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Early Years Outcomes Framework

Early Years Outcomes FrameworkAudience The Early Years Outcomes Framework is aimed at everyone who leads, commissions and delivers services for children and families from pregnancy up to age seven (the end of Foundation Phase) in Wales. This includes midwives, health visitors, school nurses, childcare workers, play workers, teachers, teaching assistants, social workers, doctors, dentists, regional consortia, local authorities, local health boards (LHBs) and health trusts as well as government and national partners.

OverviewIn Building a Brighter Future: Early Years and Childcare Plan (2013) the Welsh Government made a commitment to develop and consult on an Early Years Outcomes Framework. Following public consultation this document sets out the final version of the framework which will be used to help Welsh Government understand the extent to which our policies and programmes are making an impact. It is also the intention that the framework will be used by a wide range of organisations across the early years sector in Wales to support them in improving the quality and outcomes of their services.

Further informationEnquiries about this document should be directed to:Early Years TeamWelsh GovernmentCathays ParkCardiffCF10 3NQe-mail: [email protected]

Additional copiesThis document can be accessed from the Welsh Government’s website at www.gov.wales

Related documentsBuilding a Brighter Future: Early Years and Childcare Plan (2013) www.gov.wales/topics/educationandskills/earlyyearshome/building-a-brighter-future-early-years-and-childcare-plan/?lang=en

Early Years Partnership Board www.gov.wales/topics/educationandskills/earlyyearshome/early-years-partnership-board/?lang=en

Early Years Outcomes Framework consultation documents www.gov.wales/consultations/education/early-years-outcomes-framework/?lang=en

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www.gov.wales/topics/educationandskills/earlyyearshome/building-a-brighter-future-early-years-and-childcare-plan/?lang=en

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Contents

Introduction 2 Background 2 What we want to achieve 2 Collaboration 3 Where are we now? 3

Early Years Outcomes Framework 4 What is an outcomes framework? 6 What outcomes will the framework measure? 6 Aims 7 Population indicators 7 Performance measures 7

Context and data development 8 Data development 8 The wider context 10

How will the framework be used and when? 16

How will we know if the framework is making a difference? 18

Annex A: Early Years Partnership Board Terms of Reference 19

Annex B: Population indicators – data collected in July 2015 22

Annex C: Mapping of the early years outcomes themes/statements from relevant existing frameworks/initiatives 34

Annex D: Example of a population accountability RBA report card 41

Annex E: Example of a performance accountability RBA report card 43

2 Early Years Outcomes Framework

BackgroundBuilding a Brighter Future: Early Years and Childcare Plan (the plan) was published in July 2013. The plan brought together all the different policies and programmes that impact on children in the early years from education to health, to parenting and the home environment to how we measure progress, for the first time. The plan defines early years as the period of life from pre-birth to the end of Foundation Phase, or 0 to 7 years of age. The plan set out action and activity for delivery over the 10 years following its launch in 2013.

When the plan was published it was recognised that delivering the ambitions in the plan will require everyone who leads, commissions and delivers services for children and families to work more closely together to improve the life chances and outcomes of all children in Wales.

The plan also committed the Welsh Government to develop and consult on an Early Years Outcomes Framework (the framework). This was on the basis that the plan:

“set out an ambitious and stretching programme for change. Effective delivery will require partners at national, regional and local level to work more closely together, have clarity about organisational and individual roles and responsibilities, and balance available resources with the need to achieve shared outcomes.”

Building a Brighter Future: Early Years and Childcare Plan (page 51, 2013)

What we want to achieveSetting out the outcomes that we want to achieve for all children in the early years in Wales focuses us on what it is we are all working towards. Everyone should be able to see the contribution that they are making to influencing these outcomes. Not one single policy or programme will change the outcomes, but the combined efforts of everyone across the sector.

The framework has been designed to:

• provide a framework which will support the coordination of the work of different departments and key stakeholders in relation to early years

• ensure Welsh Government’s early years policies and programmes are making a positive difference

• help identify where further improvement is needed, and where Welsh Government will need to prioritise in the short-term, medium-term and long-term

• help individuals across the sector, at different levels, understand the contribution they are making to achieving the outcomes

• support planning and evaluation locally.

Through supporting such activities, it is the intention that the framework will generate improved outcomes for children in the early years in Wales, which in turn will influence the outcomes throughout their lives.

Introduction

3Early Years Outcomes Framework

CollaborationWe recognise that, in order for the framework to fulfil its purpose, we need continued commitment and buy-in from all relevant stakeholders. To date, the development of the framework has been overseen by the Early Years Partnership Board. This was first established in January 2014 and is jointly chaired by the Minister for Education and Skills and the Minister for Communities and Tackling Poverty. Membership includes representatives from local government, health, education, academia and the third sector (see Annex A).

A draft of the framework was discussed at three stakeholder workshops across Wales in June 2014. The feedback from these workshops and further input from the Early Years Partnership Board informed a proposed framework that went to public consultation between October 2014 and January 2015. In addition a youth-friendly document was published through Pupil Voice Wales which sought to test whether the proposed outcomes in the framework were the most important outcomes to children.

Where are we now?The main themes that emerged through the consultation were considered by the Early Years Partnership Board in April 2015 and the framework has been updated as a result.

The data outlined in the framework has been collated and presented in Annex B of Building a Brighter Future: Early Years and Childcare Plan – Progress report 2014–15 (2015). This will provide the baseline for future years. Data will be presented on an annual basis. This will be discussed by the appropriate teams across the Welsh Government as described in the section ‘How will the framework be used and when?’ (page 16).

This document presents the final version of the framework. Annex C outlines some of the other frameworks/initiatives that are in place or in train that have an impact on early years. The framework will be very much a live ‘working document’, reviewed and refreshed in order to incorporate new, relevant data as it becomes available and reflect developing policy. The Early Years Partnership Board undertakes this role.

Early Years Outcomes FrameworkAll children in the early years (0–7):

are and feel safe are cared for, supported and valued

are resilient, capable and coping

are healthy learn and develop do not live in and are not disadvantaged by poverty

Aims

Population indicators

Services are accessible and available which meet parents’/carers’, families’ and children’s needs

That all women experience safe and positive pregnancies and childbirth that result in the birth of more healthy babies

Achieve at least 95% uptake in all scheduled childhood immunisation programmes (except seasonal flu) to ensure population immunity

Achieve developmental milestones between 2–3 years of age and attainment milestones at 7 years of age

Improve the overall attainment levels of all children in Wales

To narrow the attainment gap at the end of Foundation Phase between those eligible for free school meals (eFSM) and those not eligible by

10% by 2017

To encourage and support the use of the Welsh language

and increase the provision of Welsh-medium activities for

children in the early years and their families

Examples of performance/quality of service measures

Continue to improve opportunities for all children to play in safety

Due

reg

ard

for

the

Uni

ted

Nat

ions

Con

vent

ion

on t

he R

ight

s of

the

Chi

ld (U

NCR

C)

��Number of infant (first year of life) deaths

��Number of child deaths (1–4 year olds)

��Percentage of homeless households which include dependent children

��Percentage of 0–7 year old Welsh residents presenting at A&E departments having had accidental injuries in the home [Data Development]

��Rate of Children in Need in Wales (0–7)

��Rate of Children in Need in Wales on the Child Protection Register (0–7)

��Percentage of 7 year olds that achieve Foundation Phase Outcome 5 or above in Personal and Social Development, Well-being and Cultural Diversity

��Percentage of children reaching or exceeding their developmental milestones between ages 2–3 (also applicable under ‘learn and develop’) [Data Development]

��Percentage of singleton live births with low birth weight (<2500g)

��Percentage of 4 year olds up to date with routine immunisations

��Percentage of 4/5 year olds who are a healthy weight

��Dental caries at age 5

��Developmental progress of children between ages 4–5 [Data Development]

