Early years self-evaluation form Our Vision: Our Mission ... · PDF filea quality assurance scheme system. If you submit this form online or send it to Ofsted ... 1 Early years self-evaluation

EY Self-evaluation form

Early years self-evaluation form

For provisions on the Early Years Register

Review period: January 2016-September 2017 Our Vision: To be recognised as a UK Centre of Excellence, helping people with neurological conditions across our region at all key stages of their lives. Our Mission: We transform the lives of people who have a neurological condition, enabling them to become as independent as possible so that they and their families can enjoy life to the full. Our Values:

1. Caring 2. Teamwork 3. Excellence 4. Enabling 5. Inspiring

Age group: Birth to 5 years

Published: September 2015

Reference no: 120332

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The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to

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learning and skills training, adult and community learning, and education and training in prisons and

other secure establishments. It assesses council children’s services, and inspects services for looked

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Contents

Introduction 5

Completing this form 6

Part A. Setting details and views of those who use the setting 6

Section 1. Your setting 6 Section 2. Views of those who use your setting and who work with you 10

Part B: The quality and standards of the early years provision 13

Section 3. Effectiveness of leadership and management 13 Section 4. Quality of teaching, learning and assessment 22 Section 5. Personal development, behaviour and welfare 24 Section 6. Outcomes for children 27 Section 7. The overall effectiveness of the early years provision 29

Page 4 of 29 EYL409

Setting name The Rainbow Centre for Conductive Education Ltd

Setting unique

reference

number

URN 538743

Setting address The Bradbury Building

Palmerston Drive

Fareham

Hants

Postcode PO14 1BJ

Completed by

(name and role)

Eniko Kocsis- Lead Conductor Teacher

Melinda Bodi- Service Director

Date completed 13.10.2016

Page 5 of 29 EYL409

Introduction

This optional self-evaluation form is for providers on the Early Years Register. You may prefer to record your self-evaluation on a different form, for example:

a children’s centre self-evaluation form that includes the registered part of your provision

a local authority form

a quality assurance scheme system.

If you submit this form online or send it to Ofsted as part of your planning cycle, the inspector will use it when planning your inspection. If you choose not to send it to Ofsted, or you complete a different form of self-evaluation, please make this available to the inspector at the start of your inspection.

Whatever way you choose to record an evaluation of your provision, the inspector will expect this to include:

the views of children, parents and any staff or assistants you employ

the views of other professionals who may work with you, such as local authority advisers/development workers; health professionals; children’s centre staff and any other early years provision

your strengths, any areas for improvement and the actions you propose to tackle them.

You may find it helpful to use the following to evaluate your provision:

Early years self-evaluation form guidance1

Early years inspection handbook2

Common inspection framework3

The Statutory Framework for the Early Years Foundations Stage4

Early years outcomes.5

1 Early years self-evaluation form guidance (120342),Ofsted, 2015;. www.gov.uk/government/publications/early-years-online-self-evaluation-form-sef-and-

guidance-for-providers-delivering-the-early-years-foundation-stage 2 Early years inspection handbook from September 2015, 150068,Ofsted 2015; www.gov.uk/government/publications/early-years-inspection-handbook-from-september-

2015 3 Early years inspection handbook from September 2015, 150068,Ofsted 2015;

www.gov.uk/government/publications/early-years-inspection-handbook-from-september-

2015 4 The Statutory Framework for the Early Years Foundations Stage, DfE, 2014;

www.gov.uk/government/publications/early-years-foundation-stage-framework--2. 5 Early years outcomes, DfE, 2013: a non-statutory guide for practitioners and inspectors to

help inform understanding of child development through the early years https://www.gov.uk/government/publications/early-years-outcomes.

https://www.gov.uk/government/publications/early-years-online-self-evaluation-form-sef-and-guidance-for-providers-delivering-the-early-years-foundation-stage

https://www.gov.uk/government/publications/early-years-online-self-evaluation-form-sef-and-guidance-for-providers-delivering-the-early-years-foundation-stage

https://www.gov.uk/government/publications/early-years-inspection-handbook-from-september-2015




https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

https://www.gov.uk/government/publications/early-years-outcomes

Page 6 of 29 EYL409

Completing this form

Please make sure that you have completed the setting details at the beginning of the form, including the name of the person who completed it. Please make sure that any additional sheets you might use have the name of the setting and unique reference number (URN) at the top.

The form is in two parts. Part A tells us what those who use the setting think of the quality of the provision you offer. Part B gives you an opportunity to evaluate your provision using the same judgements as used by the inspectors.

Part A. Setting details and views of those who use the setting

Section 1. Your setting

In this section, describe the main characteristics of your setting and the culture and backgrounds of the children who attend, including those who have special educational needs and/or disabilities, or speak English as an additional language.

Refer to the Early years self-evaluation form guidance, page 5.

The Rainbow Centre is situated not far from Fareham Town Centre, with good

access to nearby main roads, bus and rail links. The building is situated in

playing fields close to the rugby, football and bowling clubs, with a very large car

park directly outside. There are 6 disabled parking bays.

