Early Years & Childcare Service Bulletin - Term 4 - 2024

Dear Early Years and Childcare Providers

Hello! I hope that this term 4 bulletin finds you all well and at the very least coping with and surviving topical issues and challenges. In the last bulletin I was saying to you “happy new year” and now, surely only a couple of weeks later (or at least that’s how it feels!) we are close to spring and not much more than a couple of weeks away from Easter, where doubtless chicks, eggs, rabbits and other Easter activities will abound.

New Entitlements and Wraparound Provision

I do hope you have been receiving and able to find the time to read our update about the Government’s New Entitlements and Wraparound Provision. If for any reason you have missed these (or that time has simply run away with you), please find links to them embedded in the bespoke section below under ‘National News and Updates’. We hope that you are finding these informative and useful. The next update is due next week.

KCC Early Years Review

In the last bulletin I shared that on 16 January, KCC’s Cabinet Committee had agreed to “undertake a public consultation on a new model of universal, targeted and specialist support for settings, including a new process to access SENIF funding.” This consultation is due to launch mid-March (so by the time you are reading this that may already have happened) and run until early May. This is a very important review so please do everything you can do to engage with and respond to it.

So back to where we started, as Easter approaches and however you celebrate this in your setting and personally, I hope that it will be an enjoyable, restful and blessed time for all of you and your families and for your children and theirs.

Thank you for your continued, tireless and excellent work.

Yours, as ever

Kent Early Years and Childcare Provider Association

The Kent Early Years and Childcare Provider Association has not met since the last edition of this bulletin. It next meets again in April

National News and Updates

New Working Parent Entitlement and Expansion of Wraparound Childcare

A Frequently Asked Questions (FAQ) document was shared with providers earlier in the term and has now been uploaded to the Kelsi website

For ease of access and/or for anyone who may have missed the two New Entitlements communications sent out previously, below are the links to read:

New Entitlements Update 3

New Entitlements Update 4

Earlier this month, providers will have received a communication from the Kent County Council’s (KCC’s) Management Information Team which included the updated Kent Provider Agreement and instructions for how to complete the Declaration Form on the Synergy FIS Provider Portal. This form must be signed and submitted by Friday 5 April 2024. More information can be found on the Kelsi website

Government guidance to support schools and academy trusts has been updated to include how they should respond to providers wishing to operate on a school site.

Have you seen the Partner Information Toolkit on the Childcare Choices website? It has lots of different templates that you can use to share information with families about the financial support on offer to help with childcare costs including some social media templates that you can personalise with your setting name. There is also information about the expansion of wraparound childcare for primary school aged children.

Kent News and Updates

Welfare Requirement Notice Outcomes

Throughout 2023, Ofsted visited several settings across Kent and noted where there were breaches within the Statutory Framework (2023) and as a result the settings were asked to address elements of the safeguarding and welfare requirements.

An analysis of the top five reasons for breaches include the following

1. Child Protection.

2. Staff Qualifications and Skills

3. Staff: Child Ratios

4. Premises.

5. Risk Assessment

Child Protection

This was predominately related to staff not knowing local safeguarding processes and the role of the Local Authority Designated Officer (LADO). Equally, it was identified in some settings that the Designated Safeguarding Lead (DSL) had not attended an appropriate course and as a result did not know local processes.

Safer recruitment was not completed or robust, and as a result, children were deemed at risk

Staff Qualifications and Skills

Ofsted identified that the quality of supervisions (of staff and in some cases the manager too) was not sufficient and as a result the quality of the teaching and/or care was not effective. Ofsted also noted that when supervision had taken place, it was not regular and effective, and as a result did not meet the statutory requirements

Some notifications highlighted that induction was not robust, and as a result staff were not familiar with key aspects like safeguarding, child protection and/or fire evacuation procedures. When Ofsted refer to ‘staff’, this includes bank or agency members of staff too.

Staff: Child Ratios

This requirement was owing to occasions where children had remained outside/ inside after a transition or were able to leave the premises. There were always factors which led up to this event, such as a parent leaving a door open, or a child hiding in the indoor or outdoor environment and as a result were left behind. Consequently, staffing arrangements/deployment did not meet the needs of the children to ensure their safety. Equally these children did not remain within sight and/or hearing of staff.