��Percentage of 7 year olds that achieve Foundation Phase Outcome 5 or above in English/Welsh Language, Literacy and Communication Skills

��Percentage of 7 year olds that achieve Foundation Phase Outcome 5 or above in Mathematical Development

��Attendance rates for Years 1 and 2

��Percentage of 0–4 year olds living in households in receipt of income-related benefits, or tax credits with income less than 60% of the Wales median [Data Development]

��Percentage of children eligible for free school meals (eFSM) achieving Outcome 5 or above in the Foundation Phase Indicator (FPI) compared to children not eligible for free school meals (non-eFSM)

� Percentage of all local housing authorities and housing associations that meet the Welsh Housing Quality Standard

� Percentage of parents/carers that agree with the statement for the quality of the local area ‘safe for children to play’ (according to National Survey, by local authority)

��Percentage of eligible children taking up Flying Start childcare and who are registered and started in a Flying Start setting

��Percentage of non-maintained settings and primary schools that are awarded good or better judgements for care, support and guidance in Estyn inspections annually

��Percentage of mothers breastfeeding at 10 days and up to 6 months

��Percentage of pre-school settings inspected reported with good or better judgements for Quality of Life in CSSIW inspections [Data Development]

��Percentage of schools achieving the Welsh Network of Healthy School Schemes (WNHSS) National Quality Award

��Percentage of mothers that gave up smoking during pregnancy (measured at 36–38 weeks or at onset of labour) [Data Development]

��Percentage of mothers who gain no more than the recommended weight during pregnancy [Data Development]

��Percentage of Flying Start children reaching or exceeding their developmental milestones at 2 and 3 years

��Percentage of non-maintained settings and primary schools that are awarded good or better judgements for standards of achievement in Estyn inspections annually

��Percentage of children living in areas benefitting from Flying Start who are fully immunised by age 4

��Percentage of children benefitting from Flying Start services

Increase the proportion of 7 year olds achieving outcome

5 or above at the end of Foundation Phase

54 Early Years Outcomes Framework Early Years Outcomes Framework


What is an outcomes framework?The Early Years Outcomes Framework has been developed using a Results-Based Accountability (RBA) approach. RBA can help us get better at planning and delivering public services so that they enhance the lives of citizens. Mark Friedman (Trying Hard Is Not Good Enough, Trafford Publishing, 2005) describes RBA as a disciplined way of thinking and taking action that can be used to improve the quality of life in communities and also the performance of programmes and services.

RBA draws a distinction between population outcomes and service performance (the difference that services make for their customers). It gets us to separate this out, be clear about what success looks like for each of these levels and then put it back together again. We can then examine the things that we are doing (programmes and projects and the services being delivered) in the context of the things that we are trying to change/improve, i.e. outcomes. This clarifies accountability – there is collective accountability around outcomes and direct accountability around service delivery.

What outcomes will the framework measure?A number of discussions have been held with stakeholders across the early years sector about what are the most important quality of life conditions that we want for all 0–7 years olds in Wales. Related frameworks and initiatives have also been reviewed. As a result of these discussions, the mapping exercise and the public consultation, the early years outcomes for Wales are as follows.

All children in the early years:

• are and feel safe

• are cared for, supported and valued

• are resilient, capable and coping

• are healthy

• learn and develop

• do not live in and are not disadvantaged by poverty1.

Through the delivery of all services in Wales for children and families there must be due regard for the United Nations Convention on the Rights of the Child (UNCRC). Children should be aware that they have many rights that they can rely upon, and also that they

1 By ‘poverty’, we mean a long-term state of not having sufficient resources to afford food, reasonable living conditions or amenities, or to participate in activities (such as access to attractive neighbourhoods and open spaces) which are taken for granted by others in their society.


have the right to get involved and have their voices heard when decisions are made which affect their lives. The fulfilment of children’s happiness and well-being is at the heart of this framework.

AimsA number of aims have been added beneath the outcomes. These are our overarching priority targets which span a number of outcomes. The purpose of these is to clarify and quantify what we want to achieve. It is recognised that indicators and measures can contribute to multiple outcomes. The aims have therefore been added to capture this effectively.

Population indicatorsFor each outcome there are a number of ‘population’ indicators that reflect the extent to which the outcome is being achieved. Friedman recommends that indicators should communicate well, tell us something of central importance about the outcome and have good data. We have therefore focused on specific indicators and kept to a short list.

We also have a data development agenda as described in the next section. This is where new or improved data is needed.

Performance measuresA performance measure is measurable information which helps quantify if a service works. This prompts the following questions.

• How much did we do?

• How well did we do it?

• Is anyone better off as a result?

As the framework is relevant to everyone in the early years, childcare and play sector but performance measures are specific to individual organisations and/or services, we have just included examples of performance measures that could be used. These will not be applicable to everyone and are for illustrative purposes only. It is for organisations to determine the most relevant performance measures for them, unless already agreed through a specific Welsh Government programme, such as Flying Start.


Annex C maps the proposed outcomes against relevant, existing frameworks and/or related initiatives that also impact on the early years.

The framework has been developed in parallel with a number of other developments that could impact on the indicators and/or measures included in the framework. The framework will very much be a live ‘working document’ reviewed and refreshed in order to incorporate new, relevant data as it becomes available, particularly as related policies are changed and developed. Some of the main developments that are likely to have an impact in the next year are detailed below.

Data DevelopmentThe Early Years Development and Assessment Framework

In Building a Brighter Future: Early Years and Childcare Plan we stated that we would work towards a more coherent system of assessing, tracking and monitoring the development and progress of children in the early years. The Early Years Development and Assessment Framework (EYDAF) is being developed which will provide a single overarching assessment framework for children from birth to seven years old and a suite of linked assessment tools that can be used to chart children’s progress.

Part of the EYDAF is the development of an assessment tool which can be used throughout the Foundation Phase – the Foundation Phase Profile (the profile)2. This will introduce a national, consistent and statutory baseline assessment during a child’s Reception year.

The profile summatively assesses children’s skills using observations and formative assessments to produce outcomes expressed in four Areas of Learning. These are:

• Language, Literacy and Communication Skills (revised from September 2015 to incorporate the literacy component of the National Literacy and Numeracy Framework (LNF))

• Mathematical Development (revised from September 2015 to incorporate the numeracy component of the National Literacy and Numeracy Framework (LNF))

• Personal and Social Development, Well-being and Cultural Diversity

• Physical Development.

The other strand of the EYDAF that will need to be monitored is the Healthy Child Wales Programme. This sets a nationally consistent strategic direction, for health boards in Wales, for the delivery of early intervention health services from birth to age seven.

2 www.gov.wales/topics/educationandskills/earlyyearshome/foundation-phase/foundation-phase-profile/?lang=en

Context and data development

www.gov.wales/topics/educationandskills/earlyyearshome/foundation-phase/foundation-phase-profile/?lang=en


The Healthy Child Wales Programme will be accompanied by more consistent, Wales-wide data on screening and developmental checks allowing better liaison with education services, and improved monitoring of population outcomes.

Care and Social Services Inspectorate Wales (CSSIW) and Estyn joint inspection framework

We have considered the recommendations of the report An independent stocktake of the Foundation Phase in Wales and the Independent review of childcare and early education registration, regulation and inspection, both published in 2014 by the Welsh Government. These reports include proposals for the development of joint or unified inspection processes across early years settings which will drive improvements in the care, learning and well-being outcomes for children.

The Care and Social Services Inspectorate Wales (CSSIW) and Estyn are developing a joint inspection framework (with judgements) for non-maintained settings that are also eligible for education funding (Foundation Phase). The themes of the inspection framework concentrate on the well-being outcomes for the child and the impact the service and professionals contribute to the child’s development and learning. The framework will be piloted from September 2015 and implemented a year later following public consultation. This will provide data on the quality of childcare and teaching.

