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NGO Perspective�May 2023

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Agenda

Family Action overview
UK Policy Environment
The Importance of Play
Parent Education
The Role of the Early Years Worker
COVID-19 impacts
SEND

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Agenda

David Holmes CBE – CEO
Stacey Warren – Head of Insight and Influencing
Karen Woodcock - Early Years Manager, Family Action Children and Family Centre, Peterborough

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Family Action

National charity running since 1869
Committed to building stronger families and brighter lives
Support over 60,000 families – we work with children, young people, adults and whole families

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Family Action

Feed over 250,000 children every day through the National School Breakfast Programme
Community-based services and national programmes
Practical, emotional and financial support

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Our approach

Holistic
Trauma informed
Whole family where possible
Accessible
Co-produced
Innovative – added value

David

We look at all the problems a family might need support with, not just the single reason they may have come to one of our services. Sometimes people come to us for food, and then we can support them to access other services or grants.

Trauma informed – we understand that current behaviours or problems may be the result of previous traumatic experiences – people’s past needs to be taken into account when delivering support for them

We work with the whole family where we can – sometimes an issue for a child may be caused by relationships with other members of their family. We know dads can get overlooked sometimes so try and set up services that have sessions that are open at different times and days.

Accessible – we want everyone in the community to feel welcome at our services – we try and reflect the local community in our staffing, have buildings that are easy for people to get to etc.

Co-produced – we don’t just collect feedback from people using our services to help us change things for the better, we actively support them to develop services alongside us e.g. setting up new parenting groups such as one we have near Birmingham that support parents where their child is waiting for a diagnosis of SEND.

Innovative – we have a lot of work that is ‘tendered’ – where the local government tells us what they want to be delivered, and we compete with others to say what we can deliver for a certain price. Where we can, we add value to those services by using other income we get from donations and companies to add extra support or facilities. For example, our pre-schools in Peterborough bought puddle suits so the children could play outside when it was wet.

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Family Action

We are a grant giver ourselves – welfare and education
Service types include young people, SEND, Adult MHWB, Adoption and Permanency, Grants, EY and Perinatal, Food, Children and Families, Domestic and Sexual Abuse

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Our Early Years Work

Pre-Schools
Perinatal MH support
Family Hubs/0-19 Centres/Children’s Centres
Parenting Programmes
Play Programme
Also SEND support services

David

CAPS in Manchester is a multi-agency partnership between Health (CAMHS), Early Years, Barnardos, Big Life and Family Action. The partnership work in collaboration to deliver evidence based Incredible Years Baby Programme for Parents with babies age 2month - 4month and Incredible Years Parenting Course for parents with children age 2-4 years.

Children’s Centres deliver a wide range of services, from antenatal information and support groups, baby massage and other sensory sessions e.g. messy play, coffee and chat groups for parents, healthy eating/cooking groups, parenting programmes e.g. Triple P and Solihull Approach, individual family support

SEND services – more info later in this session. Includes statutory support via SENDIAS as well as specific services we have developed to support parents with behaviour

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Our changing context

UK national picture - austerity, the pandemic, the cost of living crisis – navigating uncertainty
Shared value base, quality, a commitment to continuous improvement resilience, business skills, competitiveness and being entrepreneurial are all essential

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Our changing context

Changing funding base – new purchasers of our services
Evolving market – competitors, commissioners and trends
Local Government - about 40% of our income
Central Government contracts – increased - about 30% of our income
Our agility has delivered the remaining 30%: fundraised income, health, childcare fees, other earned income
As the market evolves, so must we

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Where our money comes from

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Any questions?

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Discuss in pairs:�something that stood out to you – did anything surprise you? �something you want to learn more about

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UK Policy Environment

National policies, local implementation
Accountability via inspection and frameworks
EY Healthy Development Review – Start for Life
Family Centres/Children’s Centres/Family Hubs
Childcare and Early Years education
Wider context

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UK Policy Environment

Early Years Healthy Development Review – Best Start for Life

1. create ‘Start for Life’ offer
2. Family Hubs creation
3. Digital offers
4. develop workforce
5. improve data and evaluation
6. local and national accountability

Stacey

Andrea Leadsom, an MP with a background in perinatal support, conducted a review of early years support in 2020, reporting in March 21 – the Best Start for Life report

Seamless support for families: a coherent joined up Start for Life offer available to all families.
Family Hubs as a place for families to access Start for Life services.

3. The information families need when they need it: designing digital, virtual and telephone offers around the needs of the family. Ensuring the Start for Life system is working together to give families the support they need

4. An empowered Start for Life workforce: developing a modern skilled workforce to meet the changing needs of families.

5. Continually improving the Start for Life offer: improving data, evaluation, outcomes and proportionate inspection.

6. Leadership for change: ensuring local and national accountability and building the economic case.

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UK Policy Environment

Family Centres – 30 years
Children’s Centres – 1998 – age 0-5
Family Hubs – national centre, 0-19
Trailblazer stage

Stacey

We have had some form of ‘family centre’ for the past 30 years. This brings together different services (often health and social care based) in to one building to make it easier for parents to know what support is available, where to get it, and to not feel uncomfortable with needing help.