Also, with the changes to the EYFS where children must always be in sight and hearing when eating, it was noted on one occasion this was not the case.

Premises

Premises and risk assessment are closely linked as requirements noted that the safety of the premises was lacking, whether this was health and safety, fire evacuation or hygiene. However, if appropriate risk assessments had been completed, the issues should have been identified.

Risk Assessment

Risk assessment is not about an open and close checklist. It is about settings understanding their legal responsibility to keep children, staff and visitors safe whilst on their premises. This is done through identifying the risk, and then minimising or removing the risks where appropriate. Then, throughout the day, the risk assessment is dynamic, so staff are consistently casting their eye over the environment to ensure it is safe by smoothing the rug, removing broken toys, or animal faeces from the garden. But it also ensures that children are kept safe and secure on the premises too.

Reflection

• So now you have the information, what’s next?

• Consider how robust your risk assessment is. Is it fit for purpose? Is it shared with staff to ensure consistency?

• Are you confident that staff are constantly risk assessing the environment and removing resources or equipment as needed?

• Do staff check the environments, including all those little hiding holes that children love before going outside or returning indoors?

• Could supervision be even more effective and how could you make this happen?

• How do you ensure staff are familiar with the roles of the Integrated Front Door and LADO?

Safeguarding Things to Think About

Are you maintaining the correct safeguarding records when you have concerns about a child?

When a child leaves your setting is your DSL passing necessary and appropriate safeguarding records on to the DSL of the new setting/school?

Where children leave the setting (including in-year transfers), DSLs should ensure their child protection file is transferred to the new setting as soon as possible - within five days for an in-year transfer or within the first five days of the start of a new term. Files should be transferred separately from the child’s main file, ensuring secure transit, and confirmation of receipt should be obtained. Receiving settings should ensure key staff such as DSLs and SENCOs are aware of relevant information as required. Lack of information about their circumstances can impact on children’s safety, welfare and educational outcomes.

In addition to the formal transfer of the child protection file, DSLs should also consider if it is appropriate to share any additional information with the new setting in advance of a child leaving, to help them put in place the right support and to help the

child thrive. For example, information that would allow the new setting to continue supporting children who have a social worker or have been victims of abuse, so they can ensure they have appropriate support in place for when the child arrives.

Safeguarding Record Keeping Templates, August 2023 can be found here: Template Policies and Guidance | The Education People

If you are unsure or need further advice, please seek guidance from the Education Safeguarding Service Safeguarding contacts - Kelsi

Early Years Pupil Premium Funding – Are You Missing Out?

Early Years Pupil Premium (EYPP) provides settings currently with up to £353 a year for eligible children. It’s there to support settings to ensure all children achieve the best possible outcomes.

EYPP provides extra funding for three- and four-year-old children whose parents are in receipt of certain benefits or who have been in care or adopted from care.

How to Apply

Step 1. Encourage parents to complete the relevant parts on their Parental Declaration Form. An EYPP Poster is available on Kelsi which can be shared with parents and carers to explain more about EYPP and how it could support children and the setting.

Step 2. If parents/carers provide the information and permission you need on the Parental Declaration Form, then you can make an application for EYPP for their child using the EYPP Online Application Form for Settings. There is no harm in applying as it is quick and easy, and more children may be eligible than you think.

Step 3. You will then get an email from Management Information to confirm whether or not the application has been successful.

Further information about claiming EYPP is on Kelsi. The application for children in care or adopted from care is slightly different and details are again on Kelsi.

Early Years Pupil Premium Webinar – The Education People

A free 25-minute Early Years Pupil Premium webinar for Kent settings is available on The Education People website. It provides information about how to apply and lots of ideas of how you could use the money to have a positive impact on children and families. Below are some ideas of how other settings have used the additional funding.

If you have any questions or would like further support don’t hesitate to get in touch. Equality and Inclusion Request for Support form

New Virtual Training from Kent Safeguarding Children Multi-Agency Partnership (KSCMP) – Understanding Kent Support Level Guidance

This course will help professionals understand the updated Support Level Guidance and the different types of support available – highlighting the need for the right support at the right time. Professionals will be supported to understand their individual roles and responsibility at each support level. The training will highlight ways of working together and the need for effective information sharing, alongside identifying when to complete a ‘Request for Support’ via the Portal system and the process to be followed. Examples of good practice, knowing how to work with families around consent and resolving professional disagreements will also be covered during the training.

