Collaborative System Mapping & Evidence Session in Newport: Challenges and Solutions

1. NEWPORT EARLY LEARNING COMMUNITYSYSTEM MAPPING & EVIDENCE SESSION – OUTPUTS – 1 May 2019 Bilkis is childminder to Francis (pictured), Frankie, and Raia, all one year old. She brings them to the Stay and Play sessions at Pembury Community Centre.

2. How well do parts of the system work collaboratively in Newport? • Equity – how do we ensure that everyone receives what they need? • Some key agencies work well with schools: Families 1st, Preventions, Resilience. • Collaboration often dependent on individuals and relationships • Players – education, health, play, Families First: strong links. • Resilient Communities – takes pressure off schools and families.

3. What are some of the Challenges and Issues to be aware of in Newport? • We don’t know what we don’t know – who knows the entire system? • Flying Start not always working with schools • Lots of chance involved • System seems to be like a clique • Saturation of services in some areas? • Saturation and duplication of services • Some children not even on the radar – especially outside Flying Start areas • Lack of equity of access to services based on: criteria, postcode, income • Lack of high quality physical activity in schools • Communication and information sharing (commonality of language i.e. schools and parents) • Waiting lists: CD Psychologist – less resources to call upon for support • Pressure on teacher’s time to make referrals etc. e.g. I-Scan • Loss of team around cluster • Loss of educational social workers • Knowledge of local provision.

4. What are some of the Challenges and Issues to be aware of in Newport? • Availability of Welsh language support focussed on children. • Working in isolation – some services (family services) • Good strategic links – sometimes different with ‘on the ground’ people…high turnover and recruitment issues • Changing workforce – and population can be difficult to keep good communication e.g. good practice of ‘one point of entry’. • Family First – weekly meetings with a range of services to keep track of a range of referrals including health, CAHMS, prison service. • Flying Start – more targeted but could benefit from ‘one point of entry’. • Talk of a ‘corridor or front doors’. • Health are a key partner. • Need to be able to access services/ support quicker to not miss an opportunity. • Capacity and volume of work. • Children’s services is swamped, thresholds rising • Silo thinking – coping = stress • Lack of Welsh medium childcare.

5. What are some of the Challenges and Issues to be aware of in Newport? • Language barriers • Housing is an issue • % of children from minority ethnic families • 7 year old to go to school in Eastern European countries – don’t want to go to schools before then in Newport – too soon. • Roma & Gypsy attainment in Year 9 is a gap. • Need evidence for Newport and Ethnic Minority attainment • Need to learn about the social and emotional development of a child (from Ethnic Minority Communities). • Services gap - South East Wales Racial Equality Council (SEWREC) • Housing – Roma families don’t get benefits resulting in poor quality housing. (Families don’t mention they are Roma, can be a cultural issue). • Trust – stigma of Roma communities – bring their experience from schools in other countries with them to Newport. • Attendance is an issue for the Roma community • Multiple families using the same address.

6. What are some of the Challenges and Issues to be aware of in Newport? • White working class boys achieve less – need evidence behind the statistics (self regulation is an issue). • Multiple families not accessing other services • Health visitors have difficulties with language barriers • Foundation phase is different • Gap between health visitor visits, starting schools – there’s a lack of cohesion and services • Estyn reports – there’s always room for improvement. • Knowledge of our role • Housing having a ‘getting them to move’ rather than evict approach • Schools reaching out and embedding our services.

7. How well is the Newport early learning system represented in the room? • Where is health in the room? • No minority ethnic representation here today: lack of diversity.

8. When one change in the system led to unintendedconsequences elsewhere… • Flying start – identifying children with additional needs earlier – more referrals at Foundation Phase – better support earlier – but has cost implications. Less stress on families possibly creating less call on adult mental health services? • Mood and workload from CAMHS to teachers – Serennu Centre, Newport – why families should work • Emotional stress of child and family • Testing in the Foundation Phase – doesn’t consider the holistic experience of the child – why wasn’t this piloted first? Teachers can catch language skills off guard informally. Importance not placed on the test – doesn’t reflect actual language skills. Informal assessment is more important. Need to self-regulate and learn holistic skills first (receptions class too soon for testing). • Negative impact of trying to engage the disengaged. Need trust from the start. Disengagement is an unintended consequence if there is no trust. • Budgets and funding cuts impact on families – no accredited training for Family Engagement Officers – some have no skills and experience – work at Teaching Assistant level.

