Getting it right for every child by improving outcomes
Skip to interactive wheel
Introduction
This interactive resource, based on the wellbeing indicators,
will help practitioners reflect on what makes a positive
difference for children and young people and how this might be
developed and improved within their setting.
Supporting documentation also available on our website:
1. A guide to evaluating wellbeing in schools and nurseries
The main guide to this resource
2. Using the GIRFEC interactive wheel
A short guide on how to use the interactive wheel part of this slideshow
3. Word document for recording the outcomes of your
meetings
Introduction
The reflection process has four stages:
 Stage 1
• What are the wellbeing indicators and what do they mean for us?
 Stage 2
• What are we currently doing?
 Stage 3
• How well is this working? How do we know?
 Stage 4
• What further improvements will we make? How good can we be?
The Getting it right for every child approach
“Taking care of the well-being of our children and young people
and making sure they are alright, helps us ensure the most
positive outcomes for them later in life. It gives them the potential
to grow up ready to succeed and play their part in society.
The benefits are significant both for the individual and for our
society as a whole.”
The vital importance of getting it right for every child and young person
Scottish Government 2011
Values and principles
Click a brick for more information:
Promoting the well-being of
individual children
and young people
Putting the
child at
the centre
Keeping children
and young people safe
Taking a whole child approach
Promoting opportunities
and valuing diversity
Working in partnership
with families
Co-ordinating
help
Promoting the same values
across all working relationships
Building a competent workforce
to promote children
and young people's well-being
Building on strengths
and promoting resilience
Respecting confidentiality
and sharing information
Making the most of
bringing together
each worker's expertise
Supporting
informed
choice
Providing additional help
that is appropriate
proportionate and timely
What do we mean by culture, systems and practice?
What do we mean by culture, systems and practice?



Culture consists of the prevailing values both within a service and
among individuals working within this service.
Systems underpin the key tasks of an organisation.
They are the way in which structures, policies, procedures, and
protocols, IT systems, and business processes support stakeholders
and strategic managers to plan, guide and co-ordinate help for
children and families.
Practice is the repertoire each service has of working with children
and families and with other agencies and practitioners.
Putting the child at the centre
Taking a whole child approach
Linking interactive tool
Self-evaluation
Multi-agency
working
Personal
support
entitlement
Curriculum for
Excellence
GIRFEC
interactive
tool
CPD
Improvement
planning
ASL Act
Pupil voice
Cluster /
Learning
community
What are the wellbeing indicators and what do they mean for us?
Stage 1
The indicators
Stage 2
What are we
doing?
Stage 3
How do we
know?
Stage 4
What are we
going to do?
Next steps
Stage 1
The indicators
Stage 2
What are we
doing?
Stage 3
How do we
know?
Stage 4
What are we
going to do?
Next steps
(Click an individual indicator for further information)
Stage 1
The Indicators
Stage 2
What are we
doing?
Stage 3
How do we
know?
Stage 4
What are we
going to do?
Next steps
Stage 1
The Indicators
Stage 2
What are we
doing?
Stage 3
How do we
know?
Stage 4
What are we
going to do?
Next steps
Stage 1
The Indicators
Stage 2
What are we
doing?
Stage 3
How do we
know?
Stage 4
What are we
going to do?
Next steps
Next steps
 Capture the information from professional
dialogue on the wheel
 Consult with others including children , parents
and partners to include their views
 Establish priorities for action
 Incorporate some actions into existing
improvement plans and consider others in the
next cycle of planning for improvement