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Getting It Right for Every Child:
Named Person as a Usable Innovation
Using the Science and Practice of Active
Implementation
Sharon Glasgow
Protecting Children Programme Lead
Alex McTier
Evidence and Evaluation Specialist CELCIS Protecting Children Team
3 May 2018
celcis.org
@CELCISTweets #EduConf
Aim of the workshop
The national Girfec policy was first developed over 10 years
ago but full implementation, including of the Named Person
role, has been challenging. Could Active Implementation
Science offer a framework to develop the Named Person role?
Drawing on CELCIS’ addressing neglect and enhancing
wellbeing work in 3 local areas, the workshop explores the
possibility that Active Implementation Science can offer a
framework to design a Named Person role that supports early
identification, prevention and intervention.
celcis.org
@CELCISTweets #EduConf
Content
 Brief background to Girfec policy and Named Person role
 CELCIS work: Addressing Neglect and Enhancing Wellbeing
 Active Implementation
 Named Person as a ‘useable innovation’
 Questions and discussion
celcis.org
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History of Girfec and Named
Person
 Origins of Named Person can be traced back to ‘For
Scotland’s Children’ (Scottish Executive, 2001)
– Reported that ‘no consistent ‘helper’ is available for each
child requiring special assistance’
 In 2004, Getting It Right For Every Child published
 Between 2006 and 2009, Highlands Girfec Pathfinder
launched
– Highlighted critical role played by Named Persons and
Lead Professionals
 Throughout, Named Person has consistently been viewed
as integral part of implementing Girfec
celcis.org
@CELCISTweets #EduConf
History of Girfec and Named
Person, cont..
 2012 Children and Young People (Scotland) Bill proposed
by Scottish Parliament
 2014 Children and Young People (Scotland) Act 2014
Passed
 2015 final draft of the Statutory guidance on Parts 4,5 & 18
(s96) issued
 July 2016 Supreme Court Judgement (halted August 2016
implementation)
celcis.org
@CELCISTweets #EduConf
History of Girfec and Named
Person, cont..
 September 2016 announcement of 3 month engagement
period on information sharing in relation to how Named
Person service should operate
 June 2017 Children and Young People (Information
Sharing)(Scotland) Bill published
 Current: Bill at stage 1: awaiting Code of Practice
(information sharing)
celcis.org
@CELCISTweets #EduConf
Girfec Principles
 Child-focused
– Ensuring the child or young person – and their family –
is at the centre of decision-making and the support
available to them
 Understanding of the wellbeing of a child
– Looking at a child or young person’s overall wellbeing –
how safe, healthy, achieving, nurtured, active,
respected, responsible and included they are – so that
the right support can be offered at the right time
celcis.org
@CELCISTweets #EduConf
Girfec Principles, cont..
 Tackling needs early
– Ensuring needs are identified as early as possible to
avoid bigger concerns or problems developing
 Joined-up working
– Children, young people, parents, and the services they
need working together in a coordinated way to meet the
specific needs and improve their wellbeing
celcis.org
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Wellbeing Wheel
Scottish Government (2012) A guide to Getting it right for every child
celcis.org
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National Practice Model
Scottish Government (2012) A guide to Getting it right for every child
celcis.org
@CELCISTweets #EduConf
Scottish Government (2012) A guide to Getting it right for every child
celcis.org
@CELCISTweets #EduConf
CELCIS’ Addressing Neglect and
Enhancing Wellbeing Programme
 Addressing Neglect and Enhancing Wellbeing programme is
part of Scottish Government’s Child Protection
Improvement Programme (CPIP)
 CELCIS currently working with three local authority areas
to enhance the ways that they identify and respond to
children:
– Who are vulnerable and/or experiencing neglect…
– …yet concerns are not sufficiently high for social work to
respond
 Informed by Active Implementation methodology
celcis.org
@CELCISTweets #EduConf
CELCIS’ Addressing Neglect and
Enhancing Wellbeing Programme
celcis.org
@CELCISTweets #EduConf
Key reference points for the
‘addressing neglect’ initiative
Learning from
recent reviews of
children’s services
systems in
Scotland
Theory
and
evidence
regarding
child
neglect
Ambitions
for future
delivery of
public
services
Scottish Government
initiative, with
CELCIS asked to
support work with
three local areas
Christie Commission
e.g. Daniel et al
Brock report
celcis.org
@CELCISTweets #EduConf
Active Implementation: Formula
for Success
Effective
Interventions
Effective
Implementation
Methods
Enabling
Contexts
Socially
Significant
Outcomes
© 2012 Dean Fixsen and Karen Blase,
National Implementation Research Network
celcis.org
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Active Implementation
Frameworks
 Interventions
– Well defined, effective interventions that are teachable,
learnable, doable, and readily assessable
 Stages
– Developmental implementation guidance
 Drivers
– Critical programme and organisational supports that are
needed to implement and scale-up effective practices
 Teams
– Group that guides and manages the implementation and
scale-up process
 Improvement Cycles
– Processes that support teams and organisations efficiently
to solve problems and get better
©Copyright Dean Fixsen and Karen Blase
Interventions
Stages
Drivers
Improvement Cycles
Teams
celcis.org
@CELCISTweets #EduConf
Named Person as a Usable
Innovation?
