, a total of £55,800 for the full 3-year programme. This includes online licences, resources for use with the children and training support. This would result in a further 180 staff being trained in the Resilience-based Recovery programme and 150 staff being trained to deliver the Nature-based Mindfulness. The overall aim for this 3-year programme will be: - “70% of ELC settings in North Lanarkshire will engage in daily Mindful practice with the children, resulting in improved children’s wellbeing by February 2025” Measurement of Impact Support for the measurement of impact has been sought from Research Development Officers. The measures will include: • Numbers of participants who complete the programme • Participant’s engagement in regular mindful practice • Numbers of participants/settings who introduce mindful practice with the children • Use of Leuven Scale to assess and monitor children’s wellbeing and engagement • Consultation with parents of children who engage in mindfulness sessions • Tracking and monitoring of children’s progress in health and wellbeing MINDFUL PROGRAMME COST PER YEAR (as above) 18,600 SUMMARY OF REQUEST TOTAL COST FOR 3-YEAR PROGRAMME 55,800 TRAINING SUPPORT FOR YEAR 1- SHADOWED BY EEL 700 (This will subsequently be delivered solely by EEL) 56,500
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Appendix 05: Family Engagement Introduction Parental engagement focuses on ways in which parents, carers and families support and encourage their children’s learning in nursery/school and in everyday life. Schools, nurseries, and partners can play a vital role in supporting families to do this effectively and with confidence (2018 National Improvement Framework, 2017, p14). Family learning is a universal provision but can also be used as an early intervention and prevention strategy. Practitioners work with families to reduce potential barriers to engaging parents and are responsive to family circumstances e.g., families affected by adversities. When poverty is combined with other issues such as mental health problems, domestic abuse or substance use, the challenges of parenting can be magnified. The Promise 2020 makes this point; “Where children are safe in their families and feel loved they must stay – and families must be given support together to nurture that love and overcome the difficulties which get in the way.” Families struggling to cope with poverty, poor housing, substance use, and health difficulties are at greater risk of not recognising and being able to respond to the needs of their children; they also can have little capacity to engage with services to make changes (Cleaver, Unell and Aldgate, 2011). Education Scotland and the Scottish Government’s Review of Family Learning (2016) states that family learning, as an early intervention and prevention approach, works in reaching disadvantaged families and communities to improve their life chances. The model below is based on the findings of the review. The findings of the Independent Care Review, ‘The Promise (Scotland)’ places prevention and family support at the heart of its vision to achieve the goals of early intervention and prevention The Promise draws attention to the complex interaction that exists between poverty, drug use, mental health, and domestic abuse and how these impact on the wellbeing of children, calling for better ‘relational’ approaches to help address this. The Scottish Government has now established a Family Support Delivery Group to take forward the ambitions for family support outlined in The Promise Plan 21-24 which is setting out clear expectations around the principles and standards required to keep the promise. This has a strong focus on transformational change with a person-centred approach to ensure diverse needs are recognised. Getting it Right for Every Child (GIRFEC) aims to provide support by making sure children and young people receive the right help at the right time and from the right people. Access to support through universal services should be non-stigmatising for families and is critical to building relationships with trusted professionals which can reduce the impact of poverty. In addition, the Children’s Services Plan for North Lanarkshire (21-23) sets out the priorities for delivering relational family support.
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A key feature of North Lanarkshire Family Learning Centres is the strong relational approach that is embedded within their services coupled with the high-quality support offered to parents in the context of their own local area. Background A recent consultation in North Lanarkshire identified a gap between the existing preventative family support services and those at an intensive level. This gap can be addressed by the introduction of an early intervention family engagement service that will respond to the needs of children who are on the edge of the care system, with the aim of preventing them progressing to more intensive services. The existing support provided by the family learning centres will provide a solid foundation to further develop an early intervention service to bridge this gap. As identified in Scottish Governments Review of Family Learning, ensuring that the workforce is developed and equipped to work with parents and families is an ongoing challenge. It states that it should not be assumed that practitioners ‘feel comfortable or confident in working with parents’ (Dyson, 2007, p3). It is therefore crucial that a training programme is delivered to support the recently expanded ELC workforce to provide them with the skill and knowledge to facilitate a flexible, early intervention service that will tackle the poverty- related experience gap for our youngest children. ‘Our Approach’ outlines North Lanarkshire Children’s Services Partnership principles and values and is the vehicle for delivering shared priorities to improve outcomes for all in North Lanarkshire. There is a strong on developing a trauma-informed workforce that fosters a relational approach. Evidence-based programmes should form the basis for early intervention, North Lanarkshire has previously invested heavily in a range of approaches including Solihull Approach, VIG/VERP.. Further workforce training and the development of these programmes and approaches will address workforce training needs and provide a robust range of relevant interventions. Early Intervention Service - Aims This intervention service will enhance the existing universal and additional support provided by family learning centres by creating and developing an early intervention service within Education and Families that will deliver flexible and responsive family support in line with the family support principles set out by The Promise which is a national requirement by 2024. This 3-year initiative will work in partnership with Health, Alcohol and Drug Partnership and 3rd sector colleagues to provide locally accessible services either within local family learning centres, families own homes or as close to their home as possible. Priority will be given to situations where there is concern about parental drug or alcohol use and interventions will be delivered as early as possible Access Route to Service: • An initial needs analysis will be carried out by relevant services, involving the named person and consulting with family members. • Access to the service will be via Request for Assistance. • An initial team around the child meeting, including the family, will outline the plan of the supports to be offered. • Clear timescales and measures of impact will be identified prior to engagement. • Regular reviews will monitor progress and identify where changes to the plan are required A key principle of this service will be to upskill and increase the capacity of the ELC workforce to ensure that support is sustainable and delivered by skilled, trauma-informed practitioners. A training programme will be
