C&YP Improvement Collaborative

The Collaborative supports services and schools to be as good as they can be, based on evidence of what works in improving outcomes and life chances.  CYPIC brings together the Early Years Collaborative (EYC) and the Raising Attainment for All programme. Practitioners and agencies involved are using quality improvement methodology as the approach.


Closing the attainment gap with data in Inverclyde

This exemplar explains how the Local Authority uses data to digitally track and analyse progress. This supports planning for improvement and identifying a focus for interventions that will and narrow the poverty-related attainment gap.

https://education.gov.scot/improvement/self-evaluation/closing-the-gap-with-data

Using data to increase parental engagement in an early years setting

How one Early Childhood Centre used data to track parental involvement and, through a series of small steps, improved engagement with parents and encouraged families to learn together​.

https://education.gov.scot/improvement/practice-exemplars/using-data-to-increase-parental-engagement


What are the aims of the CYPIC?

The Collaborative has what are called stretch aims (PDF). This is what can be achieved by those agencies and services who are part of the Collaborative. Stretch aims set the ambition for those participating, and gives them something to strive towards. They are measurable and demonstrate progress. Examples of the stretch aims are:

  • For children aged 15 to 30 months, by 2020, at least 85% of children will have reached all of their developmental milestones at the time of their 27 – 30-month child health review.
  • For 16 to 18 year olds, by 2020 at least 95% of young people will go on to a positive participative destination on leaving school.

The stretch aims specifically mention that the targets are for all children, no matter the level of deprivation identified in their community.


What is Quality Improvement Methodology?

Quality Improvement is achieved by adopting a systematic approach, using specific methods, to improve quality. The systems approach means that the we consider the environment – the physical environment and also ways of doing things – that happen within it. The approach helps the practitioner to highlight problems with the way things are and what changes might improve outcomes.

If changes are to be successful and sustainable it is important to start small. Any change to a system or process should be tested and refined within the setting in which it is to be implemented. The approach used to do this is called PDSA – plan, do, study, act. This helps the practitioner to start small, using what is called a small test of change. Using the approach (PDF) means a small change can be tested, refined and re-tested several times until the change is reliable. It is important not to rush into changes without testing that it is the actual change adopted which is bringing about the improvement.

At the heart of improvement methodology is measurement – the idea is if you can’t measure it you can’t improve it. Any measurement should be just what you need to measure and no more – so perhaps a child’s attendance at school, or number of correct answers on a literacy assessment. Working at a small scale means not achieving change/improvement is okay; adaptations can easily be made. Working to scale means easy to read diagrams using data can be compiled, these might be a simple annotated run chart (PDF). Once the improvement has been identified then a team or agency can consider how to scale up the approach and improve outcomes for more children and families.