SURE START CHELMSLEY WOOD Key findings from the local evaluation 2004

1. SURE START CHELMSLEY WOOD Key findings from the local evaluation 2004 Presenters: Jo Sabin, Centre Manager & Mairi Ann Cullen, CEDAR, University of Warwick

2. The key challenge ‘I am very pleased and very happy that there is such a place as Sure Start now. It’s nice to know that, because this is up and running and it’s well-established now, in years to come … my children will have somewhere to go with their children, as well.’ (quote from a parent)

3. Focus of local evaluation, 2004 Three strands of work: • Collate and analyse existing internal evaluation information • Conduct two service evaluations – a) support for speech and language development; b) adult tutor support • Conduct thematic evaluation - partnership

4. Purposes of the local evaluation Each strand included for a purpose: • To draw together existing, internally-generated information about members’ views into an accessible format • To begin focused thinking about mainstreaming • To unpick the “Chelmsley Wood model”

5. Evidence-base 1. Parents’ views of 18 groups & events, 2000-03 • 492 evaluation sheets; 5 reports based on parents’ views 2a. Support for speech and language development • 8 interviews (parents, professionals, Sure Start staff) • 145 Reynell assessments; 64 PIPA assessments 2b. Support for adult learners • 13 interviews (parents, professionals, Sure Start staff) • College and LSC data on adult and community education 3. Working in partnership • 40 interviews (parents, professionals, Sure Start team)

6. Main findings

7. Headline findings, 2004 • Existing information from members gave evidence of overwhelmingly positive views • Support for speech and language development is making a difference • Adult learners are thriving and increasing • The partnerships work - for parents and their children, for the staff team, for local professionals and for the community

8. What has been achieved? Improvements related to all four Sure Start Objectives : • Social and emotional development • Health • Children’s ability to learn • Family functioning and sense of community

9. Objective 1 - Social and emotional development • increased confidence of parents and children • mental health issues addressed • behavioural issues addressed • improved parenting skills • improved bonding between parents and children • improved parent-child interaction • success of Solihull Approach • success of Family Support Model

10. Objective 2 - Health • ‘tentative’ findings that preventative work is reducing health inequalities ( a long-term goal) • quality of ante-natal and post-natal support • benefits of Baby Massage • progress in smoking cessation • valued support for young mums • valued support for mums with post-natal depression • promotion of health eating • promotion of dental health • support for breastfeeding - Baby Café, trained parent counsellors

11. Objective 3 - Children’s ability to learn • parents have higher aspirations for their children • improved play experience (play at Sure Start Centre planned around child development; ‘Birth to Three Matters’ implemented) • improved listening skills • better preparation for Nursery • adults notice the benefits to children from experience of Sure Start crèche, Play and Stay, Play Link, Welcome to Nursery, Rainbow Tots

12. Objective 3 – service evaluationSupport for speech and language • sharing knowledge and skills with parents has led to positive behavioural changes in how members interact with their babies and young children • sharing knowledge and skills with team has led to effective support for speech and language development becoming embedded across the programme • outreach work in local nurseries has led to statistically significant improvements in children’s phonological awareness, a prerequisite of literacy • members value access to qualified speech and language therapist without waiting for a referral or clinical appointment and the friendly, reassuring, holistic manner in which support and advice is given • local professionals report a marked improvement in speech, language and social interaction skills of children who attend • local paediatric SLT service willing to learn from Sure Start Chelmsley Wood

13. Objective 4 - Strengthening families and the community • friendships & social networks formed among parents and children – makes transition to nursery and school easier • parents and professionals report increased sense of community spirit • coherent, articulate, assertive parental voice, especially evident through Parents Action Community Team • parent-run parent and toddler groups • parent-run adventure group for under-10s • increased parental representation on local decision-making groups and on local working groups

14. Objective 4 – service evaluationSupporting adult learning • role of adult tutor valued by Sure Start members, colleagues and Solihull College Community Education staff • adult tutor provides support to enable access to first steps learning, accredited learning, routes to employment • adult tutor has raised local profile of family learning, esp. through Family Learning Network • huge increase in take-up of adult learning opportunities in Chelmsley Wood ward • progression routes from first steps learning now established and used – e.g. improved uptake of Level 2 • improved employability, especially successful in childcare sector

15. How has it been achieved?

16. Thematic evaluation - partnership All the successes achieved through the processes of working in partnership: • the partnership that put together the original bid • the partnerships that sustain the local programme – the Partnership Board and Community Reference Group • the partnership working within the multi-agency, multi-skilled, carefully chosen team • the partnership working with parents

17. ‘Working in partnership’ – what it means in Sure Start Chelmsley Wood Key elements of definitions given Partnership Board and Community Reference Group: • shared vision • purposeful, open discussion • agreed, shared action How far did this match reality at Sure Start Chelmsley Wood? • ALL agreed it was an exemplar of good practice

18. ‘Partnership working in the team’ – what it means in Sure Start Chelmsley Wood • team is representative of needs of members - i.e. a coordinated & cohesive team, working together in service of families • respect for others’ roles, skills and knowledge • blurring of edges of roles (not ‘precious’ about areas of expertise) • benefits of co-working, of core planning and joint planning • accessible, effective support for team and members • underpinned by Solihull Approach - provides a common language and consistency of approach to children and families • mutual support provides scope to be innovative • actively learning from each other

19. ‘Partnership with parents’ – what it means in Sure Start Chelmsley Wood Key aspects of definitions given by parents: • treated as equals (even ‘first among equals’) • being valued and listened to • being taken seriously, esp. re decision-making • acting on parents’ views (‘delivering the goods’) How far did this match reality at Sure Start Chelmsley Wood? • ALL stated this matched all these expectations • awareness of what parents offer to Sure Start Chelmsley Wood: ‘We’re what makes it work.’

