0-11 Outcomes Service 2014-15 · 0-11 Outcomes Service 2014-15 5 Sickness Absence Rate The 0-11 Outcomes Service sickness absence rate was well below the Councils’ 5% target. This

0-11 Outcomes Service 2014-15

Celebrating Success

July 2015

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1 Contents 1. Introduction .................................................................................................................... 3

2. Performance .................................................................................................................. 4

2.1. Internal management performance indicators ............................................................. 4

2.2. Service Performance .................................................................................................. 9

2.2.1. Early Years Foundation Stage Team ....................................................................... 9

2.2.2. Children’s Centre Services .....................................................................................11

2.2.3. Integrated Working Service ....................................................................................14

2.2.4. Children Missing Education Service .......................................................................17

2.2.5. Educational Psychology Service.............................................................................21

3. Case Studies .................................................................................................................24

3.1. Case Study 1 - Early Years Foundation Stage Book Bugs .......................................24

3.2. Case Study 2 - Early Years Foundation Stage Story Making....................................26

3.3. Case Study 4 - Children’s Centres Playbuds .............................................................28

3.4. Case Study 7 - Children’s Centres Ofsted visit Somer Valley cluster March 2014 ....30

3.5. Case Study 9 - Integrated Working Service PSAs .....................................................32

3.6. Case Study 11 - Educational Psychology Service – Bristol University Evaluating the Get Set for School Project from the Perspective of Teachers ..............................................34

3.7. Case Study 12 - Nurture Outreach Service April 2015 ..............................................36

4. Managers leading these services during 2014-15 .........................................................39

5. Further information ........................................................................................................40

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1. Introduction This booklet is a celebration from the 0-11 Outcomes Service, in the Children’s Targeted Division, which performed very well in 2014-15, under some really challenging budgetary circumstances. The challenge of cuts and restructure has not distracted the team’s focus from delivering high quality preventative services. “Preventative services can do more to reduce abuse and neglect than reactive services” (Munro, May 2011) This booklet show cases a snapshot of performance and considers the difference each team has made to the children they work with and the positive outcomes that can be achieved from “Early Help” work. The document is structured to give a balance between quantitative and qualitative impact. The first section focuses on the hard data and performance indicators. This is split between internal management performance indicators which allow performance management of the service to take place, and external service indicators which illustrate the impact of the performance of the teams against their SMART objectives. The second section uses case studies to capture the softer qualitative, yet just as important story, of the experience and journey of service users and the impact that the preventative work has had. “For every £1 spent on preventative early help services, local authorities are spending £4 on reactive child protection work” (Ofsted, 2014) ‘Evidence shows that ‘Early Help’ leads to better outcomes for children and young people and is cost-effective. Effective early help means providing support as soon as problems arise, at any stage in a child’s life. Early Help relies upon all adult and children’s services to identify those children and families that would benefit from early help; undertaking a comprehensive assessment of the need for early help and providing help to address need/s and improve outcomes.’ (Draft B&NES Early Help Strategy 2015)

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2. Performance The 0-11 Outcomes Service sits within the Targeted and Specialist Division of Children’s Services. This Service generally supports children before they reach secondary school (but not exclusively). The aims of most of these services are to provide a preventative approach to children getting the best from their education and providing family support to them at home. The Teams within the Service are diverse and contain: • The Early Years Foundation Stage Team • The Children’s Centres (x9) • The Integrated Working Service (including the Parent Support Advisers) • The Children Missing Education Service • The Educational Psychology Service

2.1. Internal management performance indicators

Web Statistics The Service generated over 22,000 visits to its web pages in the first three quarters of 2014-15. No figures were available for quarter four. The Children Missing Education Service web pages account for over a third of these visits. Complements Five formal complements were received for the year for the service. On discussion with the Managers it was identified that complements are not always forwarded or shared Corporately. Complaints Out of the eight complaints that were closed for the year, it was decided upon investigation that they were not justified and so not upheld.

Indicator Q1 Q2 Q3 Q4 YTD Sparkline GraphRAG on

YTD

Sickness rate All Teams 2.65% 3.75% 4.39% 3.71% 2.09% G

PDR completion All Teams 100.00% 100.00% 100.00% 66.67% 95.80% A

Income Generation All Teams YTD £176,755 £348,376 £524,504 £975,724 £975,724 G

Income Generation CCs YTD £147,068 £274,769 £426,736 £739,145 £739,145 G

Web Stats 8,086 7,674 6,698 0 22,458 Info only

Complements All Teams 2 2 1 0 5 Info only

Complaints closed All Teams 2 1 5 0 8 A

Complaints closed upheld/justified/@ fault All Teams 0 0 0 0 0 G

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Sickness Absence Rate

The 0-11 Outcomes Service sickness absence rate was well below the Councils’ 5% target. This was a good achievement as a number of teams had staff out on long term absence in quarters three and four. The Service generally has had low levels of sickness. Sickness this year was lower than the previous two years. PDR Completion Rate

The 0-11 Outcomes Service PDR completion rate was 95.80% for the year, this meant that 114 out of 119 PDRs were completed on time. All 5 that were not completed in the year had dates booked for May.

