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EARLY YEARS AND CHILDCARE
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Appendix 1
EARLY YEARS AND CHILDCARE
BEST VALUE REVIEW
BASELINE SERVICE ASSESSMENT
STRATEGIC PURPOSE AND CONTEXT
What are we trying to achieve?
The aim of the Early Years and Childcare Service is to work in partnership with others
to maximise the availability of quality pre-school and childcare opportunities in
Shropshire for all children.
What purpose does the service have for the user, the community or the Council?
The purpose of the service is to identify children in non-maintained pre-school and
childcare settings who may have additional needs, and to provide support to enable
those needs to be met in an inclusive environment, as part of the lifelong learning
culture in the community. The service is also part of the Council’s arrangements for
meeting its statutory duty to secure the provision of nursery education for eligible
children.
What are the benefits to the whole community of the service?
The principal beneficiaries of the service are the children who have additional needs
and their families. The wider community benefits from a rationalised approach to
integration in an inclusive environment, minimising the adverse effects on the peer
group of unsupported additional needs within the setting.
What are the current objectives of the service?
The current objectives of the service are to ensure that early years and childcare
providers in the non-maintained sector have access to advice, guidance and support
with regard to children in their settings who may have special educational needs. The
process by which the Mentors provide this support can be summarised as follows:
When approached by an early years or childcare setting in the non-maintained sector,
the SEN Mentor will
ensure that parents of the individual children are informed of the SEN Mentor
involvement
follow up the initial visit to monitor the effect of advice and give further support if
necessary
record all visits on a “note of visit” form, leaving a copy with the setting
keep the Nursery Teacher Area Co-ordinator informed of any advice given relating
to the management of the curriculum, staff or children
meet with a representative from the Psychological Service and Learning Support
Team on a half termly basis
treat all matters relating to individual children and settings with confidentiality
What is the current level of satisfaction in the community as a whole rather than
amongst users?
The service was set up in May 2000 and has been in operation since June 2000.
Levels of satisfaction among service users have not yet been assessed.
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Appendix 1
What outcomes from the delivery of the service are sought?
The overall outcome sought from the delivery of the service is to improve the level of
engagement in the learning process of identified children receiving the service.
Success in achieving this outcome can be measured in a number of ways, including:
the number of children with additional needs who continue to receive early
years and childcare provision within an inclusive mainstream setting,
quality performance indicators such OFSTED reports on the settings,
a reduction in the number of disruptive incidents in the settings which
previously were the result of unmet additional needs,
positive outcomes for children which result in the withdrawal of the service,
Why are we carrying out the service/activity at all?
The service forms part of the arrangements made by the Council to fulfil its obligations
in respect of securing good quality nursery provision for all four year olds whose
parents want it. The service is also offered to providers of pre-school childcare
services in the County.
Is there a statutory duty to deliver the service?
The School Standards and Framework Act 1998 sets out the duty of local educational
authorities to secure high quality local nursery education provision for all eligible four
year olds whose parents want it. The service recognises the differing needs of
children and tries to ensure that all eligible children have access to state-funded
nursery education. The LEA has a duty to provide appropriate levels of support to all
non-maintained providers of nursery education to ensure that high quality provision is
a feature of all registered settings. This service is one strand in the package of
support provided by the LEA.
The Early Years Development and Childcare Partnership, which is supported and
serviced by the LEA, is funded by DfEE to sustain, expand and support the delivery of
high quality childcare services in the County. In many instances, nursery education
providers in Shropshire are simultaneously delivering childcare services in the same
settings. The service, therefore, assists both the LEA and the EYDCP to meet their
respective objectives.
What has happened within the Service in, say, the last five years?
Free nursery education for four year olds was introduced through a voucher system in
April 1997. A change of government in May 1997 altered the administrative
arrangements surrounding the scheme and set in process a statutory framework for
the provision of nursery education.
At the same time, Early Years Development Partnerships were encouraged to expand
their membership to become Early Years Development and Childcare Partnerships.
Annual plans have since been required for approval by the Secretary of State for
Education which set clear targets for the expansion of services and the improvement
of equality of access to services and provision for pre-school children with special
educational needs, children in need and children with disabilities.
In drawing up the Early Years Development and Childcare Plan for Shropshire for
2000-2001, the Partnership sought to introduce a service to support non-maintained
providers and children in cases where children had additional needs to be addressed.
The Plan identified two different strategies for providing support to pre-school children
and children of school age in after-school facilities. This Review deals specifically with
arrangements relating to support for pre-school children in nursery education and
childcare settings.
The SEN Mentor Scheme potentially supports in the region of 160 non-maintained
providers. Initially, five Mentors were engaged half a day per week to implement the
scheme. It was recognised that if the scheme was successful, demand for the service
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would be likely to grow, and it would become necessary to reconsider the level of
support available to providers. The Partnership initiated the scheme to run as a pilot
project for up to two years. The Best Value Review of the SEN Mentor Scheme
provides a timely opportunity to assess its effectiveness.
Does the service have high political priority?
The Council fully recognises the importance of education and childcare services and
the significant part they play in promoting lifelong learning in the County. Historically,
the Council has not been a significant provider of these services itself, due in part to
the impact on viability that geography of the County has, and due also to other budget
pressures on the Council. Recent developments in Partnership working have, in fact,
endorsed the arrangements in Shropshire where the majority of these services are
delivered by the private, voluntary and independent sectors.
