Getting it right for every child by improving outcomes

Skip to interactive wheel

IntroductionThis interactive resource, based on the wellbeing indicators, will help practitioners reflect on what makes a positive difference for children and young people and how this might be developed and improved within their setting.

Supporting documentation also available on our website:

1. A guide to evaluating wellbeing in schools and nurseriesThe main guide to this resource

2. Using the GIRFEC interactive wheelA short guide on how to use the interactive wheel part of this slideshow

3. Word document for recording the outcomes of your meetings

IntroductionThe reflection process has four stages:

Stage 1• What are the wellbeing indicators and what do they mean for us?

Stage 2• What are we currently doing?

Stage 3• How well is this working? How do we know?

Stage 4• What further improvements will we make? How good can we be?

The Getting it right for every child approach“Taking care of the well-being of our children and young people and making sure they are alright, helps us ensure the most positive outcomes for them later in life. It gives them the potential to grow up ready to succeed and play their part in society.

The benefits are significant both for the individual and for our society as a whole.”

The vital importance of getting it right for every child and young personScottish Government 2011

Values and principlesClick a brick for more information:

Promoting the well-being ofindividual childrenand young people

Keeping childrenand young people safe

Building on strengthsand promoting resilience

Taking a whole child approach

Working in partnershipwith families

Respecting confidentialityand sharing information

Promoting opportunitiesand valuing diversity

Building a competent workforceto promote children

and young people's well-being

Providing additional helpthat is appropriate

proportionate and timely

Putting thechild at

the centre

Promoting the same valuesacross all working relationships

Making the most ofbringing together

each worker's expertise

Co-ordinatinghelp

Supportinginformedchoice

What do we mean by culture, systems and practice?

What do we mean by culture, systems and practice?

Culture consists of the prevailing values both within a service and among individuals working within this service.

Systems underpin the key tasks of an organisation.They are the way in which structures, policies, procedures, and protocols, IT systems, and business processes support stakeholders and strategic managers to plan, guide and co-ordinate help for children and families.

Practice is the repertoire each service has of working with children and families and with other agencies and practitioners.

Putting the child at the centre Taking a whole child approach

Linking interactive tool

Cluster / Learning

community

CPD

ASL Act

Self-evaluation

Pupil voice

Improvement planning

Personal support

entitlement

Multi-agency working

Curriculum for Excellence

GIRFEC interactive

tool

What are the wellbeing indicators and what do they mean for us?

Stage 4What are we going to do?

Stage 3How do we

know?

Stage 2What are we

doing?

Stage 1The indicators

Next steps

(Click an individual indicator for further information)

Stage 4What are we going to do?

Stage 3How do we

know?

Stage 2What are we

doing?

Stage 1The indicators

Next steps

Stage 4What are we going to do?

Stage 3How do we

know?

Stage 2What are we

doing?

Stage 1The Indicators

Next steps

Stage 4What are we going to do?

Stage 3How do we

know?

Stage 2What are we

doing?

Stage 1The Indicators

Next steps

Stage 4What are we going to do?

Stage 3How do we

know?

Stage 2What are we

doing?

Stage 1The Indicators

Next steps

Next steps Capture the information from professional

dialogue on the wheel Consult with others including children , parents

and partners to include their views Establish priorities for action Incorporate some actions into existing

improvement plans and consider others in the next cycle of planning for improvement