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Staff Turnover The 0-11 Outcomes Service had an establishment of 150 staff in 2014-15. During the past year the Service saw a high turnover of staff, seeing 35 staff leave. This represented a turnover rate of 23.33%, much higher than the year before and there are still more staff to leave in May 2015 when the restructure comes into effect. The key factor in staff leaving was due to a number of these staff being on fixed term contracts (particularly in Children’s Centres) and uncertainty over their jobs in the future. A number left to go to permanent posts. These changes in personnel are felt to be directly related to the service re-structure process that was completed in June 2015 which required the service to reduce staff numbers and deliver services with a narrower focus of intervention. Staffing Opportunities

Overall Budget position

The 0-11 Outcomes budget was favourable in 2014-15 by £247,821. Many factors contributed to this underspend, the two most significant were staff who left and were not replaced ahead of the budget cuts and the higher than expected income generated by the teams.

Apprentices Volunteers Students Interns

Taken on 1 46 5 1

Positive impact 1 23 5 N/A

Secured employment/further opportunity 1 11 1 N/A

Budget Spend Balance

Early Years 3,404,254 3,193,366 (210,888) FAV

CMES 266,008 234,317 (31,691) FAV

EPS 324,217 318,975 (5,242) FAV

3,994,479 3,746,658 (247,821) FAV

YTD YTD YTD YTD

Q1 Q2 Q3 Q4

10 25 31 35

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Income Generation (all teams)

The 0-11 Outcomes Service exceeded its income generation target in 2014-15. All Teams increased their income generation on the previous year.

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Income generation by team

The above table shows a breakdown by team of income generated against their target. The above figures include internal transfers (where Council departments have commissioned us to undertake work for them), as well as externally generated income. The 0-11 Service has spent a considerable time over the past year developing its traded services. Whilst we feel there are still a number of opportunities to develop this further, all teams have exceeded their target figures and the skills that staff have developed over the past 18 months demonstrate an increased awareness and understanding of the central role that traded services are now playing in the strategic delivery of Early Help services.

Team Indicator Target YTD

Integrated Working Income Generation including PSAs YTD £29,000 £64,784

Integrated Working Income Generation IW YTD £0 £3,330

EYFS Income Generation including CPD training YTD £20,000 £69,875

EYFS Income Generation EYFS Team YTD £0 £21,884

CMES Income Generation - Penalty notices YTD £0 £7,740

CMES Income Generation other YTD £0 £24,668

Ed Psys Income Generation YTD 0 £43,200

9CCs Income Generation from traded Services YTD £0 £21,003

Bath East CC Income Generation Parkside CC YTD £18,105 £22,364

Bath East CC Income Generation St Martins CC YTD £1,000 £16,780

Bath East CC Income Generation Weston CC YTD £6,464 £13,329

Bath East CC Income Generation St Martins Nursery YTD £270,500 £274,289

K&CV CC Income Generation Keynsham CC YTD £9,448 £29,858

K&CV CC Income Generation Chew Valley CC YTD £20,460 £18,873

K&CV CC Income Generation Keynsham Nursery YTD £29,722 £32,374

Somer Valley CC Income Generation Radstock CC YTD £13,338 £27,212

Somer Valley CC Income Generation MSN CC YTD £1,000 £6,977

Somer Valley CC Income Generation Paulton CC YTD £15,500 £32,992

Somer Valley CC Income Generation PSJ CC YTD £500 £1,763

Somer Valley CC Income Generation Westfield CC YTD £5,500 £17,142

Somer Valley CC Income Generation Radstock Nursery YTD £212,287 £224,189

Actual 2014-15

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2.2. Service Performance

2.2.1. Early Years Foundation Stage Team

The Early Years Foundation Stage Team (EYFS) provides advice support and training around the quality of provision and the inclusion of children aged birth to 5 years with childminders and group-based settings and schools, and narrowing the attainment gap. We work closely with our early childhood partners – including Health, Social Care, SEN and Children’s Centre Services to achieve improved outcomes for all children but with a particular focus on children who may not achieve their potential. Our aim is to support and promote the best practice in the Early Years to enable all children to reach their potential, being especially mindful of those most vulnerable to underachievement. We can provide flexible and bespoke support to early years’ settings including, pre-schools, nurseries, childminders, out of school/holiday provision, children’s centres, schools and governors across a wide range of specialisms. The EYFS Team organises and monitors an extensive programme of training to support the on-going professional development of staff in the early years, childcare and play sector, including training courses, projects, workshops, clusters, staff meetings and conferences. The team is highly-skilled and has access to on-going professional development opportunities, support and supervision and regional networks. Aspects of the service are externally quality assured.