If you would like to attend this course, upcoming dates are as follows:

• 28March 2024, 9.30am to 12.30pm via Microsoft Teams

• 24 April 2024, 9 30am to 12 30pm via Microsoft Teams

• 23 May 2024, 9 30am to 12 30pm via Microsoft Teams

• 19 June 2024, 9.30am to 12.30pm via Microsoft Teams

How to Book a Place

To book a place please click on the date you would like to attend. Please note you will need to enrol onto the course then book onto the session date. If you do not have an account for our training portal you will need to create an account The system will not allow you to book a place on behalf of a colleague; all individuals wishing to attend must book via their own account.

If you have any queries, please contact kscmptraining@kent.gov.uk

Join an Early Years Collaboration!

On Saturday 24 February, we held a Collaboration Leaders’ Day on Zoom. In groups, collaboration leaders carried out a SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis of Kent collaborations, celebrating their strengths, acknowledging any weaknesses and threats and exploring opportunities to mitigate these. In the Early Years & Childcare Service we found it a very useful exercise and feedback of the day from collaboration leaders was also positive.

During the event, leaders were asked to contribute to a word cloud about what they would like to share are the benefits of collaborations with settings in other counties that may not have had the opportunity to be part of one. Again the Early Years & Childcare Service found it truly heartening to see the words support, networking, sharing and (professional) friendship shining through, as these, as well as many others shared here, together with improving outcomes for children, are the driving force in promoting collaborations.

In this context, if you would like to join a collaboration or even consider setting up a new one please contact us by emailing EYCollaborations@theeducationpeople.org

Committee/Charity News

You may have seen correspondence from the Charity Commission as it implements phase 3 of the Charities Act 2022. In March they updated some of their guides and gave information on what changes had been made. If you want to keep up to date or are thinking of making changes to your charity, you may wish to read the following:

Finding new trustees (CC30)

Trustee expenses and payments (CC11)

How to make changes to your charity’s governing document (CC36)

Change your charity structure

How to close a charity

How to transfer charity assets to another charity

Ofsted has also announced changes, by removing references to the EY3 form, updating the ‘Tell Ofsted about changes’ section with the new process of reporting a change. There are two documents we recommend you read and share with your committee. The first ‘People connected with Ofsted-registered childcare’ gives guidance on checks Ofsted will carry out on anyone associated with Ofsted registered childcare, which includes all those who are on a committee. The second is the guide ‘Report changes to registered people in your nursery or other daycare’. This information tells you the email address you must use when informing Ofsted of changes to registered people, what information should be included in the email and what happens next.

Should you have any queries or require further information please contact the Charity Commission or Ofsted direct.

Focus on Out of School Providers

There has been a flurry of inspections over the last term for some new registration and 2018 inspected settings, all with impressive inspection reports. The Early Years & Childcare Service’s Out of School Adviser continues to offer support for settings through Annual Conversations, with dates being offered and appointments made. The principle aim of these visits is to reduce the risk of falling below a ‘met’ judgement. During these visits there is the opportunity to explore and understand the

setting’s approach to the monitoring of the quality of provision, the safeguarding and welfare requirements and its place within the self-evaluation and setting improvement. In addition to Annual Conversations, the Out of School Adviser continues to support newly registered out of school settings until their first Ofsted inspection. If you have any questions about our visits, please email the EY improvement box EYImprovement@theeducationpeople.org

As everyone knows 20 March sees the beginning of spring; however, did you know that it is also International World Frog Day?

Why not consider introducing the children to this interesting and educational day with a variety of themed activities, craft, outdoor adventures, information sharing and quizzes? For example, do you know which country has the most frogs? Brazil. What is the biggest frog in the world? The Goliath frog. World Frog Day has been celebrated since 2014 and was created to save species of frogs from extinction. Have a look at this link for ideas and extensive information to share with your children, staff and families alike. Maybe get the children involved in long- and shortterm projects?

Please remember to share your activities, play opportunities, special events and celebrations on our Facebook page. This is a great place to showcase the wonderful things that are happening in your setting and share ideas with other settings.

