Response to A Parliamentary Inquiry into childcare for
disabled children-Consultation
1. Why is childcare for a disabled child often more expensive and what can
be done to reduce the costs of providing childcare for this group of
children?
Childcare providers offering care for disabled children have a higher ratio of
staff to ensure good quality care and attention can be provided to disabled
children in their provision when offering 1:1 or 1:2; therefore this impacts on
paying higher staffing costs than a provision whose staffing ratios fall within
guideline of 1:4 & 1:8 depending on children’s age groups.
2. To what extent does the current system of support with childcare costs
help parents with disabled children to meet the additional costs of
childcare?
The current system of support does not fully support parents of disabled
children effectively enough for them to be able to access childcare to that of a
non-disabled child. Depending on the parent’s income; they may be in receipt
of working tax credit, living disability allowance and/or direct payment, but this
would not be sufficient to pay for the additional charges childcare providers
usually impose. Some parents may be in receipt of SEN support from their
local authority during the school day, yet this does not continue to support
after school provision.
3. If there was to be financial support to meet the additional costs of
providing childcare for disabled children, how could this be most
effectively delivered? What do you think are the pros and cons of offering
extra support either directly to parents or the providers, or via local
authorities?
If financial support could be made available to meet additional costs for
providing childcare for disabled children it could be delivered the same way as
2, 3 & 4 year old early education funding is claimed via the childcare provider.
The childcare provider submits the additional costs required for the disabled
child attending that term, and then this can be paid via the local authority. The
providers and the local authority would have additional forms and processes
to undertake and this could potentially lead to additional requirement on Local
Authorities to provide support in administration of funds.
Page 1 of 11
4. What are the barriers to extending access to suitable childcare for
disabled children and what can be done to address them?
Barriers that need to be overcome are for childcare providers to offer
affordable childcare for disabled children and for them to have financial
support to pay for additional staff so that they can offer higher ratios to give
1:1 or 1:2 staff for disabled children.
Some providers may require additional equipment and may need to make
any necessary adjustments to their setting depending on the level of
disability a child may require. In Thurrock the majority of PVI’s have an
accessibility report and we have a resource that loans equipment for
providers to support disabled children.
Do you agree that families with disabled children and young people
experience fewer early years and childcare options compared to other
families? If so, why is this and what can be done to address this?
Yes I agree families with disabled children & young people have fewer early
years and childcare options. In Thurrock we have 2 special schools for
disabled children & young disabled people, and it is noted that families move
into Thurrock to be able to access these provisions.
Thurrock’s Childcare Sufficiency Assessment 2010-11 highlighted from
parental questionnaires a lack of facilities able to meet their requirements. In
2012 a provider opened a specialised childcare afterschool club that was
based within the grounds of a special school. This was forced to close in 2013
due to becoming unsustainable in respect of the high staffing costs to meet
the 1:2, 1:3 staff to disabled children and young people they cared for.
Transportation is another significant barrier to parents – particularly if they
have children at more than one setting.
All childcare providers should offer inclusive early years and childcare,
however it does depend on the needs of the disabled child or disabled young
person. Not all childcare providers will be able to meet the needs of all
disabled children; therefore more provision should be available for parents
with disabled children to have a better choice.
-
Are the reasons the same/different for older disabled children
(eg 14 plus)
Although age may seem to be an issue, their physical size could limit their
choice even further if specialist hoist equipment was required if an older
disabled young person has limited mobility and this may require additional
staffing support and equipment to assist with moving around the premises
Page 2 of 11
-
Are they the same/different for disabled children from BME
communities?
Local intelligence does not indicate any differences with regard to ethnicity to
their disability it would depend on the needs of the disabled child or disabled
young persons.
-
Are they the same/different for disabled children living in
rural areas
If the disabled children and young people lived in a rural area, this may
require additional transportation services to access a provision if not offered in
the rural location.
-
Are they the same/ different for children with complex
health/medical needs?
If there are complex health or medical needs, there is limited choice for
parents to choose early education and childcare as not all childcare providers
are able to meet these requirements if specialist care and 1:1 support is
required to meet the disabled child or young person’s needs. A greater
integration of health, education and social care could look to address some of
the very complex health news of children and young people.
5. What are the different challenges in extending access for disabled
children for:

pre-school childcare providers;
a) Not all Pre-schools have their own purpose built premises, as they are
mostly in shared halls with limited storage and any necessary
adjustments may be beyond their control to make.
b) Pre-schools in receipt of local authority SEN funding find that this 1:1
does not cover the full extent of the hours the disabled child may attend
the preschool. Should a preschool offer flexible and linked sessions the
typical funded hours from the local authority of 9.00 am to 12.00 and
1.15 to 3.15pm does not allow 1:1 to be offered flexibly should the
parent wish to choose flexible sessions.
c) Pre-schools government funded hourly rate does not cover an
additional 1:1 Staffing ratio that has an impact on sustainability.

wraparound school or holiday childcare providers;
a) Transport may be a challenge depending on the needs of the disabled
child or young person. Specialised vehicles may be required which
would be an added cost.
Page 3 of 11
b) Local authority 1:1 SEN funding the disabled child receives during a
school term is not available to meet the requirements to cover staffing
for wraparound school or holiday childcare provision
c) Additional costs to meet staffing ratios
d) The disabled child or young person may not be able to take part in all
the activities and/or outings offered during the school holidays
depending on their needs and families may feel excluded by this.

providers of childcare for older children; and
a) Their physical size could limit their choice even further if specialist
equipment was required if an older disabled young person has limited
mobility and this may require additional staffing support and equipment
b) Additional costs to meet staffing ratios.
c) Premises being used by the current provider who offers term time
provision may not be suitable to meet the requirements of an older
young person if not based within a special school that already meets
their needs during school term.

Others, i.e. children’s centres?
a) Premises may be a challenge depending on activities and services
being delivered from children centres.
b) Not all children centres have facilities to offer a childcare provision
6. What is the role the following bodies or organisations should play in
improving the availability of childcare for disabled children and what is needed
to enable them to fulfil this role?

National and devolved government

Local authorities and their health partners

Early years providers, including childminders

Schools (mainstream and special)
National and devolved governmentEnsure confidence and skills are improved in the childcare workforce.

Ensure working with disabled children and placement is part of any
childcare qualification. Specialist schools become teaching schools or
are used as a resource for qualification training and placement.
Page 4 of 11

To encourage parents of disabled children to consider childcare as a
career path with a financial reward when they achieve a level 3 or
above qualification.

Or a benefit supplement while training for a level 3 or above
qualification in childcare or working alongside a childcare provider to
facilitate their own child’s transition into the childcare provision.
To assist Local Authorities to gain full knowledge of the need in their
communities.

Ensure data is available in regard to the number of disabled children by
Local Authority, by ward, and level of disability by ward to ensure
appropriate access.
To ensure sufficient funding for 1:1 support

To ensure children who are SEND receive the 1:1 support funding for
as long as they are placed in a childcare provision, not just the 15hrs
early education accessed. This is another financial burden that
childcare providers are wary of and leads to restricted access or
rationing of childcare places.
Ofsted

A childcare provider is unable to achieve an outstanding Ofsted
outcome if they have not cared for a single SEND child in the last year.
Respite Care definition

The government ensure that the definition of respite care encompasses
the right to work by the parent as respite from their caring duties.
Enabling Local Authorities to fund childcare as respite for parents.
Local authorities and their health partners
Local Authorities and health partners to work together to facilitate placement
with a childcare provider, by
Improving parents’ confidence in local childcare by engaging with child carers

A newly diagnosed or identified child/young person is highlighted by
health professionals to the local authority and contacted by a “SEND”
outreach worker who works with the family to identify needs and be a
contact person for the family, e.g. potential childcare needs both
immediate (or future if the parent needs or wishes to return to work).
This would enable the Local Authority and health partners to plan and
Page 5 of 11
work with any child carer identified by the parent, or in the locality to
ensure training and smooth transition is facilitated at the point of need.