Early Years settings Ofsted ratings All group based settings and childminders are offered an in depth “Quality Conversation” to support continuous quality improvements.

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Leaders and Managers have been further supported by a programme of network cluster meetings throughout the year which prepares them for their Ofsted inspection. Comments on the local authority impact from Ofsted Early Years Inspection Reports

Provider Name

Date of inspection

Overall Effectiveness of Provision

Comments relating to LA Input 2014-15

Laurel Farm 07/01/2014 Outstanding Local authority advisors visit to support the teacher and external professional support is used to provide appropriate care for the children who attend

Sarah Ann Yeates-Carey (CM)

13/01/2014 Good The childminder effectively implements any actions from recommendations made by the local authority adviser, to improve her practice further.

Next Steps Nursery

28/01/2014 Good The staff team work in partnership with other agencies such as the local authority's advisory team and with speech and language therapists.

Growing 2gether

19/03/2014 Good Links with the children's centre and the local authority schemes are included in this process of what works well.

Susan Harrison (CM)

21/01/2014 Good She is organised in her practice and attends regular training courses, such as for safeguarding and first aid.

The Learning Tree Day Nursery

26/03/2014 Good Detailed action plans to help prioritise areas for development, such as plans to revamp the outdoor play space to provide children with richer learning experiences. She links closely with the local authority early years team to help her focus on the further development of the provision.

Acorn Pre School Group

07/05/2014 Outstanding The manager uses a local authority evaluation format to monitor the provision. The local authority team has commended these efforts and the manager for their commitment and dedication.

Freshford Pre-School

13/05/2014 Good The team welcome support from the local authority and use their evaluation format to analyse the provision.

Atelier Nursery

14/03/2014 Outstanding Staff use 'Every child a talker' forms to analyse children's communication development and all children show clear progress in their language development….Highly positive relationships with external agencies enables staff to support any child needing additional help with appropriate strategies and interventions.

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2.2.2. Children’s Centre Services The Government had a vision that by March 2008 there would be a Children’s Centre reaching all children living in the 30% most deprived wards in England. By 2010 they planned to have Children’s Centres in 3,500 communities across the country. National thinking has developed against a background of research which links poor health, disadvantage and low educational outcomes to diminished life chances. There is a belief that children’s services need to be planned and delivered in a holistic way with targeted services being delivered from within universal services. The goal is “giving every child the best possible start in life, and all vulnerable children the care and protection they need.” This goal is now firmly embedded in the Children Act 2004. To become a Children’s Centre the Sure Start Unit requires that there are three essential core services: 1. Early education integrated with childcare for children under 0-11 years 2. Family support and outreach to parents 3. Child and family health services Performance 9CCs

The nine Children’s Centres managed to have contact with 3,881 out of 7,909 children aged between 0-4 for the period 1st April 2014 to 31st March 2015. This equates to just under 50% (49.07%) of the total number of children aged 0-4 living in B&NES (excludes First Steps Children’s Centres, which is an externally commissioned Children’s Centre). Children in greatest need The Children’s Centres identified 485 vulnerable children through assessment or referral as having the greatest need. The Children’s Centres were able to reach 84.12% (408) of these children.

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Vulnerable Children progress

Almost 70% of these tracked children identified having the greatest need, showed progress (using established tools) of some kind after receiving and intervention from targeted services.

Income generation

The Children’s Centre exceeded their income target in 2014-15 by over £135,000. This was achieved by an increase in income across all 3 nurseries and through income generated from the buildings and other traded services.

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Ofsted – Somer Valley Children’s Centres March 2015 The 4 Children’s Centres that make up Somer Valley (Radstock, Midsomer Norton, Paulton, Peasedown St John) were inspected as a cluster.

Overall effectiveness this inspection: Good 2 Previous inspection: N/A Access to services by young children and families Good 2 The quality of practice and services Good 2 The effectiveness of leadership, governance and management Good 2 *(See page 40 for greater detail)

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2.2.3. Integrated Working Service The Integrated Working Service consists of 2 teams, one that supports Early Help and early intervention and the other which supports parents, children and schools. Integrated Working Team The Integrated Working Team supports Early Help (common assessment framework, team around the child/family and the role of lead professional) to ensure that effective preventative support is offered to children, young people and families Parent Support Adviser Team The Parent Support Advisers provide early help and support to children and their families. They can help make the link between home and school for parents. Performance indicator: SG15

SG15 looks at the number of CAFs (Common Assessment Framework) converting to social care referrals within 6 months of CAF completion. Since Q2 2013-14 these figures have been below the 10% target, showing the abilities of other agencies than social care, to ‘hold’ these children’s needs.

