Getting it right for every child

2. 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

3. 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

4. GIRFEC - the overarching national policy for children/young people How does GIRFEC support other policies? How can the Early Years Collaborative activity fit within the GIRFEC framework? www.scotland.gov.uk/gettingitright

5. SHANARRI - indicators • National Practice Model • National Performance Framework • CPP – SOA • Wellbeing reporting- CYP Bill www.scotland.gov.uk/gettingitright

6. 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 Scotland – Best place in the world for children to grow up Improving Wellbeing Sustained improvement in outcomes through changes in culture, systems and practice Reporting /planning on promoting, supporting & safeguarding wellbeing – duties under CYP Bill Integration Plans (PB (JW )Bill) Policies Specific Policies /Initiatives to support Improvement Overarching/ Enablers • Getting it right for every child • Values & Principles • Core Components • Early Years Framework • Curriculum For Excellence • Scrutiny • Early Years: • Parenting Strategy • Play Strategy • Early Years Collaborative • Stretch Aims • Also includes… • Child & Maternal Health • Universal Pathways • Vulnerable Families Pathway • Looked after C&YP • We can and must do better, • And many more…….. Single Outcome Agreements/ NPF The Improvement Model Annual Review of NHS Local Delivery Plans • Improved Outcomes • Individual • Family • Community • Population

7. Planning to improve outcomes www.scotland.gov.uk/gettingitright

8. 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

9. Using the Improvement methodology to deliver GIRFEC

10. Themed breakout Day 1 Using SHANARRI wellbeing indicators to measure impact of targeted bedtime reading on parent and child WS3

11. The best place to grow up... HEALTHY ACTIVE ACHIEVING NURTURED SAFE RESPECTED INCLUDED RESPONSIBLE

12. 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

13. 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.

14. Background to the Test of Change

15. Data and measurement – impact on mother – source raw data

16. Raw data converted into an excel table

17. Data and measurement – Impact on mother – Radar

18. Mother and Child transitions Mother & child H

19. Raw data converted into an excel table To convert to a run chart use aggregate totals

20. Note of caution...

21. Annotating these run charts

22. Run charts PRO’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

23. 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”

24. Scaling up • Mothers as advocates to encourage more participants Sharing learning • Developed measures, jointly with mother, to monitor the impact on the child

25. Next Step - Impact on Child Areas of focus for child Parents identified area requiring improvement

26. 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

27. Challenges People are complex and diverse Service user needs – e.g. mothers with learning difficulties Resources - Intensive 1 to 1 New – staff capacity

28. 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

29. Any questions? Lisa.barnes@midlothian.gov.uk June.mcgill@midlothian.gov.uk

30. 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?

31. Feedback One “headline” per table

32. Thank You Ged.quirk@scotland.gsi.gov.uk