The Rainbow Centre operates from its own purpose built single storey building in

Fareham. The centre has wide opening doors to all rooms which are easily

accessible for wheelchairs with a fully enclosed outdoor play area. The work

rooms have direct access to a garden, an outdoor playing area and also to a

sensory garden. The building is divided into two zones, office and service zones.

At reception there is a coded entry system and a further coded safety door

protecting the service zone.

The service area includes two large, main working rooms and an observation

room that is also used for individual sessions or consultations. Between the 2

workrooms is situated a large child-friendly bathroom. This zone also includes a

storage area and a kitchen including a separate staff, parents/carers area. In

the building there are two accessible toilets and a further 6 toilets.

The office area includes 5 offices (for service staff, office staff and for

fundraisers, volunteers, students and apprentices). It is also has a small storage

room.

The Rainbow Centre for Conductive Education(CE) is a charity and is run by a

Board of Trustees. The centre provides Conductive Education for children and

adults with motor disorders from a wide geographical area. The centre operates

a system of open referral where mainly parents and prime carers make direct

contact, but we also welcome referrals from other professionals. The centre

always tries to work closely and collaboratively with all other agencies,

Page 7 of 29 EYL409

organisations and professionals involved with our service users.

When starting at the Rainbow Centre, parents are asked to provide a list of all

professionals linked with their child’s care, which is updated on a yearly basis

and as and when needed. All professionals are invited to our yearly open weeks

at the Rainbow Centre. Local children’s centres are also invited and we have

contacted local community centres to provide them with information about our

services. Conductors regularly attend TAF/Annual Review meetings and, on

request, we attend the schools and nurseries that our children attend. We

contribute towards EHCP’s, and offer 2 and 5 year old checks. Potential service

users, other agencies and organisations can also find out more about us through

our “Local Offer”, website, Facebook or Twitter.

The Rainbow Centre is registered as a provider of child care on non-domestic

premises on the Early Years Register and the compulsory part of the Childcare

Register. It offers:

Early Intervention Unit (Under 3’s services):

o Individual sessions (1 hour long sessions, time and day can be

varied, in agreement with service user based on individual needs

and the schedule of the centre)

o Preparation for Parent and Child Group (1 hour sessions, time

and day can be varied, in agreement with service user based on

individual needs and the schedule of the centre)

o Parent and Child Groups (operate from Monday to Friday from 10

am to 12.30 pm.)

Nursery Groups/Transition Groups (for school age children) run from

Monday to Friday from 10 am to 3.00 pm.

Saturday Clubs (group and individual sessions) run from 10 am to 3 pm

where children are accompanied by their parents.

The Rainbow Centre is registered to provide a maximum of 20 places per day for

children. The size of the groups and also staff/child ratio are judged on an

individual basis therefore the sizes of the daily groups can be varied and change

in line with the children’s/families’ needs. A traffic light system is put into place

that clearly identifies individual needs and the appropriate child:adult ratio that

gives us a flexible but strict monitoring system to achieve optimal staff

deployment at all times.

Conductive Education (CE) is a holistic integrated pedagogical/educational

system, which enables people with damage to the central nervous system to

learn to overcome challenges they face. This system is primarily suitable for

Page 8 of 29 EYL409

people with neurological conditions such as cerebral palsy, Parkinson’s, Multiple

Sclerosis, stroke, acquired head injury and dyspraxia.

CE perceives people with neurological conditions as facing a challenge of

learning rather than needing a treatment for a medical condition. CE uses

methods of facilitation in such a way that they not only make movements

possible, but also develop the whole personality: the wish, the desire and ability

to be active.

Through a structured teaching environment, led by the conductor, the brain can

access the residual capacity which can be activated to take over functions from

the damaged areas, utilising the neuroplastic properties of the brain. The main

aim is helping individuals achieve their potential by nurturing and developing an

attitude to learning which is based on simultaneous development of movement,

personality and function including cognition, social skills, emotional

development, perceptual abilities and speech and language.

The complex programmes are designed and delivered by specialist educators

called conductors, who specialise in motor disorders. They have all under gone

four years training at the Peto Institute in Hungary to achieve a BA (Hons)

degree in Conductive Education and most of them also have Qualified Teacher

Status (QTS).

CE staff and qualifications:

Service Director: Melinda Bodi (conductor-teacher/QTS) works part time,

4 days a week and she is supported by:

two Lead conductor-teachers:

o Istvan Szucs (Adult services- conductor-teacher/QTS), full time,

supports children service as an when required

o Eniko Kocsis (Children services-conductor-teacher/QTS), part

time, 5 days a week

two Conductors in Charge:

o Anna Vass (Early Intervention Unit-conductor-

teacher/QTS/conductor in charge) works part time, 4 days a

week as of 22nd of February 2016

o Vanda Varga (Adult service- conductor/conductor in charge) She

also supports the children service as well as and when required.

