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

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Presentation on theme: "Getting it right for every child by improving outcomes Skip to interactive wheel."— Presentation transcript:

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: 1.A guide to evaluating wellbeing in schools and nurseries The main guide to this resource 2.Using the GIRFEC interactive wheel A short guide on how to use the interactive wheel part of this slideshow 3.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 of individual children and young people Keeping children and young people safe Building on strengths and promoting resilience Taking a whole child approach Working in partnership with families Respecting confidentiality and sharing information Promoting opportunities and valuing diversity Building a competent workforce to promote children and young people's well-being Providing additional help that is appropriate proportionate and timely Putting the child at the centre Promoting the same values across all working relationships Making the most of bringing together each worker's expertise Co-ordinating help Supporting informed choice

6 Promoting the wellbeing of individual children and young people: This is based on understanding how children and young people develop in their families and communities and addressing their needs at the earliest possible time. (Click to return to the Values and Principles)

7 Keeping children and young people safe: Emotional and physical safety is fundamental and is wider than child protection. (Click to return to the Values and Principles)

8 Putting the child at the centre: Children and young people should have their views listened to and they should be involved in decisions that affect them. (Click to return to the Values and Principles)

9 Taking a whole child approach: Recognising that what is going on in one part of a child or young person’s life can affect many other areas of his or her life. (Click to return to the Values and Principles)

10 Building on strengths and promoting resilience: Using a child or young person’s existing networks and support where possible. (Click to return to the Values and Principles)

11 Promoting opportunities and valuing diversity: Children and young people should feel valued in all circumstances and practitioners should create opportunities to celebrate diversity. (Click to return to the Values and Principles)

12 Providing additional help should be appropriate, proportionate and timely: Providing help as early as possible and considering short and long-term needs. (Click to return to the Values and Principles)

13 Supporting informed choice: Supporting children, young people and families in understanding what help is possible and what their choices may be. (Click to return to the Values and Principles)

14 Working in partnership with families: Supporting wherever possible those who know the child or young person well, know what they need, what works well for them in their family and what may not be helpful. (Click to return to the Values and Principles)

15 Respecting confidentiality and sharing information: Seeking agreement to share information that is relevant and proportionate while safeguarding children and young people’s right to confidentiality. (Click to return to the Values and Principles)

16 Promoting the same values across all working relationships: Recognising respect, patience, honesty, reliability, resilience and integrity are qualities valued by children, young people, families and colleagues. (Click to return to the Values and Principles)

17 Making the most of bringing together each worker’s expertise: Respecting the contribution of others and co-operating with them, recognising that sharing responsibility does not mean acting beyond a worker’s competence or responsibilities. (Click to return to the Values and Principles)

18 Co-ordinating help: Recognising that children, young people and families need practitioners to work together, when appropriate, to provide the best possible help. (Click to return to the Values and Principles)

19 Building a competent workforce to promote children and young people’s wellbeing: Committed to continuing individual learning and development and improvement of inter-professional practice. (Click to return to the Values and Principles)

20 What do we mean by culture, systems and practice?

21  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

22 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

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

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

25 Safe Every child or young person has the right to be protected from abuse, neglect of harm. In our setting we ensure our children or young people  have a well-developed sense of identity and belonging.  do not experience or engage in bullying behaviour or discrimination by peers or adults at school or in the local community.  are free from physical neglect by parents or carers  are in regular contact with their named person and/or significant, supportive adults whom they trust.  adopt safe practices and act responsibly in potentially high-risk situations, (e.g. when using tools, participating in physical contact sports, enjoying social experiences)  feel safe at home, at school and in the community  have the resilience to cope with adverse circumstances and have a well-developed sense of self esteem and self respect.  feel confident enough to tell a responsible adult if they have been harmed or threatened with harm. (Click to return to wheel)

26 Healthy Every child and young person has the right to experience the highest standards of physical and mental health, and supported to make healthy, safe choices. In our setting we ensure our children or young people  feel empowered to express their wishes (where possible) and make decisions for themselves irrespective of any disabilities or chronic conditions.  are able to cope with the normal stresses of everyday life without undue or persistent anxiety, depression, withdrawal or aggression.  are confident and competent when faced by problems and new challenges in everyday life.  are mostly satisfied with life.  have good relationships with family and friends, care about and respects others  have strategies for assessing and managing avoidable risks to health.  are actively involved with their family, social network, school and community.  are developing their understanding of their body and can use this knowledge to maintain and improve their well-being and health (Click to return to wheel)

27 Achieving Receiving support and guidance in their Learning – boosting their skills, confidence and self-esteem. In our setting we ensure our children or young people  are developing skills for learning, life and work  are progressing towards agreed learning objectives with appropriate additional supports  are developing socially and emotionally with self-care and life skills  are developing independence and autonomy  are equipped to benefit from a positive destination after the age of sixteen  experience a coherent learning programme with well paced progression particularly across transitions.  play a part in bringing about positive change in their school and wider community through contributing their views, time and talents. (Click to return to wheel)

28 Nurtured Having a nurturing and stimulating place to live and grow. In our setting we  support parents/carers and other family members  ensure a level of physical care where children and young people are clean, adequately and appropriately clothed and kept warm.  ensure that children and young people receive sufficient and appropriate nutrition  promote a culture of praise and encouragement where children feel valued  ensure our children and young people develop confidence and competence when faced by problems and new challenges in their everyday lives  support children to develop their emotional intelligence (Click to return to wheel)