Nationally, the expansion of early years and childcare services, as delivered through
the National Childcare Strategy, underpins the drive for social inclusion. Funding to
develop these services, via Early Years Development and Childcare Partnerships, has
increased significantly since the launch of the National Childcare Strategy in 1998. A
proportion of Childcare Grant is ring-fenced to support children with special
educational needs.
Are there any corporate issues which need to be addressed?
The move towards universal nursery education entitlement for all three and four year
olds by September 2004 is likely to put pressure on the availability of places in the
non-maintained sectors. In addition, the provision of nursery outreach places will need
to be reviewed. Nursery outreach is currently offered alongside reception class
provision to a maximum of six four year olds in thirteen small rural schools where other
local pre-school provision cannot meet demand for the full entitlement of up to five
nursery education sessions per week. It would be inappropriate to extend the scheme
to three year olds, since reception classes in small rural schools frequently also
contain Key Stage One pupils. However, the universal entitlement to nursery
education for three and four year olds may provide opportunities for creative solutions
to problems to be found in rural areas.
POLICY FRAMEWORK
How does the Service contribute towards the Council’s objectives?
The SEN Mentor Scheme contributes towards both the Corporate objectives and the
Education Directorate objectives as follows:
Corporate Priorities relevant to the Service
Sustainability
- by providing support to providers in all areas of the County, helping to maintain
children within local settings, and achieving social progress which recognises the
needs of everyone.
Social Inclusion
- supporting children with additional needs in mainstream provision and
overcoming disadvantages by delivering new ways of providing information and
access to services
Lifelong Learning
- by recognising that learning starts early and informally, and by supporting those
with difficulties to help them develop confidence to participate in mainstream
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Appendix 1
learning activities
Education Directorate Targets relevant to the Service
To continue to support schools in raising standards for pupils in Education,
in accordance with the Education Development Plan
In the context of the SEN Mentor Scheme, the term “schools” means
establishments where pre-school children are educated and cared for.
To empower people to participate in learning, enable progression and raise
standards of achievement throughout life.
To secure greater access to learning for all
To be an organisation which is constantly seeking to learn, develop and
secure high quality services
How does the Service currently benefit from being part of the Council?
The Service benefits from the Council’s considerable expertise in supporting school
age children with special educational needs. This wealth of experience is used to
support the delivery of the SEN Mentor Scheme in the non-maintained sector. The
involvement of the Advisory Service within the LEA and an Educational Psychologist
and a Learning Support Advisory Teacher in the delivery of the service has clear
benefits. The linking of this type of support before and after children achieve the age at
which statutory schooling begins facilitates consistency in the identification of special
educational needs and the subsequent provision that is made for such children.
How does the Council benefit from providing the service in-house?
The SEN Mentor Service provides support to nursery education and childcare
providers that are not part of the Council’s direct service provision.
The Service aims to sustain and improve external services that the County does not
provide itself. The Service, therefore, operates in recognition of and support for the
partnership that exists between the Council and private, voluntary and independent
nursery education and childcare providers. Additionally, because the LEA has a
statutory responsibility towards all children of legal school age, providing the service in-
house means that the LEA services that are concerned with children with special
educational needs, are informed about the pre-school arrangements for such children
and are better able to provide continuity for them.
What are the interfaces with other services/agencies/departments?
The interface with Children’s Services within the Education Directorate is explained in
the Section on the benefits to the Council of running the Service in-house.
The interface with the Advisory Service within the LEA, which has responsibility for
curriculum support and school improvement, has also been referred to. The SEN
Mentor Scheme also has an important interface with the Nursery Teacher Area Co-
ordinators who provide qualified teacher input to non-maintained education settings,
and with the Pre-School Learning Alliance Development Workers, who also have a
support function for providers. Social Services Registration and Inspection Officers
who also have regular contact with settings are represented on the Early Years
Development and Childcare Partnership and are aware of the service and its
objectives.
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Appendix 1
What are the links to statutory plans?
The SEN Mentor Scheme is part of the arrangements put in place by the Early Years
Development and Childcare Partnership for the support of pre-school children in non-
maintained settings who may have additional needs. It is, therefore, an important part
of the Early Years Development and Childcare Plan. It also links to Priority 3 of the
Education Development Plan, which relates to improving the quality of early years
provision in all sectors.
What are the key policies that guide day to day operation of the service?
The Family Support Sub Group of the Early Years Development and Childcare
Partnership agreed the operating principles 21.6.99 and 22.7.99 of the service as part
of the process of producing the Early Years Development and Childcare Plan 2001-02.
The key principles are:
ensuring access to LEA SEN support systems for non-maintained providers of
early years and childcare services for pre-school children
working in partnership with providers and other key agencies to maximise
support to children and families
supporting providers in developing skills and knowledge to make appropriate
provision for children who may have additional needs
What are the links to other public agencies or other service providers and
common interests?
There are no direct links to other public agencies. However, interested agencies and
those with common interests are represented on the Family Support Sub Group of the
Early Years Development and Childcare Partnership. A list of represented
organisations can be found at sub-appendix a.
SUSTAINABILITY
Do you have or are you working on sustainability indicators and targets for the
service ?
At present there are no sustainability indicators and targets which are specific to the
service.
Have you completed a sustainability checklist for the service?
The Sustainability Checklist for the service is completed and attached at sub-appendix
b
How are you going to reduce negative impacts and maximise positive impacts
identified in the checklist?