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Number of CAFs The Early Help team broke the 500 CAF target in 2014-15 with 501 CAFs received from agencies working with children aged between pre-birth to 19.

The chart above shows a gradual growth in the number of CAFs submitted between 2007 and 2010. This dropped significantly in 2010-11 when only one person was in post and they could only devote a small proportion of their time to supporting the completion of CAFs. This time was increased in 2011-12 which saw an increase in CAFs completed. 2012-13 saw the appointment of two Assessment and Information Officers whose focus was to support the workforce in the early identification of needs leading to the completion of a CAF. Through 2012-2015 there has been a continued increase in the number of CAFs submitted. The numbers of CAF’s that progress to statutory assessment has consistently remained at between 8%-10%. This is indicative of a high quality of initial intervention that is able to resolve over 90% of needs identified via a CAF at this early stage and prevent an escalation of concern that requires a referral to the Social Care duty team.

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The above chart shows the outcomes for children who have had a CAF. The figures show the percentage of those who have shown improved outcomes following a review. During the year 244 reviews were returned to the Integrated Working Team, and out of these 163 children showed improved outcomes, and this equates to 67%.

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2.2.4. Children Missing Education Service Bath & North East Somerset Council has a responsibility to make arrangements to establish (so far as it is possible to do so) the identities of children in the B&NES area who are of compulsory school age and not receiving a suitable education. These children & young people are referred to the CMES. B&NES also has a statutory duty to arrange suitable education for children & young people of compulsory school age who, by reason of illness, exclusion from school or otherwise, may not for any period receive suitable education unless such arrangements are made for them. It is the school that is accountable for the outcomes (achievement, safety & personal development) of children & young people if registered with a school. The CMES will make enquiries with maintained, academies, free & independent schools and work with parents, carers and all agencies or services to identify children & young people who are missing or at risk of missing education. Whatever their individual focus, all agencies, services & teams working with children & young people should recognise the key role played by education. There should be high aspirations that take account of pupil strengths which can be applied swiftly to ensure that children & young people are given the opportunity to get ‘back on track’ as soon as possible. The CMES also promotes the LA’s duty to ensure safe compliance for children & young people who work part time (paid or unpaid) & implement regulations for children who perform. Child work permits issued Primary School Attendance

2013-14

188 permits

2014-15

197 permits

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The CMES Primary focus is to increase attendance % year on year. The trend on the above chart demonstrates a general upwards direction for attendance (illustrates academic year).

Another area of focus for the CMES is to decrease authorised holidays during term time and to support headteachers with preventative sanctions (penalty notices) for unauthorised holidays. The CMES will also look to challenge frequent absence for illness (persistent absence).

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**Note: the above chart does not show a full academic year data The above chart shows the attendance by term until April 2015. Attendance has been within 1% of target for the period shown. For the most part attendance has been above the target of 96%. The latest national data available shows the percentage attendance figures for B&NES in 2013-14 were 96.3% which is good when compared with the national average figure of 96.1% and 96.1% Local Authorities in the South West.

94

94.5

95

95.5

96

96.5

2010/11(academic)

2011/12(academic)

2012/13(academic)

2013/14(academic)

% Attendance Primary Schools

Bath and North East Somerset

Average for All localauthorities in South West

Average for All localauthorities in United Kingdom

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Internal Audit of the Children Missing Education Service During 2014 the Children Missing Education Service was internally audited to ensure their systems and processes were robust and effective. The results below show a high level of confidence. Audit Opinion

Assurance Summary

Assurance Rating Opinion

Level 5

The systems of internal control are excellent with a number of

strengths and reasonable assurance can be provided over all the

areas detailed in the Assurance Summary.

Level 4

The systems of internal control are good and reasonable assurance

can be provided. Only minor weaknesses have been identified

over the areas detailed in the Assurance Summary.

Level 3

The systems of internal control are satisfactory and reasonable

assurance can be provided. However there are a number of areas

detailed in the Assurance Summary which require improvement and

specific recommendations are detailed in the Action Plan.

Level 2

The systems of internal controls are weak and reasonable

assurance could not be provided over a number of areas detailed in

the Assurance Summary. Prompt action is necessary to improve

the current situation and reduce the risk exposure.

Level 1

The systems of internal controls are poor and there are

fundamental weaknesses in the areas detailed in the Assurance

Summary. Urgent action is necessary to reduce the high levels of

risk exposure and the issues will be escalated to your Director and

the Audit Committee.

Assessment Key Control Objectives

ExcellentUnauthorised absences are identified and dealt with in accordance

with guidance.