Data Development

Population indicators

Percentage of children reaching or exceeding their developmental milestones between ages 2–3

Data is currently only available for Flying Start children. The development of an Early Years Development and Assessment Framework (EYDAF) and the Healthy Child Wales Programme will facilitate the collection of data for all children.

Developmental progress of children between ages 4–5

The Foundation Phase Profile is being introduced on a statutory basis in September 2015. This will introduce a national, consistent and statutory baseline assessment during a child’s Reception year. Appropriate wording for the indicator will be agreed in the coming months and the Early Years Outcomes Framework will be updated.


Percentage of 0–7 year old Welsh residents presenting at A&E departments having had accidental injuries in the home

EDDS (Emergency Department Data Set) is a patient level database that is managed by NHS Wales Informatics Services. Detailed breakdowns can be requested from them. However, the data quality for some data items is poor and needs to be further developed for this to be a robust indicator in the Early Years Outcomes Framework.

Percentage of 0–4 year olds living in households in receipt of income-related benefits, or tax credits with income less than 60% of the Wales median

This data has been requested.

Performance measures

Percentage of pre-school settings inspected reported with good or better judgements for quality of life in CSSIW inspections

As stated previously, this will be considered as part of the Estyn and CSSIW joint inspection framework.

The wider contextThere are a number of other developments taking place in Wales which will need to be monitored as they may impact on some of the indicators that have been included in the framework.

Updates on policy developments relating specifically to early years can be found in the recently published – Building a Brighter Future: Early Years and Childcare Plan – Progress report 2014–15.


Development Brief details

The Well-Being of Future Generations (Wales) Act

In April 2015 The Well-Being of Future Generations (Wales) Act became law. The Act is about improving the social, economic, environmental and cultural well-being of Wales, now and in the future. The Act places new requirements on the Welsh Government along with 43 other specified public bodies across Wales to think more about the long term, work better with people and communities and each other, look to prevent problems and take a more joined-up approach. This will help create the Wales that we all want to live in, now and in the future.

To make sure we are all working towards the same vision, the Act puts in place seven well-being goals for Wales. These are for:

• a prosperous Wales

• a resilient Wales

• a healthier Wales

• a more equal Wales

• a Wales of cohesive communities

• a Wales of vibrant culture and thriving Welsh language

• a globally responsible Wales.

In the language of RBA (as highlighted earlier) these are population outcomes for Wales as a whole.

Welsh Ministers are currently preparing a set of national indicators (population). These will help us know whether we are making progress towards achieving the well-being goals at an all Wales level. The indicators that have been agreed for the Early Years Outcomes Framework are being considered as the national indicators are developed and being aligned where possible. The national indicators are due to be consulted on in autumn 2015.


Changes to the curriculum in Wales

In October 2013 the Minister for Education and Skills launched the review of curriculum and assessment arrangements in Wales. During Phase 1 of that review final revised versions of the Areas of Learning, for Language, Literacy and Communication Skills, and Mathematical Development, and programmes of study, for English, Welsh (first language) and mathematics, were published in autumn 2014, following a period of public consultation. These will become statutory from September 2015. The revised models will support and strengthen our work in ensuring that literacy and numeracy are embedded across the curriculum and have been designed as an inclusive continuum of learning.

Phase 2 of the review began in March 2014 when Professor Graham Donaldson was appointed to lead an independent and wide-reaching review of the curriculum and assessment arrangements in Wales. He was commissioned to articulate a clear, coherent vision for assessment and the curriculum in Wales from Foundation Phase to Key Stage 4.

In February 2015 Professor Donaldson published his independent review report – Successful Futures: Independent Review of the Curriculum and Assessment Arrangements in Wales3 – the product of extensive research and stakeholder engagement. The report identifies some very real strengths in Wales which we can build on, including the Foundation Phase. However, the report also identifies the shortcomings in our current arrangements which are rooted in the national curriculum of 1988. Professor Donaldson has put forward 68 recommendations which challenge us to rethink the approach to the curriculum and to focus on four purposes of education. His recommendations are not about adjustment; they require us to rebuild our curriculum from the foundations up. His report provides us with the foundations for a twenty-first century curriculum shaped by the very latest, international thinking on curriculum change. But what we lay on top of that solid platform will be very much down to us.

Following a positive response to Successful Futures, the Minister for Education and Skills accepted all 68 recommendations put forward by Professor Donaldson. A plan will be developed over the summer and published in the autumn detailing how Professor Donaldson’s recommendations will be taken forward.

3

3 www.gov.wales/topics/educationandskills/schoolshome/curriculuminwales/reform/successful-futures/?lang=en

www.gov.wales/topics/educationandskills/schoolshome/curriculuminwales/reform/successful-futures/?lang=en


There are a number of indicators in the Early Years Outcomes Framework that measure children’s achievement in the Foundation Phase. These will need to be continually reviewed as Donaldson’s recommendations are implemented.

The Public Health Wales Reproductive and Early Years Surveillance Tool

In order to collate relevant health data from diverse sources and to use the data to identify trends, Public Health Wales has developed an all Wales centrally coordinated Reproductive and Early Years Surveillance Tool (REYST). Through consultation with stakeholders a number of ‘indicators’4 have been agreed. The technical feasibility of extracting information from maternity systems to a central database to allow for regular analysis and reporting at health board and local authority level has been explored. The REYST is due to be published in November 2015.

Aneurin Bevan Health Board piloted a child health surveillance system called Plentyn Gwent Child. This aimed to develop a holistic child surveillance system that utilises data from the health board, local government and other agencies. The information collated through Plentyn Gwent Child will enable a baseline report on child indicators to be produced for each of the five local government areas and the Public Health and Partnerships Committee, Aneurin Bevan Health Board. The REYST will contain early years indicators based on those developed in the Plentyn Gwent Child pilot.

The wording of the ‘indicators’ that will be used for the REYST have been amended in order to align with the Early Years Outcomes Framework. As the development of the REYST will support health boards and local authorities analyse data it is hoped that it will also support the use of the Early Years Outcomes Framework.

4

4 Public Health Wales use the term ‘indicators’ for their purposes. However, in the case of the Early Years Outcomes Framework many of these ‘indicators’ would be classed as ‘performance measures’ – measurable information that helps to quantify if a service etc. works. For example, the percentage of women breastfeeding at eight weeks following birth could be used by health boards to measure whether specific interventions that have been put in place to improve the levels of breastfeeding in their area have had an impact.


Welfare Reform With the UK Coalition Government’s changes to the welfare system, as part of the Welfare Reform Act 2012, there is an increased responsibility on the claimant to actively prepare for and subsequently obtain employment. As Universal Credit expands to families in other areas of Wales outside of Shotton, anticipated from May 2016 on current Department for Work and Pensions (DWP) planning assumptions, increased numbers of families will be affected by the introduction of the benefit. Support for childcare within Universal Credit will be provided as an additional cost element which is subject to an earnings taper. The main changes to childcare support available under Universal Credit mean that families will be eligible for support, known as the childcare cost element, regardless of the number of hours they work as the hours rule does not apply. Under Universal Credit, 70 per cent of actual paid-out childcare costs can be claimed up to a maximum of £532 a month for one child, and £912 for two or more children. From April 2016, the proportion will rise to 85 per cent (again subject to a cap). The DWP will make Budgeting Advances available under Universal Credit to cover upfront childcare costs for claimants who have a confirmed job offer.

The UK Government recently announced further welfare benefit changes as part of their Summer Budget 2015 and the Welfare Reform and Work Bill. One change includes extending Universal Credit parent conditionality, which means parents will be expected to prepare for work when their youngest child turns two, and to look for work when their youngest child turns three (instead of five). The DWP, subject to the Bill receiving Royal Assent, would introduce this change from April 2017.

