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Making Every Contact Counts in Early Years Provision

Making Every Contact Counts in Early Years Provision. Ellie McCann – CHEYSA Project Manager Leanne Phelps - Early Years Development Officer, Health. Aims. ·   To introduce delegates briefly to CHEYSA and joint working with Early Years development Team

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Making Every Contact Counts in Early Years Provision

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  1. Making Every Contact Counts in Early Years Provision Ellie McCann – CHEYSA Project Manager Leanne Phelps - Early Years Development Officer, Health

  2. Aims • ·  To introduce delegates briefly to CHEYSA and joint working with Early Years development Team • ·  Enabling delegates to see how CHEYSA has incorporated MECC • ·  Realising how MECC can be made bespoke for target audiences • ·  Looking forward to expansion

  3. CHEYSA? • Part of the Coventry Health Improvement Programme • Award and accreditation programme designed to work with Early Years Settings to promote 6 identified areas of health promotion: • Breastfeeding • Healthy Nutrition • Physical Activity • Immunisation and Vaccination • Oral Health • Stop Smoking

  4. How MECC fits with CHEYSA • A key, and mandatory part of the CHEYSA accreditation process is to undertake training in number of health promotion areas. • MECC enables the delivery of these essential health promotion messages to families in a supportive and non judgemental way. • Within and Early Years Setting each key person will have twice daily contact with parents or other family members where they will already be feeding back on their child’s progress that day . • This relationship between key worker and parent is one where MECC and the skills it develops in those who have been trained can only help to strengthen the way that information is given especially those pertaining to the key public health messages that CHEYSA promotes.

  5. How to bring MECC effectively to Early Years • Leanne Phelps and Ellie McCann attended train the trainer course in October • Key to make the course bespoke to Early Years provision (Private, Voluntary, Independent, Children's Centres, Childminders) • Relevant to staff - replace ‘patient’ with ‘parent’ • Beneficial to the families they work with – practical • Embedded in staff teams – on site training, flexible • Informing planning activities – progressive approach

  6. Case Study • Training delivered to a Coventry Pre School • Out of hours, full staff team, on site • Feedback from staff: • “I didn’t know half of the things I was told, some was shocking – I am taking this home with me” • “Now I know what supporting agencies there are to help us with parents” • “Much more confident to keep asking and if a parent does say things are not going well, I feel able to know how to deal with that rather than saying ‘I am sure it will be OK’ – I know that line is not helpful now” • Enjoyed by all staff

  7. Next Steps • Since November trained 3 staff teams from pre schools • Early Years Development Team trained in December • 5 more full staff teams booked in for New Year • 3 large training sessions booked for Early Years Staff in 1st quarter • Delivering training to Children’s Centres – linking clusters together • Training for Childminders launched in 2013 • Embedding into staff development

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