ExcellentAppropriate management information is produced and reported on

a regular basis for decision making.

GoodChildren Missing Education are identified by referral and via

monitoring and analysis of school attendance data.

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2.2.5. Educational Psychology Service The Educational Psychology Service (EPS) aims to improve learning outcomes for children and young people by the application of psychology. Much of our work is with children aged 0-11 years but it can be with young people up to 25 years old. We work with parents/ carers, teachers and other professionals who bring their concerns about a child or young person to our attention. The EPS works collaboratively with other agencies and services, for example the Children Missing Education Service, SEN Team, Early Years Team and Social Care. We support vulnerable children and young people with complex needs and challenges to optimise their development and learning and get the most out of life. The EPS is a preventative service and is responsible for statutory assessment of children with special educational need. Completed reports

* Figures 2014-15 part year The total number of reports written by the EPs peaked during 2013-14 at 587. 2014-15 saw a fall in the overall number of reports but a significant increase in the number of statutory reports. This increase in mainly EHC plans caused a strain on the service as these plans take longer to write than a non-statutory report.

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Outcomes from reviews

* Figures 2014-15 part year The above chart shows the percentage of children who have shown an improvement in either their behaviour or emotional wellbeing at review stage after having a pupil consultation with an Educational Psychologist. These outcomes for children recorded at review meetings clearly shows that the children are benefiting from the interventions suggested by the EPS.

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Case Studies

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3. Case Studies

3.1. Case Study 1 - Early Years Foundation Stage Book Bugs Book Bugs is a programme linking male volunteers with Early Years settings to raise boys’ engagement with books and support their early reading skills. It aims to increase boys’ confidence and skills as readers by encouraging their active interest in and enjoyment of books from an early age. The Early Years Foundation Stage Profile outcomes indicate that in some areas boys are not reaching the expected level of development in reading at the end of their reception year which means they will not be as well-equipped as their peers to fly forward with their learning as they go into Key Stage 1. Evaluation Framework Following the team developing a suitable training programme for male volunteers (including recruiting Council Staff as volunteers) the Early Years settings were asked to assess up to six boys against whether they: -Asked for a book to be shared with him -Looked at books independently, & handled them carefully, the correct way up -Showed interest in the words and print in books & in the environment -Filled in the missing words in a known story and knew what was coming next -Used some vocabulary and phrases influenced by books -Talked with others about what he had read -Knew that information could be discovered in books & computers Each boy was scored 1 (Never) to 4 (Always) for each. Five settings evaluated a total of seventeen boys. The results on the impact of the programme are shown below, with the boys scores before and after the programme. Distance travelled

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The chart on the page opposite clearly shows the before and after scores for the cohort of children on the Book Bugs programme. In all areas measured the children have shown an improvement in their engagement with books. Overall improvement

The above chart shows the percentage of improvement in the key areas measured. All areas showed a marked improvement. The Book Bugs programme can be seen as a success and evidently contributes to improve the outcomes for boys and help raise their reading skills allowing them to reach the expected level of development in reading at the end of their reception year.

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3.2. Case Study 2 - Early Years Foundation Stage Story Making Evidence-based Story Making projects have been offered in targeted geographical areas since 2008. Each cohort involves 10 Early Years settings with 2 practitioners from each attending cluster, which supports the setting based research, over 6 months. Story making offers a creative approach to the development of children’s spoken and early mark making/ early writing skills. Through imitation and repetition, children build up a bank of stories aided by story actions and story maps. In this way they become confident, skilled story tellers. Evidence of impact from Bishop Sutton Preschool Learning the story together

We have four children with EAL who absolutely love joining in with Story Making. The Parents love to hear their children using words and phrases in English. We send a copy of the story map home. This enables the parents to share the story map and also use the picture map to tell the story as some of the parents are unable to read English. The boys join in with large group retelling of the story, small group and in their play.

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Much of the power of Story Making in The Early Years comes from its multi-sensory nature. There are no barriers and it is all inclusive, so young children with very little language, or children with additional needs can join in.

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3.3. Case Study 4 - Children’s Centres Playbuds

Audit Report of Playbuds Playbuds is a targeted group-based, skills-focused service for up to 8 children (aged 5 – 11 years). This service is accessed by referral only. 2 members of staff deliver the sessions to a defined standard weekly during term time. Playbuds was developed through an identified gap in service in 2009. Children with various needs (emotional needs including lack of self-esteem, lack of boundaries and risk of self-harm) were being referred to Children’s Centres by Health Visitors’s, school nurses and teachers. As a result of demand, Playbuds is now run in three Children’s Centres; Parkside, St Martin’s Garden and Keynsham. The philosophy for Playbuds has developed over time and is based on attachment and learning methodology suggested by Louise Bomber as well as aspects from the Demos Report ‘Building Character’ (Lexmond & Reeves 2009) Playbuds uses a small group approach, where children can play and form friendships to develop strategies to improve emotional wellbeing.