We will continue to consider the impact of welfare reforms in Wales and their implications for the set of indicators underpinning the Early Years Outcomes Framework.

The Early Years Outcomes Framework has been designed to include what is in place at the moment. It may be that the developments outlined above will bring about indicators that are better than those that we currently have as well as performance measures to be used at local level. As noted, the framework will be continually reviewed and refreshed to incorporate such developments.


It should also be highlighted that the Welsh Government’s Tackling Poverty Action Plan5 (2012) and Child Poverty Strategy6 (2015) are very much linked to Building a Brighter Future: Early Years and Childcare Plan. The key indicator which has been used to measure child poverty in Wales is the percentage of children living in households in receipt of income-related benefits, or tax credits with income less than 60 per cent of the Wales median. This is reflected in framework.

It is important to note, however, that the Welsh Government has consistently used a wider set of indicators to measure the outcomes of low-income households. In addition to the household income measure, the set of indicators originally published in the Tackling Poverty Action Plan and the 2015 Child Poverty Strategy continue to be used. These indicators reflect the policy levers available to the Welsh Government and are focused on education, health, housing, worklessness and skills. In early July 2015, the UK Government stepped away from its target to eradicate child poverty by 2020 and confirmed that the percentage of children living in households below 60 per cent of the median UK household income will no longer be used to measure progress. In a Written Statement issued on 13 July, the Welsh Government confirmed it would be maintaining its ambition to eradicate child poverty by 2020, as set out in the 2015 Child Poverty Strategy. The Written Statement also confirmed the Welsh Government would continue to use the relative income measure for child poverty, as well as the wider set of indicators to measure progress.

There is also a strong link between the framework and the Welsh Government’s Together for Mental Health: A Strategy for Mental Health and Wellbeing in Wales (2012)7. The early years outcome for Wales that ‘all children in the early years are healthy’ encompasses emotional and mental health as well as physical health. This should be reflected through performance measures, where possible.

5 www.gov.wales/topics/people-and-communities/tackling-poverty/taking-forward-tackling-poverty-action-plan/?lang=en6 www.gov.wales/topics/people-and-communities/people/children-and-young-people/child-poverty/?lang=en7 www.gov.wales/topics/health/nhswales/healthservice/mental-health-services/strategy/?lang=en

www.gov.wales/topics/people-and-communities/tackling-poverty/taking-forward-tackling-poverty-action-plan/?lang=en

www.gov.wales/topics/people-and-communities/people/children-and-young-people/child-poverty/?lang=en

www.gov.wales/topics/health/nhswales/healthservice/mental-health-services/strategy/?lang=en


Building a Brighter Future: Early Years and Childcare Plan was launched in July 2013. We review the progress made against the plan on an annual basis and in 2016 we will carry out a full review of the programme. The Early Years Outcomes Framework will be used to support this annual reporting cycle.

In July 2015 the data outlined in the framework was collated and presented against the outcomes (Annex B). This provides us with a national picture of how we are having an impact on the early years. Where possible, the data will provide the baseline for the coming years.

The data collected will be used for ‘Turn the curve’8 workshops. Policy teams across the Welsh Government will review the data and consider the following questions.

• Where are we now?

• Have things been getting better or worse over the last few years?

• What is the story behind the curve?

• Why does the baseline look the way it does?

• What are the causes?

• What improvements do we want to see over the duration of the Early Years and Childcare Plan (up to 2023)?

• What policies and programmes are in place to support these improvements?

• Who are the partners that can contribute to making a difference to this curve?

• What can they do to help turn the curve?

The ways in which partners can contribute and provide challenge to this review process will be further considered. The report cards of these discussions will be reviewed by the Early Years and Childcare Programme Board, who are responsible for the ongoing monitoring and scrutiny of the delivery of the actions in the plan. An example report card can be found at Annex D.

Service providers should also use the data collected to drive improvements. This already takes place in a number of organisations. An example of a RBA scorecard that is used by the Flying Start team in Cardiff Council can be found at Annex E. The data sources for each indicator are included in Annex B. This allows stakeholders to break down the data as appropriate, e.g. by geographical area.

8 Trying Hard Is Not Enough by Mark Friedman (Trafford Publishing, 2005)

How will the framework be used and when?


The framework has been designed to provide each organisation across the early years sector with a line of sight between what they are doing and how their actions contribute to a particular outcome.

It is the intention that the Early Years Partnership Board will also be developing a number of case studies which will be published on the Welsh Government’s website. These will demonstrate how the framework can be used by different organisations across the sector.


In order for the framework to be effective there needs to be clarity in terms of accountability and scrutiny. The Early Years Partnership Board supports Ministers in advising and overseeing the implementation and ongoing review of the framework. This involves consideration that the:

• production, management and presentation of the data meets the requirements of the Welsh Government, public services and the service users

• indicators in the framework provide meaningful, relevant and timely information

• framework continues to align with other relevant outcomes frameworks and initiatives

• framework is driving improvements at national and local levels

• Welsh Government is supporting effective implementation of the framework.

How will we know if the framework is making a difference?


Early Years Partnership Board

Terms of Reference – April 2015Role

1. The aim of the Early Years Partnership Board is to advise the Minster for Education and Skills and Minister for Communities and Tackling Poverty on approaches to take the early years and childcare agenda forward, at pace, in order to deliver key elements of Building a Brighter Future: Early Years and Childcare Plan.

2. Partnership Board members will work in partnership on specific high level actions in a way that supports co-production/co-construction of solutions/ideas. They will provide clear, realistic, evidence-based advice and recommendations to Ministers on how to achieve the ambition and vision set out in the plan:

Our ambition is for Wales to be the best place for children to grow up and our vision is to create a Wales of the future which is a fairer society, where every person, regardless of circumstance, is able to make the most of their abilities and contribute positively to the community that they live in.

3. The Partnership Board will be jointly chaired by the Minister for Education and Skills and Minister for Communities and Tackling Poverty.

4. The Partnership Board supports the Minsters by:

• Drawing on their extensive knowledge and expertise, advising on and overseeing the delivery of key products of the Plan such as the Early Years Outcomes Framework

• Working collaboratively and co-productively to take the early years and childcare agenda forward

• Committing to owning and taking responsibility for delivering on this agenda, alongside Welsh Government

• Forming ideas and solutions to help turn policy into effective practice

• Providing constructive challenge to and scrutiny of the programme’s emerging policies and proposals

• Endorsing the remit of its task and finish groups and maintaining oversight of their activities.

Annex A: Early Years Partnership Board Terms of Reference


Modes of operation

5. The Partnership Board will normally convene every 3 months, but the frequency may be varied at the discretion of the Chairs.

6. Where appropriate, the Partnership Board can establish task and finish groups to take forward specific strands of work that need collective action.

7. Partnership Board members should give priority to attending Partnership Board meetings. Deputies are not permitted.

Membership

• Huw Lewis AM, Minister for Education and Skills (Co-chair)

• Lesley Griffiths AM, Minister for Communities and Tackling Poverty (Co-chair)

External members

• Julie Bishop, Public Health Wales

• Kate Chamberlain, Healthcare Inspectorate Wales

• Cllr Huw David, Bridgend Local Authority

• David Egan, University of Wales Trinity St David

• Cllr Bobby Feeley, Denbighshire Local Authority

• Karen Graham, Glyndwr University

• Angela Jardine, Education Workforce Council

• Meilyr Rowlands, Estyn

• Roberta Hayes, Care Council for Wales

• Cllr Wyn Ellis Jones, Conwy Local Authority

• Dona Lewis, Mudiad Meithrin, representing Cwlwm

• Denise Llewellyn, Aneurin Bevan University Health Board

• Gareth Morgans, Carmarthenshire County Council

• Shantini Paranjothy, Cardiff University

• Mair Parry, Betsi Cadwaladr University Health Board

• Richard Quirke, Cwm Taf University Health Board

• Imelda Richardson, Care and Social Services Inspectorate Wales


• Dean Taylor, NAHT Cymru

• Sandra Welsby, NDNA Cymru, representing Cwlwm

• Catriona Williams, Children in Wales

• Tony Young, Cardiff Council, representing ADSS

Welsh Government

• Graham Davies, Early Years

• Ruth Hussey, Chief Medical Officer

• Lisa McDougall, Early Years (Secretariat)

• Claire Rowlands, Curriculum

• Martin Swain, Children, Young People and Families

• Jean White, Chief Nursing Officer

Secretariat

8. The Early Years Team will provide secretariat support.

9. Papers for the meeting will normally be circulated 10 working days before the meeting, and notes of the meeting/action points will be circulated to Partnership Board members within 15 working days of the meeting.