• Addressing Neglect and Enhancing Wellbeing programme found
strong interest in Named Person given importance of:
– Helping to implement Girfec locally
– Meeting needs of children and young people
• However, programme also found challenges related to Named
Person – including:
– Time to fulfil Named Person role
– Uncertainty on how and when to take action
– Awareness of potential support services that could respond
– Information sharing between professionals
• Guided by Active Implementation, the programme leads us to ask
whether Named Person is a usable innovation?
celcis.org
@CELCISTweets #EduConf
Usable Innovations
 Usable innovations are well-articulated and effective
practices/approaches that clearly set out WHAT we are
trying to do.
 Usable innovations are:
– Teachable
– Learnable
– Doable
– Assessable
Source: National Implementation Research Network/AI Hub
celcis.org
@CELCISTweets #EduConf
Usable Innovations
To be a usable innovation, there needs to be:
 Clear description of the innovation:
– Underlying philosophy, values and principles
– Clear criteria that define who innovation is intended for
 Clear essential functions that define the innovation
– Core components that define the innovation, as these
improve efficiency and effectiveness of implementation,
and support evaluations
celcis.org
@CELCISTweets #EduConf
Usable Innovations
 Operational definitions of essential functions
– Clear indicators that core components are in place
– Promote consistency across classrooms, schools and
districts
– Allow for ability to replicate and scale-up
 Practical performance assessment
– Grounded in core components of the innovation
– Practical, and can be repeatedly completed at each level
of the system
– Provides evidence that innovation is effective when used
as intended
celcis.org
@CELCISTweets #EduConf
Named Person as a Usable Innovation:
Emerging Essential Functions
NAMED
PERSON
Oversight of
Children’s
Wellbeing
Designated
Point of
Contact
Notice,
Collect and
Record
Information
Information
Sharing
Lead or
Coordinate
Wellbeing
Assessment
Develop or
Coordinate
Child’s Plans
Monitor Plan
and Ensure
Plan is
Carried Out
celcis.org
@CELCISTweets #EduConf
Example: Notice, Collect and
Record Information
Clear
Description
• Notice, collect and record information relating to child
wellbeing concerns
Clear
Essential
Functions
• Ensure children, families, school staff and others can raise
wellbeing concerns
• Listen to and record concerns when raised
Operational
Definitions of
Essential
Functions
• Establish mechanisms to identify concerns – e.g. school-
family support workers, use of ‘Reflection Journals’ or
Wellbeing Wheels
• Implement school-wide system to collect and record
concerns – e.g. ‘Cause for Concern’ forms
• Use five wellbeing concern questions to inform how best
to support the child
Practical
Performance
Assessment
• (Self)-evaluate school processes to notice, collect and
record concerns – e.g. extent to which ‘Cause of Concern
forms’ system is being used by all staff
celcis.org
@CELCISTweets #EduConf
Questions for you
 Is usable innovation a useful way of thinking about Named
Person practice?
If so, next stage is to identify examples of excellent (and
unacceptable) practice to provide Named Persons with a
‘practice profile’
 Can you use this approach to begin to identify the core
components of excellent practice? Discuss what this could
look like in your establishment
celcis.org
@CELCISTweets #EduConf
The power of everyday heroes
celcis.org
@CELCISTweets #EduConf
Contact Details and References
sharon.glasgow@strath.ac.uk
alex.mctier@strath.ac.uk
• CELCIS Protecting Children team: www.celcis.org/our-
work/protecting-children/
• Active Implementation Hub:
http://implementation.fpg.unc.edu/
• Brock, J (2014) Safeguarding Scotland’s Vulnerable
Children from Child Abuse
http://www.gov.scot/Resource/0046/00463125.pdf
• Daniel, B, Burgess, C and Scott, J (2012) Review of Child
Neglect in Scotland
http://www.gov.scot/Resource/0039/00397132.pdf

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Could Active Implementation Science offer a framework to support the development of the Named Person practice?