The anticipated outcomes are defined as following: - · Developing skills in empathy so as to be able to see the positive in others and increase skills in relationship building. · Developing skills in self-regulation and to feel more valued as an individual. · To raise their self-esteem/ locus of control. · To increase abilities to risk assess situations so they can apply their understanding of boundaries and consequences.

Measuring Progress Accounting Early for Life Long Learning (AcE) is used as a method to plan for the attending child’s specific needs and as a way of measuring progress. Through Playbuds and the use of AcE, children and parents work together to improve the child’s emotional wellbeing. This work takes place through observations, conversations with child and parent as well as evaluations (child, parent, facilitator and referrer). Sessions are planned jointly with the children to meet individual needs; the children’s voices are central to the planning.

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Data and outcomes achieved

On average children’s starting point was 53% with the lowest skill level at 25% and the highest at 78%, during the reviews the average was 74% with the lowest skill level being 50% and the highest being 94%. We often see an increase in children’s scoring as they become more emotionally literate as we explore many of their issues. Cost of Playbuds as outlined in the cost analysis based on 8 beneficiaries per session and sessions delivered by 2 experienced staff.

Per beneficiary attending one session £18

Per beneficiary attending for 12 weeks £216

Running one session (8 children) £144

Cost for a 12 week course for 8 children £1,728

Total cost of work stream per year £5,184

Child’s Voice: “Teachers don’t know about Playbuds, they don’t want to talk to me about it” Girl PK aged 8. “Playbuds days are different, they are exciting” Boy aged 8 PK “When I feel sad Emma is always there” Boy aged 8 PK Conclusions and future planning Since the reductions in budget this service is no longer part of the wider CC commission. Therefore this has become a traded service with individual schools and Behaviour & Attendance Panels. Three courses have been purchased so far for 2015-16.

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3.4. Case Study 7 - Children’s Centres Ofsted visit Somer Valley cluster March 2014

Overall effectiveness This inspection: Good 2 Previous inspection: Not previously inspected Access to services by young children and families Good 2 The quality of practice and services Good 2 The effectiveness of leadership, governance and management Good 2 Summary of key findings for children and families This children’s centre group is good.

under the age of five and the large majority access services including families living in areas of least advantage, lone and isolated parents and workless households.

good. Early childhood allocation meetings are highly effective in allocating matching families to the services they need. As a result the group has sustained contact with three quarters of families from priority groups including those affected by domestic violence, substance misuse and mental ill-health.

authority early years service, schools and early years settings, is having a positive impact on children’s development particularly boys in the most deprived areas.

meet the needs of individual children from their initial starting points and this helps

http://www.google.co.uk/url?sa=i&source=imgres&cd=&cad=rja&uact=8&ved=0CAgQjRwwAA&url=http://reports.ofsted.gov.uk/&ei=6m-WVdSAKoqjsgGR66LoAg&psig=AFQjCNHWf41dG38yhGhMAVwUBcm0BaRAVA&ust=1436008810786792

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children develop well. Managers encourage staff to try new things and sessions are constantly evaluated by staff to identify ways to improve.

work is effective in supporting families. Resources are used well and managers are successful in encouraging volunteers to lead universal groups which enables more families to attend.

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3.5. Case Study 9 - Integrated Working Service PSAs Geographical area: Bath East Other agencies involved Playbuds, Play Therapy Family Details Male single parent, no contact with mother of child Child aged 8, white British Referral Route: (ie. who?) By school nurse, but school aware of referral. Target Group (if any) Dad/Male Carer

Presenting Needs / starting point Dad referred as he was struggling with bedtime and morning routines. School nurse ruled out medical reason for sleep issues and believed root to be behavioural. She had given him advice about “bubble time” (a settling activity which involves thinking about three good things that have happened that day) and the importance of consistency when setting routines. Dad said he had tried everything but child was still not settling until gone 10pm most nights. Emerging needs Dad felt child was pushing boundaries all the time and that he was aware he lost his temper too easily when this happened. He recognised his child was lonely but was too wary of her behaviour to allow her to go to after school groups and clubs. He also felt isolated as he was curtailing his participation in social events to avoid worrying about how she would behave. School reported that child had received a fixed term exclusion recently for stabbing a fellow student with a pencil. She was spending break times in quiet areas with adult supervision. There had been previous social care involvement with this family due to difficulties with mother’s lifestyle (no longer in contact with family). Dad was struggling with how to answer child’s questions about why she could not see her mum. He was telling her she was too young to understand now and would tell her when she was older. Key needs identified were:

Parenting support around play, praise, limit setting and ignoring;

Advice on how to answer questions about mum;

Opportunities for child to explore and understand feelings about family dynamics;

Opportunities for child to develop play and social skills and get positive feedback

when these are successful.

