getting it right for e ery child . getting it right for e ery child getting it right for every...
TRANSCRIPT
getting it
rightfor e ery child
getting it
rightfor e ery child
Getting it right for every child
What is Getting it right for every child ( GIRFEC)?
What are we seeking to achieve through implementation of GIRFEC?
What have we done so far?
www.scotland.gov.uk/gettingitright
getting it
rightfor e ery child
Implementation of the Policy
Progress across Scotland – everyone on a journey
The Children and Young People ( Scotland) Bill• why legislate?• what is in the Bill?• the way forward?
www.scotland.gov.uk/gettingitright
getting it
rightfor e ery child
How does GIRFEC support other policies?
How can the Early Years Collaborative activity fit within the GIRFEC framework?
www.scotland.gov.uk/gettingitright
GIRFEC - the overarching national policy for children/young people
getting it
rightfor e ery child
SHANARRI - indicators
• National Practice Model
• National Performance Framework
• CPP – SOA
• Wellbeing reporting- CYP Bill
www.scotland.gov.uk/gettingitright
Improve sel f-assessed genera l hea l th (National Indicator & SOA)
Scotland – Best place in the world for children to grow up
Improving Wellbeing
Sustained improvement in outcomes through changes in culture, systems and practice
Improved Outcomes•Individual•Family•Community•Population
Reporting /planning on promoting, supporting & safeguarding wellbeing – duties under CYP Bill
Annual Review of NHS Local Delivery Plans
Integration Plans(PB (JW )Bill)
Getting it right for every child and Improvement Methodology/ Early Years Collaborative
Key Legislation•Public Bodies (Joint Working) Bill•Children and Young People Bill•Community Empowerment and Renewal Bill
Specific Policies /Initiatives to support Improvement
• Getting it right for every child
• Values & Principles• Core Components
• Early Years Framework• Curriculum For Excellence• Scrutiny
PoliciesOverarching/ Enablers
Early Years:•Parenting Strategy•Play Strategy•Early Years Collaborative
• Stretch Aims
Also includes…•Child & Maternal Health•Universal Pathways•Vulnerable Families PathwayLooked after C&YP•We can and must do better, And many more……..
Single Outcome Agreements/ NPF
The Improvement
Model
Planning to improve outcomes
www.scotland.gov.uk/gettingitright
getting it
rightfor e ery child
What does this mean for practitioners? Table discussions• Do we have a good understanding of wellbeing?• Are we using wellbeing and National Practice Model as thinking tools?• Is our test compatible with the values and principles of GIRFEC and does it
promote the core components? • Which aspects of wellbeing are we trying to improve, and how will we
know? • Do the child and family understand the need for this change and how it will
improve wellbeing? • Are we recognising and building on strengths within the child and family? • How does our activity fit with the work others are doing with the child and
family to improve wellbeing? • How can we sustain any benefits and ensure consistency through changes
in culture, systems and practice?
www.scotland.gov.uk/gettingitright
• Using the Improvement methodology to deliver GIRFEC
Themed breakout Day 1
Using SHANARRI wellbeing indicators to measure impact of targeted bedtime reading on parent and child
WS3
The best place to grow up...
Review of the Emergent Learning in this Topic Area
• Evidence that reading a bed time story supports higher achievement in literacy, numeracy and holistic development through the development of joint attention of parent and child
• The importance of developing capacity to support children development
Focus of change
•This is the targeted element of a universal project called THE BIG BEDTIME READ which is happening in nursery schools.
•This targeted element focuses on children and parents who attend a children and family centre.
Background to the Test of Change
Data and measurement – impact on mother – source raw data
Raw data converted into an excel table
Data and measurement – Impact on mother – Radar
Mother and Child transitions
• Mother & child H
Raw data converted into an excel table
To convert to a run chart use aggregate totals
To convert to a run chart use aggregate totals
Note of caution...
Annotating these run charts
Run chartsPRO’s: • Can show the overall direction of travel over time
CON’s: • Loss of detail – personal voice• Difficult to annotate• Improvements in some areas can be masked by
barriers & decline in others
Data and measurement - Qualitative• Healthy – emotional wellbeing:
– “Now he wants to sit with me ....
• Nurtured– “He sits and cuddles in. He is bonding
with me. He is listening...”– “I never got much attention from him,
now it is different.”
• Respected:– “I didn’t use to feel confident in myself.
Now I know I can do stuff with him”
Scaling up• Mothers as advocates to
encourage more participants
Sharing learning• Developed measures, jointly
with mother, to monitor the impact on the child
Next Step - Impact on ChildAreas of focus for
child
Parents identified area requiring
improvement
Areas of focus for child
Parents identified area requiring
improvement
Wins when using the wheel• Simple• Parent can see the difference• Motivational• Versatile – parents and children• Helps to measure the complex –
improved attachment, bonding & parenting
• Valuing the parent – model of strengths
• Supports developing agency of the parent
• Supports next steps
Challenges
• People are complex and diverse
• Service user needs – e.g. mothers with learning difficulties
• Resources - Intensive 1 to 1
• New – staff capacity
Future
• Use in more settings not necessarily EYC e.g. Looked After Children and Schools
• Use in other tests of change
• Sharing with other CPP’s & partner agencies
Table discussion
Who are the individuals and/or teams currently working on in this area?
Are they currently using Quality Improvement methods/tests of change to guide their learning?
What evidence based practice is being used?
What learning can be shared between CPP areas?
Feedback
One“headline”per table
