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Workstream breakouts

Workstream breakouts. City of Edinburgh. Format for Workstreams sessions. Introductions at your table Improvement Bootcamp overview and other improvement journeys Components of a learning system – how does our work stack up? Workstream presentations – 30 mins each including Q&A

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Workstream breakouts

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  1. Workstream breakouts City of Edinburgh

  2. Format for Workstreams sessions Introductions at your table Improvement Bootcamp overview and other improvement journeys Components of a learning system – how does our work stack up? Workstreampresentations – 30 mins each including Q&A Table top reflection on own learning and application of improvement methodology

  3. The Bootcamp Experience : from this…..

  4. The Bootcamp Experience : to this……

  5. Components of a Learning System • System level measures • Explicit theory or rationale for system changes • Segmentation of the population • Learn by testing changes sequentially • Use informative cases: “Act for the individual learn for the population” • Learning during scale-up and spread with a production plan to go to scale • Periodic review • People to manage and oversee the learning system From Tom Nolan PhD, IHI

  6. Promoting Bedtime Reading Donna Murray Head Teacher Lochrin and Grassmarket Nursery Schools Edinburgh Donna.murray@lochrin-nur.edin.sch.uk

  7. Why Bedtime Reading Importance of bedtime routines. Impact on attachment Literacy

  8. My Role Head Teacher – 2 Nursery Schools Programme Manager – Early Years Collaborative

  9. Lending Library Once a week Record what book the child took. Record the book returned. Ask parents to record what they thought of the book. Try to get parent helpers!

  10. Observations and Parent Survey Library book returned following day. Library book often forgotten on the day. 60% stated they had read the book with their child (one whilst driving!) 40% at bedtime 20% more than once.

  11. Reasons for not reading the book A week’s too long It’s his book No time It’s not my kind of book. So what did we do about it?

  12. PDSA - Plan, Do, Study, Act “What will happen if we try something different?” “What’s next? ” “Did it work?” “Let’s try it!”

  13. How? Think big, test small and scale up! Plan, Do, Study, Act What are we trying to accomplish? What change can we make that will result in improvements? How will we know that a change is an improvement?

  14. By the end of June 90% of children at Grassmarket Nursery will receive a bedtime story at least 3 times a week.

  15. June 2013 Tests of change Baseline 1 - Change the name and provide a leaflet. 2 - Move the bookstand to the entrance. 3 - Choose more than one book.

  16. 90% of children at Grassmarket nursery school will receive a bedtime story at least 3 times a week. Family garden party A very hot weekend

  17. Scaled up to Lochrin

  18. Lochrin Nursery weekly average displayed for parents Research information handed to parents. Books available at collection time. Grassmarket changes introduced.

  19. Last week 84% of our children said they had a bedtime story. THAT’S FANTASTIC!

  20. 87% of parents prefer to choose a book with their child

  21. 100% of parents prefer to choose a book any day of the week and as often as they like.

  22. 53% of parents said the new Bedtime Story system has led to them reading to their child more often.

  23. 40% of parents said the bedtime story has improved their child’s bedtime routine. He used to have DVD’s and be really late going to bed and now we use the bedtime story and he gets into bed and is sleeping longer… I’m hoping this will help with his behaviour.

  24. 100% of parents said both they and their child enjoyed the bedtime stories. It’s a brilliant idea!

  25. If it’s a first child and you don’t have children at school you don’t realise how important bedtime reading is. I wish I’d realised this when his sister was younger.

  26. I read the leaflet and it said how they settle down better with the comfort of your voice. I asked Theresa if she liked my voice and she said yes. I asked what about daddy and she said “he reads like a robot”

  27. Biggest Impacts on Improvement Changing the name! Lending Library to Bedtime Stories. Why bedtime reading is important. Taking the hassle out of choosing a book!

  28. Bedtime Stories Highlights No longer record who, what, when. Choose a book any day and more often. All parents involved More children are receiving a bedtime story. More children have a better bedtime routine.

  29. Next Steps Introduce to afternoon children. Scale up within the cluster

  30. Alfie I like my bedtime story because it helps me to dream.

  31. The Improvement Model Works!

  32. TABLE DISCUSSION • Who are individuals and/or teams currently working on in this area? Are they currently using Quality Improvement methods/PDSA cycles to guide their learning? • Reflecting on the emerging knowledge within this area, what are some potential tests of change you could run that might accelerate your work?

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