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Inputs

CAF and TAC meetings;

Play buds referral (September start);

Play therapy at school;

After school club and lunchtime clubs at school;

Parenting advice from PSA.

What outcomes did you achieve (or ‘What IMPACT did the work have) for: The child

More settled at home and responds to routines and boundaries;

Developing social skills and more opportunities to interact at school with peers;

Child enjoying after school club and contact with grandparents;

The family

Less friction at home and better communication.

The adults

Less frustration with child’s behaviour;

Greater understanding of need for secure attachment to one parent.

Evidence: CAFs, TAC meeting notes, conversations (documented in case files) and emails, referral forms, action plans. What outcomes weren’t improved? Still in early stages of intervention so still some distance to travel with regard to child coping with interactions with peers and developing sustainable friendships. Still requires unstructured time at school to be monitored and in small playground rather than main play area. Why not? Early stages of intervention – Play buds and play therapy on-going. Where is the family now and what are the sustained outcomes? See above. What are the next steps for family?

Family knows it can seek support from PSA at any time.

On-going TAC meetings while play therapy continues.

Progress with social interaction continues to be monitored at school.

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3.6. Case Study 11 - Educational Psychology Service – Bristol University

Evaluating the Get Set for School Project from the Perspective of Teachers Get Set for School The Get Set for School project is managed and coordinated by a specialist early years EP in Bath and North East Somerset offers targeted support for the transition from nursery to school, by developing children’s skills and enhancing the partnerships between those involved. The project (which started in 2005), identifies children who could benefit from additional support for social and emotional needs but are not involved with other agencies (see Appendix 1 for criteria). Get Set additionally aims to support parents. A Get Set Assistant (GSA) from the reception class (often a teaching assistant) works to build a relationship with the child and parent. The GSAs undergo training and supervision during the year and work directly with children from the Summer term. In 2014-2015, Get Set supported 86 children in 18 schools. Positive Effects Child Effects The Get Set project was frequently associated with a variety of positive effects for children. Noticeably, teachers talked about the children’s levels of anxiety reducing over sessions. For one teacher, the Get Set children were now indistinguishable:

Their needs have lessened because you wouldn’t pick them out now from the class … They are just...the same as everybody else.

One teacher talked about the project preparing children for the behavioural expectations and general structure of the school day, which again was linked to perceived reduced levels of anxiety:

It gave them…An insight into our expectations of their behaviour, and how we explain things and what we expect with sharing all those kind of general classroom rules

For teachers, these changes appear to make their job easier, enabling them to get ahead for September. This was highlighted as even more valuable since recent Governmental changes have meant primary school places are allocated four weeks later than previously. By having these additional sessions, teachers felt it helped the general class transition, because they were not dealing with additional anxiety at this chaotic time of year:

Children from the Get Set that we've already got things established …those other children…we can work with them, we haven't got those as well as the…Get Set children. So it’s trying to make our life a little bit easier.

The other frequently mentioned benefit for children was the supportive relationship they developed with the GSA. Teachers talked about children recognising their GSA, gravitating towards them, and the assistants acting as a stable figure. One teacher mentioned the

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relationship helped to build confidence:

Because of those extra visits, and that building up the relationship with the Get Set assistant then, you know it does, it does change them.

However, with all these effects, teachers talked about variance of impact depending on the child. When the children were seen as having fewer difficulties, the effects were not as obvious. For one teacher:

I think the, the children that really benefit are the ones who, have those social and emotional issues...I’ve seen the biggest difference in…the ones who lack confidence, and don’t like changes to routine.

Parental Effects Teachers also talked about benefits for the parents involved in the project. Firstly, they mentioned parents are often highly anxious, and Get Set can help with this anxiety which is sometimes as beneficial as the work with the children. Demonstrating this, the GSAs were frequently mentioned as being the contact point for parents, and built up good relationships with them:

And those parents will go to [GSA]…they go to [GSA] for parenting tips. For one school, the project helped to create connections between parents, and reassure them:

But I do think that, for the parents to see that there were quite a few children doing it also helped them.