She will start her employment on 31st October 2016.

one Senior Conductor-Teacher: Ildiko Szucsne Racz (conductor-

Page 9 of 29 EYL409

teacher/QTS), works part time 4 days a week

one Conductor-Teacher: Zita Derbak (conductor –teacher/QTS)

one recently qualified conductor: Nora Peto (conductor –teacher/QTS)

one newly qualified conductor; Bea Harsanyi (conductor)

a Conductor’s Assistant:

o Dee Lawrence (16 years’ experience working with children with

special needs)

two apprentices:

o one Health and Social Care Level 2

o one Childcare Early Years Educator Level 3

They are supported by office admin staff, fundraisers, volunteers and 2

housekeepers.

All staff working with the children are required to complete Paediatric First Aid

courses, Manual Handling, Safeguarding and Health and Safety training in line

with the level of their roles and responsibilities. Senior staff have completed

Safeguarding, SENCo or Behaviour Management training. They also attend

SENCo Support Groups and Cluster meetings (Birth to Three Matters/Nursery).

Service staff’s training needs are identified and assessed regularly and they

benefit from regular training both in-house and also organised by outside

agencies in relation to EYFS, Health and Safety, Safeguarding Children, Food

and Hygiene and Conductive Education. Records are kept in their Continuous

Professional Development files and are regularly updated/monitored (detailed

list of training, including in-house training can be provided).

Performance management reviews, assessments, self-evaluations were also put

in place (2014-15 academic year) and annual appraisals are held for all service

staff which were also recently revised. Half termly supervision meetings for all

service staff are also in place to closely monitor their professional development,

role, duties, performance and safeguarding responsibilities. Staff also take part

in regular in-house Professional Development sessions organised by senior

management staff. “Next Step” meetings have been introduced in the academic

year 2015-16 in order to give more room for focused professional discussions

about improving service and individual progress/programme plans.

Conductors are currently being trained in Budapest and Birmingham and there

are approximately 60 graduates per annum at Budapest and around 4-10

Page 10 of 29 EYL409

graduates each year in Birmingham. As CE is well known globally, conductors

are in high demand. This greatly limits the number of applications being made to

The Rainbow Centre when a post is advertised. In June 2013 The Rainbow

Centre became a practice base for The Conductive College working

Collaboratively with The National Institute of Conductive Education.

Section 2. Views of those who use your setting and who work with you

This section should record:

the views of the children who attend your setting and those of their parents or carers

the views of any professionals who work with you, especially the local authority, your local children’s centre or any health professionals

details of any quality assurance scheme you participate in.

Include examples of the ways in which you seek views and any action you have taken to improve as a result of those views.

Refer to the Early years self-evaluation form guidance, page 6.

Parents are asked to complete questionnaires at the end of their 3 month trial period, and twice annually. Children’s views are also gathered by a separate questionnaire that is suitable for their age and stage of development. The feedback from both questionnaires is summarised and evaluated by senior management and an action plan (next step) is made. This is shared with the service staff and actions are implemented and followed through in different ways, most suitable to each individual to achieve the best possible outcome. Means of communication with Parents:

initial enquiry form/discussion

initial free visit and discussion

assessment

3 month trial period review

IEP meetings

“Welcome chats” (Under 3’s, Nursery, Transition)

Integrated education and health check at 2 years

Early Years Foundation Stage Profile (5 year old check is offered to parents)

Annual progress reviews

“Refresher sessions”

Detailed hand over on a daily basis

Regular correspondence

Half termly news letter

Parents information Board

We have a Parent Representative on the Board of Trustees o Parents are requested to contribute to review policies and


procedures, local offer and also can add ideas to the half termly topic planning

Staff are encouraged to express their views and ideas. The following media are used:

Daily feedback at the end of service.

Service staff meetings (generic service related topics including education, safeguarding health and safety etc.)– fortnightly

“Next Step” meetings- (particular focus on individual children and the next step in their development to achieve the best possible outcome in their education, health and care)- weekly

Supervision meetings with line managers – half termly

Professional Development sessions- at least once a half term and subject is based on the most current need of continuous professional development of the team.

Staff meeting with all RC’s staff- half termly Volunteers:

Daily discussion with conductors/conductors assistant

Termly supervision meetings with line managers Children views and ideas are gathered the following ways:

Age and stage appropriate Questionnaires - twice a year

On a daily basis: o Children are encouraged to share ideas, views, interests and

opinions: Verbally Using communication aids Makaton Making choices

o The received feedback can influence the topic planning- “go with the flow”

1. We operate an open door policy and welcome any professional at any

time. Professionals are also invited to our annual SEND open events. The following professionals are contacted:

Local children’s centres

Local community centres

Health visiting service (Fareham Gosport area)

All professionals who are involved with our children’s development such as:

o Physiotherapists o Occupational therapists o Speech and language therapists o Portage o Educational psychologists o Orthopaedic consultants o Paediatricians o Other settings at dual placements (nursery nurses/class

teachers/learning support assistants/sencos)

After the events all participants are invited to complete a questionnaire which again is fed back at the service staff meetings to make improvements when organising the next open week.


