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 Key findings from the evidence review 1325 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 Producing Building Developing Implementing Continuous local relationships evidence local strategic activity, strategic review and plans support and plans & toolkit & 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
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