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Lessons from Lockdown:Inclusion
Scott Hickman
Childcare Inclusion Manager
Hampshire County Council
Context
• Special Educational Needs Support - not Education, Health and Care Plan (EHCP)
• Early Years - Pre-schools, nurseries and childminders (EY settings) – not schools
• We are learning too
• Subject to change!
• Most importantly: context that we must never forget…
Our friends at Ofsted……
A child’s earliest years, from their birth to the time they reach statutory school age, are crucial. All the research shows that this stage of learning and development matters more than any other.
If we get the early years right, we pave the way for a lifetime of achievement. If we get them wrong, we miss a unique opportunity to shape a child’s future.
Unknown children - destined for disadvantage? Ofsted July 2016
Context:General support to the Sector
Increased Communications
Website, FAQs, online resources, email contact, brokerage
Webinars to support opening/public health and out of school
Financial Support Forward payment in April of EYE funding to help cashflow
EYE funding to support child who moves temporarily due to capacity issues or temporary closure of usual setting
Small fund for Exceptional Covid 19 expenses
Engagement with Central GovernmentOfficer engagement with DfE, ADCS, MPs
ContextCovid-19 Impact – Attendance and Provision - All children
Childcare Market as at 29 June
Provider type
% O
pe
n
Early Years Approved Providers
After School club EYE 50%
Holiday Playscheme EYE 100%
Childminder EYE 78%
Day Nursery 92%
Pre-school EYE 95%
Governor Run Nursery EYE 100%
Maintained Nursery EYE 100%
Nursery Unit of Ind. School EYE 69%
Total EYE 85%
Other Childcare
Non EYE Childminder 4%
Out of School clubs 3%
Context Vulnerable children tracking during Covid-19
• Early Help Hub (EHH), Children in Need (CiN), Child Protection (CP), EHCP
• What was on the news that week? Could we contact settings?
646 646
687657
618 608 618
617
495 495
601 589 597 598
218179
109
334354
387404
0
50
100
150
200
250
300
350
400
450
500
550
600
650
700
750
11/05/2020 18/05/2020 25/05/2020 01/06/2020 08/06/2020 15/06/2020 22/06/2020
Nu
mb
er o
f ch
ildre
n
Week commencing
Vulnerable children attendance during Covid-19
Number of vulnerable children*
Number we have recieved information about
How many vunerable childre are in a settings**
* EHH, CIN, CP, EHCP** Early Years Pre-school, nursery or
childminder
ContextChildren with SEND attendance: SEN Inclusion Fund (IF) proxy
1
1312
13
20
24
2728
27
20
16
10
12
14
11
9
56
3
65
11
9
4
2 2
5
2 2 2 2 20
5
10
15
20
25
30
11/05/2020 18/05/2020 25/05/2020 01/06/2020 08/06/2020
Nu
mb
er o
f ch
ildre
n w
ith
SEN
IF -
awar
ds
aft
er 1
9 M
arch
Week commencing
Attendance of children supported via SEN Inclusion Funding during Covid-19 (Total of 42 Children)
AttendingNot attendingNot attending through parental choiceNot attending due to parent or child shielding or awaiting medical adviceNot attending as setting closed or short staffedNot attending as setting closed for half term only
Discussions with setting
• CDC survey
• 2 weeks in late June
• 9 webinars and 195 participants
• Challenges
• Opportunities
What did settings experience?Challenges Enablers Feedback
The same challenges as for running
a setting for all children, but
sometimes magnified for children
with SEND (Every child is different)
Surgeries (TEAMS)
Helpline
Webinars
Moodle (online learning platform)
‘Thank you to the Hants team for supporting us through this with all of the updated FAQs
and regular info. Much appreciated’
Setting staff emotional well-being
‘We have had challenges with key
worker places being offered to staff
especially staff with SEND children’
Regular contact from support services
via phone calls, webinars and week
vulnerable children check
Brokerage
‘Virtual sessions with sector to share experiences [are helpful]’
Access to support from Inclusion
teams
Moodle/You tube and bite sized
FAQS
Consent
‘Up side, child referred to portage got through the system quicker and being actioned
already, likewise one with paediatrician phone call way quicker than if they had to wait for
a face to face appointment.’