Commitment to the scheme has been agreed as part of the Early Years Development
and Childcare Partnership Strategic plan. Evaluation is intended to be undertaken in
year two of the current Strategic Plan. The current scheme is a pilot project and any
recommendations as part of the Best Value Review process will be incorporated into
the monitoring and evaluation of the scheme in year 2002-2003
With what other service areas/other service delivery organisations is the service
inter-related? Should other links be made?
The Early Years and Childcare Partnership is an inclusive working body representing
all areas of the market sector. Representatives of all member organisations sit on
working sub groups which then make recommendations to the Partnership for
approval and implementation. Sub groups meet on a quarterly schedule with
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Appendix 1
information sharing as an agenda item. A full list of the Family Support Sub Group
Members is attached at sub-appendix c.
Partnership membership of organisations is currently under review as part of the
current Implementation Plan. At present 33 different organisations have elected
representatives to sit on the main Partnership Group. Further links with other current
non-member organisations are being explored i.e. Community and Rural Transport
Network, Chamber of Commerce, Youth Service.
Are all linkages both direct and indirect, understood so that the potential
consequences of decisions are recognised?
Partnership working with the 33 representatives is a fundamental principle of the
EYDCP. In addition to the Quarterly Sub-group meetings, day to day contact exists
between all staff from organisations represented on the Partnership. This includes
representatives from private, voluntary, and maintained sectors. The development
team based at Shire Hall co-ordinate initiatives and contribute directly in conjunction
with the Advisory Service the delivery of SEN mentor scheme.
Has your sustainability assessment been verified by someone outside the
Directorate or County Council?
Advice has been sought from the County Council’s environmental co-ordinator
EQUALITY INFORMATION
How does the service contribute to equality objectives?
The initial motivation to provide the service was the Partnership’s concern to respond
to requests from providers for a mechanism to enable them to access the support
systems which were available to nursery providers in the maintained sector. The
service seeks to ensure that all children have equal access to such support systems,
irrespective of where they receive pre-school services.
Does the service meet the needs of the whole population?
The service is targeted at a small section of the population. It is designed to meet the
special educational needs of children of pre-school age who are accessing nursery
and childcare provision in non-maintained settings, and the support needs of the
providers of care and education for those children. Further, it is designed to identify
children whose development at around the age of three years may be causing
concern. The rationale for this is that those children with the greatest degree of
disability or special needs are likely to have been identified at or around birth by
medical professionals. Identifying less severe needs in children under three years may
require greater levels of professional expertise than is generally available among staff
in most pre-school settings across all sectors, and could result in unnecessary
labelling of children at a very early age.
Is the service delivered and promoted in ways that reach all sections of the
community?
The service is delivered and promoted in ways that reach all sections of the limited
target population described above. All providers who are registered to receive nursery
grant receive information about the scheme in a pack of information that is annually
updated. The SEN Mentors attend the regular Early Years Forum meetings around the
county and disseminate information about the scheme on those occasions. The
scheme is also promoted in the Early Years and Childcare Partnership newsletter that
is produced bi-annually, and the Children’s Information Service also holds information
about it. Additionally, agencies and organisations that regularly visit settings in the
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Appendix 1
course of their support and development work promote the scheme as appropriate.
Is it necessary to make (reasonable) adjustments to how services are provided
to meet the new requirements of the Disability Discrimination Act?
Chapter 1 Section 6252 identifies pupils with special educational needs including those
with disabilities, as already being protected by the Education Act 1996. Section 31 of
the Education Act 1996 places a duty on LEAs and governing bodies of all maintained
schools “to have regard to the provisions of the code.” ( DfEE Code of Practice on
Special Educational Needs.) Section 4 of the 1996 Nursery Education and Grant
Maintained Schools Act extended this duty to those institutions providing nursery
education under partnership schemes. It is with regard to these guidelines that the
scheme operates.
Government is currently considering what additional protection disabled children may
require under the D.D. Act as part of the Disability Rights Task Force. Publication of
the proposals is expected late 2001. It is a registration and inspection requirement
under the Children Act 1989 that each registered early years provider has an Equal
Opportunity policy which promotes inclusion.
VOLUME OF SERVICE
What is the volume of key activities of the service?
The current arrangement of 3 SEN Mentors working for 0.1 days per week and 1
working for 0.2 per week offers support to 160 non-maintained registered nursery
education and childcare settings. The size of each cluster of settings varies to take
account of the rural nature of some parts of the county and travel time for the Mentors.
A total of 134 visits were made to settings between the beginning of the scheme in
May 2000 and March 2001. In addition the mentors have telephoned individual
settings and attended local forum meetings in order to raise awareness of the new
scheme; 18 settings have received funding through the scheme for additional support
within their groups in that time.
Who else provides the exact or similar service or the same or similar elements
of the service?
The Pre-School Learning Alliance operates a volunteer scheme to support children
with special needs and disabilities in Bridgnorth. This scheme was originally funded by
SCOPE for children with cerebral palsy in Bridgnorth. Limited funding is now secured
from Bridgnorth District Council to continue the scheme which has been opened to
children with other disabilities. Pre schools in Bridgnorth access the funding via their
local PLA branch to employ extra 1:1 workers in order to offer inclusive care to children
with disabilities.
The Advisory Service operate Learning Support Advisory Teachers employed by the
LEA to offer support and guidance to nursery staff in the maintained sector.