Centres were set up by the Labour Government as a follow on approach to the first family centres, focused on 0-5s. Initially universally focused, in latter years of their delivery they started to focus on families most in need, tailoring their activities accordingly

Many Children’s Centres closed during austerity, many local authorities changed to a ‘hub and spoke’ model where only one main centre had most of the provision.

In 2021, the govt put forward it’s plans to have Family Hubs, with a national centre to support implementation, sharing of best practice, and a national evaluation. At trailblazer stage. Still unclear which services will be pulled in to this, but aim is they will support families 0-19, not just 0-5. issue that workers are often same as those that worked with 0-5 previously, and centres might not be places families associate with support.

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UK Policy Environment

Parental Leave
Childcare and EY education – childminders, nurseries, pre-schools
Early Years Foundation Stage Statutory Framework
UK one of most expensive places in world for childcare
Recent extension of ‘free hours’ offer
Funding issues, Workforce shortages

Stacey

Parents can share their leave. Can be off work for up to a year and employer must keep your job open. Tapering amount paid whilst off.

Different types of childcare provision – childminder 1:1/1:small group in a home, nurseries where children can sleep and are usually aged 1-3, pre-schools where children are usually aged 3-5, and do more educational activity focused on preparing them for school

Inspected by Ofsted against the EYFS framework – focuses on health and safety, knowledge and skills

Issues with system – parents get 30 free hours from age 2 (for disadvantaged groups) and from age 3 for all. Number of free hours will increase in 2024 and 2025 so that all children over 9 months can get 30 hours free if their parents work. However, sector is worried that govt funding to providers often isn’t sufficient to run a business on, so often have to top up with other charges to parents. Some providers cannot afford to offer free hours for many, so it can be difficult to find a placement for a child. Workforce pay is low, and responsibility high, so recruitment is an issue – people are choosing to work for Amazon instead.

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UK Policy Environment

Wider context:

Health funding changes - ICPs
SEND Review
Supporting Families Programme
Cost of Living crisis, austerity
Recruitment challenges

Stacey

Health services often co-located in family hubs to link up midwifery e.g. baby weighing with other early years support. Recent changes in how health budgets are overseen and who is involved in decision making – these have different local boundaries to the funding available for the family hubs and are still in early stages

SEND system – reviewed last year, implementation plan released Feb 2023. Still to be seen what effect will have. Focuses heavily on education, doesn’t look enough at whole family and their support in our opinion.

Supporting Families (previously Troubled Families) Programme support families that have problems such as domestic abuse, criminal activity, absenteeism from school, mental health issues etc to try and prevent family breakdown/children needing to be taken into care.

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Any questions?

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Discuss in small groups:�something that surprised you�How do you feel this differs to the situation in your country?�

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The Importance of Play

Research Evidence:

G.L. Landreth 2012 – play helps us feel connected to one another, stimulates creativity and exploration and helps develop positive sense of self
Milteer et al 2012 – play promotes healthy child development and parent to child bonds
Harrop 2012 - play’s link to development not always as strong in children with autism
Proyer and Ruch 2010 – playfulness and improved psychological functioning in adults

Stacey

G.L. Landreth – Play therapy, the art of the relationship

Milteer - Play allows children to be creative. It provides time for parents to be fully engaged with their children, to bond with their children, and to see the world from the perspective of their child. Play is also one of the first ways in which a child expresses how he or she interprets what is taking place in their life. This unique glimpse of your child’s world can help you better understand his needs and personality. https://pubmed.ncbi.nlm.nih.gov/22201149/

Proyer and Ruch 2010 - https://psywb.springeropen.com/articles/10.1186/2211-1522-1-4 results indicate that playfulness in adults relates to positive psychological functioning and that more studies further illuminating the contribution of playfulness to well-being in adults are warranted

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The Importance of Play

We are learning to:

play co-operatively with our friends

communicate our needs

the properties of cornflour and how they change

make choices

use our fine motor skills

estimate and explore quantity

new vocabulary

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The Importance of Play

I am learning:

The vocabulary for different types of vehicle
About gradients and how they affect movement
That different weights affect speed (velocity)
The properties of 3D shapes and how this affects their movement on a slope

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The Importance of Play

I am learning:

To follow instructions
To wait my turn
To count
To hear and copy rhythm
New vocabulary
To use my gross motor skills

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Any questions?