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provided to ensure that practitioners have the necessary skills to deliver evidence-based interventions and enable them to measure impact. The following evidence-based approaches will provide a framework for targeted interventions. These should be delivered by a skilled trauma-informed workforce. • Nurture Principles • Solihull Approach • Outcome Star • VIG/VERP North Lanarkshire has previously invested in these programmes and the positive evaluations of impact collated support further investment. Workforce training will build on the existing skilled workforce and allow for further expansion that will not only result in the programmes becoming embedded in practice but will also support newly appointed practitioners as part of the expansion within ELC The Early Intervention Service will be linked to ELC and a multi-agency steering group will provide the necessary governance to monitor progress. The steering group will consist of the Quality Officers with responsibility for Family Engagement and Health and Wellbeing along with a nominated social worker, health visitor, Head of Centre, and Head Teacher. A robust measurement plan will collate both qualitative and quantitative data to identify improved outcomes for children and families. The steering group will report into the Board and into the Integrated Children’s Services Group as part of the wider improvement activity in relation to family support in keeping The Promise and delivering The Plan for NL. A comprehensive mapping exercise will be undertaken to identify need which will result in the identification of localities that will be a priority to receive support from this service. A comprehensive measurement and evaluation plan will be created to monitor each aspect of the early intervention service. This will include: • Regular scheduled steering group meetings. • Individual evaluations for each child and family to ensure that targeted interventions are meeting their needs. • A robust training evaluation process to ensure that practitioners are embedding their training in practice and that it is having an impact on outcomes for children and families. • Monitoring the source, number, and nature of requests for assistance. Recommendation • To Provide a local, flexible, and accessible early intervention service that will improve outcomes for 70% of identified families affected by drug and alcohol, by 2025”
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Appendix 06: Play Pedagogy Across the early Level Introduction The updated National Improvement Framework reaffirms the commitment to achieving excellence and equity for children and young people, whilst recognising the challenges for school leaders to recover education. The vision, priorities, and drivers better articulate children at the heart of learning, as well as recognising United Nations Convention on the Rights of the Child coming into law, with an additional priority added to reflect this. Recognising the continuous and progressive nature of Curriculum for Excellence, from 3-18 years, drivers now include early learning and childcare, and with curriculum and assessment now together in one driver it emphasises how these aspects are intertwined. Background With the expansion in Early Learning and Child Care, the ELC Quality Team have provided professional learning opportunities for new ELC practitioners who have come into the workforce. This is ongoing and there has been collaborative working across networks to ensure key messages linked to quality learning, teaching and assessment approaches are consistent across the sector. With early level continuing into Primary 1, schools have begun to seek wider professional learning to build on pedagogical approaches within ELC experiences to meet the needs of our youngest learners, especially considering the Covid-19 recovery. Research about the impact of the pandemic on our learners, as well as attainment data has shown that our youngest children have been most impacted. The ELC Quality Team and Lead Officers with responsibility for curriculum, attainment and improvement have been working collaboratively to develop North Lanarkshire Council’s strategic plan for the curriculum. Part of this is supporting transition across early level, as children move from ELC into primary 1. An emphasis on child-centred pedagogical approaches underpins plans and work has begun with officers and the West Partnership to re-fresh key messages and principles to drive forward Play Pedagogy to support all learners in active, play based experiences. Realising the Ambition provides a national framework to drive this forward, however we need to create a strong framework and Career Long Professional Learning opportunities for staff in ELC and primary with consistent messaging across workstreams responsible for learning, teaching and assessment. A focus on developing a shared, clear vision of what quality learning experiences look like across early level, by having skilled and knowledgeable practitioners and staff as well as advice and guidance on creating environments to suit this is needed. Initially core areas in literacy, numeracy and health and wellbeing will be involved in the plan. This work will support the implementation of our approaches to literacy and numeracy, developed by the Learning Hub in collaboration with the ELC Quality team and the establishment of focus groups across primary to ensure quality professional knowledge and understanding is built around this. Currently within NLC, we have a strong programme for literacy and numeracy and interventions to support learners in these core areas. This further work will support staff to make links with national policies by developing NLC approaches. Teacher and practitioner professionalism and learning is crucial to drive forward standards and raise attainment. This initiative will continue to be supported by the Quality team and Lead Officers with responsibility for curriculum, attainment, and improvement. In addition, we are planning on recruiting 6 x NLC 9 Play Pedagogy Practitioners who will support quality play-based experiences across the early level. The programme will be supported by a steering group which will provide the necessary governance to monitor progress. The steering group will consist of a Quality Officer along with the SAC Pedagogy Lead Officer, a nominated Head of Centre, Head Teacher and Cluster Integrated and Improvement Lead. A robust measurement plan will collate both qualitative and quantitative data to identify improved outcomes on attainment.
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A mapping exercise will be undertaken to identify need which will result in the identification of localities that will be a priority to receive support from this resource. Consideration will be given to the differentiation for children with additional support needs, including the recommendation of the needs-based pathway reviews. Recommendation • To create a resource that will further develop a robust play pedagogy approach across the early level.