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

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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!