Openness

10. Partnership Board agendas and minutes will be published on the internet six weeks after the meeting.

11. Where a Partnership Board member has a concern about a potential conflict between their business/private interests and a specific agenda item they are required to declare this at the relevant meeting. Any such declaration will be recorded in the minutes.

12. The activities of the Partnership Board will be included in the Early Years and Childcare Plan annual progress report in July 2014, July 2015 and the 3-yearly review in October 2016.


Annex B: Population indicators – data collected in July 2015

Percentage of children

reaching or exceeding their

developmental m

ilestones

between ages 2–3

[Data

Development]

94.2%

of 7 year olds reaching

Foundation Phase Outcome 5 or above

in Personal and Social Development,

Well-being and Cultural Diversity

5.3%

of singleton live

births with low

birth weight

87.9%

of 4 year olds up to date

with routine imm

unisations72

.4%

of ch

ildre

n ar

e elig

ible

for

free s

choo

l mea

ls (e

FSM

) ach

ievin

g

Outco

me 5

or a

bove

in th

e Fou

ndat

ion

Phas

e Ind

icato

r (FP

I)

Com

pare

d to

88.6

% of

child

ren

not e

ligib

le fo

r

free s

choo

l mea

ls (n

on-e

SFM

) ach

ievin

g Ou

tcom

e 5 o

r

abov

e in

the F

ound

atio

n Ph

ase I

ndica

tor (

FPI)Pe

rcen

tage

of ch

ildre

n in

hous

ehol

ds o

n

inco

me-

rela

ted

bene

fits

[Dat

a De

velo

pmen

t]

72.7%

of 4/5 year olds who are

a healthy weight

1.59

decayed, missing and filled

teeth at age 5

86.6%of 7 year olds that achieve Foundation Phase

Outcome 5 or above in English Language, Literacy and Communication Skills

89.8%of 7 year olds that achieve Foundation Phase

Outcome 5 or above in Welsh Language, Literacy and Communication Skills

88.7%of 7 year olds that achieve Foundation Phase Outcome 5

or above in Mathematical Development

94.5%Attendance for Years 1 and 2 disa

dvantag

ed b

y pov

erty

All childrenfrom birthto age 7:

do not live

in an

d are

not

disa

dvan

tage

d by

pov

erty

Developmental progress of children between ages 4–5

[Data Development]

Rate

of C

hild

ren

in N

eed

in W

ales

(0–7

)

283

per 1

0,00

0 Ch

ildre

n in

Nee

d in

Wal

es o

n

the

Child

Pro

tect

ion

Regi

ster (

0–7)

50 p

er 1

0,00

0

are

care

d fo

r, su

ppor

ted

and v

alued are resilient, capable and coping

are healthy

learn and develop

Number of child deaths (1–4 year olds)

0.17 per 1,000 of the population

Number of infant (first year of life) deaths

3.6 per 1,000 live births

41% of homeless households

which include dependent children

Percentage of 0–7 year old Welsh residents presenting

at A&E having had accidental injuries in

the home [Data Development]

are and feel safe


All

child

ren

in t

he e

arly

yea

rs (0

–7):

are

and

feel

saf

e.

Indi

cato

r na

me

Indi

cato

r de

finit

ion

Dat

aTi

me

peri

odSo

urce

Link

to

sour

ce/

furt

her

info

rmat

ion

Not

es

Infa

nt m

orta

lity

rate

Num

ber o

f inf

ant

(firs

t yea

r of l

ife)

deat

hs p

er 1

,000

liv

e bi

rths

3.6

2013

ON

S re

gist

ratio

n st

atist

icsw

ww

.ons

.gov

.uk/

ons/

publ

icatio

ns/

re-re

fere

nce-

tabl

es.

htm

l?ed

ition

=tc

m

%3A

77-3

1752

2

Regi

ster

ed d

eath

s to

Wel

sh

resid

ents

.

Child

mor

talit

y ra

teN

umbe

r of c

hild

de

aths

(age

d 1–

4) p

er 1

,000

of

popu

latio

n

0.17

2013

ON

S re

gist

ratio

n st

atist

icsw

ww

.ons

.gov

.uk/

ons/

publ

icatio

ns/

re-re

fere

nce-

tabl

es.

htm

l?ed

ition

=tc

m

%3A

77-3

1752

2

Perc

enta

ge

of h

omel

ess

hous

ehol

ds

whi

ch in

clude

de

pend

ent

child

ren

Perc

enta

ge

of h

omel

ess

hous

ehol

ds

whi

ch in

clude

de

pend

ent

child

ren

or a

pr

egna

nt w

oman

41%

2014

–15

Wel

sh

Gov

ernm

ent

Qua

rterly

St

atut

ory

Hom

eles

snes

s da

ta c

olle

ctio

n fro

m lo

cal

auth

oriti

es

ww

w.s

tats

wal

es.w

ales

.go

v.uk

/ Ca

talo

gue/

Hous

ing/

Ho

mel

essn

ess/

Acce

ptan

ces-

an

d-O

ther

-Dec

ision

s/

hous

ehol

dsac

cept

edas

ho

mel

ess-

by-

prio

rityn

eed-

ho

useh

oldt

ype

The

info

rmat

ion

is ba

sed

on

loca

l hou

sing

auth

oriti

es’

activ

ities

und

er h

omel

essn

ess

legi

slatio

n, c

olle

cted

thro

ugh

the

quar

terly

hom

eles

snes

s st

atist

ical r

etur

n. A

hou

seho

ld

is ac

cept

ed a

s st

atut

ory

hom

eles

s by

a lo

cal a

utho

rity

if it

is el

igib

le, u

nint

entio

nally

ho

mel

ess,

and

falls

with

in a

de

fined

prio

rity

need

cat

egor

y, su

ch a

s ho

useh

olds

with

de

pend

ent c

hild

ren.

Thi

s de

finiti

on is

in k

eepi

ng w

ith P

art

VII o

f the

Hou

sing

Act 1

996.

http://www.ons.gov.uk/ons/publications/re-reference-tables.html?edition=tcm%3A77-317522










http://www.statswales.wales.gov.uk/Catalogue/Housing/Homelessness/Acceptances-and-Other-Decisions/householdsacceptedashomeless-by-priorityneed-householdtype











All

child

ren

in t

he e

arly

yea

rs (0

–7):

are

and

feel

saf

e.