BENEFICIARIES OF THE SERVICE
What do you presently know about your customers?
There are two main groups of beneficiaries of the service; children who may have
additional needs and providers of early years and childcare services. There are 160
non-maintained nursery settings.
What is the present apparent demand for the service?
Demand for the service is increasing each term as awareness is raised of the services
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Appendix 1
which the Mentors can offer, and the grants available for additional staffing support. As
stated in the introduction to the Code of Practice on the Identification and Assessment
of Special Educational Needs, it has been estimated that 20% of the school population
will have special educational needs at some time during their school career. From this
estimate it may be assumed that the potential demand for the service could be
approximately 600 children per year (20% of cohort).
Do you know if you meet all of your customers/ users needs?
The mentors have not failed to respond to requests for support from providers.
A survey of how well need has been met, has not yet been initiated because the
scheme is in its infancy.
RESOURCES EMPLOYED
What is the total level of statutory expenditure?
There is no statutory expenditure level.
What is the total level of non-statutory (discretionary) expenditure?
The total level of non-statutory allocation of expenditure for the year 2000-2001 was
£15,000
This was supported from the following budgets:
Early Years Education Budget £ 5,000
Partnership Child-care Grant £ 9,500
Early Years Standards Fund £ 500
Total £ 15,000
Actual end of year spend payments processed to
settings for additional support total £ 9,346
Payments to mentors and expenses £ 5,401
Non-budgeted corporate staff support time for the project £10,184
(Corporate overheads are currently absorbed within the overall Education Budget)
What are the main items in the total expenditure for the service expressed as a
proportion of the total budget for;-
-employee costs percentage 36.62%
£4374 paid for mentor salaries
£1027 paid for expenses
-supplies, goods and services percentage 63.38%
£9346 paid to settings for additional support
-equipment and vehicles
The scheme does not own equipment or vehicles
-building and/or assets rentals
The scheme does not own or rent assets.
-corporate overheads
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Appendix 1
Corporate staff support time for the project £10184
(Corporate overheads are currently absorbed within the overall Education Budget)
-support services (SLAs)
There are no Service Level Agreements with third party organisations
What income or fees does the service generate?
The SEN mentoring scheme does not generate revenue.
How are fees and charges set ( eg to break even, to generate surplus or to ration
demand)
Charges are not made for the delivery of this service.
PEOPLE MANAGEMENT
What are the staffing levels?
There are four mentors currently delivering the service. The LEA provides funding to
the mentors’ employers, most of which are non-maintained pre-school groups, to
enable them to work half a day per week on the scheme, additional to their existing
duties. Typically, their re-numeration is in the region of £6.00 per hour. Administrative
support for the scheme is provided from within the Early Years and Childcare Team
averaging 2 days per month.
Central corporate support time for the project is calculated on the following cost per
hour basis (7.4 hours per day) including 83p per hour per desk as identified in property
consideration Appendix 10
Administrative Support
£ 6.04 + 17.5% oncost + 83p/hr deskcost = £7.93/hr
2 days / month = £117.36 /month = £1408.32p.a.
Senior Early Years Officer
£17.20 + 17.5% oncost + 83p/hr deskcost = £21.04/hr
4 days / month = £622.78 /month = £7473.41p.a.
Educational Psychologist £18.85 ph
£ 18.02 +17.5% oncost + 83p/hr deskcost = £22.00/hr
6 days per year and 2 days training £1,302.40 p.a.
Total Corporate costs = £10,184
How are employees involved in assessing improvements and performance
issues?
SEN Mentors meet on a half-termly basis with an Educational Psychologist, Learning
Support Advisory Teacher and RAISE (Raising Achievement in Shropshire Education)
Adviser. They review the outcomes of any additional adult support and advice offered
through the scheme, in pre-school and private nursery settings, and they receive
feedback on the number of visits carried out each term.
What is the employee turnover level?
Out of a total of five mentors when the scheme began in May 2000, one mentor
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Appendix 1
ceased employment with her substantive employer and therefore has a temporary part
time contract with Shropshire County Council. One Mentor gave up the role due to
pressure of work in her substantive post, and since that time one Mentor has worked
for 0.2 per week.
What is the average level of employee sickness absence in the service?
One mentor ceased to work for half a term following surgery, and another was absent
for half a term prior to giving up the role. There have been no other absences.
What is the annual average number of days of (or average spend on) training per
employee?
All Mentors undertook 2 days training with the Educational Psychologist prior to taking
up their posts. All were given the opportunity to undertake an Early Years SEN
course, consisting of 12 half day taught sessions, delivered by Manchester
Metropolitan University. This was taken up by three Mentors. Cost of £70 per person,
total £210.
What level of skills and experience do employees within the service have?
All Mentors have experience of delivering nursery education. One is a teacher with
extensive training in special educational needs, and extensive experience of leading
an Opportunities Pre-school, which includes a high proportion of children with special
educational needs. Other qualifications held include and B.T.E.C. Childhood Studies,
PPA Foundation Course, City and Guilds 730 Part 1 and 2, TDLB, High Scope, PLA
Special Needs Course, PLA Equal Opportunities Course. A full list of relevant
qualifications held by current mentors is shown in sub-appendix e.
How do you communicate with staff?
