Early Years Collaborative

Ambition of the EYC

To make Scotland the best place in the world

to grow up, by improving outcomes, and

reducing inequalities, for all babies, children,

mothers, fathers and families across

Scotland to ensure that all children have the

best start in life and are ready to succeed.

Objectives of the EYC

Convert the high level principles in the Early Years

Framework (2008) and GIRFEC into practical action.

This must:

Deliver improvements in outcomes and reduce the

inequalities for our most vulnerable children.

Shift the balance towards intervention and prevention.

Sustain the change to 2018 and beyond.

5 Workstreams Conception to 1 year

1 year to 30 months

30 months to starting primary school

5 years to 8 years

Leadership

National Aim - Workstream 1

To ensure that women experience

positive pregnancies which result in the

birth of more healthy babies as evidenced

by a reduction of 15% in the rates of

stillbirths and infant mortality by 2015.

National Aim - Workstream 2

To ensure that 85% of children have

reached all of the expected developmental

milestones by the time of the child’s 27-30

month child health review, by end of 2016.

National Aim - Workstream 3

To ensure that 90% of children have reached all of the expected developmental milestones at the start of primary school, by end of 2017.

Reduce infant

mortality

Societal Issues

Post-birth actions

Pre-birth actions

Smoking / Alcohol &

Drug Misuse

Improved sharing of

information

Improved management

and quality of care

Improved joint working

Improved identification

Aim 1⁰ 2⁰

Theory of what actions will

reduce infant mortality

Health

Improved rate of

breastfed babies

Quicker diagnoses of

Neonatal Abstinence

Syndrome

Nutrition

Mental health &

wellbeing

Attachment

Improved stability /

permanence for LAC

Improved money

management

Improved access

Improved family

centred response

Improved leadership,

culture and planning

Improved teamwork,

communication, skills

and collaboration

Parenting skills

Identification &

reasons for current

resilience

WORKSTREAM 1 (pre-conception to 1 year)

Theory of what drives infant mortality

Pre-Conception

Poverty

Quality Of Home Environment

Domestic Abuse &

Violence

Workforce Issues

Transport, Community

Capacity & Cultures

Access To Services

Employment

Detailed aim:

To ensure that women

experience positive

pregnancies which

result in the birth of

more healthy babies as

evidenced by a

reduction of 15% in the

rates of:

• stillbirths (from 4.9

per 1000 births in

2010 to 4.3 per 1000

births in 2015)

• infant mortality

(from 3.7 per 1000

live births in 2010 to

3.1 per 1000 live

births in 2015) Version: 06/03/2013

Primary Driver - Pre birth actions

Smoking, Alcohol and Drug misuse

Nutrition

Mental health and wellbeing

Pre conception

Primary Driver - Post birth actions and

Child’s physical & mental health and

emotional development

Attachment

Health

Additional Support

Early Learning and Play

Parent/Carer’s physical and

mental health and skills.

Parenting skills and knowledge

Level of education

Misuse of alcohol and drugs

Nutrition

Disabilities and mental health

Primary Driver - Societal Issues

Poverty

Quality of home environment

Domestic abuse and violence

Workforce Issues

Transport, community capacity and culture.

Access to services

Employment

Edinburgh

Social Issues –Domestic abuse and violence

To remove the risk of harm caused by

Gender Based Violence to all unborn

babies in the North East by 30th November

2013.

Edinburgh

Social Issues – Quality of home environment

By the end of November 2013 an Assessment

of Need is completed by the Named Person

with input from housing staff for 90% of

children aged 5 and under from families

registering for temporary accommodation.

Edinburgh

Carer’s Physical and Mental health and

skills– Parenting skills and knowledge

By the end of November 2013 90% of fathers

identified by PrePare, make improvements to

their drug and or alcohol issues due to a

better understanding of the impact these have

on their child’s emotional, social and physical

wellbeing..

Edinburgh

Post Birth Actions – Early Learning and Play

90% of parents at Tynecastle Nursery sing or

say number rhymes and songs with their child

at least three times a week by 30th October

2013 .

Edinburgh

Post Birth Actions and child’s physical

and mental health and emotional

development. – Additional Support

By 30th September 2013 95% of children in the

3-5 room at Forbes nursery are toilet trained.

