The Evaluation of HighScope in Co-Mayo 1

2 Terms of Reference i) Provide a comprehensive account of the initiative ‘HighScope in Mayo’ ii) Using implementation science, examine the extent to which the HighScope model of practice is embedded in ten early years’ settings in Co. Mayo. iv) Identify the barriers to and supports for implementation v) Document individual ‘ inspirational stories’ vi) Make recommendations for further development for both 0-3s and 3-5yrs

3 Background International data National context Formation of TUSLA National Framework for Children and Young People Local provision

4 Implementation Science Mixed methods design accessing primary and secondary data Secondary data: Inspection reports, training evaluations, monitoring of HighScope training Primary data: Online survey, focus groups, interviews, PQA assessment, filmed sessions, narrative story telling, significant change accounts

5 Conceptual Framework for Implementation Fidelity

6 Sample and Methods StakeholderNumberMethod Parents75Focus groups in 10 settings with parents whose children attended the HighScope programme Interviews with parents about most significant moments of change as a result of their child attending the HighScope programme to be recorded on film Children36With consent, recording of children engaged in HighScope activities in order to produce a DVD of inspirational stories about impact of engaging in the HighScope programme HighScope practitioners 62Focus groups with HighScope practitioners in the 11 settings and inclusion of inspirational stories from their perspective Online Survey Currently undertaking HighScope training 4Focus groups with HighScope practitioners in the 11 settings and inclusion of inspirational stories from their perspective Online Survey Representatives from HighScope Ireland 3Interview with representatives from HighScope Ireland about implementation of the programme in Co-Mayo since 2007 Representatives from TUSLA, statutory, community and voluntary agencies Interviews with representatives from TUSLA, statutory, community and voluntary agencies such as; Early Years Inspectorate Child Care Manager Early Years Services Manager Early Years Development Team Leader HighScope Trainers Childcare County Council Border Counties Childcare Network Start Strong Early Intervention Team-Western Care Total195

7 Programme TypeNumber of ParticipantsNumber of Courses Child Minders191 Training Analysis

8 ComponentAll of the timeSome of the time Wheel of Learning Learning Environment85%15% Daily Routine100% Adult Child Interaction85%15% Active Learning85%15% Curriculum Content Approaches to Learning85%15% Language, Literacy and Communication92%8% Social and Emotional Development92%8% Physical Development, Health and Wellbeing100% Arts and Science85%15% Online Survey

9 Supports required: More cluster group meetings, more frequent individualised support, refresher training, visits to other HighScope settings and specific support with assessment Support received from the EYDWs had been invaluable but felt a network could be created involving HighScope practitioners who could meet to offer advice, guidance and experience. Support linking the HighScope key developmental indicators and assessment tool with Síolta, The National Quality Framework and Aistear, The National Curriculum Framework. General capacity building around child observation records, note taking and curriculum planning. More parental involvement initiatives Practitioners

10 “The teachers talk to us like adults, we're important too” “We know what happens next because we look at the directions on the wall” “Teacher can I do the planning with the children today” asked one child “We have a problem...how can we solve it” Children’s Voices

11 Engaging Parents Open evenings, Inviting parents into setting during sessions, Information pack starting, Having informal chats at pick up and drop off time, Sharing COR with parents, Parents notice board - display evidence of children’s work, anecdotes etc, Hold parents courses and have formal family feedback meetings at the end of the year

12 PreSchool Programme Quality Assessment

13 Development Workers Observations Working with individual groups Peer facilitated learning Supporting groups to support parents

14 Parental Responsiveness 90% of parents in focus groups could provide an explanation, description or example of the HighScope model. The most frequently cited component of the approach offered by parents was ‘conflict resolution’. 93% transferred practices to the home environment 11% had direct experience of HighScope in sessions

15 Key Stakeholders Recognition of cross cutting impact; Promoting health Promoting education Preventing problems early Providing family support Developing communities Stakeholders were not denying that HighScope was one example of a quality approach and that it emerged from a rigorous evidence base. The potential removal of support currently offered by the development workers and early years team was perceived to be completely detrimental and ultimately lead to the obliteration of the HighScope pedagogy

16 Conclusion Implementation -Moderators -Driving Forces -Restraining Forces

17 Recommendations

18 1. HighScope Ireland should allocate substantial resources to cultivate relationships with new commissioners in the Child and Family Agency to confirm the future fit of the HighScope approach within the ECCE sector in County Mayo. This should involve supporting commissioners to understand the alignment of HighScope with National objectives for Prevention and Early Intervention

19 2. Training should be offered to the Inspectorate to increase awareness and understanding of how the HighScope approach can support their role in raising quality provision in ECCE setting.

20 3. The capacity of the Early Years Services team to contribute to Local Area Pathways should be clearly communicated and demonstrated within the Agency to identify the fit between Early Years Services and the future direction of the Child and Family Agency.

21 4. A network for HighScope practitioners, linked to HighScope Ireland, should be established which supports their professional development while acting as a forum to promote good practice at a local, national and international level.

22 5. HighScope Ireland and Early Years Services in County Mayo should create a support structure through training in fidelity measurement to improve adherence to full implementation

23 Inspirational Stories Ardnaree The Neale Curious Minds