9. When one change in the system led to unintended consequences elsewhere… • Impact of budget cuts – support funded by deprivation grants. Schools pay for Thrive training to support emotional development of the child – funding cuts impact this. • Not working with pre-school age – referrals come via Families First, Newport Prevention Team, GP referrals, Social Services, Policy, self-referrals via playground chat. Working with families pre-school age makes it easier to engage once the child is in school. • Evictions and impact on children - Removing support from a family can have a negative impact - Moving families out of or into an area and overburdening the system • Fallback after Flying Start – before they start school. Dependency on services. Ring fenced or short lived funding resulting in access to services stopping. • Parent group set up for one purpose then supporting other projects – resources allocated by leaders – what understanding of the wider system?

10. How aware are local partners of the early learning system and the role they play in it? • There is partnership working – but can be difficult keeping up to date with staff changes. • Need better identification of range of support available – statutory, third sector etc. to refer earlier and more appropriately • Local councillors are often approached for help and not always aware of support available. • I-Scan – not all aware of I-Scan • We’re reactive – plugging holes in a dam.

11. Barriers to people and organisations … • Difficult to identify what would have happened without early intervention. • Welsh Government – Cost benefit tool (Wavehill). Launched recently to show cost savings of various interventions • Data collection - same date can be collected in different ways. • Flexible funding – a good opportunity to look at funding but data needs to be catch up. • Common currency of language i.e. assessment • How do we engage parents in schools? • Foundation phase - active learning not elsewhere • Magic number – age 5 ‘not my problem’ – parent • Financial incentive of statementing • Information sharing • Lack of knowledge of services • Capacity of education to demand • Responding to political funding changes – services can’t be represented at policy design meetings.

12. Barriers to people and organisations … • Language – teacher vs health • Complexity of forms • Teacher not represented on panel • New curriculum in Wales – need to see the end of National testing – it is a major issue. Creates stress in relation to wellbeing for children and families. Need to go with the child. • Need a smarter way to capture child progression in the early years – what can this community do? • Children & Families Training needs to be more holistic – a hybrid approach covering adults and children and working with children and families. USW offers a BA in Working with Children & Families as a possible solution. • Integrate: Health, Social Care & Education to cover the holistic aspects of the curriculum (similar to the Scandinavian model). Need a Master’s degree to practice in Finland. Place the social and emotional wellbeing of the child front and centre. • Cultural issues.

13. Barriers to people and organisations … • Sure Start post code issues • Lack of cohesion between school holidays and families – engage with families pre-school • Social media impact and barrier • Access to a health visitor – you see them twice – what if you had a mental health issue or need more support? • Population • Lack of support for additional needs • Role models, life experiences, trips, financial difficulties and location • Language deprivation • Intervention • Wellbeing, welfare, medication • Databases that don’t speak to each other • Mindsets: Contribution over attribution • Pressure on leaders to deliver on ‘targets’ that work against a system/ sharing approach • Dependency culture by parents – lack of empowerment. • Commissioning promotes competitiveness.

14. Newport Early Learning Community – Systems map Click here for interactive version: https://kumu.io/NELC/newport-early-learning-community#010519-nelc-factors-issues

15. Newport ELC – is this issue best addressed through new… Exposure to Media Group 1 Feeling loved and wanted Programmes & Services Nursery / Childcare Culture: Opportunities to play and take risks School relationship Parents in prison Ways of working & collaborating Working household / economically inactive Parental Mental and Physical health Money (Services) Alliances & partnerships Safety (feeling & physically) Parks (Green space) Food Environment Mindset & Values Parental Aspiration IT Technology Parenting Religion Children’s TV channels Parents/ Carers working (time spent with child) Money Books

16. Newport ELC – is this issue best addressed through new: Funding Group 2 • Group overview note: • The central issue is accessibility to the most appropriate services • The external influencing on this is happening successfully for the child & family • Support /education for the parent • Financial & emotional environment • External / political influences on service availability • Support and service providers • Finding flexibility of services • More long term solutions not short term solutions Longevity Provision Programmes & Services Parental Support Network Consistency of service Lack of continuity of programmes Lack of cooperation between agencies Need/ requirement Political environment Opportunities and experiences of the child Child’s ability to articulate their needs Language barriers Lack of parental understanding / Education Access to health services & advice Nursery provision Government agendas Access to family assessment and support Ways of working & collaborating Inability to listen to the child Sleep External influence on priority of services Access to extra curricular activities Lack of access to services Access to play groups Access to parent & baby groups Ignoring the child’s needs Calmness for child in school Sustainability Parental buy-in to what’s on offer Access to assessment of children’s needs Parenting skills Information Misdiagnosis or no diagnosis Alliances & partnerships Qualifications Access to support in Welsh Parents Understanding procedures Competing for resources Time spent playing with parent / carer Time spent playing with other children Information ACE Mis-information Training Money (financial resources) Background Mindset & Values Attitudes at parent’s eventing Relationship of trust Familial influences Stigma around issues Culture & background Poverty Judgement: What’s strong not wrong Family relationships Lack of interest on parent’s side Time spent reading / learning with Parent or carer Local environment Parental wellbeing and mental health

