Transforming outcomes for young people and their communities Chris Chapman, Nancy Clunie, Lizzie Leman and Carol Tannahill https://childrensneighbourhoodsscotland.com @CnScotland Our model s informed by the best available evidence on what an effective response to childhood disadvantage should look like. Mirrors the growth of collective impact across the social sector in the US whereby organisations seek to better coordinate systems of support for children alongside developing new programmes. Requires a local multi-agency partnership with a shared strategy that is based on a deep analysis of the local processes through which social disadvantage impacts on children’s outcomes. Must plan and deliver strategically coordinated support from birth to early adulthood and across all the contexts in which children learn and develop. Must have access to expert technical and research support and there must be a robust evaluation of the whole approach. Talk you through the idea of collective impact.

Rethinking relationships National and Local Government Other stakeholders Beyond Between Within Public and third sector partners Combining these perspectives to generate new ways of working requires a rethinking of roles and relationships So what might be done? Rethink professional learning to prepare and develop teachers (and others) to work collaboratively within, between and beyond schools Promote collaborative enquiry to develop commitment and ownership over what ‘works and why’ within, between and beyond schools Demonstrate the need for joined-up holistic public service provision within, between and beyond schools by investing in local ‘test beds’ and monitoring their progress HEIs Business partners

Principles of within-school improvement Unrelenting commitment to CPD and enquiry-based approaches Ensuring high expectations and strong cultural norms Use of data to inform decision-making Rigorous self-review and accountability mechanisms Focus on spreading leadership and leadership development Combining short-term tactical agendas with longer-term strategic agendas Learning and teaching Here is where the evidence base is strongest. Most SI work has focuses on classrooms and schools. The messages are pretty consistent about the areas we should be focusing our attention on… All school fail some students: Major challenges Tackle within school variations and matching strategies to school context and development phase (Louis and Miles,1985; Potter, Reynolds and Chapman, 2001; Muijs, Harris, Chapman, Stoll and Russ, 2004; Chapman 2006)

Principles of between- school improvement Principles of between- Supporting career progression and succession planning Promoting collaborative enquiry-based approaches to professional learning Providing in-house tailored support for schools facing greater challenges Moving of key staff between organisations to share expertise Achieving economies of scale Facilitating co-ordination of effort to enhance collective will Teachers have always collaborated with each other but we have seen the proliferation of more formalised networking and collaboration in education Strong tradition of SI networks in NA and Aus, Increasingly formalised Federations in England, Russia, Netherlands and elsewhere, chains and Charter networks in UK, Scandanavia and US Individual schools can not compensate for society- Let’s be realistic but… Structured collaboration between schools helps raise attainment: Federations involving higher and lower attaining schools significantly outperform non-federated counterparts Impact not immediate There is a positive impact on student attainment in both the higher and lower attaining schools Secondary school federations outperform ‘lose’ collaboratives Executive leadership arrangements outperform traditional leadership arrangements Encouraging evidence but beyond school improvement is where even more unclear (Chapman and Allen, 2006; Ainscow and West, 2006; Chapman and Muijs, 2014 Ainscow, 2015)

Principles of beyond- school improvement Coordinated approach to public service provision Pipe-line of support across transition stages Area-based focus including detailed analysis of situation Open and reliable channels of communication combined with speedy access to resources Autonomous localised-governance and funding Whilst there has been a long tradition of area-based initiatives and some SE research has engaged in this terrain, from a school improvement perspective our knowledge and understanding is least secure- There is considerable interest in more holistic approaches such as the HCZ and similar approaches. With a focus on cradle to college pipeline of support across an area In essence this is school improvement+ moving towards broader educational and social improvement But of course this is the most complex and demanding of the three perspectives because you are working across so many boundaries. (Cummings, et al., 2011; Save the Children 2012 Kerr, Dyson & Raffo, 2014 Hennig et al., 2015)

Harnessing collaborative action for Collective Impact Source: Henig et al., 2015

Collective Impact: Making it happen Common agenda: All members of the collaborative need a shared understanding of the issue and an agreed approach to tacking it. Shared data and accountability systems: For alignment and accountability purposes, those involved need to have common indicators of success. Mutually reinforcing agendas and activities: Action needs to co-ordinated to avoid overlap and gaps. Clear and consistent communication: In order to build relationships and trust, establish common objectives, and build shared purpose and a guiding. Backbone support organisation: A separate organization is required to provide the administrative, logistical, and coordinating support necessary to create and sustain a successful partnership. Collective Impact: Making it happen

One City; Two Neighbourhoods… West End:Hyndland and Downhill/East Partick Poverty and outcomes

One City; Two Neighbourhoods… East End: Parkhead/Dalmarnock Poverty and outcomes

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