[PPT] - NEWPORT EARLY LEARNING COMMUNITY SYSTEM MAPPING & EVIDENCE PowerPoint Presentation

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NEWPORT EARLY LEARNING COMMUNITY

SYSTEM MAPPING & EVIDENCE SESSION

Bilkis is childminder to Francis (pictured), Frankie, and Raia, all one year old. She brings them to the Stay and Play sessions at Pembury Community Centre.

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Agenda

1000 Welcome 1010 The context: Newport Early Learning Community 1020 Systems change and the early learning system 1045 Systems thinking – introduction and activities 1120 System mapping introduction 1135 System mapping activities:

Cluster mapping to ‘see the system’
Circle mapping of issues and factors
Using the iceberg to explore levels of change
Stakeholder mapping

Debrief 1245 Lunch

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Agenda

1325 Key findings from the evidence review 1340 Exploring ‘What matters’

Activity: Explore evidence matrix, pathway diagrams,

reflective questions 1420 Break 1430 Exploring local data on ‘What matters’

Activity: Discuss – emerging areas of focus and areas
f further research

1515 Exploring ‘What works’

Activity: Discuss – what works in light of emerging

local areas of focus, organisations and services addressing these issues 1550 Agree actions and next steps 1600 Close

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Overview of the Early Learning Communities programme

Save the Children UK seeks to improve early learning outcomes for children growing up in poverty. The Early Learning Communities programme aims to: What? Improve early learning outcomes Who? For children growing up in poverty How? Using a toolkit and working in partnership to deliver targeted interventions, improve quality, innovate and improve how the system works. We are testing this approach by partnering with organisations with the same ambition in four Communities across the UK.

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Early Learning Communities: development process

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Building relationships Developing evidence review and toolkit & supporting activities Producing local strategic plans & supporting activities, building capacity Implementing local strategic plans Continuous activity, support and evaluation Pre-April 2018 April to November January – June 2019 June 2019

nwards

Ongoing

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How we will do this work together… FOUNDING PARTNERS PROJECT BOARD PROJECT TEAM Advisory Board

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The Project Team

What will this Project Team do?

Develop the implementation plan for early years local systems change
Manage the day to day delivery of the project
Provide updates to the key Early Learning Community stakeholders, through the

project board, on topics including project and programme delivery, events and activities, fundraising, finance and communications

Share implement learning from the wider Early Learning Communities project

groups How much time will this involve?

During the next 3 months this team will meet up to 3 times a month as we are

entering the most intensive part of the development process – developing a strategic plan.

Following this the level of involvement will be less and the involvement of

individual members will be dependent on the focus of the delivery stage.

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Well-being and Future Generations Act

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What do we mean by ‘systems change’?

Working in partnership to improve children’s life chances by addressing how people work together across a community, and what is going on under the surface.

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Working across the system

Children’s early learning outcomes a range of people and the relationships between them. The closer to the centre, the greatest impact these assets and relationships have. In this sense, all

utcomes are shared outcomes.

[Bronfenbrenner’s Ecological systems Theory, 1979]

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Looking under the surface of a system

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Our approach to local systems change

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What do we mean by ‘the early learning system’ in Newport?

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Table discussions

1) How well do different parts of the system work collaboratively in your area? 2) What are some of the challenges and issues to be aware of in this geographical area? 3) How well is the early learning system represented in the room?

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What is systems thinking?

Seeing the whole, not just the parts
Recognising that systems are responsive
Understanding contribution over attribution
Using the telescope and the microscope
Seeking insights over blame

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Seeing the whole, not just the parts

We tend to understand the challenge we are trying to tackle through the lens of our own

rganisation or service, rather than

looking at the purpose of the whole system, and recognising the relationships, contributors and barriers that affect it.

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Recognising that systems are responsive

We tend to think of cause and effect in quite linear ways, but across a community an impact in one part may take time to impact elsewhere, and those impacts may not always be obvious – happening too in an environment that is always changing.

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Understanding contribution over attribution

Traditionally programmes have been encouraged to identify how they are responsible for

utcomes, but the reality

is that outcomes are the result of the entire system and all its parts; we’re interested in contribution to success

ver individual

attribution.

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Using the telescope and the microscope

Systems thinking becomes about both the big picture view and understanding the detail of how and why things happen; it means that everyone in this room has a unique contribution to building

ur understanding.

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Seeking insights over blame

We want to ‘learn to love the problem’ so that we fixate less on who is to blame for a situation, and more on what the nature of the problem is, and hence where we might most intelligently and effectively intervene.

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Table discussions

1) Can you think of an example of when a change in one part of your early learning system led to unintended consequences elsewhere? 2) How aware are local partners of the early learning system and the role they play in it? 3) What do you see as the barriers to people and organisations taking this approach?

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Why system mapping?

Making ‘the system’ visible
Exploring how different parts, connections, factors and

consequences affect the issue

Deepening our understanding of the issue and enabling others

to contribute

Part of a process to better inform our response

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Why system mapping?

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Cluster mapping to ‘see the system’

1) Write ‘Newport’ early learning system’ at the top of your flipchart paper 2) Start to write down any elements of the system you can think of, anywhere on the page: the aim is to share any factor, influence, organisation or element that could affect the system in any way – avoid ‘mind mapping’, just put them down! 3) Draw any connections between different elements that you feel are there

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Circle mapping on issues and factors

1) Looking at your cluster map, write onto individual post-its anything you would describe as an ‘issue’ or ‘factor’ 2) Place the post-its in a large circle on a piece of flip-chart paper 3) Discuss and draw lines between the different issues you see as connected to each other 4) Discuss the connections that have emerged and what this suggests about how to tackle the issue, with a focus on points where multiple lines cross over and ‘popular’ issues

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Using the iceberg to explore ‘levels of change’

1) Draw an iceberg (triangle!) onto a piece of flip-chart paper 2) Looking at your cluster map, discuss where you feel the different elements, factors and issues sit at different levels and transfer them across For example, delivering literacy programmes might sit at the ‘activities’ level, whereas dealing with data-sharing issues might sit at ‘ways of working’ levels.

