A Fairer Start:
Development Outcomes
Training Programme (DOTP)
COGNITIVE, SOCIAL & EMOTIONAL DEVELOPMENT SPECIFICATION
A FAIRER START: DEVELOPMENT OUTCOMES TRAINING PROGRAMME – COGNITIVE, SOCIAL & EMOTIONAL DEVELOPMENT
1. Introduction
1.1. This specification sets out Catalyst Stockton’s requirement for providers to develop and deliver
a range of Early Years focussed Cognitive, Social & Emotional Development training as part of
a full Development Outcomes Training Programme (DOTP).
1.2. There are 3 specifications currently being tendered under the DOTP which each relate to one of
the 3 A Fairer Start outcomes:

Nutrition

Speech & Language Development

Cognitive, Social & Emotional Development
1.3. The training is an element of the A Fairer Start (AFS) programme that is managed by Catalyst
Stockton and the A Fairer Start Steering Group.
1.4. The expectation is that the successful provider/s will deliver the specification on behalf of the A
Fairer Start Steering group in line with the wider A Fairer Start programme.
1.5. The successful provider/s is required to submit monitoring information to Catalyst and where
appropriate will also be required to contribute to a detailed external evaluation process led by
Teesside University.
1.6. Contract award will be based only on assessment criteria described in this specification and the
‘A Fairer Start DOTP Invitation to Tender’ document attached.
2. A Fairer Start Background
2.1. In recognition that the first few years of a child’s life are crucial to their development, A Fairer
Start aims to ensure that every child has the best start in life. Evidence shows that investing in
early years improves social, emotional, physical development of children and has an impact on
their education, health & wellbeing right through to adulthood.
2.2. A Fairer Start recognises that each parent, child and family has a unique journey and the
importance of understanding where they are on that journey. A range of factors including
housing, relationships, mental health and finance all play a part in the development of a child
which can be supported through improved community links and multi-agency working. A Fairer
Start is an ethos and philosophy that aims to ensure better life chances for 0-3 year olds
through culture change, awareness raising, knowledge building and empowering communities
to raise children in a healthy and happy environment.
2.3. A Fairer Start is a 3 year pilot currently funded by Stockton Borough Council Public Health and
NHS Hartlepool & Stockton-on-Tees CCG. The work is led by the Voluntary, Community &
Social Enterprise Sector through Catalyst, who chair a multi-agency Steering Group. Partners
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A FAIRER START: DEVELOPMENT OUTCOMES TRAINING PROGRAMME – COGNITIVE, SOCIAL & EMOTIONAL DEVELOPMENT
include Public Health, Children, Education and Social Care, Hartlepool & Stockton-on-Tees
CCG, North Tees & Hartlepool NHS Foundation Trust.
2.4. A Fairer Start focusses on improving 3 Key outcomes for 0-3 year olds living in the STC ward,
with an overarching aim for all children to be ‘School Ready’ by the age of five:

Improving child and maternal nutrition

Improving cognitive, social and emotional development

Improving communication skills and speech and language
2.5. A Fairer Start Approach:
Through ongoing consultation with the local community, A Fairer Start aims to proactively
challenge, influence and support partners to:
 Respond to the needs and experiences of children, families and communities.
 Holistically support, work and communicate with families in a way that is relevant to their
individual needs.
 Remove barriers to improving services and strengthen relationships between Early
Years/Health practitioners and all sectors.
 Create a sense of belonging to the ‘A Fairer Start town’ among all children, families,
communities, professionals and organisations.
 Support the development of Community Champions to empower families, foster community
spirit and raise awareness of available services.
 Create an environment where families are comfortable in their decisions and can build
trusting relationships with professionals and their community.
 Provide opportunities for volunteers and professionals to develop skills and knowledge to
ensure consistent sharing of early year’s messages.
2.6. The A Fairer Start Approach is based on the ten recommendations set out by WAVE Trust in
their ‘Conception to Age 2 – The Age of Opportunity’ report:
1. Increase breastfeeding and good antenatal nutrition
2. Promote language development
3. Reduce domestic violence; and stress in pregnancy
4. Achieve a major reduction in abuse and neglect
5. Set up an effective and comprehensive perinatal mental health service
6. Assess and identify where help is needed
7. Focus on improving attunement
8. Promote secure attachment
9. Ensure good, health-led multi-agency work
10. Ensure early years workforce have requisite skills
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A FAIRER START: DEVELOPMENT OUTCOMES TRAINING PROGRAMME – COGNITIVE, SOCIAL & EMOTIONAL DEVELOPMENT
2.7. STC is an area in the Borough of Stockton-On-Tees that is affected by vast health inequalities the ward has a diverse population of approximately 6,500 residents with high levels of
deprivation, affected by complex issues such as substance misuse and with one of the highest
rates of domestic abuse. The ward not only includes high levels of BME and transient
communities, but also has very distinct geographic communities that have their own identity and
cultural needs. It was agreed by the AFS Steering Group that there was potential to make a
difference to the children born in the STC ward and there is a strong commitment from partners
to roll out the A Fairer Start approach across the Stockton-on-Tees borough if proven
successful, with a view to build on learning and influence future mainstream practice.
2.8. The active involvement of the local community is crucial in the design, implementation and
ongoing development of A Fairer Start. Community Champions, organisations and professionals
will work with local families and build effective relationships to:

Influence the ongoing design and development of A Fairer Start.

Address myths and cultures which may have an impact on child development.

Engage with those who are isolated or disengaged from services.

Build capacity within communities to share informed health advice and create supportive
networks within communities.

Further develop and enhance links to existing programmes and services.
3. Workforce Development
3.1. The procurement of the DOTP has progressed from previous Workforce Development activity
including a 2015 Skills Audit of the Early Years Workforce (75 participants sector wide)
operating in the STC ward to identify themes/gaps in confidence, competence, knowledge and
supervision relating to the 3 A Fairer Start outcomes. This is also coupled with previous
Community Engagement/Co-Design activity with over 300 STC residents to identify common
perceptions and experiences of Early Years Services. Findings may be shared with the
successful provider/s where appropriate.
3.2. In order to upskill and increase the competencies of the staff and volunteers working in the A
Fairer Start area, Catalyst wish to commission a Development Outcomes Training Programme
which focusses on 3 key areas of the A Fairer Start Personal Development Plan detailed below.
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A FAIRER START: DEVELOPMENT OUTCOMES TRAINING PROGRAMME – COGNITIVE, SOCIAL & EMOTIONAL DEVELOPMENT
4. A Fairer Start Personal Development Plan (PDP)
4.1. The diagram above shows the competency areas outlined in the AFS Personal Development
Plan which will inform the training made available to the AFS workforce and volunteers. The
outer ring of modules cover the skills and behaviours of the Early Years workforce. The inner
modules cover specialist knowledge and understanding of the 3 main AFS outcomes in
pregnancy and 0-3 years.
4.2. A basic mapping exercise was completed in early 2016 to cross-reference available multiagency training deemed currently ‘accessible’ by the AFS workforce against the ‘outer’
competency areas in order to establish any gaps in provision and focus procurement efforts. A
more comprehensive mapping exercise followed this relating to the 3 ‘inner’ competency areas.
4.3. It was identified that competencies under ‘Understanding Vulnerabilities’ and ‘Assessment,
Planning & Review’ would be met through part of Stockton-On-Tees Local Safeguarding
Children Board training programme and Stockton Borough Council training respectively.
Following this, Catalyst have recently commissioned the delivery of a Culture Change Training
Programme (CCTP) to fulfil competencies stipulated under ‘Behaviour, Communication and
Principles of Best Practice’, ‘Working With Others’ and ‘Managing Self’. Therefore training under
these areas will be NOT be commissioned under this specification, however it is important for
potential providers to understand how these fit within the PDP alongside the commissioned
‘inner’ modules.
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A FAIRER START: DEVELOPMENT OUTCOMES TRAINING PROGRAMME – COGNITIVE, SOCIAL & EMOTIONAL DEVELOPMENT
4.4. An overview of the current commissioning arrangements for modules outlined in the Personal
Development Plan can be found below:
Commissioned Modules:
(Training to be developed/delivered by the successful provider/s of the DOTP)

Speech, Language & Communication ( 3 tiers)

Nutrition (3 tiers)