17. Newport ELC – is this issue best addressed through new: Social media Employment ACEs (experiences) School Group 3 Early Years Workforce development Disability of Parent and/ or child Curriculum Programmes & Services Housing Flying Start (postcode lottery) Pupil Development Grants Teachers (teacher training) Ways of working & collaborating Community Support influences (not known about) Looked After Children Parents Transport (£ to get on bus) Health Play and Green spaces Safeguarding Financial Mobility Access to services Language Culture Services – Access to childcare Alliances & partnerships Support networks Transient Mindset & Values Parental Expectations Lifestyle: Healthy or not Opportunities & Experiences (collaborate level too) Family dynamics Aspirations Gender roles Religion

18. Newport ELC – is this issue best addressed through new… Operation encompass Group 4 Parent ACEs as well as their own Programmes & Services Migration Anti-social issues Ways of working & collaborating Community safety New curriculum Areas of Learning & Experience (AoLEs) Parental engagement Housing & quality of homes & communities Alliances & partnerships Housing regulation to push wellbeing of people and communities as a priority Mindset & Values Racism Books, Toys Play Resources ACEs Business Mind, Social Heart Housing. Parental engagement Parent’s confidence in themselves

19. Newport ELC – this issue best addressed through new… Exposure to Media Operation encompass Funding School Feeling loved and wanted Culture: Opportunities to play and take risks Longevity Teachers (teacher training) Provision Newport Combined Nursery / Childcare Migration Parental Support Network Parent ACEs as well as their own Consistency of service Curriculum Programmes & Services Social media Lack of continuity of programmes Pupil Development Grants Flying Start (postcode lottery) Disability of Parent and/ or child ACEs (experiences) Early Years Workforce development Employment School relationship Working household / economically inactive Lack of cooperation between agencies Need/ requirement Political environment Language barriers Parents in prison Sleep Opportunities and experiences of the child Lack of parental understanding / Education Child’s ability to articulate their needs Parental Mental and Physical health Government agendas Ignoring the child’s needs Ways of working & collaborating Access to family assessment and support Money (Services) Inability to listen to the child Access to play groups Access to health services & advice Access to parent & baby groups External influence on priority of services Safeguarding Health Anti-social issues Nursery provision Community Support influences (not known about) Sustainability Community safety Calmness for child in school Access to extra curricular activities Lack of access to services Looked After Children Parents Play and Green spaces Parental engagement Transport (£ to get on bus) Housing & quality of homes & communities New curriculum Areas of Learning & Experience (AoLEs) Misdiagnosis or no diagnosis Food Support networks Access to services Access to assessment of children’s needs Parents Understanding procedures Parks (Green space) Housing regulation to push wellbeing of people and communities as a priority Alliances & partnerships ACE Services – Access to childcare Access to support in Welsh Environment Safety (feeling & physically) Parental buy-in to what’s on offer Competing for resources Financial Mobility Time spent playing with parent / carer Language Time spent playing with other children Culture Parenting skills Qualifications Information Training Mis-information Transient Racism Family dynamics Attitudes at parent’s eventing Mindset & Values Parental engagement Books, Toys Play Resources Money (financial resources) Aspirations Local environment Parent’s confidence in themselves Parental Expectations Parental Aspiration Lifestyle: Healthy or not Relationship of trust Culture & background Parental wellbeing and mental health Opportunities & Experiences (collaborate level too) ACEs Background Familial influences Business Mind, Social Heart Housing. IT Technology Parenting Stigma around issues Gender roles Time spent reading / learning with PC Judgement: What’s strong not wrong Parents/ Carers working (time spent with child) Religion Family relationships Lack of interest on parent’s side Children’s TV channels Poverty Money Books