Communication is primarily through half termly meetings and also by post and
telephone when necessary. All four mentors attend Early Years Forum Meetings at
which information relating to the Early Years Development and Childcare Partnership
and other DfEE initiatives is disseminated. In addition, discussion about the LEA and
Pre-school Learning Alliance involvement in Special Educational Needs issues is
discussed at half-termly meetings.
THE USE OF ASSETS
The use of assets sheet is attached at sub-appendix d.
THE UTILISATION OF TELECOMMUNICATIONS
How many staff have access to a PC?
The SEN Mentors do not have access to County Council ICT services. Corporate
support staff access ICT services via the Education Directorate.
What type of software is available for team use?
Support staff currently have access to a range of software applications including Office
Windows 95, Office Windows 97 for general use and SAMIS for financial data
recording and processing.
Is access to the Internet readily available and if so, what do the team use it for?
Shared Internet access is available in one office to which admin. support has access.
This is used to obtain background information on service developments from
government departments.
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Appendix 1
Is electronic mail received from any outside bodies on a regular basis?
Electronic mail is not used to communicate information by the SEN mentors. To date
there have been no instances of service providers attempting to access the service
through e-mail.
Are requests for information/or complaints received electronically?
This facility is not within the scope of the pilot scheme. At present all information is
handled in hard copy.
How many staff have access to an authority owned mobile telephone?
No staff have access to a Local Authority mobile telephone
Are there any financial processes performed electronically?
Administrative staff process financial claims using the County Council SAMIS system.
Do staff use database systems for information storage or analysis?
There is very limited use of electronic database systems for information storage. Due
to the relatively small scale of the scheme, its pilot nature, and insufficient analysis of
the working methodology of the existing systems have meant that is not yet practical to
establish large database information and retrieval programmes. Individual tables and
records of visits and contacts are kept on simple, local, individually designed, systems
using Office Pro.
PROCESS ISSUES
Describe the main process/functions of your service and who is responsible for
delivery.
In the light of nursery education entitlement for all four year olds, and increasingly for
three year olds, and increased childcare provision for all pre-school children, it has
become a priority to ensure that measures to meet the special needs of children are
efficient and effective. Previously, non-maintained nursery education settings did not
have a transparent and cohesive strategy for accessing professional guidance for
supporting children with SEN or for drawing down funding for individual support for
children.
The SEN pilot project employs 4 mentors to respond to requests from nursery
providers seeking advice and support in this area. Having obtained the permission of
the parents of any individual children, the mentors give advice to the setting on how to
assess the child, draw up an individual education or play plan, and offer a route to the
assessment panel in order to access a grant for additional staffing, if that is
appropriate.
The assessment panel, consisting of 4 mentors, an Educational Psychologist, a
Learning Support Advisory Teacher and an Education Officer, not only considers grant
applications, but also regularly gives advice and support materials to the mentors to
support their role.
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Appendix 1
Special Needs Mentor Scheme
Process Chart
Educational psychologist
(from the child development centre and key member of CDC panel)
referrals if deemed necessary
SEN Mentor SEN Mentor SEN Mentor SEN Mentor SEN Mentor
referrals if deemed necessary
Early Years Settings
CURRENT PERFORMANCE
How is the current performance of the service measured?
The service is currently measured on the basis of numbers referrals and visits to
settings.
What indicators are currently in place to measure the performance of the
service?
Given the pilot nature of the service there are no Local, Best Value, or Audit
Commission Performance Indicators.
What are your present quality standards and targets?
Given the pilot nature of the scheme no quality standards or targets have been set.
What are your present targets for service delivery?
There are no stipulated process targets or procedural time-lines allocated for this pilot.
Can you identify trends in results?
Given the pilot nature of the project it is not yet possible to identify consistent trends in
service uptake. Evaluation is intended to be undertaken in year two of the current
EYDCP Strategic Plan. Any recommendations as part of the Best Value Review
process will be incorporated into the monitoring and evaluation of the scheme in year
2002-2003.
Have you taken any action to address any identified trends?
The Best Value review will be used to guide the development of the service
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Appendix 1
MARKET POSITION
What is the current position regarding the potential for competition in the
delivery of your service?
At present there are no other local organisations offering the same service across the
county. In Bridgnorth District, the Pre-school Learning Alliance offers funding for a
scheme for children with cerebral palsy originally funded by the charity SCOPE. This
scheme is now funded by Bridgnorth District Council and is open to children with other
disabilities. Pre-schools in Bridgnorth access the funding via their local PLA branch to
employ extra one to one workers in order to offer inclusive care to children with
disabilities.
Has your service been subject to Compulsory Competitive Tendering?
No
Are there alternative credible providers of the service/who else actually provides
the exact/similar service?
There are no other known providers working in this market sector, that could offer the
same level of expertise that would be acceptable to the wide range of existing
childcare providers across the whole of the county.
What is the strength of the competition?
None known at this time.
What is the basis of the competition? (cost, product, differentiation, focus,)
See above.
Is it possible to enter into partnership with other service providers?
Partnership working already exists as part of the delivery mechanism for this service.
Mentors already work for other outside organisations as well as working as mentors on
the SEN scheme on behalf of the Advisory Service.
Can users or customers choose between service providers or make independent
comparisons between them?
There are no other known providers of a comparable service to choose from.
Can customers or users be involved in the delivery of services?
Involvement of service users and parents is crucial to the effectiveness of the service
delivery. All interested parties are invited to be actively involved in the mentor scheme.
