Getting it right for every child by improving outcomes
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IntroductionThis interactive resource, based on the wellbeing indicators, will help practitioners reflect on what makes a positive difference for children and young people and how this might be developed and improved within their setting.
Supporting documentation also available on our website:
1. A guide to evaluating wellbeing in schools and nurseriesThe main guide to this resource
2. Using the GIRFEC interactive wheelA short guide on how to use the interactive wheel part of this slideshow
3. Word document for recording the outcomes of your meetings
IntroductionThe reflection process has four stages:
Stage 1• What are the wellbeing indicators and what do they mean for us?
Stage 2• What are we currently doing?
Stage 3• How well is this working? How do we know?
Stage 4• What further improvements will we make? How good can we be?
The Getting it right for every child approach“Taking care of the well-being of our children and young people and making sure they are alright, helps us ensure the most positive outcomes for them later in life. It gives them the potential to grow up ready to succeed and play their part in society.
The benefits are significant both for the individual and for our society as a whole.”
The vital importance of getting it right for every child and young personScottish Government 2011
Values and principlesClick a brick for more information:
Promoting the well-being ofindividual childrenand young people
Keeping childrenand young people safe
Building on strengthsand promoting resilience
Taking a whole child approach
Working in partnershipwith families
Respecting confidentialityand sharing information
Promoting opportunitiesand valuing diversity
Building a competent workforceto promote children
and young people's well-being
Providing additional helpthat is appropriate
proportionate and timely
Putting thechild at
the centre
Promoting the same valuesacross all working relationships
Making the most ofbringing together
each worker's expertise
Co-ordinatinghelp
Supportinginformedchoice
What do we mean by culture, systems and practice?
What do we mean by culture, systems and practice?
Culture consists of the prevailing values both within a service and among individuals working within this service.
Systems underpin the key tasks of an organisation.They are the way in which structures, policies, procedures, and protocols, IT systems, and business processes support stakeholders and strategic managers to plan, guide and co-ordinate help for children and families.
Practice is the repertoire each service has of working with children and families and with other agencies and practitioners.
Putting the child at the centre Taking a whole child approach
Linking interactive tool
Cluster / Learning
community
CPD
ASL Act
Self-evaluation
Pupil voice
Improvement planning
Personal support
entitlement
Multi-agency working
Curriculum for Excellence
GIRFEC interactive
tool
What are the wellbeing indicators and what do they mean for us?
Stage 4What are we going to do?
Stage 3How do we
know?
Stage 2What are we
doing?
Stage 1The indicators
Next steps
(Click an individual indicator for further information)
Stage 4What are we going to do?
Stage 3How do we
know?
Stage 2What are we
doing?
Stage 1The indicators
Next steps
Stage 4What are we going to do?
Stage 3How do we
know?
Stage 2What are we
doing?
Stage 1The Indicators
Next steps
Stage 4What are we going to do?
Stage 3How do we
know?
Stage 2What are we
doing?
Stage 1The Indicators
Next steps
Stage 4What are we going to do?
Stage 3How do we
know?
Stage 2What are we
doing?
Stage 1The Indicators
Next steps
Next steps Capture the information from professional
dialogue on the wheel Consult with others including children , parents
and partners to include their views Establish priorities for action Incorporate some actions into existing
improvement plans and consider others in the next cycle of planning for improvement
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