8.3 Childcare Partner Agreement |
The provision of Integrated Care and Early Education for all children and families 0-5 in the Wakefield District.
Targeted at Designated Reach Area of Children's Centre
What will the service do?
| Key Components | How will the do it? | What will they achieve and how will it be measured? |
| Early Education and Childcare | ||
| Integrated early learning and childcare for children 0-5 years | Work closely with the named Learning Leader to work together to plan an appropriate programme of early learning activity and collaborate closely with any partners to ensure consistency of expectations for children. Access training, support and challenge provided by the Learning Leader aimed at improving learning opportunities and develop good practice compatible with the Early Years Framework. It will be the responsibility of the named Learning Leader to work in partnership with network schools within the Reach area. |
Provide baseline information of current occupancy and provide monthly updates of occupancy Against occupancy figures provide % of parents who report that the childcare is of a high quality and is flexible by the development of customer satisfaction surveys. To share information with named Learning Leader on the children leaving day care on the school that they will attend. |
| Integrated care and early education suitable for working parents/carers for a minimum of five days a week, fifty weeks a year, ten hours a day with a priority for disadvantaged families in the immediate area. | Offering flexible care to meet the employment needs of parents and carers. Time limited sessional childcare places will be funded by the Children's Centre to support families accessing family support programmes. |
Numbers of parents making enquiries for childcare, Number of requests which are subsequently met. Reasons for not meeting childcare needs. Children receive high quality care and education supported through close collaboration. Ofsted reports achieving good or outstanding judgements. |
| Early identification of children with special needs and disabilities with inclusive services and support for their families. | Individual learning plans reflect particular needs and link other agencies who support children with additional needs through the Early Support implementation plans Collaborate with Early Support Workers and other local professionals working to support children with SEN/Disabilities. |
Evidence of learning plans and links to other agencies.
Information sharing with named Learning Leader on which school children will attend. Reach information - need to check that we have this information or can access for this outcome |
| Specific support programme for children whose first language Is not English in childcare setting | Group learning plans and targeted action. Collaboration with wider Children's Centre and Area Team. Link to bi-lingual support worker in Area Team |
Number of families accessing childcare where English is an additional language. |
| Family Support | ||
| Information for parents/carers about the range of services and activities available in the area.
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Marketing and publicity strategy takes into account the literacy and language issues in the production of materials for parents are sensitive to their needs. | Evidence of strategies used to ensure all parents have access to information. |
| Parents understanding of their child's development is promoted. | Engaging parents in supporting their children's learning capacity. | Number of parents per month participating with their child. |
| Information for parents/carers about the range of childcare services and activities available in the area. | Staff are aware to signpost to Children's Centre for information on other provision | Number of parents signposted to children's centre for childcare advice and support. |
| Family Health Support | ||
| Children's speech and language and communication is supported and promoted. | Text and tactile rich experiences are provided linking sounds and speech. Active learning and engagement promoted in all group activities. |
Speech and Language Therapists can demonstrate and improvement in children's communication skills? |
| Healthy life styles and diets are encouraged and supported | 5 A Day initiative is supported and healthy eating within day care provision. Active learning and engagement promoted in all group activities.
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Provide evidence of children's menus and food and drink policy. Provide evidence of activities. |
| Parental Involvement | ||
Consultation and information sharing with parents/carers , on what services are needed and systems to get user feedback on services |
Regular communication with parents giving information and promoting participation.
Undertake service user satisfaction surveys at least annually |
Include in annual parent satisfaction surveys. Reach data of 1% accessing services and breakdown of service take up by different demographic groups |
| Links with Jobcentre Plus | ||
| Links with jobcentre plus to encourage and support parents into training and employment | Promotion of the uptake of tax credits and other financial help with childcare costs | Collect information from parents on their use of tax credits and other financial assistance (via Registration information). |
| Training | ||
Training needs of employees in childcare setting
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All staff must undertake regular training and be qualified to level III | Evidence of all staff are qualified to level III. |
Location and hours of operation
- Childcare will be available from 8.00 am - 6.00pm for 50 weeks of the year.
Criteria for access
- Open access to services for children 0-5 years.
- Attends bi-monthly meetings with Children's Centre Manager.
- Provides evidence of work with external partners - list of meetings on a monthly basis.
End