Parents especially are actively encouraged to participate in the writing of individual
children’s Play Plans
COMMUNITY SAFETY
What are the community safety implications for your service?
Support and early intervention of social inclusion is a key element of the ethos of
community safety. At present it is not possible to directly correlate the outcomes of this
scheme with crime and disorder as no longitudinal study has been formed to establish
links. As already stated in the introduction, the beneficiaries of the service are the
children with additional needs and their families. By promoting information, advice and
guidance regarding positive behavioural techniques and models, and positive
parenting skills with the providers it is intended that there will be greater social
inclusion by minimising the adverse effects of disruptive behaviour in settings.
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Appendix 1
The County Council supports the underlying principles of the five district Community
Safety Partnerships.
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Appendix 1
Sub-appendix a
Early Years Development and Childcare Partnership Members
CHAIR PERSON BENEFITS AGENCY COUNTY COUNCIL
MRS B MITTON MRS S DRUCE MR A G WHYTE
FACULTY OF HUMAN SCIENCES CHILDCARE CHAMPION, COUNTY COUNCILLOR
SHREWSBURY COLLEGE OF BENEFITS AGENCY BROWNLOW COTTAGE
ARTS AND TECHNOLOGY BRANDON HOUSE WELSHAMPTON
LONDON ROAD HOLY WALK ELLESMERE
SHREWSBURY LEAMINGTON SPA SHROPSHIRE
SHROPSHIRE SY2 6PR WARWICKSHIRE CV32 4JE
COUNTY COUNCIL COUNTY COUNCIL COUNTY COUNCIL
MR B GILLOW MR R WALKER MALCOLM PERKS
COUNTY COUNCILLOR COUNTY COUNCILLOR HUNTSMANS LODGE
HOARSTONE 27 ALLEN GARDENS LLANYBLODWEL
MARKET DRAYTON MARKET DRAYTON OSWESTRY
SHROPSHIRE SHROPSHIRE SHROPSHIRE
TF9 1BS SY10 8AF
COUNTY COUNCIL DIOCESAN DIOCESAN
MRS M WINCKLER TRISTRAM JENKINS MRS C CRUMP
WATERS EDGE HEREFORD DIOCESAN BOARD LICHFIELD DIOCESAN BOARD
3 BROOKSIDE DRIVE THE DIOCESAN OFFICE C/O MEOLE BRACE C.E. INFANT
HILTON THE PALACE SCHOOL
BRIDGNORTH HEREFORD CHURCH ROAD
SHROPSHIRE WV15 5PU HR4 9BL MEOLE BRACE
SHREWSBURY SY3 9HG
DIOCESAN EDUCATION EDUCATION
MR E COXHEAD LIZ NICHOLSON S MENGHINI
ROMAN CATHOLIC DIOCESAN EDUCATION DEPARTMENT LEA SPECIAL SERVICES
64 UPPER ROAD SHIREHALL EDUCATION DEPARTMENT
MEOLE BRACE SHREWSBURY SHIREHALL
SHREWSBURY SHROPSHIRE SHREWSBURY
SHROPSHIRE SHROPSHIRE
HEAD INFANT REPRESENTATIVE HEAD PRIMARY HEAD PRIMARY REPRESENTATIVE
MRS W WHEELER REPRESENTATIVE MRS M A MALCOLM
SPRINGFIELD INF SCHOOL MRS A BAYLISS MARKET DRAYTON INFANT SCHOOL
MERESIDE BISHOP'S CASTLE PRIMARY LONGSLOW ROAD
WENLOCK ROAD SCHOOL MARKET DRAYTON
SHREWSBURY OAK MEADOW SHROPSHIRE
SHROPSHIRE SY2 6LE BISHOP'S CASTLE TF9 3BA
SHROPSHIRE
SY9 5AY
15
Appendix 1
Sub-appendix a
HEALTH MENCAP NCH ACTION FOR CHILDREN
MRS J WYNNE-JONES MRS D MORGAN JACKIE YATES
HEALTH VISITORS MENCAP RICHMOND HOUSE RUTLAND
RADBROOK GREEN SURGERY 5 BARKER STREET HARLESCOTT GRANGE
BANK FARM ROAD SHREWSBURY SHREWSBURY
SHREWSBURY SHROPSHIRE SHROPSHIRE
SHROPSHIRE SY1 1QJ SY1 3QG
OSWESTRY BOROUGH COUNCIL OUT OF SCHOOL HOME-START
MRS G JONES LIZ SMITH-KIETLEY FEE SIBBICK
OSWESTRY BOROUGH COUNCIL BOOST HOME-START
COMMUNITY DEVELOPMENT 45 OLD COLEHAM ROY FLETCHER CENTRE
OFFICER SHREWSBURY 12-17 CROSS HILL
CASTLE VIEW SHROPSHIRE SHREWSBURY
OSWESTRY SY3 7BU
SHROPSHIRE
PRE-SCHOOL LEARNING COMMUNITY COUNCIL REGENERATION
ALLIANCE PETER DUNHILL PIPPA FERGUSON
MRS M ELLIOTT COMMUNITY COUNCIL OF REGENERATION TEAM
