Needs Analysis Summary Report for Early Years Derby City - 2019 Refresh
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Funded by needs analysis summary report for early years derby city - 2019 refresh © BETTER COMMUNICATION CIC, 2020 DECEMBER 2019 Introduction This report provides a high-level summary of an updated needs analysis in relation to speech, language and communication in the Early Years in Derby as part of the Early Outcomes Fund Early Years project across Leicester, Nottingham and Derby Cities. Detailed data capture can be found in the Balanced System® Early Outcomes Fund account which can be accessed by Strategic and City Leads. A previous needs analysis was undertaken in 2018 and this report should be read in conjunction with the Early Years Part 1 of that audit. THE BALANCED SYSTEM® The Balanced System® The methodology for the audit uses the Balanced System® Core Model (see diagram) and associated online tools to audit quantitative and qualitative data. Quantitative data include an analysis at ward level of the population, demographic, predicted speech, language and communication needs along with demand in the form of referrals and caseload of children and young people known to the speech and language therapy service and the workforce to meet the identified need. Workforce and known caseload data, where this has been shared, are available at a City-wide level but is not readily available to triangulate at ward level. Educational attainment data and Ofsted data are also considered. This quantitative analysis is triangulated with qualitative information about the range of provisions and identified gaps in provision across the Five Strands of the Balanced System®: Family Support, Environment, Workforce, Identification and Intervention and across the three levels of universal, targeted and specialist support. Although this report focuses on the Early Years element there are a significant amount of data relevant across the age range. ENGAGING WITH PARENTS, The Balanced System® tools interact with national data sets CARERS AND YOUNG PEOPLE where appropriate and local information was obtained through extensive research conducted by the City Leads and Project Officers. THE BALANCED SYSTEM® HIGH LEVEL OUTCOMES FOR SPEECH, LANGUAGE AND COMMUNICATION NEEDS FAMILY SUPPORT ENVIRONMENT WORKFORCE IDENTIFICATION INTERVENTION FS3. Specialist - Parents and carers of EE3. Specialist - Places where WW3. Specialist - Knowledge skills and ID3. Specialist - Children with IN3. Specialist - Children and young children with specialist SLCN receive children and young people with expertise are developed in identified specialist SLCN have their needs people needing specialist intervention specific specialist support to ensure specialist and complex SLCN spend members of the wider workforce in identified effectively and quickly. This for their SLCN receive appropriate and confidence in their role as a key their time for learning and leisure order to ensure that, working with includes multidisciplinary assessment timely provision in the most functionally communication partner for their child are communication friendly. The specialist support, there are staff where appropriate. appropriate context for their needs. and to increase their understanding necessary adaptations are in place that are confident and competent Progress measures will include activity, of the specific communication to maximise access in addition to the to support the delivery of specialist participation and well-being goals in challenges associated with their child’s enhancements expected at a universal interventions including individual and addition to goals relating to their core needs. Young people with SLCN are and targeted levels. small group work, support parents, SLC impairment. enabled to be active participants adapt the environment and identify decisions about their support. children who need specialist support. FS2. Targeted - Parents and carers EE2. Targeted - Places where children WW2. Targeted - The wider workforce ID2. Targeted - Efficient and accessible IN2. Targeted - Children and young of children with identified speech, and young people with identified is supported to develop specific processes are in place that support the people benefiting from targeted language and communication needs SLCN spend their time for learning and knowledge and skills to support children identification of more specific SLCN. interventions will have access to (SLCN) access additional specific leisure are communication friendly. and young people with identified SLCN. The wider workforce, setting and school evidence based targeted interventions support to ensure confidence in their Appropriate additional enhancements Setting and school staff are confident staff are supported to be confident to develop core speech, language role as a key communication partner are made that enable children and and competent to deliver targeted and competent to identify children and communication skills delivered and educational support for their child. young people with identified SLCN interventions, support parents, adapt and young people who may require in the most appropriate functional Families and young people with SLCN to more easily understand and to the environment and identify children targeted support and/or referral to context. These might include 1:1 and are supported to make choices and express themselves. who need additional support. specialist services for their SLCN. / or small group interventions that access services. are typically designed by specialist practitioners and delivered by those with appropriate training. FS1. Universal - All parents and carers EE1. Universal - Places where children WW1. Universal - The wider workforce ID1. Universal - Early identification IN1. Universal - Homes, settings and are supported with information and and young people spend their is supported to have a good basic of children and young people schools are supported to develop resources to encourage their role as time for learning and leisure are understanding of speech, language whose speech, language and the language and communication effective primary communicative communication friendly. Environments and communication including communication needs may require skills of all children and young people partners for their children. Families have appropriate enhancements supportive strategies. Setting and targeted or specialist support is as through language enrichment and and young people are able to make that make it easier for all children and school staff are confident in their role as efficient and accessible as possible. supportive activities. proactive choices with respect to their young people to understand and facilitators of communication. The wider Preidentification information and child’s or own needs. express themselves. workforce has access to appropriate advice is available in a given area, training around speech, language school or setting. and communication. © M.T GASCOIGNE, 2008 - 2019 BASELINE EVALUATION Baseline evaluation The baseline evaluation, a self-rating by the strategic and city leads at the outset of the project, seeks to gain a view of the strategic level outcomes across the key building blocks of the Balanced System ® namely commissioning; integration of workforce; engagement with parents and carers and young people; leadership and management and training and development. CYCLE YEAR 1 DERBY CITY SLCN NOT AT ALL PARTIALLY MOSTLY COMPLETE DON’T KNOW UNDERSTAND BASELINE EVALUATION AREA LEVEL 1: INPUT LEVEL 2: REACH LEVEL 3: QUALITY LEVEL 4: IMPACT Commissioning/funding To what extent are all To what extent are To what extent are providers To what extent has the collective commissioners with a remit for commissioners ensuring that delivering services to meet the commissioning activity for children and young people their collective activity reaches specifications developed by children and young people including the needs of this the full population of children commissioners as intended? yielded demonstrable change population in needs assessment and young people with SLCN? in their speech, language and and commissioning of their communication skills? element of children and young peoples’ services? Integrated workforce To what extent is the workforce To what extent does an To what extent is the integrated To what extent is the integrated working in an integrated way? integrated workforce support all workforce demonstrating high workforce impacting on the pupils with SLCN? quality collaborative working? wider community? Engaging parents and To what extent are services for To what extent are parental To what extent is parental To what extent are improved carers children and young people with engagements strategies and engagement consistently of parental participation and SLCN engaging with parents on activities reaching all parents of high quality? confidence in supporting pupils’ support of their children’s SLCN? pupils with SLCN? SLCN demonstrated? Leadership and Is there leadership and Are the leadership and Is the leadership and Does the leadership and management management of provision across management arrangements management of high and management contribute to agencies and disciplines? facilitating services to reach consistent quality? achieving improved speech, all children with SLCN as language and communication appropriate? skills for children and young people with SLCN? Training and development Is there a range of training and Is the training and development Is the training and development Does the training and development on offer to parents accessible in terms of funding,