2. Conductors attend:

Team around the family meetings

Multi Agency Meetings

Statements/EHCP meetings

Preparation for transition between settings

Integrated Assessment Framework

Inclusion Partnership Agreement meetings

Annual Review meetings On request, we visit schools and nurseries where our children attend.

3. As we are a charity, we have regular visitors in relation to fundraising.

They can observe without disrupting the programme in our Observation Room. All visitors must sign in and wear a visitor badge. There are occasions when photo opportunities arise, in these cases parental permission is sought. This is always pre-arranged between the fundraising and service teams.

4. Local Authority support and Intervention:

The service team attends the following events: o Providers meetings o Senco support group o Lead professional support group o Cluster meetings (nursery/under 3’s) o Early Help Hub o Learning Zone training o Conferences (Early Years)

As and when needed liaising with: o Special Needs Officer o Inclusion co-ordinators o Special Advisory Teachers o Occupational Therapists o Physiotherapists o Speech and Language Therapists o Portage o Educational Psychologists

5. All information that is gathered through the different medias and events mentioned previously are influencing our practice. Eg:

IEPs, reports received from other professionals/settings

Health visitors are sent an invite to take part in our integrated educational and health check at age two

P&P are reviewed, updated and created based on the information received through the above mentioned media#

Evaluation forms are summarised after the SEND/CE events and findings are shared with staff, action is taken as and when needed

At individual professional visits our service staff always have a professional discussion in relation to the child/children’s development, necessary actions are implemented eg. EHCP implementation

6. Changes in provision based on views of others:

Professional open weeks have changed into SEND/CE awareness events


o We have made the event more appealing to professionals working with us by:

providing opportunities to observe sessions relevant to their work

instead of having a week we have offered 5 separate occasions with varied programmes for professionals to attend in order to provide a more flexible option for them.

Open week for Parents has changed to “refresher sessions”. Instead of having a week block in each term, parents now have the opportunity and are encouraged to book refresher sessions at a suitable day and time for them in each term, when they can work with their child alongside a conductor in the group in order to update, refresh, enhance their knowledge in relation to conductive education.

Part B: The quality and standards of the early years provision

This part of the form covers the judgements the inspector will make when evaluating your provision. It is important to have your own judgement about how well you are doing in these areas.

Section 3. Effectiveness of leadership and management

This section is about the effectiveness of your leadership and management; or if you are a childminder how well you organise your service. It covers:

meeting the requirements of the Early Years Foundation Stage and other government requirements

self-evaluation and improvement planning

performance management and professional development

safeguarding

the curriculum

your vision for the setting

partnership working.

You should refer to:

Early years self-evaluation form guidance, page 7

Early years inspection handbook, page 30–34.


Evaluation

We are aiming to create a culture of excellence where children can excel by combining Conductive Education (CE) with the Early Years Foundation. CE’s main ethos is to enable children to fulfil their potential and become as independent as possible. Achievements are measured on an individual level, through the “I can do“ approach instead of comparing them to a generic measure. At admission a detailed, complex base line assessment is completed and used as a foundation to measure future development. CE goals and EYFS development matters are combined and broken down to elements that allow children to make progress according to their age, stage and ability. These aims are always challenging but achievable for our children. We aim to provide a learning environment, programme and curriculum that are suitable and meet the needs and interest of our children. In order to achieve this we make sure each service staff member has appropriate knowledge of the EYFS and receives support, coaching, mentoring, training from their line manager or attend relevant training. The programme planning is created by the team where junior and senior members of service staff are working together collaboratively. These meeting ensure that all service team members are aware of the statutory requirement of the EYFS and it is reflected in the planning. Planning the learning environment:

When planning we follow the EYFS requirements (such as setting up continuous and enhanced provisions) and also CE standards.

In the previous academic year we set all 10 continuous provision areas each morning and combined the enhanced provision with the CE complex programmes.

Through our operative observations we have noticed that combining CE with the enhanced provision has worked effectively. However, making available all 10 continuous provisions for our children was an overload of information, which caused choice making for children with CP harder. The other difficulty that we noticed was that children often “chose” the area that was the closest to them therefore the easiest to access. This has not always allowed them to gain access to the variety of all 10 areas.

In order to address this we made the following changes: o We combined areas as it is more suitable for our children’s

learning with CP, such as imaginative play and ICT or sand and water play with messy play but these can change each term based on the topic and the group and individual aims of the children.

o Instead of having all 10 continuous areas at all times we introduced the “topic shelf” where some resources representing these areas are available. All children can easily access the” Topic shelf” or indicate their interest via eye gazing or pointing. These interests are noted by staff and can be taken to the next level if needed with support.

o We introduced the “continuous provision of the week” that changes on a weekly rota and allow children to experience, become familiar and enjoy different continuous provision resources. In this way we aim to broaden their ability to play in different ways. Staff members are continuously encouraging children and supporting them as and when needed.

Planning the programme:

As a general practice within CE we use operative observation. This


enables us not just to set next steps for each individual child but also to improve the complex group programme in order to help children to reach the next level of their development through carefully planned , enjoyable activities using an exceptional range of resources and activities. This ensures that children are happy and enjoy their learning experiences in the Rainbow Centre and attend regularly.