  • 1. celcis.org @CELCISTweets #EduConf Getting It Right for Every Child: Named Person as a Usable Innovation Using the Science and Practice of Active Implementation Sharon Glasgow Protecting Children Programme Lead Alex McTier Evidence and Evaluation Specialist CELCIS Protecting Children Team 3 May 2018
  • 2. celcis.org @CELCISTweets #EduConf Aim of the workshop The national Girfec policy was first developed over 10 years ago but full implementation, including of the Named Person role, has been challenging. Could Active Implementation Science offer a framework to develop the Named Person role? Drawing on CELCIS’ addressing neglect and enhancing wellbeing work in 3 local areas, the workshop explores the possibility that Active Implementation Science can offer a framework to design a Named Person role that supports early identification, prevention and intervention.
  • 3. celcis.org @CELCISTweets #EduConf Content  Brief background to Girfec policy and Named Person role  CELCIS work: Addressing Neglect and Enhancing Wellbeing  Active Implementation  Named Person as a ‘useable innovation’  Questions and discussion
  • 4. celcis.org @CELCISTweets #EduConf History of Girfec and Named Person  Origins of Named Person can be traced back to ‘For Scotland’s Children’ (Scottish Executive, 2001) – Reported that ‘no consistent ‘helper’ is available for each child requiring special assistance’  In 2004, Getting It Right For Every Child published  Between 2006 and 2009, Highlands Girfec Pathfinder launched – Highlighted critical role played by Named Persons and Lead Professionals  Throughout, Named Person has consistently been viewed as integral part of implementing Girfec
  • 5. celcis.org @CELCISTweets #EduConf History of Girfec and Named Person, cont..  2012 Children and Young People (Scotland) Bill proposed by Scottish Parliament  2014 Children and Young People (Scotland) Act 2014 Passed  2015 final draft of the Statutory guidance on Parts 4,5 & 18 (s96) issued  July 2016 Supreme Court Judgement (halted August 2016 implementation)
  • 6. celcis.org @CELCISTweets #EduConf History of Girfec and Named Person, cont..  September 2016 announcement of 3 month engagement period on information sharing in relation to how Named Person service should operate  June 2017 Children and Young People (Information Sharing)(Scotland) Bill published  Current: Bill at stage 1: awaiting Code of Practice (information sharing)
  • 7. celcis.org @CELCISTweets #EduConf Girfec Principles  Child-focused – Ensuring the child or young person – and their family – is at the centre of decision-making and the support available to them  Understanding of the wellbeing of a child – Looking at a child or young person’s overall wellbeing – how safe, healthy, achieving, nurtured, active, respected, responsible and included they are – so that the right support can be offered at the right time
  • 8. celcis.org @CELCISTweets #EduConf Girfec Principles, cont..  Tackling needs early – Ensuring needs are identified as early as possible to avoid bigger concerns or problems developing  Joined-up working – Children, young people, parents, and the services they need working together in a coordinated way to meet the specific needs and improve their wellbeing
  • 9. celcis.org @CELCISTweets #EduConf Wellbeing Wheel Scottish Government (2012) A guide to Getting it right for every child
  • 10. celcis.org @CELCISTweets #EduConf National Practice Model Scottish Government (2012) A guide to Getting it right for every child
  • 11. celcis.org @CELCISTweets #EduConf Scottish Government (2012) A guide to Getting it right for every child
  • 12. celcis.org @CELCISTweets #EduConf CELCIS’ Addressing Neglect and Enhancing Wellbeing Programme  Addressing Neglect and Enhancing Wellbeing programme is part of Scottish Government’s Child Protection Improvement Programme (CPIP)  CELCIS currently working with three local authority areas to enhance the ways that they identify and respond to children: – Who are vulnerable and/or experiencing neglect… – …yet concerns are not sufficiently high for social work to respond  Informed by Active Implementation methodology
  • 13. celcis.org @CELCISTweets #EduConf CELCIS’ Addressing Neglect and Enhancing Wellbeing Programme
  • 14. celcis.org @CELCISTweets #EduConf Key reference points for the ‘addressing neglect’ initiative Learning from recent reviews of children’s services systems in Scotland Theory and evidence regarding child neglect Ambitions for future delivery of public services Scottish Government initiative, with CELCIS asked to support work with three local areas Christie Commission e.g. Daniel et al Brock report
  • 15. celcis.org @CELCISTweets #EduConf Active Implementation: Formula for Success Effective Interventions Effective Implementation Methods Enabling Contexts Socially Significant Outcomes © 2012 Dean Fixsen and Karen Blase, National Implementation Research Network
  • 16. celcis.org @CELCISTweets #EduConf Active Implementation Frameworks  Interventions – Well defined, effective interventions that are teachable, learnable, doable, and readily assessable  Stages – Developmental implementation guidance  Drivers – Critical programme and organisational supports that are needed to implement and scale-up effective practices  Teams – Group that guides and manages the implementation and scale-up process  Improvement Cycles – Processes that support teams and organisations efficiently to solve problems and get better ©Copyright Dean Fixsen and Karen Blase Interventions Stages Drivers Improvement Cycles Teams
  • 17. celcis.org @CELCISTweets #EduConf Named Person as a Usable Innovation? • Addressing Neglect and Enhancing Wellbeing programme found strong interest in Named Person given importance of: – Helping to implement Girfec locally – Meeting needs of children and young people • However, programme also found challenges related to Named Person – including: – Time to fulfil Named Person role – Uncertainty on how and when to take action – Awareness of potential support services that could respond – Information sharing between professionals • Guided by Active Implementation, the programme leads us to ask whether Named Person is a usable innovation?
