Presentation on theme: "Workstream breakouts. Format for Workstreams sessions Introductions at your table Improvement Bootcamp overview and other improvement journeys Components."— Presentation transcript:
Format for Workstreams sessions Introductions at your table Improvement Bootcamp overview and other improvement journeys Components of a learning system – how does our work stack up? Workstream presentations – 30 mins each including Q&A Table top reflection on own learning and application of improvement methodology
The Bootcamp Experience : from this…..
The Bootcamp Experience : to this……
Components of a Learning System 1. System level measures 2. Explicit theory or rationale for system changes 3. Segmentation of the population 4. Learn by testing changes sequentially 5. Use informative cases: “Act for the individual learn for the population” 6. Learning during scale-up and spread with a production plan to go to scale 7. Periodic review 8. People to manage and oversee the learning system From Tom Nolan PhD, IHI
SOA- Reducing Inequalities ( Early Years strategy 12-15, Children and Young Peoples Service Plan 12-15, Healthy Living programme, PASPE strategy 2011) Our children have the best start in life and are ready to succeed % of S4 pupils with 5 awards at SCQF at level 5 or above-
Aim: To establish an assessment that enables the CPP to accurately record and plan for the developmental milestones of children on entrance into P1 by August 2014
Early Years Collaborative Aim- to establish and implement an appropriate measure for Workstream 3 by December 2014 Secondary DriversPrimary DriversLocal Actions Suitability of assessment Establish process Purpose of assessment Education Based Establish appropriate assessment for P1 entrants Health Based Other Authority Develop own Age of Child Profession of Assessor Criteria for P1 assessment Test using SOGS Test Using PIPs Review tests and combine Various tests to establish the most appropriate age Establish tests that look who should be assessed at P1 Conduct tests using various professionals to conduct the assessment, HV, NN (Health) NN (Education) Staff Nurse, Nursery Teacher Conduct tests to review effectiveness of the 24 month plans Quality assure planning Establish appropriate plan for P1 Conduct tests that allow nursery teachers and partner agencies to support children in transition to school Workstream : Lead- Amanda Cronin
Aim: To establish an assessment that enables the CPP to accurately record and plan for the developmental milestones of children on entrance into P1 by August 2014 AP SD A P S D AP SD D S P A DATA FEEDBACK TO FRONTLINE STAFF: Compliance w PVC check D S P A Cycle 1a: Ask one HV to test one child aged 50 months using the SOGS tool who had a 24 month assessment Cycle 1c:???????????????? Cycle 1e:???????????? Cycle 1d:???????????? Cycle 1b : Ask the same HV to test a different child at the same age using SOGS who had a 24 month assessment Process Change: Implement a measure for children upon entrance into P1 Measures
We have built relationships
Plans for next 3-6 months Review data from 24 & month assessment Review driver diagram with all testers to ensure we have all elements covered Continue cycle of testing
-Identify test and appropriate testers -Establish a robust system to measure -Secure support for implementation -Involve everyone in the design collection and understanding of the data What needs to be done?