We revised our staff action plan for each half term. We have found that this supports staff to become more independent, confident and take more responsibility in their own learning, and use their own initiative. As a result of this they are more capable of contributing to programme planning, revising the programme and also implementing the necessary changes. This also made it more effective to monitor the completed or outstanding actions in relation to programme delivery, responsibilities and deadlines.

Support all children in their learning:

Next Step meetings: o In the previous years we discussed children’s progress as a part

of our generic service staff meeting alongside other issues, matters.

o This academic year we introduced the “Next step” meeting. These meetings solely focus on the child and his or her development, identifying the crucial next step to achieve the best possible outcome. We find this is a very useful process of identifying next steps and monitoring children’s development, therefore we would like to sustain this in the future.

Revising Progress and monitoring sheets based on findings of the previous academic year:

o Service staff found that, setting initially 5 aims of each area of learning and development for one academic year resulted in fragmenting our focus, making monitoring less effective and setting next steps less efficient.

o We decided to set only 3 aims for each area initially (apart from physical development where we set 10 aims for the academic year). Once the child achieves an aim then the next step is set. We find this works more effectively and monitoring of progress is more precise.

Adapting teaching style:

Differentiation is one of the special teaching tools that is embedded in CE. This means that during complex group programmes conductors are adapting their teaching styles to suit each child’s learning according to their ages and stages of development. Differentiation as a tool is actively used at every session both on an individual and also on a group level. Our groups are mixed, therefore there is a variety of ages and stages of development within certain groups, although group’s dynamics are always carefully planned and monitored.

Service director has devised a monitoring tool for the Professional Development Assessments that is used by line managers when observing sessions. This new process has been introduced and enhanced in this academic year. Two points are particularly focusing on evaluating how the conductor teachers adapt their teaching style according to the needs of the group and the individual. It also looks at how responsive flexible and spontaneous they are.

Helping our staff to improve:


Revising staff deployment: o Although our weekly rota that reflects staff deployment for each

week works efficiently, we felt by revising it we could make further improvements in the service delivery both on an individual and group level.

o We have created a new principle when setting the weekly rota. This principle reflects and further enhances the individual goals and objectives of service staff, which were set at their appraisals and monitored and enhanced, thought the supervision meetings. (E.g. NP will now use experiences gained in the Parent and Child group to further enhance the quality of service in our Nursery group.)

o This process will give further opportunities for junior staff to work alongside their senior colleagues and be mentored. Therefore junior staff have opportunities to extend their skills further. They could be mentored by lead conductors with managerial role, but also by senior practitioners.

o Alongside our part time conductors we have also appointed an existing full time conductor to be present in our Nursery group on a more consistent level which we are hoping will further enhance the consistency of the quality level of the service delivery, communication with parents and information sharing. This needs to be monitored in the future for further evaluation.

o Morning/afternoon briefings by session leaders were introduced prior to the sessions to enhance communication further between the team members and enhance leadership skills for all staff. This also needs further monitoring and to be enhanced through our different meeting processes by line managers, as at this stage this is not yet fully imbedded in our practise

o We also aim to introduce a more structured/formal hand over practise with parents, this will need to be closely monitored and evaluated at the end of the summer term 2016.

o The new principle allows us to implement the current service staff’s risk assessment as and when needed as part of our duty of care.

Introduction of ‘Next Step’ meeting: o As mentioned earlier these meetings allow us to solemnly focus

on the children’s overall development and needs, and identify ‘next steps’ in order to achieve the best possible outcome. It works successfully; therefore we would like to sustain this process in the future.

Revising the structure of Service Staff meeting: o We felt that in the previous structure when topics were raised

mainly by managers it did not give us the opportunity to fully reflect on the service.

o Therefore a new process was introduced, when the agenda is created collaboratively and all staff members are strongly encouraged to contribute equally.

o After initial hiccups all staff now volitionally contributes to the agenda and the feedback is also positive. They feel they are more engaged and their voice can be heard in a more structured way. It also encourages individuals to take ownership for their duties and roles within their designated area.

o There is still room for further improvement as the level of involvement can still vary.

Introduction of Professional Development Sessions:


o The PDS sessions have been working efficiently and staff had opportunities to further enhance their skill levels in various areas.

o In previous years PDS sessions have been introduced, and they have been were successful. The team’s feedback was also positive as they found this new media very useful as part of their CPD.

o This academic year we have increased the number of PDS sessions and now we have at least one half termly PDS session.

Enhancing the importance of staff taking part in Peer on Peer observation:

o The opportunity of peer on peer observation was available o Staff are actively encouraged to initiate based on self-assessment

of their needs of continuous professional development o Planned peer on peer observations need to be introduced as staff

not yet initiate this process.

Revising supervision process, form, meeting o Half termly supervision meeting for staff and termly for volunteers

are in place o The form has been revised making sure that robust safeguarding

is just as much part of the supervision meeting as the professional development of the staff and addressing the children’s needs and thriving to achieve the best possible outcome in all areas of learning.

o This has been proven as an effective tool and process.

