GIRFEC Outcome focused Planning

1. GIRFECOutcome focused Planning

2. Workshop overview 9:30am – Welcome/Introductions 9:40am – Icebreaker 10am – Group activity: Planning processes 10:15am – Outcome focused planning 10:45 am – Break 11am - Outcome planning activity 12 am – Moderation

3. Ice breaker activity/Quiz • What the GIRFEC is it? • What are the SHANARRI wellbeing indicators? • What are the 3 sides of the My World Triangle? • What are the four areas of the resilience matrix?

4. GIRFEC Practice Model

5. Group activity • In small groups, discuss the planning processes within each of your services. • Name of plan/language used? • Are there different stages/levels? • Criteria for each stage/level • How do C&YP move between stages/levels? • Prepare to feedback on key learning (one person per group)

6. Child’s PlanOutcome focused planning

7. Outcomes???? • I will take part in a social skills group. • Mum and Dad will stop shouting at each other. • I can effectively participate in a two way conversation where the topic is not of my choosing • Mum will make healthy meals • I can confidently blend CVC words on most occasions. • I will attend contact with my Dad every week. • I have completed toe by toe (up to page16).

8. Outcomes • What are they? • Changes, differences or benefits that occur as a result of activities or interventions. • Why are they important? • They reflect the impact of single or multi-agency actions on children and young people. • They help us to measure the effectiveness of our actions in improving the life of the child or young person. • They are not: • Outputsare the services or supports (actions/strategies/interventions) that have been delivered to the child or young person and/or their family.

9. Outcome Features • Always planned in partnership with children, young people and parents as well as all involved services. • Informed by robust single agency or multi-agency assessment, including detailed analysis of strengths and pressures. • Planned and agreed before considering what actions are required to take place. • Planned within the most relevant wellbeingindicator

10. Outcomes should be: • Positive changes in the child / young person’s development /experiences even when outputs (services/interventions/actions) are delivered to others (e.g. parents). • Written positively using ‘I’ outcome statements ( e.g. I can, I know, I have, I am able to…) as it is the child’s plan. • Achievable within an agreed and specific timescale taking account of the child or young person’s review schedule (which should reflect the significance of their needs).

11. Helpful Questions for Planning Outcomes • What are we trying to achieve? • What needs to be different? • What needs/pressures are there? What are the exceptions? When are needs / pressures less evident? • What are the strengths and protective factors? How can these can be developed? • Will scaling (e.g. 1 - 10) help to determine an outcome baseline? Can this be used to evaluate progress? • What outcomes need to be prioritised? What needs to change first? • What needs to be done? Who is the best person to do that (including the child/young person and parents)?

12. SMART? • I behave in maths or • I can ask for help on most occasions with some adult support. • I will be safe in my community or • I will keep to the coming home time set by my Mum on every occasion • I have my dyslexic needs metor • I can independently plan and organise my thoughts and ideas during writing tasks. • I will be active outside the house or • I will increase my activity levels by attending football training every Tuesday until my next review. • I am supported to have friendsor • I am able to successfully join a social conversation with a small group of my peers on most occasions.

13. SMART Outcomes

14. Measurable / Progressive Statements

15. Measurable / Progressive Statements

16. Measurable / Progressive Statements

17. Outcome planning activity • Review the CMAP assessment information • In small groups • Analyse the assessment information provided • Identify the strengths and needs? 15mins

18. Think of 3 long term outcomes for the child/young person – what knowledge/skills/abilities do you want them to develop/improve? • Break this down into smaller steps and ensure the first step is SMART (i.e the outcome to be recorded on the plan). • When do you think this is achievable by (timescale)? 20mins

19. What has to happen (actions/strategies) to give the child the best chance of achieving this outcome? • Who is going to deliver this targeted intervention? 15mins

20. Group feedback

21. Moderation of Child Wellbeing Plans • Is the plan informed by robust assessment and the national practice model (6 key questions/wellbeing indicators)? • Has the pupil been actively involved in the assessment, planning and evaluation process? Are the pupil’s views clearly represented on the plan? • Have the parents/carers been actively involved in the assessment, planning and evaluation process? Are their views clearly represented on the plan? • Where relevant, have other agencies been actively involved in the assessment, planning and evaluation process? Are their roles/agreed actions clearly represented on the plan? • Are the Outcomes SMART (written in the first person, specific to the individual’s needs, achievable but challenging, describe the end state (the change that will be achieved once appropriate action has been taken), focus on priorities, measurable)? • Are the actions clearly related to the outcomes? Do they reflect the agreed actions of everyone involved? No 1 - 2 - 3 - 4 - 5 - 6 - 7 Yes

22. Moderation activity • 1 plan to moderate per group

23. End

24. Child and Parent voice

25. Wellbeing Web

26. Pupil Prompt Cards

27. Parent Prompt Cards