Training in the past has not been strategically planned; this has meant
a number of childcare qualifications which has left both learners and
employers unsure of the relevance of the course undertaken. More
bespoke training needs to be developed to support children and young
people with disabilities.

Local Authorities promoting “good news” stories of parents who have
used childcare, including childminders with good experiences.

Early Education funding consideration by schools forums of a disability
element.
Early Years Providers including childminders
To ensure that childcare costs reflect and facilitate the access of all children
by

Child carers setting childcare costs, the child carer budgets in their
overall costing structure specialist training, any adaptations, additional
1:1 support and resources by way of an accessibility contingency.
However, this is likely to limit the number of children able to access a
childcare provider at any one time.

To consider setting up as a charitable organisation to access further
funding streams not accessible to private providers.
Working alongside parents
Parents know their child best. To build parental confidence in using childcare,
providers should encourage parents to work on a voluntary basis in the
childcare setting at this point the setting would be allowed to draw any
disability element from the early education funding (if in place). Parent
receives additional benefit supplement childcare related or separate element,
as recognition for their input.
Schools Maintained and Special
As resources centres
Special schools and maintained schools with SEND pupils could be
ideal places for qualification placements.

Loan of specialist equipment such as Beacon Hill School, South
Ockendon, “Aladdin’s Cave” for parents, carers and childcare
providers.
Page 6 of 11

Offering training venues for specialist training by Health professionals
for parents and childcare providers.
Requirement to have childcare provision on a Special School site

Thurrock Local Authority facilitated an out of school provision in
premises owned by the Local Authority, Children Social Care, and
Disability Team which was on Treetops Special School site by parental
demand CSA Assessment 2010/11. The provision was not considered
as respite care for parents by the Local Authority which would have
built long term sustainability. Parents had stated that it permitted them
to access work which they considered as respite from their caring
duties, and they felt they could make adult contact and relationships
during their working day.
7. What can be done to ensure that inclusive childcare becomes the norm for
disabled children going into the future?

Qualification of childcare providers to include specialist placements.

1:1 support is increased for children of working families.

Adequate, equal funding and resources are applied to both schools
and early education providers in the Private, Voluntary and
Independent sector for a level playing field.

Parents of SEND children are given more support to access
respite/childcare to facilitate training and work placement to enhance
employment potential. Parents are often too exhausted from the
continual caring duties, often having broken sleep and leaving them
unable to learn effectively. Locally we have a very high percentage of
lone parents as carers of disabled children, as relationships breakdown
under the pressure of the caring role.

Outreach worker/s with specialist knowledge in place to assess families
need, identify concerns before escalation, and facilitate access to
services and or childcare.
8. What are the reasons childcare offered for disabled children can be
lacking in quality and what do you think needs to be done to improve this.

Understanding disability and the difficulties families face by
childcare provider placements in settings/schools/paediatric
outpatient departments where disabled children access, as a
requirement for the childcare workforce, not just the SENCO.
Page 7 of 11

Childcare providers are frustrated that they bear the brunt of the
additional costs related to care for disabled children and schools
appearing to be better funded. To remain sustainable staffing ratios
are at minimum levels which do not allow release of staff for
specialist training, if they do not already have a disabled child
placed.

Schools invite childcare providers to training days for school staff if
appropriate to keep training cost low.

Pupil Premium available for childcare providers to contribute to the
childcare provision SEND contingency.
9. Are there particular groups of disabled children who are better or less
well served by current childcare provision?
Thurrock childcare providers are all encouraged to be as inclusive as
possible by the following:
Thurrock has SENCO forums for Early Years and Schools. This
is an opportunity to raise questions and share good practice.

Thurrock facilitated an accessibility audit for all existing
providers as its main purchase under the DCatch funding; this
ensured that child carers had a reference document/DVD for
short, medium and long term actions to ensure childcare
provision was accessible to both children and parent/carers.