Edinburgh

Post Birth Actions and child’s physical

and mental health and emotional

development - Attachment

90% of children attending James Gillespie’s

nursery class receive a bedtime story at

least 3 times per week by the end of

December 2013.

Why Bedtime Reading

Importance of bedtime routines.

Impact on attachment

Literacy

My Role

Head Teacher – 2 Nursery Schools

Programme Manager – Early Years Collaborative

Lending Library

Once a week

Record what book the child took.

Record the book returned.

Ask parents to record what they thought of the book.

Try to get parent helpers!

Observations and Parent Survey

Library book returned following day.

Library book often forgotten on the day.

60% stated they had read the book with their child (one whilst driving!)

40% at bedtime

20% more than once.

Reasons for not reading the book

A week’s too long

It’s his book

No time

It’s not my kind of book.

So what did we do about it?

PDSA - Plan, Do, Study, Act

“What will

happen if we

try something

different?”

“Let’s try it!”

“What’s next? ”

“Did it

work?”

How? Think big, test small and scale up!

Plan, Do, Study, Act

What are we trying to accomplish?

What change can we make that will result in

improvements?

How will we know that a change is an

improvement?

By the end of June 90% of

children at Grassmarket Nursery

will receive a bedtime story at

least 3 times a week.

June 2013 Tests of change

Baseline

1 - Change the name and provide a leaflet.

2 - Move the bookstand to the entrance.

3 - Choose more than one book.

90% of children at Grassmarket nursery school will

receive a bedtime story at least 3 times a week.

Children receiving a bedtime story

Median

Goal

0

10

20

30

40

50

60

70

80

90

100

M T W TH F M T W TH F M T W TH F M T W TH F

Day of the

week

Per

cen

tag

e

of

child

ren

Family garden

party A very hot

weekend

Children receiving a bedtime story

Median

Goal

0

10

20

30

40

50

60

70

80

90

100

Before change 1st change 2nd change 3rd change

Weekly

change

Perc

en

tag

e

of

ch

ild

ren

Children receiving a bedtime story

Median

Goal

0

10

20

30

40

50

60

70

80

90

100

GM before GM 1st

change

GM 2nd

change

GM 3rd

change

L before L 1st

change

L 2nd

change

L 3rd

change

Weekly

change

Perc

en

tag

e

of

ch

ild

ren

Scaled up

to Lochrin

Lochrin Nursery

Children receiving a bedtime story

Median

Goal

0

20

40

60

80

100

120

M T W TH F M T W TH F M T W TH F M T W TH F

Day of the

week

Per

cen

tag

e

of

child

ren

.

Parents

survey

Grassmarket

changes

introduced.

Books

available

at

collection

time.

Research

information

handed to

parents.

weekly

average

displayed

for parents

Last week

84%

of our children said they had a bedtime story.

THAT’S FANTASTIC!

87% of parents prefer to choose a

book with their child

100% of parents prefer to choose a book

any day of the week and as often as they

like.

53% of parents said the new Bedtime Story

system has led to them reading to their child

more often.

40% of parents said the bedtime story has

improved their child’s bedtime routine.

He used to have DVD’s and

be really late going to bed

and now we use the bedtime

story and he gets into bed

and is sleeping longer…

I’m hoping this will help with

his behaviour.

100% of parents said both they and their

child enjoyed the bedtime stories.

It’s a

brilliant

idea!

If it’s a first child and

you don’t have

children at school you

don’t realise how

important bedtime

reading is. I wish I’d

realised this when his

sister was younger.

I read the leaflet and it

said how they settle

down better with the

comfort of your voice.

I asked Theresa if she

liked my voice and she

said yes. I asked what

about daddy and she

said “he reads like a

robot”

Biggest Impacts on Improvement

Changing the name!

Lending Library to Bedtime Stories.

Why bedtime reading is important.

Taking the hassle out of choosing a book!

Bedtime Stories Highlights

No longer record who, what, when.

Choose a book any day and more often.

All parents involved

More children are receiving a bedtime story.

More children have a better bedtime routine.

Alfie

I like my

bedtime story

because it helps

me to dream.

Finally

Ambition of the Early Years Collaborative.

To make Scotland the best place in the world to

grow up, by improving outcomes, and reducing

inequalities, for all babies, children, mothers,

fathers and families across Scotland to ensure that

all children have the best start in life and are ready

to succeed.