‘So much support from the lovely Portage Home Visitor’
‘Also using Teams to have a meeting with a parent and child who were abroad and their
Educational Psychologist to be able to complete their EHCP.’
‘We attend speech and language appointments with our parents these are now being
done remotely so we are still attending and supporting our parents and children’
Speed of change FAQ
Contextualise
Empowerment and risk assessment
What did settings experience?Challenges Enablers Comments
Home learning
‘Having that key time with the child and parent.’
‘How do you get those parents to engage who
don't want to!’
‘Getting parents to engage particularly traveller
families’
Specific provider briefings (how to – links to
factsheets, research, tried and trusted
methods)
Access to Portage
Moodle (online learning platform)
Portage resources bank
‘Constant emails and ringing home is taking place’
‘Love the webinars as can 'attend' but still be present in setting if
needed’
‘Sometimes fact sheets give you the information to work through
when you are actually doing something and you can use it in your
own time.’
‘Where on the Moodle do we find the resources for home learning for
parents?
Multiple Transitions
‘Children returning and forgotten how to listen!
Transition Steering Group
TEAMs/ZOOM/WhatsApp
Not doing traditional transitions at all!!!
‘We have done fantastic zoom meetings with schools as part of the
transition’
‘Positives - no transition sessions at the schools for these children
which lessens any worry for them, as they try to get their heads
round the changes they will come up against after a 6 week break! I
think allowing them to see out their preschool time, then look at
transition for them after summer has been less distressing for them’
‘Not just SEN children, but all children have benefitted from not
having the confusing time of transition during the summer months!
Spitting and dribbling PH guidance
Social care, schools etc – recovery plan
‘Different in every case’
What did settings experience?Challenges Enablers Comments
Physical space Previous zoning – enabling
environments
Additional staff for intensive support SEN Inclusion Funding
Expectation for home learning
Shielding Home learning
Changes to environment, especially for children with Social Communication Needs
‘Caused more challenges as they have had a very different life and out of routine’
‘Children felt lost because of so few resources.’
‘One to one support whilst maintaining social distancing is challenging as they are very sensory.’
Quieter environment
Quiet spaces
‘Ordinarily available’ Social stories, visuals etc
‘I've found that the children are coping so much better with a less busy and quieter environment and enjoying working in a much smaller group.’
But new challenges:• More children• Different entry and exit
‘Time needed for them to get used to the new environment.’
Support for parents: mental health an the worries of
children
Zoom. WhatsApp. TEAMS...
Time
Access to Portage and Area InCos
Peer support through online sharing of
approaches
‘Zoom meetings with families have been very positive and well
received’
‘Hi, I can recommend a book called 'How feather frog feels' by Katie
Rogers. Its a new book only out this week about feelings with anxiety’
What did the Local Authority experience when supporting settings and families?
Challenges Enablers
2 year restructure vs 3 day restructure Surgeries (TEAMS) and helpline
Moodle/You tube and bite sized
Webinars
Early implementation
Oversight Vulnerable children return to Department for Education
Home learning (Portage) Transition Steering Group
TEAMs/ZOOM/WhatsApp
Moodle/You tube and bite sized
PH guidance
Social care etc – recovery plan
Waiting list calls (prioritise transition to school)
Transition support Transition Steering Group (co-production)
Continuing Care SEN IF (joint commissioning – co-production)
DAF
Time to talk (well being) Flexible and reassuring leadership – modelling
Needs of our own team
- Physical
- Life
- Want to work with families in their homes
Management priority (No 1. agenda item)
Equipment for our staff
Recovery plan
Leaning from Covid-19Stop. Start. Continue.
Theme Transformation Covid-19 Future
• Recognition and empowerment
• SfYC Inclusion Team 2001/2
• Setting experience
• New challenges in 2020
A blended offer
Empowerment and Self Help
Intensive support
• Self help• Home learning • Intensive setting
support
• Deliver some things differently to increase the priority support
• Flexible • Accessible
• SOP and Local Offer • Simple and consistent • Clarity
• Modernising and digital transformation
• More accessible • Give them what they need, not what we need to give then
Childcare sourced for those who need(ed) it. Provision currently keeping pace with demand.Continued support to the sector.