Cognitive, Social and Emotional Development (3 tiers)
Non-Commissioned Modules:
(To be delivered by SLSCB, AFS partners and Interface Ltd. - For Reference Only)
Universal:

Behaviour, Communication and Principles of Good Practice

Working With Others

Managing Self
3 Tiered:

Understanding Vulnerabilities (3 tiers)

Assessment, Planning and Review (3 tiers)
4.5. Below are the skills, knowledge and competencies stipulated in the commissioned areas of the
Personal Development Plan which delegates are expected to achieve through participation in
the DOTP for Cognitive, Social & Emotional Development.
Pregnancy
Universal
1. Awareness of the effects of stress
on the developing foetal brain
during pregnancy
2. Awareness of the importance of
beginning communication with the
unborn during pregnancy through
external touch, sound and positive
thoughts.
3. Awareness of the adverse effects
and harm caused by legal and illegal
substance misuse during pregnancy
I.e Foetal Alcohol Syndrome
4. Awareness of the positive effects of
skin to skin contact immediately
following birth and the importance
of the attachment relationship
5. Awareness of the risks from social
isolation and perceived lack of
support
Advanced
1. Recognises where risk factors exist and
signs of mental distress
2. Is confident in assessing for low mood
and anxiety and understands and
follows pathways into specialist
services where appropriate
3. Recognises when a relationship is not
developing and understands how this
may affect future attachment
relationships
4. Can assess for signs of drug and
substance misuse during pregnancy
and follows pathways into specialist
services/safeguarding as appropriate
5. Can recognise and assess for signs of
attachment disorders and act
accordingly
6. Recognise and act to support parents
with poor attachment histories and
provide early help strategies
7. Awareness of baby brain development
and the impact of in utero experiences
which can impact the development of a
child.
Specialist
1. Understands the impact of high levels
of cortisol during pregnancy and the
risk factors that may contribute to
stress and anxiety
2. Can provide education to assist clients
in recognising signs of stress and teach
positive strategies to manage difficult
emotions.
3. Understands the importance of
beginning to build relationships with
the unborn during pregnancy
4. Understands how drugs and substances
interact during pregnancy and affect
the neurological development of the
foetus.
5. Can provide basic information and
signposting on drug/alcohol misuse
during pregnancy
6. Understands how brain connections
are strengthened through sensitive
touch and positive experiences
7. Understands the effects of social
isolation and poor attachment
relationships on the maternal-infant
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relationship and future development
A FAIRER START: DEVELOPMENT OUTCOMES TRAINING PROGRAMME – COGNITIVE, SOCIAL & EMOTIONAL DEVELOPMENT
Infancy: 0 - 1 Years
Universal
Advanced
Specialist
1. Awareness of early communication
signals in babies i.e. baby cues/states
of awareness.
2. Awareness of the importance of using
positive communication styles within
families
3. Awareness of the importance of
regulation in being able to contain
difficult and challenging emotions
when parenting
4. Awareness of the importance of
routines and boundaries
5. Awareness of the importance of
reading and play in helping babies
learn about their environment
1. Understands how infants communicate
their needs and is able to guide parents
on recognising and being alert to their
baby cues and states of awareness
2. Understands early brain development
and the importance of supporting infants
self-regulation through provision of
routines/recognising states of awareness
3. Understands Solihull approaches
including the need for containment,
reciprocity within relationships
4. Understands how reading and floor play
can support early child development and
is able to demonstrate appropriate ageappropriate games/floor play.
1. Recognises where early communication
signals are being missed and can
support parents in becoming more
attuned to their babies needs
2. Can support parents in learning and
understanding how babies brains
develop and the importance of routines
and patterns of behaviour
3. Uses Solihull approaches in practice
4. Recognise and act to support a parents
learning to gain confidence in
recognising when a baby is ready to
play.
Toddlerhood: 1 - 3 Years
Universal
Advanced
Specialist
1. Awareness of the importance of
encouraging social interaction with
peers
2. Can signpost to age appropriate
groups and community facilities for
infants aged 1+
3. Understands the 2 year free nursery
entitlement and signposts families to
more information
4. Awareness of the importance of
supporting independence in children
and “letting go”
5. Awareness of the importance of
positive discipline and praise
1. Understands the importance of creating
positive relationships and social
interaction opportunities for children
2. Can articulate the importance of play in
learning and benefits on the developing
brain
3. Understands the differences/benefits of
sensory, physical, social, exploratory,
symbolic and pretend play
4. Understands how independence is
developed and can share how this is
progressed and supported
5. Understands how punitive and negative
discipline affects children’s emotional
wellbeing and learning
1. Recognises signs of social/emotional
vulnerability and creates opportunities
to explore how this impacts on children
2. Can assess development and identify
signs of developmental delay and
develops plan with family to address
such needs
3. Can assess for parental difficulties in
letting go and is able to provide
support and strategies to encourage
independence
4. Uses Solihull to reinforce positive
behaviour practices
5. Awareness of possible links to autism
spectrum disorder and early
recognition of difficulties.
6. Understands how to help families to
manage challenging behaviours
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A FAIRER START: DEVELOPMENT OUTCOMES TRAINING PROGRAMME – COGNITIVE, SOCIAL & EMOTIONAL DEVELOPMENT
5. Development Outcomes Training Programme (DOTP)
Cognitive, Social & Emotional Development
5.1. The successful provider will be responsible for both development and delivery of the DOTPCognitive, Social & Emotional Development in response to the commissioned competency areas
outlined in item 4 above.
5.2. The aim of the DOTP is to actively engage the AFS workforce in the ethos and philosophy of A
Fairer Start as a whole system, community driven approach to working with families. The DOTP
will aim to upskill staff in the 3 A Fairer Start Outcomes - providing up to date, consistent and
accurate knowledge and best practice for all delegates. Access to the DOTP will be supported
through use of the Personal Development Plan, which aims to be embedded within
Supervision/Personal Development practice across the AFS workforce late 2016.
5.3. The training will be delivered to a sector wide target audience of staff and volunteers with
varying experience, understanding and knowledge of Early Years practice and the A Fairer Start
approach. The commissioners are expecting delivered training to promote partnership working
and encourage multi-agency participation between a mixed target audience including but not
limited to:
 Health Visitors
 Midwives
 Family Nurses
 Schools Early Years Staff
 Children’s Centre Staff/ Volunteers
 Community Champion Programme Volunteers
This will aid with sector wide information sharing, relationship building and encourage a
standardised approach across services.
5.4. The commissioned training will be offered as a rolling training programme over 1 year to a cohort
of approximately 80 delegates. It is envisaged that the successful provider/s will deliver 4 lots of
training per year to cohorts of 15-20 people.
5.5. The DOTP for Cognitive, Social & Emotional Development is offered as a 13 month contract
from November 2016 – 31st December 2017. Please see proposed contract timescales below:
Preparatory/Planning Stage: From 21/11/16 – 6/1/17 (7 weeks, includes Christmas break)
The successful provider is expected to work with the AFS Project Team in this period to:

Develop clear learning outcomes covering a range of learning styles

Develop all resources and workbooks as required

Build understanding of the A Fairer Start Approach and aims
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A FAIRER START: DEVELOPMENT OUTCOMES TRAINING PROGRAMME – COGNITIVE, SOCIAL & EMOTIONAL DEVELOPMENT

Build understanding of local context and prior knowledge of AFS Workforce in relation to
Early Years Cognitive, Social & Emotional Development

Agree trainee evaluation/feedback procedures and methods

Agree course titles, frequency, length, capacity and confirm training dates

Agree outputs as per successful bid
5.6. Recruitment Stage: From 9/1/17 – 3/2/17 (4 weeks)

Catalyst will be responsible for recruitment of all training delegates through liaison with AFS
partners.

Catalyst will source and arrange all required room/venue hire and refreshments as agreed
in the preparatory stage.
5.7. Delivery Stage: From Week Commencing 6/2/17 – December 2017.

Deliver clear learning outcomes for each module covering a range of learning styles to a
mixed cohort of sector wide practitioners and volunteers.

Record participant attendance and submit completed sign-in sheets.
6. Outputs
6.1. To develop clear learning outcomes for each module covering a range of learning styles.
6.2. To produce a model of delivery through close working with the AFS Project Team and Key
Stakeholders.
6.3. To deliver a programme of training as per proposed model, specifically including but not limited
to:

Facilitation and delivery of training, workshops etc.