  • 18. celcis.org @CELCISTweets #EduConf Usable Innovations  Usable innovations are well-articulated and effective practices/approaches that clearly set out WHAT we are trying to do.  Usable innovations are: – Teachable – Learnable – Doable – Assessable Source: National Implementation Research Network/AI Hub
  • 19. celcis.org @CELCISTweets #EduConf Usable Innovations To be a usable innovation, there needs to be:  Clear description of the innovation: – Underlying philosophy, values and principles – Clear criteria that define who innovation is intended for  Clear essential functions that define the innovation – Core components that define the innovation, as these improve efficiency and effectiveness of implementation, and support evaluations
  • 20. celcis.org @CELCISTweets #EduConf Usable Innovations  Operational definitions of essential functions – Clear indicators that core components are in place – Promote consistency across classrooms, schools and districts – Allow for ability to replicate and scale-up  Practical performance assessment – Grounded in core components of the innovation – Practical, and can be repeatedly completed at each level of the system – Provides evidence that innovation is effective when used as intended
  • 21. celcis.org @CELCISTweets #EduConf Named Person as a Usable Innovation: Emerging Essential Functions NAMED PERSON Oversight of Children’s Wellbeing Designated Point of Contact Notice, Collect and Record Information Information Sharing Lead or Coordinate Wellbeing Assessment Develop or Coordinate Child’s Plans Monitor Plan and Ensure Plan is Carried Out
  • 22. celcis.org @CELCISTweets #EduConf Example: Notice, Collect and Record Information Clear Description • Notice, collect and record information relating to child wellbeing concerns Clear Essential Functions • Ensure children, families, school staff and others can raise wellbeing concerns • Listen to and record concerns when raised Operational Definitions of Essential Functions • Establish mechanisms to identify concerns – e.g. school- family support workers, use of ‘Reflection Journals’ or Wellbeing Wheels • Implement school-wide system to collect and record concerns – e.g. ‘Cause for Concern’ forms • Use five wellbeing concern questions to inform how best to support the child Practical Performance Assessment • (Self)-evaluate school processes to notice, collect and record concerns – e.g. extent to which ‘Cause of Concern forms’ system is being used by all staff
  • 23. celcis.org @CELCISTweets #EduConf Questions for you  Is usable innovation a useful way of thinking about Named Person practice? If so, next stage is to identify examples of excellent (and unacceptable) practice to provide Named Persons with a ‘practice profile’  Can you use this approach to begin to identify the core components of excellent practice? Discuss what this could look like in your establishment
  • 25. celcis.org @CELCISTweets #EduConf Contact Details and References sharon.glasgow@strath.ac.uk alex.mctier@strath.ac.uk • CELCIS Protecting Children team: www.celcis.org/our- work/protecting-children/ • Active Implementation Hub: http://implementation.fpg.unc.edu/ • Brock, J (2014) Safeguarding Scotland’s Vulnerable Children from Child Abuse http://www.gov.scot/Resource/0046/00463125.pdf • Daniel, B, Burgess, C and Scott, J (2012) Review of Child Neglect in Scotland http://www.gov.scot/Resource/0039/00397132.pdf

Editor's Notes

  1. Our agenda informed by the Brock report (the impetus for Scottish Government’s funding of this work), the previous Christie Commission review of public services, and research on responding to children’s unmet need in Scotland (Brigid Daniel and colleagues work) In essence, these sources guide us, compel us to, prioritise preventative services, to strengthen the help available to parents and their children at the earliest point To activate community and family resources and strengths and that in addressing neglect we must strengthen the pathways available to families, including meeting adults own needs in order that children’s needs are also met.