QI 3.1 p41
To what extent are the GIRFEC principles reflected in the work of our setting? What actions do we need to make to bring about further improvements? How well do we use information about children’s wellbeing to support their care, learning and development?
How explicitly is the United Nations Convention on the Rights of the Child understood and embedded within our practice?
How well do practitioners understand attachment theory and its impact on future development and learning?
How do we ensure that all practitioners undertake regular professional learning around legislation, statutory requirements, national and local guidance and codes of practice?
Have we successfully established an inclusive learning environment and setting? How welcome and included do all children, parents/carers and partners feel? How do we know?
To what extent has creating an ethos and culture of inclusion and participation been successful in supporting children to make very good progress? How can this be strengthened?
QI 2.4 p31
How well do we know our children, and their families? How do we use this knowledge to help children progress in their learning?
How do we know that all practitioners fully understand our approaches to personalised support? Do all practitioners consistently use effective support strategies? How do we know these are having a positive impact?
What arrangements are in place to ensure all children and their parent/carer have regular discussions with their keyworker to review their progress and plan what they will learn next? In doing this, what difference is this making to children’s learning and development?
Are practitioners able to access effective levels of training and support to build their own capacity to support the diverse needs of children as they grow, learn and develop?
How well does our curriculum planning meet the needs of different groups of children?
To what extent do we involve parents/carers and partner agencies to ensure all children benefit from the right support at the right times?
QI 1.1 p15
What best practice and current approaches are we using to influence and support children to reach their full potential?
How do we link effectively with other professionals to support all of our children and families?
QI 1.4 p30
How well do we support and respect the individual needs and rights of children and families?
How do we ensure we are providing an inclusive service for children and families?
How well do we ensure that our children and families voices are included in our decision making?
How effective are our partnership approaches (parents, health education, social service, third sector, other care services) when ensuring children’s wellbeing needs are being met?
QI 3.1 p49
How well do all staff know and understand GIRFEC, the wellbeing indicators, and the United Nations Convention on the Rights of the Child?
How well do all staff understand their role and responsibility in supporting learners’ health and wellbeing?
How well do we know and take account of local and national documents and guidance? How well do we ensure that all children feel safe, healthy, achieving, nurtured, active, respected, responsible and included?
How well do children and young people show consideration for others and demonstrate positive behaviour and relationships?
How well do we listen to and involve children and young people in making decisions about their wellbeing, their lives and their future?
How well do we ensure that all staff undertake regular professional learning around legislation, statutory requirements and codes of practice?
Can we be sure that all staff guidance is fully relevant and up-to-date?
How well do we communicate with parents, partners and learning across these key themes?
How well do we know the steps we have taken have improved outcomes for children?
How well can we demonstrate improved attainment for groups and individuals facing barriers to learning, including poverty?
Have we successfully established an inclusive learning environment? How do we know?
To what extent does our school celebrate diversity?
How well does our school ensure that the curriculum is designed to develop and promote equality and diversity, eliminate discrimination?
How do we ensure there is an ethos and culture of inclusion, participation and positive relationships across the whole learning community?
p38
What happens when support is needed ? Most children and young people get all the help and support they need from their parent(s), wider family and community but sometimes, perhaps unexpectedly, they may need a bit of extra help. The GIRFEC approach is about making that support accessible and responsive to the needs of children and their families; and, preventing any needs, risks or concerns getting worse. It provides a common approach for everyone who works with children, young people and their families. A shared understanding of wellbeing needs, including planning for children and young people through the GIRFEC approach, is essential to respond to those needs. This makes it easier to work jointly with other organisations and agencies where needed and means that all those working with children and their families across services are using the same language and approach. There are some circumstances where a child’s needs require two or more agencies to work together to deliver services to the child and family. Where this happens, a lead professional will be identified. Where concerns lead to a Child’s Plan you may be asked to contribute as a partner to the plan and with your unique knowledge of a the child in your setting, you should feel confident in contributing and talking about the child’s wellbeing needs . In some cases, it will be appropriate for the ELC practitioner to take on the lead professional role. This may feel daunting, but it is important that key staff in the ELC setting understand their roles in relation to the named person and the child’s plan and feel confident in contributing and talking about the child’s wellbeing needs.
We know that intervening early for those children and families who need it most makes a positive difference.
To find out more about GIRFEC and how it relates to you and the children and families you work with use the links below.
https://www.gov.scot/publications/shanarri/
https://www.gov.scot/publications/girfec-national-practice-model
