Embed and extend nurturing approaches to promote inclusion and consistency of practice across establishments NIF3, NIF2 HGIOS 3.1/3.2 Develop and deliver professional learning for targeted primary, secondary and early years nurture group staff in partnership with the nurture co-ordinator Continue to develop whole school promoting positive relationships approaches across all our education establishments, through a programme of specifically developed professional learning in: Nurturing Approaches for All – systems approach Restorative Approaches De-escalation Change & loss Self-regulation Emotion coaching CARES In partnership with senior managers continue to embed quality assurance in nurture groups and in whole school approaches to supporting wellbeing and Inclusion, especially with regard to nurture and restorative approaches (Promoting Positive Relationships). EPs to be more involved with nurture quality visits this session. Contribution to thematic reviews, including Inclusion reviews and Inclusion reviews as apt. New & established attainment challenge & PEF funded secondary, primary & early years nurture groups will continue to be operational and staff will have access to high quality professional learning Education establishments have targeted nurture groups children and young people feel safe and secure and that this permeates into the whole school culture Most children and young people in targeted nurture intervention will make significant gains in their social and emotional progress and engagement in school life. Children and young people will be more included within their mainstream early years establishment and school Staff are proactive in ensuring there is an ethos and culture of inclusion, participation and positive relationships across the whole learning community Staff will have increased confidence in their application and understanding of nurturing principles and restorative approaches This will impact positively on pupil attitudes to school and self. Increased opportunities for staff to engage in critical and reflective thinking for continuous improvement Quality visits to targeted nurture groups and whole school Training evaluations Boxall Profile, Strengths & Difficulties Questionnaire (P,C,T), Stirling Wellbeing Scale, Focus Groups Quality improvement evaluation framework (Primary, Secondary & Early Years) Numbers of referrals for children to attend ESNB, extended outreach & external placements Young person progress data EVA data PASS survey data Exclusion data Quality visits Observations
NAEPS will support the pilot of connected and compassionate classroom with Education Scotland In partnership with 1 secondary school the EPS will deliver professional learning on systemic change based on nurturing and restorative principles NAEPS, will, in conjunction with HSC partners, support the development and implementation of nurturing approaches in North Ayrshire’s children’s houses. NAEPS, will, in conjunction with partners, support the further implementation, training and quality Individual strengths and areas for improvement are identified and acted upon Children and Young people feel safe and secure within our education establishment The service will evaluate how this professional learning can support our wider approach. To be further developed House staff to have increased knowledge of attachment and brain development theories, supporting consistent application of nurturing approaches in houses. Young people to experience consistently positive relationships and nurture in houses. Training programme will be delivered. The learning experience of the children and young people at the bases will be positive. Feedback from schools. Joint work with Education Scotland. Project will have its own evaluation of impact. To be finalised. Pre and post intervention cyp interviews. Further collaborative development of outcome measures is required with partners e.g. develop a How Nurturing is Our Children’s House for NA establishments. Quality visit cycle. Quality visits, involving NAEPS HT quality assurance, views of parents and young people, trends of return to mainstream.
Continue to work with a range of partners including the counselling service, Choose Life, CAMHS, the EWB work-stream to Support a coherent approach to supporting wellbeing and mental health in North Ayrshire. To include the further development of mental health strategy paper. Co-ordinate a plan for training PCT with Choose Life The outcome of should be clarity in schools about whole school approaches to supporting mental health. Greater confidence and capacity in supporting mental health. Focus group with sample of attendees on SMHFA (YP) course School self-evaluation cycle and quality visits/ thematic reviews Practice agreements PCT questionnaires as required. Continue to develop our service delivery in the early years sector 2.7 and 2.4 Termly group consultation meetings with private and voluntary early years establishment managers in clusters using a solution oriented approach Strengthen partnership links and collaborative arrangements with Early Learning & Childcare team through attendance at ELC management meetings, ELCEP board, planning meetings for home visiting service and early years language resource, benchmarking and discussions with other services/authorities Consistent access to EPS in relation to issues managers/deputes may have within the P&V sector regarding supporting young people with additional support needs Provide consistent ongoing support and training to P&V establishments to ensure inclusion and to strengthen and support the professional capacity of staff Increased confidence in the role of the EP, inclusion process and staged intervention for P&V staff Increase in inclusive practice specifically for young people moving from early years to primary school Evaluation of impact of the group consultation process via qualitative feedback (from managers and from early year’s development officer) Comparison of referral / involvement pattern over session with previous session Tracking numbers of early years to primary referrals to inclusion group
Contribute to early years ASN school planning process to ensure ongoing support for young people with additional support needs, within a model that support Inclusion Continued support for staff in supporting young people with additional support needs to secure a sustained destination that meets their needs To develop our service delivery to the most vulnerable groups of children and young people NIF3 HGIOS 2.7 NIF3 HGIOS 2.4 To deliver a monthly consultation intervention collaboratively with HSC and CAMHS colleagues to support early intervention and prevent placement breakdown of foster, adoptive and kinship placements. The service will develop the consistency of practice for support for distressed children and supporting staff across our assessment, intervention and consultation functions, through further exploration of PACE, discussion of confidence in assessment and developing interventions, discussion of confidence in providing consultation Staff can access solution oriented advice / support and consultation regarding young people This forum supports case management, sign posts other support and supports placement stability for the child, when this is an appropriate outcome Enhanced consistency of practice, as reflected in: Less reactive referrals to Inclusion Group that have low or recent EP involvement. Greater team confidence in providing trauma informed consultancy. Evidence of trauma/PACE informed consultations being used by the team and having impact in terms of staff confidence., Review of the implementation of this forum Staff views on usefulness from core staff and invited workers Look at impact on individual children at case level Inclusion Trends 1:1 conversations
Further refine our approaches to self-evaluation and the use of data to inform service delivery HGIOS 1.1 Plan smaller, shorter pilot projects which are measurable in terms of impact and then can be up-scaled e.g. Visible Learning and Nurturing Systems Approach Link with improvement advisor from Scottish Government re implementation and of visible learning project Greater impact of the intended outcome via using this implementation and evaluation approach Ongoing information gathered via self-evaluation process Collaborative evaluative feedback from those involved in the 2 projects