Focus on Childminders

Ofsted Updates for Childminders

Ofsted has updated its guidance following the changes to the Early Years Foundation Stage Statutory Framework and the introduction of a framework specifically for childminders.

Ofsted inspections: what EY providers and practitioners need to know offers answers to some of the commonly asked questions around the inspection process and what Ofsted expect to see and what they don’t need to see.

Ofsted has also updated its guidance Childminders: tell Ofsted about adults leaving the home which sits alongside the guidance document Childminders: report new

adults in the home. These guidance documents clarify when Ofsted should be notified of a change in the home, for example, when a child in the home turns 16.

Ofsted Recommendations

We regularly review recommendations following inspection; this enables us to determine any patterns or reoccurring recommendations, or actions. Over the last six months we have seen several recommendations relating to:

• making more use of professional development opportunities to continually build and develop knowledge and skills over time, including strengthen support for assistants to build their knowledge and understanding

• partnership working and the sharing of information with other settings where children attend to secure continuity in children’s care routines and their learning

• giving children more time to think and respond to questions so they can process and express their thoughts and to support their critical thinking. Actions from those receiving a less than good judgement relate to safeguarding knowledge and understanding, including the process to follow to identify and report allegations against someone living or working on the premises.

BBC’s Tiny Happy People Champion Training

Following feedback from childminders with regard to the timing of training, we have been successful in securing an evening session of the BBC’s Tiny Happy People Training. The session will take place on Wednesday 27 March from 7pm - 8pm. To confirm a free place please complete a booking form

Tiny Happy People is here to help families develop children’s language and communication skills, so they get the best start in life. They share why and how early bonds with children are important; before they’re born and throughout their early lives – it’s never too early to start.

The website includes ideas and activities that are easy to build into daily routines They’re quick and inspiring, but they’re also based on expert advice and evidence, and are proven to help children’s development.

Information to Share with Families

Start for Life – Little Moments Together Campaign

In January 2024 the Department for Education (DfE) and the Department for Health and Social Care (DHSC) launched the Start for Life Little Moments Together Campaign.

Why the ‘Little Moments Together’ Are So Important

Too many children in the UK start school developmentally months behind their peers, particularly in speech and language ability. This gap often widens over time, particularly in disadvantaged groups, with children who have poor vocabulary skills at age five being less likely to succeed academically. They are also up to twice as likely to be unemployed in their thirties.

Early childhood is a crucial time for brain development, when a young, developing brain changes shape and size in response to everything it encounters. This early stage development is relatively unknown among parents and carers, which presents an opportunity to break down the science in an easily accessible way for families.

Little Moments Together aims to educate parents about the importance of brain development in the first five years of a child’s life, and the crucial role they play, with advice and tips from Start for Life

By focusing on behaviours that can easily be integrated into their busy daily routines, the campaign aims to illustrate a ‘way of being’ to parents and carers, showing them that sharing simple, child-led ‘serve and return’ moments together throughout the day has a big impact.

By directing families to the Start for Life website, they will find simple ideas from other parents/carers on how to build these little moments into each day. It includes lots of examples of tips and activities for parents and carers to do with children at different ages. It also signposts families to the relevant in-person support available in their local communities.

As part of the campaign’s resources, a new film has also been released to explain how children’s brains develop during the early years, and the crucial role parents and carers play through all the little moments they spend together with their child.

Below are some helpful tips from the Start for Life website that would be useful to share at family workshops to promote a whole setting approach in fostering more ‘Together Times’ within families and their home environment.

Here are some further tips to help you inspire families and there are lots of activities and ideas to signpost families to within the ‘Little Moments Together’ Campaign on the Start for Life website

Responsive interaction behaviours to be encouraged

• Get on the same level as the child.

• Follow the child’s leads and interests.

• Pause and wait for the child to show what they’re interested in.

• Listen, watch and respond to all forms of their communication.

• Describe the child’s actions and consider what their thoughts and feelings might be.

• Share an enjoyment through an expressive voice and body language.

• Copy or fill in whenever the child attempts to communicate but give the child plenty of time to try and express themselves.

• Use few questions, describe what is happening instead.

• When asking questions, try to keep them open-ended.

