Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20One of the critical factors is the willingness and commitment to share information to address the issue of school readiness. Historically data sharing between agencies has been challenging due to individual governance procedures. This project has led to an increased awareness of each other’s data sharing restrictions and the reasons behind this, how and why data is collected and what is used for. By closer, more open, partnership working we have been able to explore ways of overcoming barriers to maximise data sharing. Outcomes,SuccessesandLessonsLearnt The development of data processes is maximising potential to track and evidence impact of additional interventions, this along with an agreement for a measurable ‘on entry to nursery’ baseline will provide an earlier indicator of school readiness. The successful use of existing frameworks and resources to ensure sustainability going forward and maintain a common multi agency approach. Through exploring definitions of nursery and school readiness it has become clear that we need to think in terms of services being ready for the children rather than the children being ready for the settings. Key to this is developing effective transition points within a child’s life. Currently work is being developed around transition from Primary to Secondary school in Middlesbrough and this needs to be mirrored in the early years. Parenting and the provision of opportunities for children is a key influence on school readiness. The development of a Parenting Approach for Middlesbrough will ensure parents are informed, empowered and supported to make the right choices for their child. Middlesbrough Incremental School Readiness Model April 2016 | 18