Leading Strategic System Change Leicester City - Sue Welford, Education Clare Mills, Public Health James Hickman, Clinical Commissioning Group
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Leading Strategic System Change
Leicester City
Sue Welford, Education
Clare Mills, Public Health
James Hickman, Clinical Commissioning Group
Starting off
We had… But there was…
• Low outcomes on entry • No clarity of issues at
to school strategic level
• Readiness for school • No strategic ownership
group • Each organisation own
• Good people with good priorities and own
ideas commissioning
The players Councillors
LA
Libraries
Education
LA Early • Good relationships
Years
• Willingness to work
Adult LA SEND CCG together and
Learning support
change practice
Readiness
for School • Drive and
Primary
Schools
Children’s
Centres
determination
• The right mix of
Nursery
Speech &
Language
Public Settings people
Healthy Health
Therapists Child
Programme
ProviderWhere do you think you are • Strengths • Who are the influencers/change agents? • Barriers
Online launch planned for 16 March 2021 – more details to follow…
Engaging others
• Tools – audit
• Data – information and sharing
• Capacity - Project role – pivotal
• Strength in communication and coproduction
– Engaging others
– Principles of engagement
– Clarity of vision
– No proprietorship
– No ego massagingChallenges
• Easier wins:
– Schools / settings/ in LA
– Health provider (LPT) –
• Big challenges for the CCG
– Restructuring
– Clinical capacity above activity required by law
– Changes in continuity
– Stronger engagement at operational level
• What do you think would be your challenges
• Addressing the challenges – regular meetings / working outside -/
continual drip feed – up and down the system – and using voice / agency.Overcoming Barriers What would be your challenges? Where are the strengths in your system? How will you engage with Change Agents? How will you know you have made a difference?
SLC system change
Supporting children and
Lead Engage young people’s voice,
agency and wellbeing
through responsive
Create Empower interactionsImpact
• More children feel happy, healthy and heard
• Fewer children and young people live in poverty
• Community and peer-led responses are at the heart of
integrated SLC support from early in life, or when needs first
ariseSuccesses
• Greater access to support
• Longer-term impact on children
• Joint & system-wide commissioning
– Targeted approach
– Not pooled budget
– absolutely clear vision and desire to make a difference at strategic
level – and for it to system wide –
• Additional funding response demonstrated a joined up systemLeicester Early April 2019
Early Outcomes Fund:
June – December 2020
SLC strategy and action
December 2020
Commented on draft “The
Outcomes Fund Leicester, Nottingham,
Derby with SDSA & Better
plan developed by
Readiness for School
Best Start for SLC”
Speech, Communication Group and public
Language and
July 2019
Communication June 2020
Online learning event
March 2021
Balanced System SLC
(SLC) Project, Audit of SLC provision “Empowering the Pathway launched
workforce and families”
2019-2021
November 2019 June 2020 April 2021
Regional SLC launch event Online learning event Online learning event
with strategic partners “Creating communication “Supporting bilingualism”
inclusive spaces”
January - February 2020 May 2020 May-June 2021
Multiagency workshops to Online learning event LLR and CCG to develop
inform SLC strategy “Engaging parents as integrated commissioning
communication partners approach to SLC support
in Lockdown”Best start in speech, language and communication
SLC Action Plan 2021-2025
PRIORITY 2021 2025
Lead system change to develop a • Integrated commissioning framework across • High quality community and peer-led SLC
proportionate universalist ‘place PH, CCG, SCE developed by Leicester, support is available for SLC from earliest
based’ approach to SLC. Leicestershire and Rutland commissioners days of life onwards
and service leads • Early language gap between deprived
Address the root causes of many • Needs/outcomes data drives change children and peers is reduced
SLC needs (SLCN): poverty and • Co-production of SLC support with families • Fewer families are living in poverty
discrimination
• Disseminate SLC Pathway widely
Engage parents/carers, families and • Use and quality monitored • More parents feel confident in their role as
friends as responsive communication • Locality partners and Parent Peer responsive communication partners
Champions support access to SLC Pathway • More children and young people feel happy,
partners
and in their role as communication partners healthy and heard
offer mentoring and guidance to families &
friends
• Places where children live, play, learn and
• Communication at Home leaflet developed spend time encourage the development of
• Communication Inclusive Framework for their communication skills, confidence and
Create communication inclusive schools and settings developed and wellbeing
spaces where children and young adopted
people live, play, learn and spend • Neighbourhoods, libraries and parks
time engaged as spaces to grow communication
skills
• Children and young people are empowered
• SLC Framework to audit skills and CPD
Empower all those in the lives of to develop their SLC skills and
• Integrated approaches established to
children and young people to identify improvements in their learning, health and
support early identification of SLCN (e.g. 27
wellbeing outcomes support their wider life
and address SLCN early in life or month development review) and
opportunities and aspirations
when needs first arise interventions to address SLCN in First 1001
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