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Agenda Item No. 7

The Vale of Glamorgan Council

 

Learning and Culture Scrutiny Committee: 16th October 2017

 

Report of the Director of Learning and Skills

 

Provision in the Non-maintained Sector: Academic Year 2016/17

 

Purpose of the Report

  1. To inform Members of the Learning and Culture Scrutiny Committee of the current provision for early education through the non-maintained settings.

Recommendation

  1. Members note the provision for early education through non-maintained settings.

Reason for the Recommendation

  1. Members are aware of the performance standards of non-maintained early years' settings.

Background

  1. There are six playgroups registered for early education in the Vale of Glamorgan, one of which is a Welsh medium setting.
  2. The settings are situated in areas where there are not sufficient part time places in the state sector. Three settings are housed in village or church halls. One setting is hosted by RAF St. Athan, one by Atlantic College and one has its own premises in the form of a pre-fabricated building in Cowbridge.
  3. All settings have received regular intensive support. This support has focused on practitioners developing their skills to implement the Foundation Phase in their settings.
  4. This year the Local Authority has funded places for 119 children in the non-maintained sector. The settings are as follows:
  • Abracadabra Playgroup, Welsh St. Donats
  • Cylch Meithrin Y Bont Faen
  • St. Brides Playgroup
  • St. Donats Playgroup (Atlantic College)
  • Swallow Playgroup (RAF St. Athan)
  • Wick and District Playgroup.
  1. It should be noted that St. Brides Playgroup left the Early Years Partnership on the 21st July 2017. The setting will work in close partnership with St. Brides Major CiW Primary School to offer wrap around care for children attending the nursery class from September onwards.

Relevant Issues and Options

Provision

  1. All settings are welcoming, safe and ensure children's wellbeing is at the heart of their work. The Care and Social Standards in Wales Inspectorate (CSSIW) regularly inspect all settings, no major areas for improvement have been identified.
  2. The quality of provision in almost all settings is of a very good standard. All practitioners have used their knowledge of Foundation Phase to establish stimulating learning environments with a range of good quality, interesting resources. Nearly all children demonstrate high levels of interest, enjoyment and motivation towards their learning.
  3. All settings regularly plan a range of outdoor activities to encourage children to experiment with new experiences and to develop a range of skills. All settings plan effectively using the Foundation Phase Framework for Children's Learning and nearly all children make good progress. An effective system of assessment is in place in all settings and practitioners are able to plan for the needs of all children. This year all settings have adopted the 'Wellcomm' Speech and Language toolkit and are using it effectively to assess children's speech, language and communication on entry to the phase.
  4. All settings have embedded processes of self-evaluation and appreciate the importance of planning for improvement. Areas for development are prioritised at the start of the year and targets set. All settings have made good progress in addressing the identified areas for development. All leaders have evaluated the impact of their plans and in self-evaluation have identified emerging priorities for the coming year.

Additional support

  1. All settings have received information on the Additional Learning Needs (ALN) Bill and how to implement it to support children with additional needs. Two settings have received advice from the ALN team to support children with additional learning needs. Two children have been in receipt of a one to one support worker funded by the Local Authority.

Estyn inspections

  1. No settings have been inspected by Estyn during the academic year 2016/17.

Training and Impact

  1. Termly forum meetings have taken place for playgroup leaders to discuss new information from Welsh Government and Estyn and to share good practice. Support from peers has been valuable and elements of the good practice have been adopted by all settings.
  2. All group leaders have attended training on the PREVENT duty and are fully aware of their roles in helping to prevent children being radicalised.
  3. All practitioners have a clearer understanding of speech, language and communication difficulties and are fully aware of the referral pathway.
  4. Four settings have received training to use the 'Wellcomm' toolkit to assess children's speech, language and communication skills and to provide appropriate interventions. Those children in need of language support receive bespoke intervention programmes.
  5. All group leaders have attended training on the use of synthetic phonics and are equipped to develop children's early reading and writing skills.
  6. Practitioners have a greater understanding of the main elements of the ALN Bill and their roles in supporting children with additional needs.

Support

  1. Settings have been supported in the following activities:
  • Implement the 'Wellcomm' toolkit and monitor results.
  • Develop approaches to the teaching of phonics.
  • Develop outdoors to provide imaginative play opportunities.
  • Ensure children's book areas are attractive.
  • Develop children's independence.
  • Develop appropriate parent questionnaires.
  • Writing appropriate play plans for children with additional needs.
  • Set up and use mud kitchens effectively.
  • Undertake self-evaluation of additional aspects of their provision and use the information to inform the planning for improvement process.
  • Produce annual reviews of the settings' work.
  1. All settings have acted positively upon the advice and guidance given to them in order to raise the standards of children's learning and wellbeing in their care.

Resource Implications (Financial and Employment)

  1. There are no resource implications arising from this report.

Sustainability and Climate Change Implications

  1. There are no sustainability and climate change implications arising from this report.

Legal Implications (to Include Human Rights Implications)

  1. There are no legal implications arising from this report.

Crime and Disorder Implications

  1. There are no crime and disorder implications arising from this report.

Equal Opportunities Implications (to include Welsh Language issues)

  1. There are no crime and disorder implications arising from this report.

Corporate/Service Objectives

  1. The provision of early years' education is a statutory function of the Council and contributes to the Council's Corporate Plan, Wellbeing Outcome 3: An Aspirational and Culturally Vibrant Vale, Objective 5: Raising overall standards of achievement.

Policy Framework and Budget

  1. The recommendations of this report are within existing policy framework and budget.

Consultation (including Ward Member Consultation)

  1. Not applicable

Relevant Scrutiny Committee

  1. Learning and Culture

Background Papers

None

Contact Officer

Morwen Hudson, Lead Officer for School Improvement/Senior Challenge Adviser

Officers Consulted

Debbie Collins, Associate Advisor for the non-maintained settings

Responsible Officer:

Paula Ham, Director of Learning and Skills