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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?. Implementation of the Policy. Progress across Scotland – everyone on a journey

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getting it right for every 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

implementation of the policy
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

girfec the overarching national policy for children young people
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

shanarri indicators
SHANARRI - indicators
  • National Practice Model
  • National Performance Framework
  • CPP – SOA
  • Wellbeing reporting- CYP Bill

www.scotland.gov.uk/gettingitright

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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
planning to improve outcomes
Planning to improve outcomes

www.scotland.gov.uk/gettingitright

what does this mean for practitioners table discussions
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

themed breakout day 1
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
The best place to grow up...

HEALTHY

ACTIVE

ACHIEVING

NURTURED

SAFE

RESPECTED

INCLUDED

RESPONSIBLE

review of the emergent learning in this topic area
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
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.

raw data converted into an excel table1
Raw data converted into an excel table

To convert to a run chart use aggregate totals

run charts
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
data and measurement qualitative
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
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 child
Next Step - Impact on Child

Areas of focus for child

Parents identified area requiring improvement

wins when using the wheel
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
Challenges

People are complex and diverse

Service user needs – e.g. mothers with learning difficulties

Resources - Intensive 1 to 1

New – staff capacity

future
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

any questions
Any questions?

Lisa.barnes@midlothian.gov.uk

June.mcgill@midlothian.gov.uk

table discussion
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
Feedback

One

“headline”

per table

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Thank You

Ged.quirk@scotland.gsi.gov.uk