Primary education services

Tender description

Tenders are invited for inclusion on the framework for the provision of a range of early years services. This framework is intended to make procuring early years services quick, simple and cost effective for Derby City Council. There are 4 lots as follows: Lot 1 — Link officer for allocated early years and childcare provider, Lot 2 — Safeguarding and child protection priority support, Lot 3 — Quality improvement programmes, Lot 4 — Speech, language, and communication (slc) development. It is estimated that between 20 to 75 early years and childcare providers across the city will need to access link officer support throughout a calendar year but the exact number (minimum or maximum) cannot be guaranteed. It is essential that suppliers are able to provide a service that is flexible and responsive to meet the needs of the providers requiring support. In general the tasks to be undertaken are: — assess and reduce the risk of providers falling below a “good” inspection judgement, — strengthen leadership and practitioner knowledge, understanding and skills for helping to keep children and young people safe by providing a safe environment for children and young people to learn in, — review and strengthen through support and challenge the key management tasks, including the setting’s approach to monitoring the quality of provision, the safeguarding and welfare arrangements and the settings evaluative process self-evaluation, improvement planning processes and continued professional development, — enable leadership teams to identify individual and groups of children who maybe more vulnerable to not reaching their typical expected levels of development by the end of the EYFS. — support leadership teams in identifying children and young people who are suffering or likely to suffer significant harm and take appropriate action with the aim of making sure they are kept safe, — strengthen leadership for learning and development. Focus on the key role of leaders at all levels in building capacity and ensuring quality teaching, learning and development. Developing practitioner learning. Focusing on the needs and highlighting developing strengths of practitioners who support and extend children’s learning and development. This would include, coaching, mentoring, training, modelling and demonstrating that enables leaders to undertake these roles, — enable partnerships for learning and development between leaders and parents /carers, children, other settings and partner professionals to support children’s development and progress, — work with leaders to ensure that all children reach the best possible outcomes. Focusing on using observations to assess and understand children’s learning and development, both in the home and the setting, and translating observations of children at play into an assessment of each child’s progress to help support them further, — work with leaders to secure high quality environments for learning and development. Focusing on the enabling environment, including the physical and emotional environment, which promotes children’s well– being, nurtures children, fosters positive relationships between children, parents and adults. — Audit and assess that provision is meeting the statutory requirements of the Early Years Foundation Stage (2017) and /or reduce the risk of the provider falling below a “good” inspection judgement due to safeguarding and child protection concerns, — ensure the leadership team and all practitioners are aware of their roles and responsibilities to prioritise safeguarding and child protection and ensure any child or children who are suffering or likely to suffer significant harm are identified and take appropriate action with the aim of making sure they are kept safe. — review and strengthen through support and challenge the leadership teams approach to monitoring the quality of provision for safeguarding and welfare arrangements and how this links to continued professional development, — review, through support and challenge, the settings process and procedures for safeguarding and child protection, identifying any gaps in safeguarding practice and ensuring a provider is compliant with relevant statutory legislation and local safeguarding children board policies and procedures. There are a range of individual quality improvement programmes to be conducted on a regular basis. These will include, but are not limited to, literacy programmes, maths development programmes, working with vulnerable groups, teaching and learning strategies, health & well-being, and technology. The early years quality Improvement team is seeking to commission a comprehensive strategic support programme for leaders and managers and early years practitioners to develop their skills and understanding of what high quality speech, language and communication (slc) provision looks like, based on latest research evidence. This slc programme is intended to support leaders and managers to fulfil their statutory roles and responsibilities effectively. The slc programme will be accessible to a range of early years and childcare provision from the maintained, private, voluntary and independent sector.