East Dunbartonshire CPP and community Life Expectancy: Males 79.4 Females 82.7 Highest in Scotland Residents in Owner Occupied Housing: 85% Scotland: 65% Average gross weekly earnings: £ rd highest in Scotland Hillhead: Amongst the 5% most deprived areas in Scotland
Our aim Working together to achieve the best with the people of East Dunbartonshire. We will strive for the best possible outcomes for children, young people and their families and support the Scottish Government’s aim to make Scotland the best place in the world to grow up. Culture change Systems change Practice change Getting It Right for Every Child
Key wins for Workstream 3: driver diagram Children have all the developmental skills and abilities expected at the start of primary school Societal Issues Child’s physical & mental health and emotional development Detailed Aim: 90% of all children within each CPP have reached all of the expected developmental milestones at the time the child starts primary school, by end-2017 Early Learning & Play Aim Access To Services Carer’s physical & mental health and skills Parenting skills & knowledge Additional Support Agree a protocol for sharing the 27/30 month assessment with education and consent issues with parents. Review and develop early years provision within EDC to meet aim of 600 hours for every pre-school child. Ensure clear referral pathways. Improve the quality of provision in local authority and partner providers Implement GIRFEC policy and procedures in all early years establishments. Provide Stay and Play (for parents with their children) within a local authority nursery. Improve the knowledge and skills of early years workforce on child development. Develop a transition programme with parents, health and education for children starting nursery. Develop and implement common assessment of developmental milestones at the end of early years Develop and implement support for children with ASN in all EDC early years providers. Improve identification and support for children who require support. Provide additional family information via the Play Talk Read Bus. Provide BookBug sessions within a local authority nursery. Families in need of parenting support within one of the local authority nurseries. Provide parenting Provide drop in, surgery and taster sessions (based on Triple P)
Wellbeing Consistent analysis structures Staged interventions Emotional health & wellbeing Experiential play Self management skills Thinking and involvement Creating memories Communication Language rich environments Key wins in Child Development training programme
Made strategy personal Embedded methodology Increased sharing of ideas & knowledge Diverse tests of change Child focused: Ferre Laevers Development focused: writing, reading, nutrition Population wide: improving attendance Key wins in the area of measurement
Assistance, reassurance and updates for all staff Framing tests of change in familiar language Examples with identified measurements Practical and relevant ideas Positive focus not just ‘threat of homework’ - though sometimes a deadline provides the impetus required Lessons learned in the area of measurement
Key wins in frontline testing Staff feedback from initial tests of change “The fact that it makes you think of the things you do daily to support children in small ways – or how you develop certain areas to accommodate individual needs …take that a step further – involving parents more questioning etc. which we will most definitely do!” “Continue to make adaptions and changes slowly and gradually, to benefit children’s and staff learning and experiences.” “Picked up lots of good ideas for encouraging home links as test of change.” “The course has made us think about our practice and how relevant it is.” “It will encourage me to look for missed opportunities in learning in my centres, particularly in interaction with children, ensuring they are challenged appropriately.”
Healthy competition ‘On the spot’ conversations New concepts can worry people Ideas spark change and build momentum Lessons learned in frontline testing Everyone assumed they were ‘doing it wrong’
Key wins in our place approach Through a mix of formal and informal services the provision of the ‘family room’ and ‘parent room’ in the school and nursery aims to increase the security, education and welfare of children and parents in the Hillhead community to significantly improve the lives of families Relocating staff to where they are most needed Building resilience through fun activities Changing the way we work for increased efficiency e.g. A Support for All Group
Key wins for Workstream 3: Strengths & Difficulties Aim: The questionnaire is intended to identify children’s readiness for learning prior to transferring to school. Measures: Total difficulties score Changes: Common assessment tool (SDQ) implemented at a standard time across East Dunbartonshire PlanDoStudyAct
Key wins for Workstream 3: Strengths & Difficulties Strengths and Difficulties Questionnaire (June 2013 pilot)
Key wins for Workstream 3: Strengths & Difficulties Staff feedback from the pilot “It has made me stop and think about whether he is ready for school - socially and emotionally I mean” The universal approach to carrying out the questionnaire “means that children who are ‘invisible’ won’t get missed” The collaborative approach taken to completing the pilot was noted as being particularly important in providing a richness of data – “different members of staff see children differently so this [completing the SDQ collaboratively] helps to get a picture of the whole child”.
Professional development driving methodology uptake Positive behavioural strategies Protocols - Looked after children Emotional Health & Wellbeing Acting on initial tests of change Healthy eating: Thumbs up / Thumbs down Outdoor play: Time out numbers Communication: Leuven Wellbeing scale Singing Time & Parental Involvement Writing Register: Identifying one’s name Implementing the Strengths and Difficulties Questionnaire & transition programme Plans for next 3-6 months
TABLE DISCUSSION Who are individuals and/or teams currently working on in this area? Are they currently using Quality Improvement methods/PDSA cycles to guide their learning? Reflecting on the emerging knowledge within this area, and today’s plenary session on scaling up your work, what are some considerations you need to plan for to get to scale for your project?