Revising/enhancing self-assessment process o Self-assessment for all service staff have been introduced as part

of the annual appraisals. o This helps to identify areas of needs in agreement with staff.

Coaching and mentoring: o Mentoring is in place through thorough professional development

assessment and supervision, which has allowed junior staff to show a steady progress, but it has also highlighted the need of senior managerial staff to extend their tools such as mentoring and coaching, further.

Revising appraisal process and form o This process is now a multi-tier process, including supervision,

peer on peer observation, professional development assessment, self-assessment, half termly group aims for service staff, annual appraisal meeting.

Safeguarding:

We are thriving to promote equality and diversity, which reflects in our policies, ethos as well as the day to day running of the service (EYFS/CE).

As and when needed ABCC chart/behaviour management plans are in place, but these much more reflect the children’s special needs e.g. Autism, rather than tackling poor behaviour or bullying. This process supports all service staff in order to work collaboratively together and achieve effective teaching and behaviour management.

“British Values”: o As of September 2016 promoting British Values is in bedded in

our EYFS practise. o Service staff received in house training to highlight areas in the

EYFS to promote British Values.


o Prevent Duty: in house training was delivered to service staff, highlighted the duties and responsibilities.

o Both documents were shared with all staff and they are still displayed on staff notice board.

o Policies and Procedures were created and are in place. Partnership working with parents: We operate a key person system all through the children service.

Through service we provide: o Early Intervention –school for parents/parent and child

group/individual sessions. o Saturday Club: children are accompanied by their parents who

provide valuable opportunities for them to enhance their knowledge of CE, to address forthcoming challenges and work out solutions together.

Through processes we have in place: o Policies and procedures: parents are encouraged take part in

reviewing P&P. o Local Offer: parents and parents’ representative on the board are

encouraged to actively take part in reviewing the document. o Annual Review Meeting o IEP meeting termly o Daily handover between parents/carers and staff o Refresher Sessions: termly sessions offered to parents to

enhance their knowledge of CE and review their child’s development/principles/tools to support them further.

o Mother and Father’s Day week: parents are invited to celebrate together with children and staff for high tea or breakfast.

o Team Around the Family meeting: The service staff attend TAF meetings and IEPs/reports are provided as an when needed to support collaborative work to achieve the best possible outcome.

o Multi Agency meetings (OT, PT, SALT, EP, Portage, HV, Consultants, and Social Worker): The service staff attends Multi Agency meetings and IEPs/reports are provided as an when needed to support collaborative work to achieve the best possible outcome.

o EHC/EHCP: We take an active part in supporting parents in their request for EHCP, we provide reports and work collaboratively with all agencies to achieve the best outcomes for our families.

o Parents information board

We are confident the current structure of partnership working is effective and parents feel supported. This is reflected in the latest parents’ questionnaire. We are continuously reviewing our system and looking for new ways to support our parents.

Working in partnership with agencies: o Team Around the Family meeting: The service staff attends TAF

meetings and IEPs/reports are provided as and when needed to support collaborative work to achieve the best possible outcome.

o Multi Agency meetings (OT, PT, SALT, EP, Portage, HV, Consultants, and Social Worker): The service staff attend Multi Agency meetings and IEPs/reports are provided as an when needed to support collaborative work to achieve the best possible outcome.

o EHC/EHCP: We take an active part in supporting parents in their request for EHCP, we provide reports and work collaboratively


with all agencies to achieve the best outcomes for our families. o Through different projects (subject to finance) we are also looking

into possibilities of how to extend/improve our services to meet the needs our families, such the First Step Project (PT/SALT), Hope for the Future (Early intervention).

o Sending IEPS o Inviting HV for 2 year old checks o SEND/CE awareness week. o Liaising with outside agencies through:

Attending cluster/ birth to three matters/lead practitioner/provider’s briefing/SENCo support group meetings.

Reciprocal visits between settings and the RC. We continuously work on how to work with other agencies

to complement each other services, such as with the Rose Road Foundation.

Apprenticeship project with Fareham College OT placement with Southampton University Possible conductor students from NICE Variety of students on placement from different

educational settings. Use of Additional Funding:

o EYPP: we have first applied for the funding in the Autumn Term 2015. Due to initial difficulties we received funding for one child for the Autumn and Spring Term 2015/16. We are currently in the process of receiving the resources identified by the team (communication aids).

Your priorities for improvement

1. To further enhance outstanding practise regarding safeguarding service

staff will complete online training regarding Prevent Duty.

Deadline: Summer Term 2016

Person Responsible: MB/EK

Completed: Summer Term 2016

2. To further improve process of reviewing P&P in collaboration with the

‘board’s parents’ representative and establish a flexible structure and to

provide further easy access to P&P via website.


Deadline: Autumn Term 2016

Persons Responsible: MB/JC

Completed: Autumn T I- 2016

3. To organise carers week annually in line with the National Cares’ Week.

Invite all parents and official carers of the families.

Deadline: 13/05/16

Persons Responsible: ISz/EK/JC

Completed: Summer T II-2016

4.