Indi

cato

r na

me

Indi

cato

r de

finit

ion

Dat

aTi

me

peri

odSo

urce

Link

to

sour

ce/

furt

her

info

rmat

ion

Not

es

Perc

enta

ge

of b

irth

to

seve

n-ye

ar-o

ld

Wel

sh re

siden

ts

pres

entin

g at

A&

E de

partm

ents

ha

ving

had

ac

ciden

tal

inju

ries

in th

e ho

me

[Dat

a D

evel

opm

ent]

Emer

genc

y De

partm

ent

Data

Set

, NHS

W

ales

Info

rmat

ics

Serv

ice (N

WIS

)

ww

w.in

foan

dsta

ts.

wal

es.

nhs.u

k/pa

ge.

cfm

?org

id=

86

9&pi

d=62

956

ww

w.g

ov.w

ales

/st

atist

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and-

rese

arch

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ent-

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genc

y-

depa

rtmen

ts/?

lang

=en

Data

dev

elop

men

t as

Emer

genc

y De

partm

ent D

atas

et (E

DDS)

not

ye

t com

plet

e.

http://www.infoandstats.wales.nhs.uk/page.cfm?orgid=869&pid=62956





http://www.gov.wales/statistics-and-research/time-spent-nhs-accident-emergency-departments/?lang=en








All

child

ren

in t

he e

arly

yea

rs (0

–7):

are

care

d fo

r, su

ppor

ted

and

valu

ed.

Indi

cato

r na

me

Indi

cato

r de

finit

ion

Dat

aTi

me

peri

odSo

urce

Link

to

sour

ce/

furt

her

info

rmat

ion

Not

es

Rate

of C

hild

ren

in N

eed

in W

ales

(a

ged

0–7)

Child

ren

in N

eed

are

thos

e w

ho

had

an o

pen

case

with

a lo

cal

auth

ority

on

the

31 M

arch

that

ha

d be

en o

pen

for t

he th

ree

mon

ths

from

1

Janu

ary

to

31 M

arch

.

283

31

Mar

ch

2014

Loca

l aut

horit

y Ch

ildre

n in

Nee

d Ce

nsus

retu

rn

ww

w.s

tats

wal

es.w

ales

.go

v.uk

/ Ca

talo

gue/

Heal

th-a

nd-

Socia

l-Car

e/

Socia

l-Ser

vice

s/Ch

ildre

ns-S

ervi

ces/

Ch

ildre

n-in

-Nee

d/ch

ildre

ninn

eed

per1

0000

popu

latio

n-by

-loca

laut

horit

y-ye

ar

Per 1

0,00

0.

Rate

of C

hild

ren

in N

eed

on th

e Ch

ild P

rote

ctio

n Re

gist

er (a

ged

0–7)

Child

ren

on

the

regi

ster

ar

e th

ose

who

ha

ve u

nres

olve

d ch

ild p

rote

ctio

n iss

ues

and

who

ar

e cu

rrent

ly th

e su

bjec

t of

an in

ter-a

genc

y pr

otec

tion

plan

. Th

is ex

clude

s ch

ildre

n w

ho

are

both

look

ed

afte

r and

on

the

Child

Pro

tect

ion

Regi

ster

.

5031

M

arch

20

14

Loca

l aut

horit

y Ch

ildre

n in

Nee

d Ce

nsus

retu

rn

ww

w.s

tats

wal

es.w

ales

.go

v.uk

/ Ca

talo

gue/

Heal

th-a

nd-

Socia

l-Car

e/

Socia

l-Ser

vice

s/Ch

ildre

ns-S

ervi

ces/

Ch

ildre

n-in

-Nee

d/ch

ildre

ninn

eed-

by

-age

grou

p-lo

oked

afte

rsta

tus

Per 1

0,00

0.

http://www.statswales.wales.gov.uk/Catalogue/Health-and-Social-Care/Social-Services/Childrens-Services/Children-in-Need/childreninneedper10000population-by-localauthority-year










http://www.statswales.wales.gov.uk/Catalogue/Health-and-Social-Care/Social-Services/Childrens-Services/Children-in-Need/childreninneed-by-agegroup-lookedafterstatus











All

child

ren

in t

he e

arly

yea

rs (0

–7):

are

resi

lient

, cap

able

and

cop

ing.

Indi

cato

r na

me

Indi

cato

r de

finit

ion

Dat

aTi

me

peri

odSo

urce

Link

to

sour

ce/

furt

her

info

rmat

ion

Not

es

Perc

enta

ge

of s

even

yea

r ol

ds re

achi

ng

Foun

datio

n Ph

ase

Out

com

e 5

or

abov

e in

Per

sona

l an

d So

cial

Deve

lopm

ent,

Wel

l-bei

ng a

nd

Cultu

ral D

iver

sity

Perc

enta

ge

of s

even

yea

r ol

ds a

ttain

ing

Foun

datio

n Ph

ase

Out

com

e 5

or

abov

e.

94.2

%20

13–1

4N

atio

nal D

ata

Colle

ctio

nw

ww

.sta

tsw

ales

.wal

es.

gov.

uk/

Cata

logu

e/Ed

ucat

ion-

and-

Skill

s/

Scho

ols-

and-

Teac

hers

/Ex

amin

atio

ns-

and-

Asse

ssm

ents

/Fo

unda

tion-

Phas

e/

Resu

lts-b

y-Ar

eaO

fLea

rnin

g-Ye

ar

Perc

enta

ge o

f ch

ildre

n re

achi

ng

or e

xcee

ding

thei

r de

velo

pmen

tal

mile

ston

es

ages

2–3

(also

ap

plica

ble

unde

r ‘le

arn

and

deve

lop’

) [D

ata

Dev

elop

men

t]

Not

ava

ilabl

e ye

t. Da

ta

deve

lopm

ent i

n re

latio

n to

He

alth

y Ch

ild W

ales

Pro

gram

me.

Cu

rrent

ly on

ly av

aila

ble

for

Flyin

g St

art c

hild

ren

at a

ges

two

and

thre

e.

http://www.statswales.wales.gov.uk/Catalogue/Education-and-Skills/Schools-and-Teachers/Examinations-and-Assessments/Foundation-Phase/Results-by-AreaOfLearning-Year











All

child

ren

in t

he e

arly

yea

rs (0

–7):

are

heal

thy.

Indi

cato

r na

me

Indi

cato

r de

finit

ion

Dat

aTi

me

peri

odSo

urce

Link

to

sour

ce/

furt

her

info

rmat

ion

Not

es

Perc

enta

ge o

f sin

glet

on li

ve

birth

s w

ith lo

w

birth

wei

ght

(<2,

500g

)

Sing

leto

n liv

e bi

rths

with

bi

rthw

eigh

t of

less

than

2,5

00g

as a

per

cent

age

of a

ll sin

glet

on

live

birth

s w

ith a

sta

ted

birth

wei

ght.

5.3%

2013

Child

Hea

lth

Nat

iona

l Co

mm

unity

Chi

ld

Heal

th D

atab

ase

(NCC

HD)

ww

w.s

tats

wal

es.w

ales

.go

v.uk

/Cat

alog

ue/

Heal

th-a

nd-S

ocia

l- Ca

re/N

HS-P

rimar

y-an

d-

Com

mun

ity-A

ctiv

ity/

Com

mun

ity-C

hild

-He

alth

/Liv

eBirt

hsTo

W

elsh

Resid

ents

- by

-Birt

hWei

ght-

Num

berO

fBab

ies

Sing

leto

n liv

e bi

rths

rath

er th

an

mul

tiple

live

birt

hs (m

ore

than

on

e ba

by).

Perc

enta

ge o

f fo

ur y

ear o

lds

up to

dat

e w

ith ro

utin

e im

mun

isatio

ns

The

num

ber o

f ch

ildre

n w

ho

are

up to

dat

e w

ith th

eir r

outin

e im

mun

isatio

ns

by a

ge fo

ur a

s a

perc

enta

ge o

f all

child

ren

reac

hing

ag

e fo

ur in

the

perio

d.