20. ‘Partnership with parents’ - valued characteristics of Sure Start Chelmsley Wood • children and parents at the centre - working with and for local parents and children, not ‘doing unto’ them • environment - safe, friendly, welcoming • respect – for staff, parents and children; staff who listen and don’t judge • high quality - of staff, of facilities, of group sessions, of individual support; of childcare; of equipment provided

21. The Sure Start Chelmsley Wood Model

22. THE SOLIHULL APPROACH – empowering families The 3 elements of the Solihull Approach are used to empower both parents and children and can be utilised at any stage in the family relationship in a therapeutic or preventative way. CONTAINMENT (from psychoanalytic theory) RECIPROCITY (from child development research) BEHAVIOUR MANAGEMENT (from learning theory) For further information contact mary.rheeston@solihull-pct.nhs.uk

23. The three elements • Containment – responding to another in a way that acknowledges their feelings & reflects them back as tolerable and meaningful – restores ability to process emotions and capacity to think – ‘feeling safe & valued’ • Reciprocity – mutual involvement in the starting, continuation and ending of an interaction, i.e. each person being able to affect and be affected by the other - basis of relationship with baby; supports communication & language development – ‘dancing together’ • Behaviour management – parents teaching children self-control through setting reasonable boundaries, giving attention & praise, modelling expected behaviour – facilitates learning and development – ‘ready to learn and develop together’

24. Sure Start Chelmsley Wood Model Think of a series of triangles sitting inside each other, with a heart in the middle: Heart at the centre: values and attitudes of all staff • valuing the children, families and each other as equals Triangle 1: all working within the Solihull Approach • containment; reciprocity; behaviour management Triangle 2: the Sure Start Chelmsley Wood experience • safe, welcoming environment – i.e. containment; respectful relationships – i.e. reciprocity ; high quality staff delivering high quality services in well-kept premises - all learning and developing together – i.e. behaviour management

25. Sure Start Chelmsley Wood Model - affecting, and affected by, its context The model of working affects, and is affected by: Triangle 3: the wider context of Solihull • partnership structures in place (containment); day to day partnership working (reciprocity); willingness to learn together and develop mainstream versions of the positive experiences from Sure Start Chelmsley Wood (behaviour management) Triangle 4: the wider national context • commitment to national Sure Start programme (containment); mutual sharing of knowledge and experiences, e.g. through NESS (reciprocity); facilitating others to learn from Sure Start local programmes and develop similar approaches within Children’s Services (behaviour management)

26. Conclusion

27. Key recommendations • To continue to work together as a Partnership to achieve the long-term future of the facilities and provision at Sure Start Chelmsley Wood • To embrace widening access to the programme - parents and professionals want this (interview data) • To support the mainstreaming of approaches and lessons from Sure Start Chelmsley Wood being implemented locally whilst ensuring that • the emphasis on high quality provision, made in partnership with parents, for children and parents is maintained • quick, easy access to specialist support within universal services is maintained

28. What next? - the current position Mainstreaming is already happening: • Education – local development of Neighbourhood Nurseries, Extended Schools, Children’s Centres all influenced by Chelmsley Wood model • Social services - Solihull Family Support Model • Health - Health Visitor review; Parental Evaluation Developmental Screening pilot; influence within CAMHS; SLT Dept parents’ groups; Solihull Approach spreading • Community action - Parents Action Community Team • Sustainable community provision - Cheeky Monkeys & Little Squirrels for pre-school; Funky Monkeys for under-10s • Opportunities for adults - local college agreed to train crèche workers to improve quality of childcare to increase uptake of courses; development of Excellence in the Community learning pods

29. What next? - the framework for the future exists (a) The local programme slots in to the key developments a) national agenda • Children’s National Service Framework • Every Child Matters: Change for Children - Sure Start members want these five Outcomes for their children too (interview data) • Choice for Parents (10 Year Childcare Strategy) • Together from the Start • Early Support Pilot Programme

30. What next? - the framework for the future exists (b) The local programme slots in to the key developments b) local agendas • Solihull Sure Start Plan, 2004-06 • Solihull Lifelong Learning Partnership (3 Year Plan) • Solihull Adult & Community Learning, SDP 2004-07 • A Place for People - community strategy for Solihull, 2003-13

31. The key challenge ‘I am very pleased and very happy that there is such a place as Sure Start now. It’s nice to know that, because this is up and running and it’s well-established now, in years to come … my children will have somewhere to go with their children, as well.’ (quote from a parent)