Some ideal contexts for ‘Together Time’

Bath times

Bedtime routines

Mealtimes

Shopping trips

Outdoor time

Book-sharing moments

Toddler groups Stay and play sessions Playtime with toys

Make-believe play Any daily routines

Remember:

On public transport

• tailor your support to fit the family’s lifestyle and constraints

• focus on integrating behaviours naturally into daily life

• encourage regular practise, positive reinforcement and joy!

Healthy Start Vitamins Support

For further information on how to register for Free Healthy Start Vitamins for mothers and children please see flyer or visit www.healthystart.nhs.uk

Good Practice

I Have a Bad Feeling About This: Discussing Superhero Play in the Early Years

May 4 is a significant day for those of us who are fans of Star Wars. Star Wars, along with many other films and TV shows, involves action, adventure, superheroes and villains and can be very popular with children in early years settings. What is often still apparent is that settings and practitioners are wary of ‘superhero play’ and it is frequently discouraged or even shut down. Should we think again about why we are discouraging it, whether there are any benefits and how we can change our approach to superhero play?

“Fear is the Path to the Dark Side…” – Why is Superhero Play Often Discouraged?

What is often referred to as ‘superhero play’ can include any imaginary play where children pretend to be superheroes or other fantasy characters. This can involve imitating characters they have seen in movies or TV shows or creations of their own, and there are frequently costumes, props, weapon and superpowers involved

Although any child may want to participate in superhero play, research and observation shows that it is predominantly boys who take an interest in superhero play. It has been noted that there is a disproportionate amount of adult intervention in boys’ play in early years settings and they are often redirected as the play can be seen as dangerous.

Penny Holland researched play in an under-fives’ unit in Camden and found that there is no evidence to suggest that superhero play, or weapons play, leads to real aggression. She argued that as practitioners we are often labelling “lively, noisy, physical play,” which is most often associated with boys, as aggressive.

By stifling superhero play and sending the message that this is not acceptable, we could be inadvertently affecting the self-esteem of the children, usually boys, who enjoy superhero play - making them feel that they don’t belong, and their interests are not supported.

“Truly Wonderful the Mind of a Child Is” - Benefits of Superhero Play

Benefits of superhero play can include:

• creating a sense of belonging

• developing creativity, storytelling and vocabulary

• playing cooperatively

• developing problem-solving and negotiation skills

• expressing emotions and ‘fighting’ fears

• exploring morality

• building self-confidence

• linking to other learning.

“I See You Have Constructed a New Lightsabre” - What About Weapons?

Even if superhero play is allowed, it is often the case that settings or practitioners still don’t allow this to involve weapons. The fear that children are taking too much enjoyment from fighting, hurting, or killing, that it may get out of control or cause real harm can lead to outright bans of weapon play.

Often the main ‘banned’ item in settings is pretend guns. But are children allowed to have swords? Or bows and arrows? Are all weapons banned or just some? Spiderman’s webs could be construed as a weapon. Would a young child pretending to be spiderman be stopped from pretending to shoot webs as they would if they were pretending to fire a gun? Are children stopped from pointing their ‘police guns’ at the ‘robbers’ but allowed to cast deadly spells from their ‘magic wands’?

A decision to allow weapon play should not be taken lightly. It would involve a conversation with the whole team about how and why weapons may be allowed in play. Alastair Bryce-Clegg suggests that putting a policy in place can ensure consistency and safety, as well as providing reassurance for staff and parents.

“This is the Way” – How Can Superhero Play Be Supported?

Superhero play can be an enjoyable and exciting learning experience for children, with many benefits to their social skills, imagination and vocabulary. There are various ways this can be supported and guided to ensure that it leads to enhanced learning opportunities and skill development.

“With great power comes great responsibility.” Involvement in superhero play can mean quick identification of teaching points around safety and responsibility. Discussing with the children what the rules or boundaries may need to be and why, giving them the words to say when they do not want to play, and teaching them to respect when someone says stop, can aid their social skills and awareness of others.

Take an interest. Knowing what a child is interested in is a great basis for learning, but how much do you really know about the characters they are enacting? Getting to know the current favourites of the children in the setting can help you to strengthen relationships with key children and to participate effectively in their play. Practitioners can also gain more understanding about the appropriateness of what the children are recreating and raise any concerns if necessary.

