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? What is GIRFEC? • Change programme for 10-15 years. • About how you work with children and what you need to think and do to make the best positive difference for each child • About the way services work for the individual but will have an impact on all children • wellbeing What are we seeking to achieve through the implementation of GIRFEC? • To improve the way all those impacting on children think about the child/ yp; placing the child/yp at the centre of what they do; create a focus on holistic outcome improvement • Not just children’s services: adult services too. And long term aim is the way communities think and support children and young people. • High level, very aspirational, difficult to achieve. • Improve rights – making rights real • Planning for children who need one. And not just at most vulnerable end • Increasing the role of universal services: we are here to help What did we do? • Pathfinder/ evaluation/ business process redesign • Roll out • Programme Board • SG secondee team • documentation • Implementation guide for CPPs • Support for CPPs • Web – case studies/ wellbeing magazine www.scotland.gov.uk/gettingitright

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? Progress • Report to Programme Board – most report at 3 or above • Sharing info – difficult • Maintaining a national consistency – with local discretion and priorities • Defining outcomes • Measuring success – maturity model Scrutiny • Move to multi-agency inspections, not of child protection but of services to children • How measure impact of GIRFEC in isolation • How apply wellbeing? • Scrutiny not measuring impact of GIRFEC – but how services are improving outcomes. Level of implementation of GIRFEC may impact on performance Challenges • Everyone needs to test out and be convinced for themselves. Time consuming – but can secure buy-in • Self-reporting may not reveal extent of change still required • limited funds more likely for national materials building on rather than supporting CPP implementation www.scotland.gov.uk/gettingitright

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? • CFE; Hall 4; NPF; whole systems approach; Children’s Hearings system; adoption; LAC; permanence planning; kinship care; disabled children; youth justice; young offenders etc. • GIRFEC overarches. Culture, systems., practice • Built up from UNCRC principles, to cover every child/ YP. • Outcomes/ wellbeing provides coherence • SHANARRI – work by Fiona McDiarmid www.scotland.gov.uk/gettingitright

SHANARRI - indicators National Practice Model National Performance Framework CPP – SOA Wellbeing reporting- CYP Bill High level. In national practice model this is to help assess and analyse and group information around the individual Will help measure whether improvements are being achieved at individual level But can also support indicators and outcomes where improved wellbeing will have an impact on indicators for National Performance level key indicators and SOAs depending on the CPP priorities Lynn will now take you through in more detail how we see all of this fitting together with the Collaborative and lead you to the workshop exercise. www.scotland.gov.uk/gettingitright

Specific Policies /Initiatives to support Improvement Policies 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) Specific Policies /Initiatives to support Improvement Getting it right for every child Values & Principles Core Components Early Years Framework Curriculum For Excellence Scrutiny Policies Overarching/ Enablers 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…….. Explain how GIRFEC was improvement methodology at macro level – pathfinder, testing, reviewing measuring. Generic model to embrace everything Culture change as well as systems and practice Challenge for us was at start as so wide did not know what to measure – or what we would be measuring Wellbeing at heart of improving outcomes. Bill will require reporting o wellbeing. So Practitioners/ managers will have to think about what they are doing and how it will I rove wellbeing - and make a difference So when thinking about the tests of change – worth also thinking about the aspects of wellbeing where your improvement will make a contribution. Single Outcome Agreements/ NPF The Improvement Model Annual Review of NHS Local Delivery Plans Improved Outcomes Individual Family Community Population

Planning to improve outcomes Improvement Activity? EY Indicator % of children to complete all childhood immunisations at 24 months (C&FSP- National Outcomes 5 & 8) Stretch Aim – To ensure that 85% of all children within each Community Planning Partnership have reached all of the expected developmental milestones at the time of the child’s 27-30 month child health review, by end-2016. Wellbeing Indicator Healthy National Outcome 4: All children and young people in Scotland will be: Confident Individuals, Effective Contributors, Successful Learners and Responsible Citizens www.scotland.gov.uk/gettingitright

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

Using the Improvement methodology to deliver GIRFEC

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... HEALTHY ACTIVE ACHIEVING NURTURED SAFE RESPECTED INCLUDED RESPONSIBLE

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 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.

Background to the Test of Change

Data and measurement – impact on mother – source raw data

Raw data converted into an excel table

Data and measurement – Impact on mother – Radar

Mother and Child transitions Mother & child H

Raw data converted into an excel table To convert to a run chart use aggregate totals

Note of caution...

Annotating these 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 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 Sharing learning 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 Areas of focus for child Parents identified area requiring improvement

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 People are complex and diverse Service user needs – e.g. mothers with learning difficulties Resources - Intensive 1 to 1 New – staff capacity

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? Lisa.barnes@midlothian.gov.uk June.mcgill@midlothian.gov.uk

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?

One “headline” per table Feedback One “headline” per table

Thank You Ged.quirk@scotland.gsi.gov.uk