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 20Introduction In line with the vision from the 1001 Critical Days Manifesto document (2014) it can be demonstrated that the earlier parents access services is vitally important to the development of children, therefore ultimately impacting on school readiness. School readiness does not happen in isolation, it starts at pre-conception and continues on throughout early infancy with internal and external influences. Government initiatives such as Pregnancy, Birth and Beyond (2011) which is being delivered by health visitor teams in Middlesbrough aims to improve the outcomes for babies and parents through a refreshed approach to ante natal education. The engagement of parents at this crucial time before their baby is born sets the scene for them to value engagement with community based learning which in turn will have a positive impact on their child’s school readiness. There are many elements to school readiness, each integral to its success. The Delivering Differently Project sought to address each factor and resulted in several work streams – school readiness pathway, nursery ready visioning session, children’s centre development, extending the achieving 2 year offer, and development of a Middlesbrough parenting approach. There are many definitions of school readiness, and the term itself can be widely interpreted within different early year’s services. The ultimate measure of school readiness is often so far away in terms of timescales from intervention to school readiness assessment, that it is difficult to measure the direct impact and therefore create accountability. Middlesbrough Incremental School Readiness Model April 2016 | 3