BREAKOUT 1: Identifying the Gap (or Journey) (13.45 – 15.00)
WORKSHOP OBJECTIVES• Present learning from a pioneer site,
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.
PROJECT AIMAim: Identify, by December 2014, an
evidence based change package which can improve attachment-led
practice within pre-school settings in Aberdeen.
Aim: Improve children’s emotional wellbeing in 1 pre-school setting in Aberdeen by October 2014 through
the use of an evidence based assessment tool and individual
support plans.
Promote tolerance and caring attitudes towards all individuals
Positive & consistent behaviour policies and approaches are adopted
Improving Attachment-led Practice
Aim
1⁰ 2⁰Tests of Change
Importance of emotional wellbeing is recognised in all policies and practices
Understanding of Attachment/
Nurture
Settings provide emotionally safe, secure and supportive environments
Importance of transitions is understood
Version 3 13/02/2014
Identify, by December 2014, an
evidence based change package
which can improve
attachment-led practice within
pre-school settings in Aberdeen.
Attachment-led practices are included in
policies, practices & philosophy of
pre-school settings
Understanding of social/emotional development incl. early brain development
Early intervention
Continuous Professional Development opportunities
Understand attunement
Communication Systems
Unconditional positive regard towards all adults & children
Positive verbal & non-verbal language
Involvement of children and communities through informal/ formal routes of communication
• Use of assessment tools to assess children’s emotional wellbeing
• Use of individual plans for children to improve emotional wellbeing
Operational definition of attachment-led practice.
•Saying a positive ‘Goodbye’ to all children (making use of names and touch to demonstrate positive regard)
• Providing ‘protected time’ for parents and children during transitions (drop off and pick up times)
• Increasing positive parting and reunion experiences between parents and children.
• Increase and improve interactions between parents and school staff by acknowledging all parents (making use of names, and facial expressions to demonstrate positive regard)
• Changing drop off and pick up times at nursery to provide ‘protected time’ for communicating with parents
• Improve use of positive language during all interactions with children
• Increase number of specific positive reinforcements provided from adults to children.
Increase awareness about brain development and the importance of attachment within staff teams.
Engage parents in planning for transitions
Supporting children’semotional wellbeing
Aim
1⁰ 2⁰ Tests of Change
Provide information to parents about importance of emotional wellbeing and early brain development
Reliable Assessment & intervention
Share assessment information with parents
Version 1: 2 May 2014
Improve children’s emotional wellbeing in 1 pre-school setting in Aberdeen by October 2014 through the use of an evidence based assessment tool and
individual support plans.
Informed & Engaged Parents
Individual support plans are developed and implemented for children with low levels of emotional wellbeing and for all children during transitions
All children are assessed during times of transition
Use of evidence-based, standardised assessment tool
Provide learning opportunities for practitioners about importance of emotional wellbeing and early brain development Informed &
Engaged Workforce
Include information on brain development and emotional wellbeing into parent’s information pack
Introduce use of home visits to engage parents in development of transition planning
Introduce evidence-based, standardised assessment tool(Leuven Scale for Emotional Wellbeing and Involvement)
Develop ‘transitions bundle’ to support assessment and interventions for children during transitions
Provide Learning Sessions on Attachment-led practice
Develop on-line resource on early brain development and importance of emotional wellbeing
All children are regularly assessed
Engage parents in development and implementation of support plans
Provide training to all practitioners on use of assessment tool
Pre-school Setting 1
AP D
S
AP
D S
APD
S
A P
DS
Learning from data
Cycle 2: Test use of Leuven Scale with two practitioners and small group of children
Cycle 3: Test use of Leuven Scale with three practitioners and all children.
Cycle 1: Test use of Leuven Scale of Wellbeing & Involvement with one practitioner and small group of children
Cycle 4: Develop individual support plans for specific children
Cycle 5: Test use of run chart to display progress for individual children
Implementation Cycle: Test smiley face observation document with 3 practitioners
Implementation Cycle: Introduce weekly meetings to support implementation of assessment & support plans
Data
Learning from failure
Site Sharing: Reflecting on Our Work to Date
Project has potential
AimMeasuresChange ideas
Speed up PDSA testing Simplify data collection Implementation planStart testing in other sites
Table Reflection and Discussionpart 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 Discussionpart 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?• For all of us as leaders are there leadership
issues to consider?– Or leadership issues we need to escalate?
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!