Newport Early Learning Community System Mapping & Evidence Session

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. 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 2 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 of 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

3 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.

4 Early Learning Communities: development process

Pre-April April to January – June 2019 Ongoing 2018 November June 2019 onwards

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5

Building Developing Producing Implementing Continuous relationships evidence local local strategic activity, review and strategic plans support and toolkit & plans & evaluation supporting supporting activities activities, building capacity

5 How we will do this work together…

FOUNDING PARTNERS Advisory Board

PROJECT BOARD

PROJECT TEAM

6 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.

7 Well-being and Future Generations Act

8 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.

9 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 outcomes are shared outcomes.

[Bronfenbrenner’s Ecological systems Theory, 1979]

10 Looking under the surface of a system

11 Our approach to local systems change

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

13 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?

14 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

15 Seeing the whole, not just the parts

We tend to understand the challenge we are trying to tackle through the lens of our own organisation or service, rather than looking at the purpose of the whole system, and recognising the relationships, contributors and barriers that affect it.

16 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.

17 Understanding contribution over attribution

Traditionally programmes have been encouraged to identify how they are responsible for outcomes, but the reality is that outcomes are the result of the entire system and all its parts; we’re interested in contribution to success over individual attribution.

18 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 our understanding.

19 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.

20 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?

21 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

22 Why system mapping?

23 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

24 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

25 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.

26 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.)

27 LUNCH

28 The Early Learning Communities Theory of Change

29 The Early Learning Communities Theory of Change

30 The Early Learning Communities Theory of Change

31 The Early Learning Communities Theory of Change

32 The Early Learning Communities Theory of Change

33 The Early Learning Communities Theory of Change

34 Key findings from the evidence review

35 Key findings from the evidence review

36 What matters?

What influences on children’s early learning outcomes are particularly important, depending on specific outcomes or a child’s age? Did anything surprise you?

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

37 BREAK

38 NEWPORT EARLY LEARNING COMMUNITY The Local Context

39 National and Local Alignment

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.

40 Newport

41 Newport 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.

42 Newport

43 A Growing Early Years Population

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

44 Youth population by area

Newport average 20% To t a l p o p 0 - 15 Tredeg a r Pa r k 4496 1140 25% Pillgwenlly 7809 1881 24% Alway 8399 1941 23% Lliswerry 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% 45 Ethnicity

46 Benefit Claimants

47 Children living in workless households

48 Children in low income families

49 Youth unemployment

50 Foundation phase indicators

51 Foundation phase indicators

52 Health

53 Health

54 Health

55 Local Alignment

56 Local Alignment Newport Children’s Charter

• All young people are listened to and are included in decisions that affect them • All young people have access to education and learning opportunities • 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.

57 Local Alignment Feedback from Citizen’s Panel: - 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 of 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.

58 Local Alignment Feedback from our consultation:

- 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.

59 What matters locally in Newport?

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?

60 What Works?

BREAK

61 What Works?

Where do you see particular gaps or weaknesses in the strength of the evidence-base?

How does the evidence about ‘what works’ align with the evidence on ‘what matters’? What about what matters locally?

62 What Works?