A. To further enhance senior management’s skill set in mentoring

and techniques of coaching, this could be a very efficient tool

during supervisions.

Deadline: Summer Term 2016 (MB/EK)

Completed: Autumn T 2016

Spring/Summer T 2017 (ISZ)

Person Responsible : MB/ISZ/EK/JC

B. To further enhance the possibilities when mentoring can take

place, not just by line managers at supervision meetings but also

by also senior service staff as part of our new service deployment

structure.

Deadline: February 2016

Persons Responsible: MB,EK, ISZ

Completed: Spring Term 2016 and since ongoing

5. EYPP funding:

A, monitoring outcomes for children receiving the funding.

B, All service staff use operative observation to monitor progress

C, revise Monitoring and Progress sheet accordingly



Person Responsible: EK

Completed: Summer Term 2016

My practice (is):

Outstanding: my practice is exemplary √

Good: my practice is strong

Requires improvement: my practice is not good enough and I know it needs to improve

Inadequate: my practice requires significant improvement


Section 4. Quality of teaching, learning and assessment

This section is about the effectiveness of your assessment and teaching mechanisms to ensure that children are showing the characteristics of effective learning.



Evaluation

Expectation of children and understanding their needs:

The children attending the Rainbow Centre all have Cerebral Palsy and other

neurological disorders and a range of complex medical needs, therefore

carefully planned assessments and monitoring processes are crucial/essential to

achieve the best possible outcome.

Initial consultation/assessment ensures that for each child

individual starting points are established which can be used as a

foundation to make progress towards their individual aims/goals

through effective learning and carefully planned learning

environment. Operative observation is imbedded in CE and

actively used to monitor outcomes for children.

All children, based on their needs, age and stage of their

development, receive the support they need to help them to

prepare for the next stage of their development.

The expectation of children is extremely high, aims and goals are

challenging, but achievable, but tailored to their individual needs

and interest. Teaching style is adapted to the group’s and

individual’s needs, which ensures that children develop at their

own speed, develop their independence, behave well and play

cooperatively.

Parents are involved in their child’s learning from the start, the

‘can do’ approach is imbedded in CE and this philosophy is

shared with parents at every level. When consent is sought from

parents, information is shared with other providers/practitioners.

Through the processes mentioned in section 3 parents

understand how their children are doing in relation to their

age/stage/needs and what they need to do to progress.

Motivation is one of the core tools of CE, which is making sure

that teaching is stimulating and helps children to actively

participate and engage in a variety of activities at all times. The


highly qualified staff ensures that children are happy and enjoy

the specially designed tasks and activities. One of their main

goals is to form an emotional and secure attachment with the

children at the first instant. Staff sensitively encourage children to

explore the world around them through effective planning and

teaching.

All the staff are highly qualified and specialized in CE, we are

constantly looking into how we can improve even further

therefore professional development is closely monitored and

encouraged.

Service staff have a secure understanding of the group’s and the

individual’s needs, they have relevant subject knowledge in

caring and educating children with CP and other neurological

disorders. Through supervision meetings/staff

meetings/Professional Development Sessions/the staff’s CPD,

subject knowledge is monitored, enhanced and improved further.

Processes are in place to support all children when transitioning

within the setting (initial assessment, 3 month trial period

progress chat, ‘Welcome chat’ to nursery). We also take active

leading/supporting part in applications for EHCP and ensuring

that all our pre-school aged children transition to reception class

as smoothly as possible.


1. To create a welcome pack for children who transfer from our nursery

group to our transition group.

Deadline: Spring Term 2017

Person responsible: EK

Completed:

2. To revise monitoring sheet in order to make them more effective as well

as time efficient.

Deadline: Autumn Term 2016

Person responsible: Children service team

Completed: Autumn T I- 2016


3. Saturday Club: To provide further flexible opportunities for parents to

enhance, revise their knowledge in relation to their children’s needs and

development through CE sessions. (School for Parents)

Deadline: Spring Term 2017

Person responsible: NP/ISZR/(EK)

Completed:

4.To create policy and procedure in relation to EAL


Person responsible: EK

Completed:

My practice (is):





Section 5. Personal development, behaviour and welfare

This section is about helping children feel emotionally secure and ensuring children are physically, mentally and emotionally healthy. It is also about ensuring that children are prepared for learning, they attend regularly, and become self- aware, confident learners.


Early years self-evaluation form guidance, page 9.



Evaluation

All the professionals delivering CE sessions with EYFS are specialist

educators called conductors, who specialise in motor disorders. They

have all undergone four years training at the Peto Institute in Hungary to

achieve a BA (Hons) degree in Conductive Education and most of them

also have Qualified Teacher Status (QTS).

As our staff are highly qualified they are able to provide consistent high

quality teaching by setting, age and stage appropriate goals. This has a

positive impact on children’s learning And development and it is reflected

in their achievements (monitoring and progress sheet and our parent’s

questionnaire summary sheet can be provided).