PRE-SCHOOL LEARNING SHROPSHIRE COMMUNITY AND ENVIRONMENT
ALLIANCE 1 COLLEGE HILL SERVICES
3 OWEN HOUSE SHREWSBURY SHIREHALL
RADBROOK COLLEGE CAMPUS SHROPSHIRE SHREWSBURY
RADBROOK
SHREWSBURY
PRIVATE NURSERIES DISTRICT COUNCIL RACE EQUALITY COUNCIL
ASSOCIATION MS TRUDI ELLIOTT MRS RAJ DHINDSA
LIZ BREARLEY BRIDGNORTH DISTRICT COUNCIL RACE EQUALITY COUNCIL
14 HAFREN ROAD WESTGATE 65A NEW STREET
SHREWSBURY BRIDGNORTH WELLINGTON
SHROPSHIRE SHROPSHIRE TELFORD
SY3 8NG TF1 1LU
SCHOOL GOVERNORS SOUTH SHROPSHIRE PLAYBUS ASSOCIATION
MRS K HOWARD JULIE HAMLING JULIE JONES
20 PENDIL CLOSE 27 LINLEY VIEW DRIVE 36 ARLESTON AVENUE
WELLINGTON BRIDGNORTH WELLINGTON
TELFORD SHROPSHIRE TELFORD
SHROPSHIRE WV16 4RT SHROPSHIRE
TF1 2PQ TF1 2PB
SHROPSHIRE COMMUNITY BROSELEY/SHIFNAL FORUM CLUN FORUM
MENTAL HEALTH SERVICES K BURRAGE JANET LAW
SUE PREECE SHIFNAL PRE-SCHOOL CENTRE FLAT 2
NHS TRUST DEVELOPMENT UNIT CURRIERS LANE CROSS HILL
BEECHES SITE SHIFNAL SHREWSBURY
LINCOLN HILL SHROPSHIRE SHROPSHIRE
TELFORD TF8 7NZ SY1 1JH
16
Appendix 1
Sub-appendix a
CRAVEN ARMS FORUM IFTON HEATH AND ELLESMERE LUDLOW FORUM
J MILLER FORUM MRS JULIE FARR
MEADOW SIDE E A HUGHES NOAH'S ARK NURSERY
BUSHMOOR SILVERDALE LOWER STREET
CRAVEN ARMS NEW MARTON CLEOBURY MORTIMER
SHROPSHIRE ST MARTINS KIDDERMINSTER
SY7 8DW OSWESTRY SHROPSHIRE
MARKET DRAYTON FORUM NORTH SHREWSBURY FORUM OSWESTRY FORUM
J HACKETT JACKIE DAY MRS K PERRY
7 CAERNARVON CLOSE THE ACORN DAY NURSERY CARREG LLWYD PRE-SCHOOL
MARKET DRAYTON RSH SHELTON ARDWAYS
SHROPSHIRE BICTON HEATH 5 ARDMILAR LANE
TF9 1RH SHREWSBURY OSWESTRY
SY3 8DN SHROPSHIRE SY11 2JY
PONTESBURY FORUM SOUTH SHREWSBURY FORUM WHITCHURCH FORUM
JULIA WILKINSON K PELLINGTON K MACFARLANE
BAYSTON HILL NURSERY TOWER HOUSE NURSERY 19 PENDRELL CLOSE
CENTRE 111 WENLOCK ROAD BUNTINGSDALE
LONGMEADOW ROAD SHREWSBURY TERN HILL
BAYSTON HILL SHROPSHIRE SHROPSHIRE
SHREWSBURY SY2 6JX
SHROPSHIRE
CHILDMINDER EMPLOYMENT SERVICE SHROPSHIRE CHILDMINDING
L NUTT KAIREN FRANCIS ASSOCIATION
LORIC HOUSE DISTRICT OFFICE LIZ MORRIS
DUKE STREET TELFORD HOUSE 22 KINGSWOOD CRESCENT
BROSELEY SOUTHWATER WAY COPTHORNE
SHROPSHIRE TOWN CENTRE SHREWSBURY
TF12 5LU TELFORD TF3 4PD SHROPSHIRE SY3 8UU
SHROPSHIRE CHILDMINDING NATIONAL ASSOCIATION OF TOY SOCIAL SERVICES
ASSOCIATION & LEISURE LIBRARIES FRAN BECK
SANDRA CROFTS SUSAN MORLEY SOCIAL SERVICES
37 FORD ROAD ARGAE HAIMWOOD SHROPSHIRE COUNTY COUNCIL
NEWPORT LLANDRINIO SHIREHALL
SHROPSHIRE LLANYMYNECH
TF10 7TU POWYS SY22 6SQ
SOCIAL SERVICES SOCIAL SERVICES PRIMARY ADVISOR
TERRY JONES ANDY DAVEY SALLY NOBLE
SOCIAL SERVICES REGISTRATION AND INSPECTION PRIMARY ADVISOR
SHIREHALL WINSTON CHURCHILL BUILDING EDUCATION DEPARTMENT
RADBROOK ROAD SHIREHALL
SHREWSBURY
SHROPSHRE SY3 9BL
17
Appendix 1
Sub-appendix a
PRIVATE NURSERIES PRIVATE DAY NURSERY PRE-SCHOOL LEARNING ALLIANCE
ASSOCIATION PROPRIETOR DEBBIE WALSH
KERRY WALLACE MR M PICKARD THE PEWITTS
HAPPY DAYS NURSERY ALBRIGHTON & DONNINGTON 7 STATION ROAD
BURLTON NURSERY STOTTESDON
NR SHREWSBURY 8 MEADOW ROAD NEAR KIDDERMINSTER
SHROPSHIRE ALBRIGHTON WORCS DY14 8TT
SY4 5TB WOLVERHAMPTON WV7 3EP
SHROPSHIRE CHAMBER OF EDUCATION WELFARE HEALTH VISITOR
COMMERCE ANDREA MARSHALL ADELE MINSHALL
SUE MARSTON EWO DODDINGTON SURGERY
SHROPSHIRE CHAMBER OF 25 MORETON CRESCENT WHITCHURCH
COMMERCE BELLE VUE SHROPSHIRE
TREVITHICK HOUSE SHREWSBURY SY13 1EN
STAFFORD PARK 4 SHROPSHIRE SY3 7BY
TELFORD TF3 2BA
EDUCATION EDUCATION EDUCATION
JOHN JONES JULIA PERRY SUE ROUND
EDUCATION DEPARTMENT ADVISORY SERVCE EDUCATION DEPARTMENT