Some childcare providers also access the Quality and Access
funding for resources and equipment to facilitate SEND access.

Childcare providers access the Quilt Quality Assurance scheme
which has an Inclusion module.

There is extensive support for children with Speech, Language
and Communication Needs through drop in sessions at Children
Centres, Thurrock Council website
https://www.thurrock.gov.uk/speech-language-andcommunication-support/overview

Schools providing SEN supporthttps://www.thurrock.gov.uk/special-education-needs
Less well catered for are children with complex needs, that may need
expensive equipment such as specialist chairs, hoists etc.
Childcare/”young person’s care” is more difficult to locate after the
young person enters Secondary school. Many childcare providers are
Page 8 of 11
concerned about caring for “near adult” persons in regard to size
around younger children, and the fact that these young people are
entering a stage where their body development needs to be
considered. This is down again to the lack of experience with SEND
placements.
10. To what extent is the childcare workforce equipped to provide high
quality care for disabled children? What role do the following people/
organisations have in improving the standard of childcare for disabled
children?

National and devolved government

Local authorities

Early years providers, including childminders and individual staff

Schools

Ofsted
National and devolved government

Qualification revisions to include SEND placements for a
minimum of 3 months, or a year as a specialist childcare worker
to include paediatric outpatient dept experience/s, to include a
bursary for the year placement.

Publishing annual statistics of inclusive childcare provision by
the number of SEND children they have had on roll for 6 months
or more.

Cost of cover staff for settings to enable release of staff for
training and or placement for a particular child.

Bursaries for staff willing to undertake further training and
placements regardless of income.
Local Authorities

To ensure good funding levels for childcare providers who are
actively enrolling SEND children/young people, including out of
school provision.

Pay for place if there is a delay in placement that is neither the
provider nor parents fault.
Early Years providers, including childminders and individual staff-
Page 9 of 11

All childcare providers relevant to the child/young people’s age
to make contact with newly diagnosed children and
parent/carers in the locality. The selected provider to work in
partnership, once parent has indicated the desire to access
childcare provision.

Plan for SEND child’s admission to the childcare setting,
ensuring any resources and equipment, adaptations are in place
prior to admission. Any 1:1 support has been agreed as soon
after diagnosis as possible- (with timeframe specified)

Childcare providers are compelled to allow staff to access
specialist training for individual child/young people’s placement
in advance of enrolment.
Schools
to be notified of the child in their locality to facilitate working with
the childcare provider from the onset with visits and
documentation shared with parental consent, likewise if child is
already at school the school must work in partnership with the
childcare provider either early years provider or Out of School
provider.
11. What more do you think needs to be done to improve the information
provision to ensure that families are aware of the provision available in
their area?
Already in place

Thurrock has a Family Information Service to give parents
advice and signposting service. There is also an askthurrock
website with advice including a section for disability.

Outreach events are undertaken, recorded and evaluated by
FIS staff for effectiveness.

Distribution of information leaflets by the FIS is undertaken to
schools, GP surgeries, clinics, childcare providers, toddler
groups etc.

The Locality Hub in South Ockendon is used for outreach by
the FIS and has their own supply of leaflets supplied by the FIS.

Children Centres are a source of information for parents.

Information kiosks in children centres and council customer
services
Page 10 of 11

Thurrock Council website
What can be improved?

Health and Education should have priorities that are more
aligned. In the past, what has been a priority for Education i.e.
ensuring eligible 2 year olds access early education has not
necessarily been a priority for Health Visitors who were
included in the communication strategy for disseminating
information to parents.

When approached some GP surgeries will not display
information that is not medical in nature, despite having space
on notice boards.

Information leaflets with main sources of information e.g. Family
Information Service, Local Authority Disability Team etc. should
be sent to any parents/carers claiming any disability element of
benefit, Child Tax Credit, Universal Tax Credit.

Information leaflets with main sources of information e.g. Family
Information Service, Local Authority Disability Team etc. should
be sent to any parents/carers of newly diagnosed children from
paediatric out patients departments.
Page 11 of 11