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3.7. Case Study 12 - Nurture Outreach Service April 2015 The Service Manager, alongside the Educational Psychology Service had been responsible for developing a Nurture Strategy in 2012/13 and securing funds from Schools Forum to run a new service to support children in schools. The Service Manager was then responsible, with Commissioners, for launching a new service run by Brighter Futures (social enterprise) for children moving from early years settings to school in September 2014, where the child’s needs/behaviours had been identified as highly likely to cause significant distress to the child due to their social and emotional needs. These children would need extra support in school and staff in those schools would need a different set of skills to understand their needs. The results below show the success of the initiative, which will continue into next year. SUMMARY of Staff Questionnaire on Impact of Interventions Completed by 27 staff in 18 schools (Head 2, Dep.H/Senco 3, Class Teacher 15, TA 7) Type of support provided for 29 cases: ASSESSMENT 16, CONSULTANCY 27, SUPERVISION 9, TRAINING 10, MODELLING STRATEGIES 20, 1:1 WORK WITH CHILD 10

Impact of support from Nurture Outreach Service(NOS)

Strongly Agree

Agree Neither agree nor disagree

Disagree Strongly Disagree

I/we have received high quality advice and support from NOS

25

(93%)

2

(7%)

i/we feel more confident in meeting the needs of the vulnerable child/children

21

(78%)

6

(22%)

Well-being of the targeted child (children) has improved

24

(89%)

2

(7.4%)

1

(3.7%)

Targeted child (children) has made progress with their learning

14

(52%)

10

(37%)

2

(7.4%)

1

(3.7%)

NOS support has helped staff to adapt learning and/or environment for vulnerable children

21

(78%)

5

(18.3%)

1

(3.7%)

Staff have increased understanding of how to meet the needs of children with attachment difficulty/trauma

22

(82%)

5

(18%)

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Comment on the two most positive outcomes (e.g. any wider benefits for the class, school, staff etc)

Very useful to have someone observing how things are and making suggestions.

Greater understanding of trauma for all staff, and lots of new strategies & techniques in our toolbox now.

Strategies to use with the child have benefitted others.

Child is more settled and staff are better supported.

We are now more confident in meeting the child’s needs and his well-being has improved due to this. We have been able to create a safe and consistent environment that the child can enjoy being in,

Ideas for sensory play and managing emotions, frequency of visits very useful and helpful.

Great relationship with the NOS worker and a great understanding of how to meet the child’s needsGreat support from NOS in all areas

Lovely, trusted relationship with child and NOS worker, amazing activities & resources improving outcomes.

The focus on emotional development and strategies to support this has a broader impact.

Child now engages more in whole class learning, his focus & attention has improved as well as his willingness to try new things.

Change/development in thinking and practice.

Child able to now join in with peers and also able to regulate his emotions a lot better.

Staff feel more confident taking an individualised approach.

Pupil has had a positive first experience of school

Understanding of ‘Thrive’ and fine tuned assessment of well-being.

Time to talk through and evaluate.

Clear plan for targeted child.

Modelling whole class approaches.

Being supported and understood!

Clear guidelines for supporting child

All staff are able to support child’s needs

The child wants to come to school, feels safe and has a positive experience of school.

Sensory activities provided by NOS have benefitted the class as a whole.

Child now able to participate more fully in whole class and group sessions

Staff have more strategies to support behaviour management and have better understanding of the child’s

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anxieties/frustrations.

Verbal support – someone to chat to informally

Ideas of activities for TA to use to support emotional wellbeing of child

Wider benefits for staff from access to NOS advice as sounding board and second opinion

NOS has been a great support to me in my role as SENCO- helping me with parents/TACs; training /supporting TAs; and supporting the class teacher with strategies

Suggestions for development or improvements in the Nurture Outreach Service

Opportunities for a TA to observe NOS worker working with child.

Starting in childs pre-school year term 5/6

Signpost to more training opportunities relevant to child

Sessions to train whole team

Staff training to be planned before the child is in school – to equip all staff with relevant skills

More strategies to implement.

I would like more of the same.

Don’t take it away (i.e. keep NOS going)

NOS has been fantastic – has made a real difference to our children’s experience of mainstream school

Continue to offer the service please!

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4. Managers leading these services during 2014-15

Service Manager 0-11 Outcomes

Sara Willis

Data Quality & Performance Manager

Andrew Sandles

Senior Early Years Consultant

Julie Eden

Integrated Service Manager

Caroline Dowson

Children’s Centre Service Managers - Somer Valley - Bath East & Keynsham and Chew Valley

Heidi Limbert Julia Finney

Children Missing Education Service Manager

Sharon Lymposs

Acting Senior Educational Psychologist

Early Years Specialist Educational Psychologists

Richard Barker

Jane De Ste Croix Hugo Stearn

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5. Further information

For further information with regarding this booklet please contact in the first instance

Andrew Sandles on 01225 395168

Or via email

[email protected]

mailto:[email protected]

Documents

0-11 Outcomes Service 2014-15 · 0-11 Outcomes Service 2014-15 5 Sickness Absence Rate The 0-11 Outcomes Service sickness absence rate was well below the Councils’ 5% target. This