20. Working across the system Children’s early learning outcomes a range of people and the relationships between them. The closer to the centre, the greatest impact these assets and relationships have. In this sense, all outcomes are shared outcomes. [Bronfenbrenner’s Ecological systems Theory, 1979]

21. NELC - Individuals, Organisations, Services and Networks Family Information Service Church Parent & toddler groups NCC Family Support & Service Group A Food banks Newport Live Children’s Services Third Sector Childcare Providers Speech & Language support Children First GP Newport Parenting Network Families First Flying Start Temple Health Visitor Libraries ACEs Gwent Police Serennu Centre Play School Women’s Aid SNAP GEMS Gwent Ethnic Minority Service Community Centres Mosque Registered Social Landlord BAWSO

22. NELC - Individuals, Organisations, Services and Networks Sanctuary Project Welsh Assembly Government Newport City Council Group B School Based Counsellors Communities for Work Sport Wales Play Police GPs Educational Psychologist Other Children Families First Extended Family Play Schemes / Play initiatives Educational practitioners Childcare Providers Serennu Parents/ Carers Paediatric Services Speech & Language Public Services Carers Nursery Workers Health Visitors Flying Start GEMS I-Scan Third Sector Peer Pressure Social Media Peer Support

23. NELC - Individuals, Organisations, Services and Networks Domestic Violence team ASD Services ALN Social Workers Foster Services Scouting Organisations Group C Library Faith Groups Food Banks Clubs & Activities Education Welfare Officer Housing Associations Childcare Providers Heddlu Bach Grandparents & Extended Family Midwife Women’s Aid Child minder Parents Parents Support staff Police Community Support Officer Bilingual support Family Friends Support staff Siblings Counselling Services Drug & Alcohol Services Save the Children Peers Health Visitor Teacher Flying Start GEMS Disabilities DPIA Families First Child & Adolescence Mental Health Services Barnardo’s Speech & Language Services

24. NELC - Individuals, Organisations, Services and Networks Save the Children Women’s Services: Freedom Programme Citizen’s Advice Third sector Groups Nurturing Programme Families First Pride in Bettws Community Group Cabinet Members / MPs Mind Preventions Team Group D Barnardo’s School Pride in Pill Community Group Citizen’s Advice Families First Governor Youth Offending Worker GEMS Youth Clubs / Social activities Pobl Parents Community Friendship Groups GAVO Parent Co-ordinators Church / Faith Community Leaders (clubs & activities Chartwells Religious Institutions / People OK Kids (parenting support in home 121) Charter Housing OK Kids (parenting support in home 121) Charter Housing Social Worker Foster Carer Karma Kids (therapeutic parenting techniques group work in schools and community) Charter Housing Educational psychologist Health Visitor Parents Parents Health Professionals, paediatrician, SALT, OT, Physio, dentist Community Members Childcare providers Family Library & Community Learning Friends & Peers Flying Start Flying Start Welsh Government Medical, internet, celebrity, technology Midwives Play Development Family Services & Childcare team Crime stoppers Sports Coaching, dance teachers etc. Police Job Centre Local Authority Local Action Group Credit Union / educators

25. NELC - Individuals, Organisations, Services and Networks Children First Barnardo’s Clubs & Activities ACEs Gwent Police ASD Services Child & Adolescence Mental Health Services Church / Faith Community Centres Chartwells ALN Bilingual support Newport combined Childcare providers BAWSO Communities for Work Women’s Services: Freedom Programme Women’s Aid SNAP Credit Union / educators Citizen’s Advice Speech & Language support Youth Clubs / Social activities Welsh Assembly Government School Based Counsellors Cabinet Members / MPs Crime stoppers Serennu Centre GAVO Parent Co-ordinators Youth Offending Worker Support staff Temple Teacher School Community Leaders (clubs & activities Childcare Providers Children’s Services Third sector Groups Sanctuary Project Nursery Workers GP Drug & Alcohol Services Domestic Violence team Midwife Siblings Serennu Centre Save the Children Play OK Kids (parenting support in home 121) Charter Housing Social Media Parents/ Carers Family Grandparents & Extended Family Speech & Language Services Health Visitor School Disabilities DPIA Social Workers Health Visitor Pobl Parents Community Friendship Groups Friends & Peers Peers Child minder Sport Wales Education Welfare Officer Educational Psychologist Sports Coaching, dance teachers etc. Counselling Services Karma Kids (therapeutic parenting techniques group work in schools and community) Charter Housing Scouting Organisations Support staff Foster Carer Foster Services Family Information Service Registered Social Landlord Flying Start Other Children Peer Support Families First Educational practitioners Food banks Family Services & Childcare team Religious Institutions / People\ GPs GEMS Gwent Ethnic Minority Service Peer Pressure Midwives Governor Family Friends Preventions Team Play Schemes / Play initiatives Community Members Carers Paediatric Services Health Visitor Police Parent & toddler groups Health Professionals, paediatrician, SALT, OT, Physio, dentist Library & Community Learning Heddlu Bach Police Community Support Officer Pride in Pill Community Group Mosque Newport Live NCC Family Support & Service Newport City Council Housing Associations Public Services Mind Job Centre Pride in Bettws Community Group Nurturing Programme Families First Local Action Group I-Scan Newport Parenting Network Medical, internet, celebrity, technology Play Development

