BREAKOUT 1: Identifying the Gap (or Journey) (13.45 – 15.00)

WORKSHOP OBJECTIVES Present learning from pioneer sites and other teams, including their gap from current state to achieving their aim. Identify and explore the gap between now and where you want to be. Have fun!

SOME IMPORTANT NOTES Our discussions today are about learning, not about performance, so… sharing your challenges and failures can be just as important as sharing your wins and successes.

MEETING NORMS REFRESH Suspend judgment as best you can. Respect one another. Seek to understand rather than persuade. Invite and honour diverse opinions. Speak what has personal heart and meaning. Go for honesty without going on and on and on.

SITE SHARING: REFLECTING ON OUR WORK TO DATE Making Fathers Figure: South Lanarkshire CPP

To systematically engage fathers with services at all stages of their children’s development from ante natal to pre school by December Key Change Area: Developing Parents Skills Local theme: Parenting support and attachment Services recognise importance of involvement of both mums and dads Dads will be more likely to engage and sustain involvement in a dedicated group for dads – mellow dads parenting group Working across different services creates a critical mass effect and ensures consistent messages resulting in higher levels of engagement. Aim Primary DriversSecondary Drivers Theory of what actions will impact on our aim Dads actively engage with services Dads feel valued by services (self reported feedback) Mums feel confident about their partners’ role (self reported feedback) Children’s views Local people use community based services Nursery publicity aimed at mums and dads will increase number of dads engaging in nursery activities Families recognise importance of involvement of both both mums and dads Staff in early years providers actively engage and include dads Organisational cultures actively promote the engagement of fathers (measures might include strategic plans featuring dads, performance management info including gender breakdown, mandatory gender awareness training etc) Local services are committed to supporting dads’ involvement (generic parent services – number and % of dads attending; services aimed at dad specific programmes; mums only services) Dads cards will reinforce a positive involvement in their children’s lives Communities recognise importance of involvement of both both mums and dads Query play groups and involvement from direct area – explore opportunities to enhance dads engagement in week day sessions. An awareness raising workshop based event will increase staff awareness and motivation resulting in higher involvement of dads in services

PROJECT AIM To systematically engage fathers with services at all stages of their children’s development from ante natal to pre school by December 2015 Targeted at dads and male carers with babies or very young children Working with nurseries, ante-natal and social work services

Impact of the intervention: our nursery tests The stay and play session for dads made the biggest difference – but dads said they didn’t want this to happen very often! Will more dads come to future events at the nursery now that they’ve had a positive experience?

Impact of the intervention: dads cards Our change theory: Dads’ Cards will promote and reinforce positive involvement in children’s lives. Challenges around identifying meaningful data and how to collect it!

Impact of the intervention: dads cards Our initial tests on the Dads’ Cards involved qualitative feedback from mums and dads

Learning for improvement Dads do engage when practitioners approach them and are keen to remain engaged Challenges around data – how do you measure culture shift Moving from project to influencing policy and practice more widely “Treat fathers as they do mums. Ask the dad and not always the mum” Make sure we are involved and given plenty of opportunities to interact with baby”“ “Address both parents where possible”

Site Sharing: Reflecting on Our Work to Date Begin with the Bump Kate Kenmure Child and Family Health Manager Jane Cluness EYC Programme Manager

Pre- Birth Pre-schoolPrimary SchoolSecondary SchoolPost-16 Schools Social Work Children’s Resources Psychological Services Youth Services Sport and Leisure NHS Shetland Health visitor Family Support Social Worker Child Protection Register (Domestic abuse) Family Support/Social Work Key Worker (frequent contact) ASN Support Women’s Refuge Residential Care (Off island) Child protection Behavioural Support Base No involvement Off- island birth Hospital visits x3 Speech and language support One-to-one teaching Kenny Occasional involvement through active schools etc.No involvement

Shetland Antenatal Parenting Programme 90% of parents-to-be who meet the Antenatal Parenting Programme criteria will improve their knowledge, skills and confidence in child development, child attachment and child safety, by Christmas 2015.

Programme Overview and health promotion Physical needs of your baby Child development Attachment Interaction and play (2) Safety Summing up and evaluation

Parenting Skills Parenting Knowledge Parenting Confidence Practical Skills Aim 1⁰1⁰ 2⁰2⁰ Child Health Eye Contact Breastfeeding Self Esteem Maternal Wellbeing Bonding Attendance Bathing Child Development WORKSTREAM 1 (pre-conception to 1 year) Safety Attachment Play Version: 06/03/2013 Antenatal Parenting Programme Parental Involvement Immunisation Right Session Content Opportunity to Break the Cycle Home Safety Health Information Nutrition Information Detailed aim: 90% of parents-to-be who meet the Antenatal Parenting Programme (APP) criteria will improve their knowledge, skills and confidence in child development, child attachment and child safety, by Christmas Reduced Isolation

PROJECT GAPS Attendance at programme sessions Evidencing that the programme made a difference. Capturing the experience for the parents to be, did they feel it made a difference. Data capture

Impact of the intervention We couldn’t answer this. All our first measures were about the process. We had to find a way to measure impact.

Data

Learning for improvement AP SD A P S D AP SD D S P A Improving the Programme D S P A Change 1: Improve the content of the session with Parents to be Change 3: Finding a way to measure outcomes for Parents to be Change 4: Develop questionnaire to measure benefits and satisfaction Change 2: Created a criteria and process for referral

Learning for improvement Too much too quickly Use the PDSA cycles Work closely with practitioners to keep them on track Use the documentation Use time with team to facilitate reflection Be positive and give praise

Table Reflection and Discussion part one Using the guidance form – self assess your own work – 20 minutes Then turn to a partner and debrief your reflections – 20 minutes – questions next slide

Table Reflection and Discussion 1.Is your project(s) tied to achieving the big aim of the key change area or workstream? 2.Can you answer the 3 questions: aim, measures, change ideas? 3.Are you doing at least one small test of change per week? 4.Are you measuring data over time on one or more measures? 5.What will it take to move your project forward from where you are today to your aim for the CPP? 6.What assets can you draw upon from your partners and the community to move this work forward?

Discussing as a table, participants are invited to share what they realise they are missing and what they saw about their gap. Table Reflection and Discussion part two – 20 minutes

What did you discover in your review of where you are now? What surprised you in your discussions? What ideas are you taking home from your table discussions? REPORT OUT

PLEASE INSERT HERE (DURING SESSION): – Top 5 emerging themes based upon facilitator themes from tables. THEMES FROM THE ROOM

Parting Thoughts Today was about exploring and exposing the gaps, we close tomorrow! Take your explorations to CPP planning, share and discuss with colleagues today and reflect overnight Come back tomorrow for closure!

Thanks for a great session!