SURE START
CHELMSLEY WOOD
Key findings from the
local evaluation 2004
Presenters: Jo Sabin, Centre
Manager & Mairi Ann Cullen,
CEDAR, University of Warwick
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 wellestablished now, in years to come …
my children will have somewhere to go
with their children, as well.’
(quote from a parent)
Focus of local evaluation, 2004
Three strands of work:
1. Collate and analyse existing internal
evaluation information
2. Conduct two service evaluations – a)
support for speech and language
development; b) adult tutor support
3. Conduct thematic evaluation - partnership
Purposes of the local evaluation
Each strand included for a purpose:
1. To draw together existing, internallygenerated information about members’
views into an accessible format
2. To begin focused thinking about
mainstreaming
3. To unpick the “Chelmsley Wood model”
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)
Main findings
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
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
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
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
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
Objective 3 – service evaluation
Support 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
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 decisionmaking groups and on local working groups
Objective 4 – service evaluation
Supporting 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
How has it been achieved?
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, multiskilled, carefully chosen team
• the partnership working with parents
‘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
‘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
‘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.’
‘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
The Sure Start Chelmsley Wood Model
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 [email protected]
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 selfcontrol through setting reasonable boundaries, giving
attention & praise, modelling expected behaviour –
facilitates learning and development – ‘ready to learn
and develop together’
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
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)
Conclusion
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
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 under10s
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
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
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 200407
A Place for People - community strategy for
Solihull, 2003-13
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 wellestablished now, in years to come …
my children will have somewhere to go
with their children, as well.’
(quote from a parent)
Descargar

Slide 1