Supporting families in your childcare setting

Resources to assist where a family have been identified as requiring extra support or help.

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Resources

Children’s Learning and Well-Being Audit (CLaWBA)

The aim of the Children’s Learning and Well-Being Audit is to ensure that all young people are ready for school and ready for work. For our youngest children this means to improve their readiness for school and ensure that their parents and carers are accessing early education, health and family support from Early Help Children’s Services (formerly Integrated Prevention and Earliest Help (IPEH)) and other services.

Identifying those who are potentially more vulnerable at the earliest opportunity is essential to provide the right support at the right time to meet their needs and improve their life chances.

The audit is designed to complement and enhance the work already undertaken by professionals working with early years children and their families, by taking a more holistic view in support of their learning, alongside the West Sussex Continuum of Need to determine the level of concern (levels 1-4).

The following documents are part of the audit process detailed in the guidance above and can be printed or completed online in your setting:

Early help plans

The sooner a family receives the right support, the sooner they are able to improve their situation, preventing the need for prolonged support.

Early help includes support for parents-to-be and very young children. It describes interventions and support provided to families where:

  • their needs are not being met by routine or 'universal' services
  • they do not meet thresholds for statutory interventions.

For support and advice for practitioners see our Early Help services page.

Integrated health and learning reviews

From September 2015, local authorities, health visiting services and early years providers have been expected to bring together health and early education reviews for young children at the age of two to two-and-a-half.

In West Sussex, we have also identified a need to support children and families in preparing for starting school. During the early help consultations for early years settings, children due to start school in the following academic year will be discussed, and planning for any support needs identified.

To arrange two-year integrated reviews in your setting or discuss a child’s health or development needs, view contact details for the Healthy Child Programme Team.

Integrated two-year review

The purpose of the two-year review is to:

  • identify the child’s progress, strengths and next steps in order to promote positive outcomes in health and wellbeing, learning and development
  • identify any support needs as early as possible and facilitate appropriate intervention and support for children and their families, especially those for whom progress is less than expected
  • generate information which can be used to plan services and contribute to the reduction of inequalities in children’s outcomes.

For details of the process and guidance on how to complete an integrated review, refer to the document below:

Use the checklist below for arranging and carrying out integrated two-year reviews:

You can use the following templates for recording Early Years Foundation Stage (EYFS) outcomes, whether or not an integrated review is taking place:

Or, you can record EYFS outcomes on page 38a of the child’s ‘Red Book’ (Personal Child Health Record). These are provided to the child at an early age.

To support the consistency of recording, West Sussex County Council have produced a sticker which you can add to the top page. You can then record the child's EYFS stage of development in the relevant boxes:

Pre-printed stickers are provided, but if you would like to print these yourselves, these standard label templates will fit the space in the books:

School readiness integrated review

Each Autumn, early years settings will email the families of all children attending their provision who are due to start school the following September, providing a link to a ‘Starting school questionnaire’. A template email and instructions for how to send it will be provided to you through the 'setting update' broadcast emails from the Early Help Service.

Settings should use the information from the completed questionnaires alongside their EYFS assessments to identify any additional support needed to enable children to make successful transitions to school.

Details of the review process can be found in the document below:

Settings will also be provided with information form the School Admissions Team to share with relevant families and support them to complete the school application process before the application deadline of 15 January.

A template that settings can use to record EYFS outcomes for children being discussed at the readiness integrated review is available below. You can use a different format if you wish, however:

Supporting families who have children with SEND

If you require information regarding transition planning see Including all children.

Partnership with parents

Private fostering

A private fostering arrangement is one made without the involvement of a local authority for a child under the age of 16 (under 18 if disabled). They will be cared for by someone other than a parent or close relative, with the intention that it should last for 28 days or more.

Early Years settings that become aware of a private fostering arrangement must make a referral through MASH.

  • Private fostering - Information about private fostering and how to make a referral through MASH.
Last updated:
4 September 2020
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