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Stakeholder mapping

1) Draw a circle with smaller circles inside onto a piece of flip-chart paper 2) Looking at your cluster map, write onto individual post-its the individuals, organisations, services and networks which have been identified 3) Place the post-its into the circles, discussing which you feel are the most influential to improving early learning outcomes, adding any individuals, organisations, services and networks you feel are missing 4) Draw lines connecting the different post-its in the circles, showing who is connected and the nature of their relationship (e.g. service delivery, funding etc.)

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LUNCH

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The Early Learning Communities Theory of Change

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The Early Learning Communities Theory of Change

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The Early Learning Communities Theory of Change

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The Early Learning Communities Theory of Change

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The Early Learning Communities Theory of Change

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The Early Learning Communities Theory of Change

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Key findings from the evidence review

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Key findings from the evidence review

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What matters?

What influences on children’s early learning outcomes are particularly important, depending on specific

utcomes or a child’s age? Did anything surprise you?

Are there factors that appear consistently important to different early learning outcomes and ages?

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BREAK

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The Local Context

NEWPORT EARLY LEARNING COMMUNITY

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Taking Wales Forward – 2016 – 2021

Create the UK’s most generous childcare offer
Build on the provisions of

Violence against Women, Domestic Abuse and Sexual Violence Act

Promote exercise, good nutrition, reduce alcohol consumption and smoking
Work with schools to promote better mental health
Implement Healthy Child Wales programme to ensure consistent delivery of

universal health services to age seven

Continue positive parenting programmes
Support families and parents to reduce adverse childhood experiences
Continue Flying Start
Maintain commitment to Foundation Phase
Extended pupil deprivation grant

Wellbeing of Future Generations – national goals and local objectives.

National and Local Alignment

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Newport

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Over-representation in Welsh Index of Multiple Deprivation 14.7% of LSOA within Newport are within Wales 10% most disadvantaged areas - and 30.5% within the 20% most disadvantaged areas –

Pillgwennlly 4, Pillgwenlly 1, Alway 2, Tredegar Park 2, Alway 4, Ringland

5, Bettws 1, Pillgwenlly 3, Malpas 2, Bettws 3, Ringland 4, Stow Hill 3, Bettws 5 and Lliswerry 2

Income
Employment
Community Safety
Education
Health
Housing
Physical Environment
Access to Services.

Newport

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Newport

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Population (2015 mid year population estimate) 147,769 – 1.39% increase on 2011 census – 4.77% of Wales population – increasing youth population.

A Growing Early Years Population

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Youth population by area

Newport average 20%

T

tal pop

0 - 15 Tredegar Park 4496 1140 25% Pillgwenlly 7809 1881 24% Always 8399 1941 23% Lispers 13173 2986 23% Victoria 7635 1595 21% Marshfield 6364 1293 20% St Julian's 8642 1749 20% Ringland 8310 1665 20% Beechwood 7622 1514 20% Llawen 3312 655 20% Bettws 7631 1504 20% Gear 8750 1716 20% Shaftesbury 5293 1035 20% Rogerstone 10073 1889 19% Malpas 7909 1446 18% All-yr.-yn 8856 1595 18% Stow Hill 4897 863 18% Langstone 4507 707 16% Caerleon 7766 1186 15%

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Ethnicity

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Benefit Claimants

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Children living in workless households

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Children in low income families

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Youth unemployment

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Foundation phase indicators

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Foundation phase indicators

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Health

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Health

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Health

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Local Alignment

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All young people are listened to and are included in decisions that

affect them

All young people have access to education and learning
pportunities
All young people have the same opportunities to reach their

potential regardless of race, gender, religion, (dis)ability, LGBTQ+ status, language preference (Welsh)

Newport Council will work with other services to help keep young

people safe

All young people’s mental, physical health and wellbeing are

considered in decisions that affect them

All young people have access to safe spaces to play and socialise.

Local Alignment Newport Children’s Charter

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Issues with length of waiting time for health services – and

lead in time for appointments

Issues with continuity of care within GP surgeries – i.e. not

seeing the same practitioner regularly

In developing the regional Population Needs Assessment

mental health support for children was recommended as one

f the top priorities
Identified factors contributing to school absence included

lack of parental engagement, bullying and illness

Suggested coordinated agency approach to promote

attendance

Just over half of residents prefer to access services via the

internet.

Local Alignment Feedback from Citizen’s Panel:

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Time needed – from waiting lists to referral times
Recognition that system change in Early Years Community

requires involvement from a breadth of service providers

Parental engagement is essential
Knowledge is imperative – including ensuring that service

providers have knowledge of the wider ecology of delivery

Housing, Mental Health are key themes – and responding to

developing society – e.g. impact of gaming and social media.

Local Alignment Feedback from our consultation:

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What do think you think matters… locally? Which influences stand out for as being particularly important in Newport? What influences matter locally, even though the evidence may not say they are so important? Are there things the evidence says are important, but may be less so here in Newport?

What matters locally in Newport?

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BREAK

What Works?

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