Resources. Helping children to think of how to get the best out of their game by supplying resources for them to create costumes and props can further develop their creativity and problem-solving skills. As a practitioner you can support any disagreements by finding more supplies, teaching the use of a timer for turn taking, or modelling negotiation. Ensuring there are a range of resources nearby for creativity and mark making can lead to a deepening of their play and development of other skills.

Assessing risk. When children want to run, jump and climb during their superhero play, this can be used as a teaching point. Rather than an automatic ‘no’, there is an opportunity to explore what the children want to do, and why, to help them to find a way to do it safely, and to teach them how to assess risk.

“May the Force Be with You” - Conclusion

Superhero play can be hugely beneficial for development and learning, particularly among boys. With careful supervision and interventions, a consistent approach, and utilising teachable moments, children can have more freedom to follow their interests and feel valued in their setting.

The opportunities for creativity are almost endless in superhero play and adults can be joyful participants in rich, creative games - teaching caution and respect without stifling imagination.

In the wise words of Yoda, “Truly wonderful the mind of a child is.” Maybe it’s time to rethink our approach to superhero play and let children’s imaginations fly.

References and Further Reading:

DCSF (2007) Confident, capable and creative: supporting boys' achievements

Holland, Penny (2003) We Don't Play with Guns Here: War, weapon and superhero play in the early years. Open University Press

Holland, Penny (2000) 'Take the Toys from the Boys? An examination of the genesis of policy and the appropriateness of adult perspectives in war, weapon and superhero play'. https://journals.sagepub.com/doi/epdf/10.2304/csee.2000.4.2.92

https://www.nurseryworld.co.uk/features/article/eyfs-best-practice-all-aboutsuperhero-play

https://abcdoes.com/abc-does-a-blog/2017/03/11/i-hope-thats-not-a-gun/

https://birthto5matters.org.uk/wpcontent/uploads/2021/03/Confident_Capable_Boys.pdf

https://www.teachearlyyears.com/a-unique-child/view/superhero-play

https://assets.publishing.service.gov.uk/media/65aa5e42ed27ca001327b2c7/EYFS_ statutory_framework_for_group_and_school_based_providers.pdf

Briefing and Networking Sessions

Our regular Early Years & Childcare Briefing and Networking Sessions provide a good opportunity to keep your setting and staff up to date and to network with colleagues from other settings. As a flavour of what you can expect at these sessions, whilst the agenda for the June round is not yet set, here are the headlines from the agenda of the March ones:

• Free Entitlements and Wraparound

• Healthy Start Scheme

• KSCMP Update

• Kent Early Years Stronger Practice Hub Update

• Early Years Review Consultation

Why not book a place on the next round of sessions and benefit from the opportunity to network and hear important updates? In line with provider feedback and to maximise ability to attend, these sessions will continue to be held virtually via Zoom and you can access your place by clicking on the titles below.

We are also running an additional evening Briefing and Networking Session specifically for eligible childminders and out of school settings who may find it difficult to attend the weekday afternoon sessions.

Contact Us

Alex Gamby

Head of Early Years & Childcare

Threads of Success

Threads of Success Recruitment Hub

Sufficiency and Sustainability

Education for Sustainable Development

Improvement and Standards

Equality and Inclusion

Collaborations

Childminding

Emporium

Workforce Development

Kent Children & Families Information Service

Management Information/Free for Two Team

Kelsi

Schools e-bulletin

alex.gamby@theeducationpeople.org

https://www.theeducationpeople.org/our-expertise/earlyyears-childcare/threads-of-success/ ThreadsofSuccess@theeducationpeople.org

https://www.theeducationpeople.org/our-expertise/earlyyears-childcare/recruitment-hub/

sufficiencyandsustainability@theeducationpeople.org

esd@theeducationpeople.org

eycimprovementservices@theeducationpeople.org

eyinclusion@theeducationpeople.org

eycollaborations@theeducationpeople.org

childminding@theeducationpeople.org

emporium@theeducationpeople.org

earlyyearsworkforce.ask@theeducationpeople.org

kentcfis@theeducationpeople.org

miearlyyears@kent.gov.uk

http://www.kelsi.org.uk

http://www.kelsi.org.uk/working_in_education/news.aspx