All necessary and reasonable lesson planning and resource production such as
workbooks, handouts, literature, slides etc.

Training feedback and evaluation from individual participants

Completion of attendance sheets and ongoing liaison with ‘referrers’ regarding non
attenders
6.4. To record monitoring information as requested by the Steering Group and provide qualitative
feedback on each training cohort for the duration of the contract. This will also include
contribution to the independent Teesside university led evaluation of the A Fairer Start
programme.
6.5. To participate in regular feedback meetings approximately 1 hour per month.
6.6. To provide a thorough contingency plan in order to avoid training cancellations.
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A FAIRER START: DEVELOPMENT OUTCOMES TRAINING PROGRAMME – COGNITIVE, SOCIAL & EMOTIONAL DEVELOPMENT
7. Outcomes
7.1. Consistent/standardised level of knowledge and understanding of Early Years Cognitive, Social
& Emotional Development across paid and volunteer workforce operating in STC ward.
7.2. Delegates feel confident and competent in supporting families with Early Years Cognitive, Social
& Emotional Development, including awareness of specialist services to refer to if required.
7.3. Delegates have increased awareness of available Cognitive, Social & Emotional Development
resources and other sources of information to keep up to date with local and national research.
7.4. STC ward paid and volunteer workforce are empowered, motivated and inspired to make a
difference to the lives of local families.
7.5. Stronger relationships between practitioners, volunteers and families. AFS workforce will proactively identify and engage partnership/referral opportunities for the benefit of families.
7.6. More families receiving accurate, up to date and helpful advice/support that is individual to their
needs.
7.7. Families have an overall more positive experience when engaging with practitioners/volunteers
which focuses around whole family support and actively represents the voice of the child.
8. The Service
8.1. Location, Delivery & Accessibility
The successful provider is required to operate within the Stockton-on-Tees borough with training to be
delivered in a location easily accessed by public transport.
The provider will engage with the A Fairer Start Champion Programme Team Leader and the AFS
Project Team to aid in the successful recruitment of participants.
8.2 Resources & Charges
The provider will be responsible for providing all resources needed for delivery of the specification.
The provider will be expected to cover all costs for the delivery of this piece of work.
8.3 Safeguarding
The provider must have clear safeguarding children and vulnerable adult’s policies which clearly link to
Tees-wide protocols and comply with Stockton Local Safeguarding Children Board procedures
(http://www.teescpp.org.uk)
The provider will work within statutory guidance on making arrangements to safeguard and promote
the welfare of Children under Section11of the Children Act 2004 as referenced in Working Together to
Safeguard Children 2013.
The provider must ensure that all staff who deliver the services under this agreement have undertaken
appropriate safeguarding training as identified by the AFS Steering Group and are supported to fulfil
their duties under current legislation.
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A FAIRER START: DEVELOPMENT OUTCOMES TRAINING PROGRAMME – COGNITIVE, SOCIAL & EMOTIONAL DEVELOPMENT
8.4 Performance & Monitoring
The provider will be required to provide monitoring reports outlining the number of training sessions
delivered and the number of attendees (broken down by work area/staff group). The commissioner
may request additional information to evidence data submitted and/or request a meeting with the
provider after receipt of each report. If a provider fails to meet its contractual obligations; or is not
achieving outcomes to the individual or to the desired quality or timescale; or is subject to
unacceptable level of complaints the commissioner will discuss these issues with the provider at the
earliest opportunity. If this issue(s) are not resolved to the satisfaction of the commissioner the
contract will be terminated.
9 Financial Arrangements
9.1
9.2
5 payments will be made to the successful provider as follows:

20% of contract value on completion of contract agreement (Nov 2016)

20% on confirmation of training programme materials/dates (Jan 2017)

20% on delivery of agreed training milestones (May 2017)

20% on delivery of agreed training milestones (Sep 2017)

20% on completion of all agreed training (Dec 2017)
The provider will submit an invoice for each payment as required, dated the 1st day of the month
to which the payment relates.
9.3
Payment for the final invoice will be released after the commissioner has received all service
reports and agreed training completed.
9.4
All payments of funds are subject to performance and compliance to the contract.
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