29 Active Having opportunities to take part in a wide range of activities – helping them to build a fulfilling and happy life. In our setting we ensure our children or young people  are encouraged to play and interact in positive ways  receive encouragement to develop their interests  actively engage in sporting and recreational activities  are learning new skills and applying them to meet new challenges  express and celebrate achievement from their activities  engage actively in wide ranging learning opportunities  are encouraged to build physical competencies, improve fitness, develop personal and inter personal attributes which are likely to lead to a sustained interest in physical activity in adult life. (Click to return to wheel)

30 Respected To be given a voice and involved in the decisions that affect their wellbeing. In our setting we ensure our children or young people  have a well-developed sense of identity and belonging with which they feel comfortable  are generally optimistic and realistic about what they can achieve  are actively involved in any assessment, planning and review process affecting them  feel that they are listened to and valued by peers and adults  feel that they are treated as individuals in their own right with their own needs, expectations and aspirations  are able to contribute to making their community one which values individual equality and is a welcoming place (Click to return to wheel)

31 Responsible Taking an active role within their schools and communities. In our setting we ensure our children or young people  attend school and/or regularly engage with learning  show respect, concern and compassion to others  demonstrates a willingness to take responsibility for their actions  participate in appropriate school and/or voluntary activities to develop responsibility, leadership, social networking and decision making skills  have good strategies for minimising risks  have opportunities to demonstrate leadership (Click to return to wheel)

32 Included Getting help and guidance to overcome social, educational, physical and economic inequalities; accepted as full members of the communities in which they live and learn. In our setting we ensure our children or young people  feel listened to and taken seriously and are in regular contact with supportive adults they can trust  receive additional support and care when they need it  are aware that we have a positive attitude towards all faiths, cultures and languages  feel that they and their family are accepted and valued  experience positive behaviour in their community  are supported to act as positive role models for others within the community  acknowledge diversity and understand that it is everyone’s responsibility to challenge discrimination (Click to return to wheel)

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

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

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

36 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

37 Safe What are we doing? How do we know? What are we going to do? Go back to: Stage 4 Stage 4 What are we going to do? What are we going to do? Stage 4 Stage 4 What are we going to do? What are we going to do? Stage 3 Stage 3 How do we know? How do we know? Stage 3 Stage 3 How do we know? How do we know? Stage 2 Stage 2 What are we doing? What are we doing? Stage 2 Stage 2 What are we doing? What are we doing?

38 Healthy What are we doing? How do we know? What are we going to do? Go back to: Stage 4 Stage 4 What are we going to do? What are we going to do? Stage 4 Stage 4 What are we going to do? What are we going to do? Stage 3 Stage 3 How do we know? How do we know? Stage 3 Stage 3 How do we know? How do we know? Stage 2 Stage 2 What are we doing? What are we doing? Stage 2 Stage 2 What are we doing? What are we doing?

39 Achieving What are we doing? How do we know? What are we going to do? Go back to: Stage 4 Stage 4 What are we going to do? What are we going to do? Stage 4 Stage 4 What are we going to do? What are we going to do? Stage 3 Stage 3 How do we know? How do we know? Stage 3 Stage 3 How do we know? How do we know? Stage 2 Stage 2 What are we doing? What are we doing? Stage 2 Stage 2 What are we doing? What are we doing?

40 Nurtured What are we doing? How do we know? What are we going to do? Go back to: Stage 4 Stage 4 What are we going to do? What are we going to do? Stage 4 Stage 4 What are we going to do? What are we going to do? Stage 3 Stage 3 How do we know? How do we know? Stage 3 Stage 3 How do we know? How do we know? Stage 2 Stage 2 What are we doing? What are we doing? Stage 2 Stage 2 What are we doing? What are we doing?

41 Active What are we doing? How do we know? What are we going to do? Go back to: Stage 4 Stage 4 What are we going to do? What are we going to do? Stage 4 Stage 4 What are we going to do? What are we going to do? Stage 3 Stage 3 How do we know? How do we know? Stage 3 Stage 3 How do we know? How do we know? Stage 2 Stage 2 What are we doing? What are we doing? Stage 2 Stage 2 What are we doing? What are we doing?

42 Respected What are we doing? How do we know? What are we going to do? Go back to: Stage 4 Stage 4 What are we going to do? What are we going to do? Stage 4 Stage 4 What are we going to do? What are we going to do? Stage 3 Stage 3 How do we know? How do we know? Stage 3 Stage 3 How do we know? How do we know? Stage 2 Stage 2 What are we doing? What are we doing? Stage 2 Stage 2 What are we doing? What are we doing?

43 Responsible What are we doing? How do we know? What are we going to do? Go back to: Stage 4 Stage 4 What are we going to do? What are we going to do? Stage 4 Stage 4 What are we going to do? What are we going to do? Stage 3 Stage 3 How do we know? How do we know? Stage 3 Stage 3 How do we know? How do we know? Stage 2 Stage 2 What are we doing? What are we doing? Stage 2 Stage 2 What are we doing? What are we doing?

44 Included What are we doing? How do we know? What are we going to do? Go back to: Stage 4 Stage 4 What are we going to do? What are we going to do? Stage 4 Stage 4 What are we going to do? What are we going to do? Stage 3 Stage 3 How do we know? How do we know? Stage 3 Stage 3 How do we know? How do we know? Stage 2 Stage 2 What are we doing? What are we doing? Stage 2 Stage 2 What are we doing? What are we doing?


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