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Getting it right for every child by improving outcomes

Getting it right for every child by improving outcomes. Skip to interactive wheel. Introduction.

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Getting it right for every child by improving outcomes

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  1. Getting it right for every child by improving outcomes Skip to interactive wheel

  2. Introduction This 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: • A guide to evaluating wellbeing in schools and nurseriesThe main guide to this resource • Using the GIRFEC interactive wheelAshort guide on how to use the interactive wheel part of this slideshow • Word document for recording the outcomes of your meetings

  3. Introduction The 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?

  4. 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 person Scottish Government 2011

  5. Values and principles Click a brick for more information: Promoting the well-being ofindividual childrenand young people Keeping childrenand young people safe Building on strengthsand promoting resilience Putting thechild atthe centre Taking a whole child approach Promoting opportunitiesand valuing diversity Working in partnershipwith families Respecting confidentialityand sharing information Co-ordinatinghelp Promoting the same valuesacross all working relationships Making the most ofbringing togethereach worker's expertise Supportinginformedchoice Building a competent workforceto promote childrenand young people's well-being Providing additional helpthat is appropriateproportionate and timely

  6. What do we mean by culture, systems and practice?

  7. 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

  8. Linking interactive tool GIRFEC interactive tool Cluster / Learning community Personal support entitlement Improvement planning Curriculum for Excellence Multi-agency working Self-evaluation Pupil voice ASL Act CPD

  9. What are the wellbeing indicators and what do they mean for us? Stage 1 The indicators Stage 2 What are we doing? Stage 3 How do we know? Stage 4 What are we going to do? Next steps

  10. Stage 1 The indicators Stage 2 What are we doing? Stage 3 How do we know? Stage 4 What are we going to do? Next steps (Click an individual indicator for further information)

  11. Stage 1 The Indicators Stage 2 What are we doing? Stage 3 How do we know? Stage 4 What are we going to do? Next steps

  12. Stage 1 The Indicators Stage 2 What are we doing? Stage 3 How do we know? Stage 4 What are we going to do? Next steps

  13. Stage 1 The Indicators Stage 2 What are we doing? Stage 3 How do we know? Stage 4 What are we going to do? Next steps

  14. 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

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