87.9

%20

13–1

4 (fi

nanc

ial

year

)

COVE

R st

atist

ics,

Publ

ic He

alth

W

ales

ww

w.w

ales

.nhs

.uk

/site

s3/p

age.

cfm

?org

id=

457

&pid

=54

144

Rout

ine

sche

dule

d va

ccin

atio

ns

may

cha

nge

over

tim

e.

http://www.statswales.wales.gov.uk/ Catalogue/Health-and-Social- Care/NHS-Primary-and- Community-Activity/C










http://www.wales.nhs.uk/sites3/page.cfm?orgid=457&pid=54144





All

child

ren

in t

he e

arly

yea

rs (0

–7):

are

heal

thy.

Indi

cato

r na

me

Indi

cato

r de

finit

ion

Dat

aTi

me

peri

odSo

urce

Link

to

sour

ce/

furt

her

info

rmat

ion

Not

es

Perc

enta

ge o

f fo

ur/fi

ve y

ear

olds

who

are

a

heal

thy

wei

ght

Num

ber o

f ch

ildre

n in

Re

cept

ion

class

es

who

had

a b

ody

mas

s in

dex

(BM

I) cla

ssifi

ed

as b

eing

a

heal

thy

wei

ght

as a

per

cent

age

of a

ll ch

ildre

n fo

r who

m

mea

sure

men

ts

wer

e re

cord

ed.

72.7

%20

13–1

4 (s

choo

l ye

ar)

Child

M

easu

rem

ent

Prog

ram

me,

Pu

blic

Heal

th

Wal

es

ww

w.w

ales

.nhs

.uk

/site

splu

s/88

8/pa

ge/6

7795

90.8

% o

f the

33,

794

elig

ible

ch

ildre

n w

ere

mea

sure

d.

Dent

al c

arie

s at

ag

e fiv

eAv

erag

e dm

ft (s

core

whi

ch

coun

ts th

e nu

mbe

r of

deca

yed,

miss

ing

and

fille

d te

eth)

fo

r res

iden

t ch

ildre

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ed

five.

1.59

te

eth

2011

/12

(sch

ool

year

)

Wel

sh O

ral H

ealth

In

form

atio

n Un

it (B

ASCD

sur

veys

)

ww

w.c

ardi

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dent

istry

/rese

arch

/th

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From

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evio

us y

ears

usin

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ere

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ong

thos

e w

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arie

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perie

nce.

http://www.wales.nhs.uk/sitesplus/888/page/67795



http://www.cardiff.ac.uk/dentistry/research/themes/applied-clinical-research-and-public-health/epidemiology-and-applied-clinical-research/wohiu









All

child

ren

in t

he e

arly

yea

rs (0

–7):

lear

n an

d de

velo

p.

Indi

cato

r na

me

Indi

cato

r de

finit

ion

Dat

aTi

me

peri

odSo

urce

Link

to

sour

ce/

furt

her

info

rmat

ion

Not

es

Deve

lopm

enta

l pr

ogre

ss o

f ch

ildre

n be

twee

n ag

es 4

–5 [D

ata

Dev

elop

men

t]

The

Foun

datio

n Ph

ase

Prof

ile is

be

ing

intro

duce

d on

a s

tatu

tory

ba

sis in

Sep

tem

ber 2

015.

Th

is w

ill in

trodu

ce a

nat

iona

l, co

nsist

ent a

nd s

tatu

tory

bas

elin

e as

sess

men

t dur

ing

a ch

ild’s

Rece

ptio

n ye

ar. A

ppro

pria

te

wor

ding

for t

he in

dica

tor w

ill b

e ag

reed

in th

e co

min

g m

onth

s.

Perc

enta

ge o

f se

ven

year

old

s th

at a

chie

ve

Foun

datio

n Ph

ase

Out

com

e 5

or a

bove

in

Lang

uage

, Li

tera

cy a

nd

Com

mun

icatio

n Sk

ills

(E

nglis

h-m

ediu

m)

Perc

enta

ge

of s

even

yea

r ol

ds a

ttain

ing

Foun

datio

n Ph

ase

Out

com

e 5

or

abov

e.

86.6

%20

13–1

4N

atio

nal D

ata

Colle

ctio

nw

ww

.sta

tsw

ales

.wal

es.

gov.

uk/C

atal

ogue

/Ed

ucat

ion-

and-

Skill

s/Sc

hool

s-an

d-Te

ache

rs/

Exam

inat

ions

-an

d-As

sess

men

ts/

Foun

datio

n-Ph

ase/

Resu

lts-b

y-Ar

eaO

fLea

rnin

g-Ye

ar

The

defin

ition

of F

ound

atio

n Ph

ase

Out

com

e 5

is ch

angi

ng

som

etim

e be

twee

n 20

16 a

nd

2018

and

dat

a w

ill n

ot b

e av

aila

ble

on a

con

siste

nt b

asis.

Th

e im

plem

enta

tion

of th

e Do

nald

son

revi

ew m

ay im

pact

on

the

avai

labi

lity

of th

is da

ta,

timin

g an

d lik

elih

ood

unkn

own

at p

rese

nt.


All

child

ren

in t

he e

arly

yea

rs (0

–7):

lear

n an

d de

velo

p.

Indi

cato

r na

me

Indi

cato

r de

finit

ion

Dat

aTi

me

peri

odSo

urce

Link

to

sour

ce/

furt

her

info

rmat

ion

Not

es

Perc

enta

ge o

f se

ven

year

old

s th

at a

chie

ve

Foun

datio

n Ph

ase

Out

com

e 5

or a

bove

in

Lang

uage

, Li

tera

cy a

nd

Com

mun

icatio

n Sk

ills

(W

elsh

-med

ium

)

Perc

enta

ge

of s

even

yea

r ol

ds a

ttain

ing

Foun

datio

n Ph

ase

Out

com

e 5

or

abov

e.

89.8

%20

13–1

4N

atio

nal D

ata

Colle

ctio

nw

ww

.sta

tsw

ales

.wal

es.

gov.

uk/C

atal

ogue

/Ed

ucat

ion-

and-

Skill

s/Sc

hool

s-an

d-Te

ache

rs/

Exam

inat

ions

-an

d-As

sess

men

ts/

Foun

datio

n-Ph

ase/

Resu

lts-b

y-Ar

eaO

fLea

rnin

g-Ye

ar

The

defin

ition

of F

ound

atio

n Ph

ase

Out

com

e 5

is ch

angi

ng

som

etim

e be

twee

n 20

16 a

nd

2018

and

dat

a w

ill n

ot b

e av

aila

ble

on a

con

siste

nt b

asis.

Th

e im

plem

enta

tion

of th

e Do

nald

son

revi

ew m

ay im

pact

on

the

avai

labi

lity

of th

is da

ta,

timin

g an

d lik

elih

ood

unkn

own

at p

rese

nt.

Perc

enta

ge o

f se

ven

year

old

s th

at a

chie

ve

Foun

datio

n Ph

ase

Out

com

e 5

or a

bove

in

Mat

hem

atica

l De

velo

pmen

t

Perc

enta

ge

of s

even

yea

r ol

ds a

ttain

ing

Foun

datio

n Ph

ase

Out

com

e 5

or

abov

e.

88.7

%20

13–1

4N

atio

nal D

ata

Colle

ctio

nw

ww

.sta

tsw

ales

.wal

es.

gov.

uk/C

atal

ogue

/Ed

ucat

ion-

and-

Skill

s/Sc

hool

s-an

d-Te

ache

rs/

Exam

inat

ions

-an

d-As

sess

men

ts/

Foun

datio

n-Ph

ase/

Resu

lts-b

y-Ar

eaO

fLea

rnin

g-Ye

ar

The

defin

ition

of F

ound

atio

n Ph

ase

Out

com

e 5

is ch

angi

ng

som

etim

e be

twee

n 20

16 a

nd

2018

and

dat

a w

ill n

ot b

e av

aila

ble

on a

con

siste

nt b

asis.