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Discuss in pairs:�something that stood out to you �something you want to learn more about

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Parenting Education

Parents understand the importance of play
They don’t always understand how they can be involved in play
They sometimes lack confidence to play
Family Action Play Programme

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Parenting Education

Nationally recognised parenting programmes:

Triple P
Incredible Years
Solihull Approach
Positive Behaviour Support
Strengthening Families, Strengthening Communities

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Parenting Education

Royal Foundation Research – 5 Big questions
Parents don’t always understand the importance of the early years
Centre for Early Childhood
National campaign – Shaping Us

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Any questions?

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Discuss in pairs:�something that surprised you�something you want to learn more about

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Role of Early Years Workers

EARLY

YEARS

WORKER

Encourage independence

Identify interests

Support

Individual needs

Progress development

Widen learning experiences

Involve local community

Invite curious exploration

Support home learning

Build communication skills

Support to regulate emotions

Support social skills

Practice listening and ability to focus

Work with other professionals

Understand the family dynamics

Build strong relationships

Provide a quality learning environment

Prepare for school

Observe and assess

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Quality Learning Environment

Opportunities to explore natural materials
Opportunities to explore interesting items
Sensory opportunities
Spaces to be calm and quiet
Space to move freely
Outdoor spaces that provide challenge
Attractively presented invitations to learn

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Quality Learning Environment

Provide opportunities not available at home
Explore community spaces including libraries, parkland, garden projects etc
Invite community members into the setting for special visits
Support parents by providing home learning activities

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Build Strong Relationships

Involve parents in the setting activities and events
Use tools such as social media and electronic learning journal to engage parents in their child’s development
Make time to talk with parents and build a holistic view of the family
Use a key worker system to get to know children well as individuals
Work collaboratively with other professionals

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Observe and Assess

Understand what interests a child and how they learn
Progress development in the moment through skilful play partners
Use observation to assess stage of development
Track progress and identify areas needing extra focus
Work with parents to discuss developmental concerns
Use targeted interventions to help individuals needing extra support
Support parents through requests for SEND processes

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Prepare for School

Build confidence
Offer opportunities to practice careful listening
Provide opportunities to practice independence
Support children to recognise and manage emotions
Develop social skills with opportunities to share experiences with friends
Role model and encourage kindness and good manners
Support children to develop communication skills, including non-verbal

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Any questions?

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Discuss in small groups:�anything that has surprised you�something you want to learn more about�what ideas has this given you for your own teaching?

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Impact of COVID-19

Family Action’s Early Years services
UK as a whole – research findings
Family Action research
Specific effects in Peterborough pre-schools

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Impact of COVID-19

Decline in social skills
Struggles to self-regulate
Communication issues - speech delay
Increase in children not familiar with play
Lower achievement in understanding the world
Some decline in independence and physical skills
Attachment issues/separation anxiety

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Decline in social skills

Not used to being with other children
Difficulty sharing and taking turns
Isolated play
Not used to being with other adults
Difficulty settling or craving staff attention

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Self-regulation struggles

Very emotional reactions to minor issues
Unable to self soothe
Difficulty expressing emotions
Rise in physical aggression
Finding rules and boundaries difficult

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Communication issues

Significant speech delay
Inability to listen and attend
Lower levels of understanding
Increase in indicators that language is learnt from television and digital sources

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Unfamiliar with Play

Increase in children who appear “lost” in the setting when they start
Children not displaying active interest in resources
Children not observed to use imagination
Children initially unresponsive to adult attempts to role model play

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Understanding the World

Less awareness of the natural world
Less awareness of changes
Fewer conversations about where they have been
Less familiarity with local community and its members

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Independence and skills

Increase in obesity
Children lacking confidence with risk taking
Children unable and unwilling to try independently dressing/undressing
Children lacking confidence in using gross motor skills
Children not toilet trained
Increase in separation anxiety

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Any questions?

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Discuss in small groups:�How do the impacts of COVID-19 differ from what you have/are experiencing? Is there anything that surprised you?

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SEND

National picture:

Historical lack of diagnosis for girls
Long delays in diagnosis
High number of tribunals with LAs, limited accountability
Shortage of Alternative Provision spaces
Variability in quality of EHCPs

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SEND

Our support services for parents around behaviour:

Helping Hands
Small Steps
BOSS
ADHD and ASD support

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SEND

Peterborough Pre-schools experience:

Increase in children arriving at pre-school requiring additional support
Increase in children arriving at pre-school needing additional support with no professional involvement
Initial difficulties with unpicking environmental impact on behaviours
Increase in physical aggression

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SEND

Peterborough Pre-schools experience:

Some difficulties with engaging parents in acknowledging their child’s developmental stage
SEND funding not keeping pace with our rising cost to deliver additional support
Diminished LA ability to support settings with identifying SEND and following the Graduated Approach
Increase in staff reporting stress due to challenges faced and extra workload

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Any questions?

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Discuss in small groups:�something that surprised you�something you want to learn more about�your own experiences of supporting SEND, if you have them

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Final reflections�Anything you would like to feedback to the whole group about the whole session?

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Thank you�Find out more about our work here: �www.family-action.org.uk