26. Newport Early Learning Community – Theory of Change • Theory of Change feedback from the floor: • Need a high quality workforce – doesn’t seem to be included in the early years TOC • Impact of short term funding on workforce and service continuity is an issue • Need to develop people across the system who are excellent – may need to focus on people and development more broadly across the early learning system. • Need a workforce strategy across the system for early years.

27. Newport Early Learning Community – Local Context • Local context feedback from the floor: • Parents need to input into this. • Need to interrogate the Foundation Phase data – interpret the indicators • Must consider the impact of the new school curriculum and how this builds on the Foundation Phase • Consider Flying Start and Families First Learning – impact of these innovative programmes in Newport • Evidence from free school meals data and explore differences between boys and girls.

28. Newport Early Learning Community – Local Data Emerging ideas. Areas of focus. Strengths. Limitations. • Wrap around care: breakfast clubs, after school clubs (earns money for the school) • Childcare availability: need to pay and access full time childcare and balance good quality vs affordability • Parents are fearful about ‘getting it wrong’: schools provide the re-assurance. Need basic parenting skills and a non-judgemental approach. • Peer support: someone to say ‘you’re doing a great job.’ • Shift work: an issue for the Polish community in Newport – two active parents and pressures of shift work. Family friendly employment needed. • Single parents and workless households: high percentage and generations of worklessness (mindset and values issue) • Transport: a barrier – needing to get two buses to get from one part of a small city to the another • County lines and drugs: Newport is a small city with a fear of others externally…sometimes linked to drugs. Crime is out in more affluent areas. Can be an affluence or cultural issue. • Stigma: of being from Newport. Not many good news stories ‘drugs or alcohol is a problem here.’ • Access to ethical and affordable credit: Role of the credit union and impact of universal credit and benefits.

29. Newport Early Learning Community – Local Data Emerging ideas. Areas of focus. Strengths. Limitations. • Raising aspirations: Roma Community and traveller children • Parenting practices: • setting boundaries • overuse of negative language / failure to praise • pacifying the child to avoid the tantrum. • (Benefit) entitlement • Financial prioritisation by families.

30. Newport Early Learning Community – Local Data Emerging ideas. Areas of focus. Strengths. Limitations. • GP access • Primary and nursery to secondary education: getting a place, bullying, numbers intake • Social media • Bins…Changes to services • Behaviour of children and managing behaviour • Mental health of children and young people: self harm • Drugs • Childcare costs and quality • Crime: knife, trafficking, drugs

31. Newport Early Learning Community – Local Data What matters locally – feedback from the floor… • Behaviour and self-referrals for support • Childcare vs affordable childcare – wrap around support • Crime • Complexities of families in crisis • County lines and drug issues. • Housing issues (example of the Save the Children Grant to buy a fridge) that doesn’t leave a legacy – but it does if learning resources are provided too. • Parenting practices – research – needing the right advice and information and having the right connections • Peer support for parents is important • Schools & bullying and dealing with bullies in schools • Stigma of accessing services – what they actually want may not be what they really want • Support for parents • There are pockets of trust in communities – lack of trust in communities, lack of trust outside the community • Transport is a barrier and a perceived barrier • Universal credit impact

32. NELC: Group 1 Feedback Different entitlements evokes community tensions What Matters What Works

33. NELC: Group 2 Feedback What Matters What Works

34. Tackle fear of being part of the system NELC: Group 3 Feedback Childcare quality & availability What Matters What Works

35. NELC: Group 4 Feedback Childcare What Matters Universal Credit / Benefits Transport What Works

36. Tackle fear of being part of the system NELC: Combined Feedback Childcare Different entitlements evokes community tensions Childcare quality & availability What Matters Universal Credit / Benefits Transport What Works