SHROPSHIRE COUNTY COUNCIL EDUCATION DEPARTMENT SHROPSHIRE COUNTY COUNCIL
SHIREHALL SHIREHALL SHIREHALL
SHREWSBURY SHREWSBURY SHREWSBURY
LOCAL LEARNING AND SKILLS EARLY YEARS AND CHILDCARE EARLY YEARS AND CHILDCARE TEAM
DIRECTOR TEAM PAULINE MORTON
CAROLINE ATKINS JANET GRAHAM SENIOR CHILDCARE DEVELOPMENT
RYECROFT CHILDCARE MANAGER OFFICER
LIVESEY ROAD SHROPSHIRE COUNTY COUNCIL SHROPSHIRE COUNTY COUNCIL
LUDLOW SHIREHALL SHIREHALL
SHROPSHIRE SY8 1EZ SHREWSBURY SHREWSBURY
EARLY YEARS AND EARLY YEARS AND CHILDCARE EARLY YEARS AND CHILDCARE TEAM
CHILDCARE TEAM TEAM RACHEL CURRAN
BRENDA WOOD JULIE DUNCAN CIS PROJECT CO-ORDINATOR
DEVELOPMENT OFFICER FOR CHILDMINDING DEVELOPMENT SHROPSHIRE COUNTY COUNCIL
OUT OF SCHOOL AND HOLIDAY OFFICER SHIREHALL
CARE SHROPSHIRE COUNTY COUNCIL SHREWSBURY
SHROPSHIRE COUNTY SHIREHALL
COUNCIL SHREWSBURY
SHIREHALL
SHREWSBURY
EARLY YEARS AND CHILDCARE
TEAM
SIMON WILDE
DEVELOPMENT OFFICER FOR
EMPLOYER LIAISON
SHROPSHIRE COUNTY COUNCIL
SHIREHALL
SHREWSBURY
18
Appendix 1
Sub-appendix c
Family Support Sub Group Members
Name Representing
F Beck, Children & Families, Social Services
P Murphy, Social Services District Manager
S Menghini, Children's Services Manager Education
J Jones, Shropshire Playbus Association
M Elliot, Pre-School Learning Alliance
J Hamling, The Marches Family Network
C Brown, Home-Start
P Bickley, NHS Trust
L Ferguson, Shropshire Community Health NHS Trust
J Wynn-Jones, Shropshire Community Health
A Richardson, Shropshire Health Authority
P Dunhill, Shropshire Community Council
S Smith, EY Development Worker
A Hughes, Whittington Under Fives
A Fricker, Family Literacy Project
S Morley, NATLL
T Jenkins, Hereford Diocesan Board
J Duncan, Childminding Development Officer, Early Years & Childcare
Team
S Wilde, Development Officer Employer Liaison , Early Years &
Childcare Team
R Greenwood, Registration and Inspection, Social Services
J Graham, Early Years and Childcare Manager
K Francis, The Employment Service
A Minshall, Doddington Surgery, Whitchurch
L Morris, Shropshire Childminding Association
K Harding, Registration and Inspection, Social Services
G Pollard, Registration and Inspection, Social Services
M Henderson, Registration and Inspection, Social Services
J Jennings, Registration and Inspection, Social Services
D Andrews, Registration and Inspection, Social Services
B Skilton, Community Development Worker, Early Years and Childcare
Team
19
Appendix 1
Sub-appendix e
Training and Qualifications of SEN Mentors
Kate Jordan BTEC Childhood Studies
Qualified Nurse
SEN Early Years - Manchester Metropolitan University
Intensive training (x2) with Peter Lees, Educational
Psychologist
Margaret Extance B.Ed Hons 2:1,
PLA Tutor Fieldworker Course,
Curriculum Planning,
SEN Early Years - Manchester Metropolitan University
Intensive training (x2) with Peter Lees, Educational
Psychologist
Georgina Gibbons B.A. Hons 2:1Manchester Metropolitan University
P.G.C.E. specialising in Early Years M.M.University
Intensive training (x2) with Peter Lees, Educational
Psychologist
Lynda Jones B.A. Hons Cert Ed
Early Year Diploma Manchester M. University
Inset Special Needs Course
Intensive training (x2) with Peter Lees, Educational
Psychologist
Judy Sant SEN Early Years - Manchester Metropolitan University
PPA Foundation Course
City and Guilds 730 Parts 1 and 2 TDLB 32,33
High Scope.
PLA Special Needs Course
PLA Equal Opportunities Course
Intensive training (x2) with Peter Lees, Educational
Psychologist
20
