2. 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 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

3. 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

4. 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

5. 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.

6. 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

7. 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 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

8. 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?

9. Using the Improvement methodology to deliver GIRFEC

10. Themed breakout Day 1
Using SHANARRI wellbeing indicators to measure impact of targeted bedtime reading on parent and child
WS3

11. The best place to grow up...
HEALTHY
ACTIVE
ACHIEVING
NURTURED
SAFE
RESPECTED
INCLUDED
RESPONSIBLE

12. 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

13. 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.

14. Background to the Test of Change

15. Data and measurement – impact on mother – source raw data

16. Raw data converted into an excel table

17. Data and measurement – Impact on mother – Radar

18. Mother and Child transitions
Mother & child H

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

20. Note of caution...

21. Annotating these run charts

22. 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

23. 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”

24. 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

25. Next Step - Impact on Child
Areas of focus for child
Parents identified area requiring improvement

26. 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

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

28. 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

29. Any questions? Lisa.barnes@midlothian.gov.uk

30. 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?

31. One “headline” per table
Feedback
One “headline” per table

32. Thank You