Although the Rainbow Centre operates a key person system, all other

members of service staff have good, established relationship and form

appropriate bonds and emotional attachments with the children and also

a co-operative working partnership with their parents. Detailed handovers

are carried out both at the beginning and at the end of the day. This

ensures that vital information is passed onto staff in order to keep

children safe.

Procedures are in place to update relevant records when new information

is gained from parents. By these procedures we minimise the risk of

information being lost or miscommunicated.

Carefully planned assessments and monitoring processes are in place as

they are crucial and essential to achieve the best possible outcome for

our children and their families.

As a general practice within CE we use operative observation. This enables us not just to set next step for each individual child but also to improve the complex group programme in order to help children to reach the next level of their development through carefully planned, enjoyable activities using an exceptional range of resources and activities. This ensures that children are happy and enjoy their learning experiences in the Rainbow Centre and attend regularly (please see children questionnaires summary).

We provide ‘School for Parents’ service as a part of our Early Intervention Unit (Under 3’s) and also for school aged children and their families attending to our Saturday Clubs. There are flexible opportunities for parents whose children are attending to the Nursery and Transition group to work alongside their children in partnership with the conductor. (refresher sessions).

o This provides highly successful strategies to engage and teach parents through CE how to utilise every learning opportunity in their children’s daily living such as being more confident in social situations and talking and playing with peers and adults.

o These strategies have a significant impact on the children’s


physical, personal, social and emotional development and behaviour, communication and language skills. It was reported that these strategies can help to reduce the family’s stress level (Parents questionnaire summary available).

Smooth transition is ensured all across our services by implementing carefully designed and flexible processes (visits, welcome chats, settling in session) accommodating the individual’s needs. This helps parents to feel confident when their child makes a significant step in their learning. Supports children to reduce anxiety that could accompany any major transition in their lives.


1. EYFS training: to refresh and enhance all staff’s knowledge in order to

further improve daily practice.

Deadline: Autumn T I 2016


Completed: September 2016

2. Behaviour management in-house training: to refresh and enhance all

staff’s knowledge in order to further improve daily practice.

Deadline: Spring T I 2017


Completed:

My practice (is):






Section 6. Outcomes for children

This section is about the progress of different groups of children from their starting points.


Early years self-evaluation form guidance, page 9.


Evaluation

As we have already highlighted in detail in part B / section 3, we are

implementing the following elements in order to make sure that children are

making good progress from their starting point and the impact is evident through

their achievements.

Various forms of assessments and monitoring processes

Planning the learning environment

Planning the programme

Support all children in their learning

Adapting teaching style

Safeguarding

Partnership working with parents

Working in partnership with agencies

Use of Additional Funding

All of the children attending the Rainbow Centre have special needs (Cerebral Palsy and other motor disorders). CE perceives people with neurological conditions as facing a challenge of learning rather than needing a treatment for a medical condition. CE uses methods of facilitation in such a way that they not only make movements possible, but also develop the whole personality: the wish the desire and ability to be active. Through a structured teaching environment, led by the conductor, the brain can access the residual capacity which can be activated to take over functions from the damaged areas, utilising the neuroplastic properties of the brain. The main aim is helping individuals achieve their potential by nurturing and developing an attitude to learning which is based on simultaneous development of movement, personality and function including cognition, social skills, emotional development, perceptual abilities and speech and language making significant impact in the potential of leading a more independent life. The complex programmes are designed and delivered by specialist educators called conductors, who specialise in motor disorders. We work within the guidelines of the Special Educational Needs Code of Practice for 0-25 years. We take an active part or lead the process of EHCP when appropriate. We feel that we have a huge positive impact on the family’s outlook on life and their attitude toward disability. Therefore they become capable of setting challenging but achievable goals for their children and encourage them to work towards them. Through professional attachments we boost parents’ confidence and self-esteem which gets them prepared for real life challenges.



In order to sustain consistent positive outcomes for children we strongly feel that

staff’s CPD is crucial and essential. Therefore self-reflection must be imbedded

in the culture that the management established for all service staff. As part of

this service staff must:

1. To improve their understanding of their own needs.

Deadline: Summer T 2017

Person Responsible: EK/ISZ

Completed:

2. To take an active part in identifying their own training needs.

Deadline: Autumn T II 2016


Completed:

3. To take responsibility for their own CPD/PCA forms

Deadline: Spring T 2017


Completed:

My practice (is):






Section 7. The overall effectiveness of the early years provision

This section brings together the evaluation of all aspects of your practice, including teaching and safeguarding, your identified priorities for improvement and the grades you have awarded yourself.



Early years inspection handbook, pages 28–30.

The overall quality and standards of my early years provision (is):





Any further comments you wish to include

We are thriving to sustain our “Outstanding” service to our families. Therefore we

are continuously monitoring and evaluating our current practice through self-

reflection and supervision. We have several different ways (procedures,

documentation) as we monitor our staff’s duties, responsibilities and

performance in order to remain a centre of excellence.

Documents

Early years self-evaluation form Our Vision: Our Mission ... · PDF filea quality assurance scheme system. If you submit this form online or send it to Ofsted ... 1 Early years self-evaluation