Th

e im

plem

enta

tion

of th

e Do

nald

son

revi

ew m

ay im

pact

on

the

avai

labi

lity

of th

is da

ta,

timin

g an

d lik

elih

ood

unkn

own

at p

rese

nt.

Atte

ndan

ce ra

tes

for Y

ears

1 a

nd 2

94.5

%20

13–1

4Pu

pils’

At

tend

ance

Re

cord

, Wel

sh

Gov

ernm

ent

The

com

bine

d at

tend

ance

rate

of

child

ren

in Y

ears

1 a

nd 2

are

not

pu

blish

ed. C

alcu

late

d sp

ecifi

cally

fo

r thi

s da

ta re

ques

t.




















All

child

ren

in t

he e

arly

yea

rs (0

–7):

do n

ot li

ve in

and

are

not

dis

adva

ntag

ed b

y po

vert

y.

Indi

cato

r na

me

Indi

cato

r de

finit

ion

Dat

aTi

me

peri

odSo

urce

Link

to

sour

ce/

furt

her

info

rmat

ion

Not

es

Perc

enta

ge

of c

hild

ren

in

hous

ehol

ds o

n in

com

e-re

late

d be

nefit

s

Perc

enta

ge

of 0

–4 y

ear

olds

livi

ng in

ho

useh

olds

in

rece

ipt o

f in

com

e-re

late

d be

nefit

s, or

tax

cred

its w

ith

inco

me

less

than

60

% o

f the

Wal

es

med

ian

Data

Dev

elop

men

t.

9 By

‘po

vert

y’ w

e m

ean

a lo

ng-t

erm

sta

te o

f no

t ha

ving

suf

ficie

nt r

esou

rces

to

affo

rd f

ood,

rea

sona

ble

livin

g co

nditi

ons

or a

men

ities

, or

to

part

icip

ate

in a

ctiv

ities

(su

ch a

s ac

cess

to

attr

activ

e ne

ighb

orho

ods

and

open

spa

ces)

whi

ch a

re t

aken

for

gra

nted

by

othe

rs in

the

ir so

ciet

y.

9


All

child

ren

in t

he e

arly

yea

rs (0

–7):

do n

ot li

ve in

and

are

not

dis

adva

ntag

ed b

y po

vert

y.

Indi

cato

r na

me

Indi

cato

r de

finit

ion

Dat

aTi

me

peri

odSo

urce

Link

to

sour

ce/

furt

her

info

rmat

ion

Not

es

Perc

enta

ge o

f ch

ildre

n el

igib

le

for f

ree

scho

ol

mea

ls (e

FSM

) ac

hiev

ing

Foun

datio

n Ph

ase

Out

com

e 5

or

abov

e in

the

Foun

datio

n Ph

ase

Indi

cato

r (FP

I)

Perc

enta

ge o

f eF

SM c

hild

ren

achi

evin

g Fo

unda

tion

Phas

e O

utco

me

5 or

ab

ove

in th

e Fo

unda

tion

Phas

e In

dica

tor (

FPI).

Th

e FP

I rep

rese

nts

the

perc

enta

ge o

f ch

ildre

n ac

hiev

ing

Foun

datio

n Ph

ase

Out

com

e 5

or

abov

e in

Per

sona

l an

d So

cial

Deve

lopm

ent,

Wel

l-bei

ng a

nd

Cultu

ral D

ivers

ity;

Lang

uage

, Lit

erac

y an

d Co

mm

unica

tion

Skill

s

(Eng

lish-

med

ium

/W

elsh

-med

ium

);

and

Mat

hem

atica

l De

velo

pmen

t in

com

bina

tion.

72.4

%20

13–1

4M

atch

ing

PLAS

C da

ta w

ith

Nat

iona

l Dat

a Co

llect

ion

data

.

ww

w.g

ov.w

ales

/st

atist

ics-a

nd-

rese

arch

/aca

dem

ic-ac

hiev

emen

t-fre

e-sc

hool

-mea

ls/?l

ang=

en

The

defin

ition

of F

ound

atio

n Ph

ase

Out

com

e 5

is ch

angi

ng

som

etim

e be

twee

n 20

16 a

nd

2018

and

dat

a w

ill n

ot b

e av

aila

ble

on a

con

siste

nt b

asis.

Th

e im

plem

enta

tion

of th

e Do

nald

son

revi

ew m

ay im

pact

on

the

avai

labi

lity

of th

is da

ta,

timin

g an

d lik

elih

ood

unkn

own

at p

rese

nt.

http://www.gov.wales/statistics-and-research/academic-achievement-free-school-meals/?lang=en






All

child

ren

in t

he e

arly

yea

rs (0

–7):

do n

ot li

ve in

and

are

not

dis

adva

ntag

ed b

y po

vert

y.

Indi

cato

r na

me

Indi

cato

r de

finit

ion

Dat

aTi

me

peri

odSo

urce

Link

to

sour

ce/

furt

her

info

rmat

ion

Not

es

Perc

enta

ge o

f ch

ildre

n no

t el

igib

le fo

r fre

e sc

hool

mea

ls (n

on-e

FSM

) ac

hiev

ing

Foun

datio

n Ph

ase

Out

com

e 5

or

abov

e in

the

Foun

datio

n Ph

ase

Indi

cato

r (FP

I)

Perc

enta

ge

of n

on-e

FSM

ch

ildre

n ac

hiev

ing

Foun

datio

n Ph

ase

Out

com

e 5

or

abov

e in

the

Foun

datio

n Ph

ase

Indi

cato

r (F

PI).

The

FPI

repr

esen

ts th

e pe

rcen

tage

of

child

ren

achi

evin

g Fo

unda

tion

Phas

e O

utco

me

5 or

ab

ove

in P

erso

nal

and

Socia

l De

velo

pmen

t, W

ell-b

eing

and

Cu

ltura

l Div

ersit

y; La

ngua

ge,

Lite

racy

and

Co

mm

unica

tion

Skill

s (E

nglis

h-m

ediu

m/W

elsh

-m

ediu

m);

and

Mat

hem

atica

l De

velo

pmen

t in

com

bina

tion.

88.6

%20

13–1

4M

atch

ing

PLAS

C da

ta w

ith

Nat

iona

l Dat

a Co

llect

ion

data

.

ww

w.g

ov.w

ales

/st

atist

ics-a

nd-

rese

arch

/aca

dem

ic-ac

hiev

emen

t-fre

e-sc

hool

-mea

ls/?l

ang=

en

The

defin

ition

of F

ound

atio

n Ph

ase

Out

com

e 5

is ch

angi

ng

som

etim

e be

twee

n 20

16 a

nd

2018

and

dat

a w

ill n

ot b

e av

aila

ble

on a

con

siste

nt b

asis.

Th

e im

plem

enta

tion

of th

e Do

nald

son

revi

ew m

ay im

pact

on

the

avai

labi

lity

of th

is da

ta,

timin

g an

d lik

elih

ood

unkn

own

at p

rese

nt.







Ann

ex C

: M

appi

ng o

f th

e ea

rly y

ears

out

com

es t

hem

es/s

tate

men

ts f

rom

re

leva

nt e

xist

ing

fram

ewor

ks/in

itiat

ives

Earl

y ye

ars

outc

omes

All

child

ren

in t

he e

arly

ye

ars:

The

W

ell-B

eing

of

Fut

ure

Gen

erat

ions

A

ct

(wel

l-bei

ng

goal

s)

Succ

essf

ul

Futu

res:

th

e fo

ur

purp

oses

of

the

cu

rric

ulum

NH

S ou

tcom

es

(dom

ains

– in

de

velo

pmen

t)

Soci

al

serv

ices

ou

tcom

es

(wha

t pe

ople

ex

pect

)

Com

mun

itie

s Fi

rst

Prog

ram

me

for

Gov

ernm

ent

(the

mes

and

re

leva

nt

high

-leve

l ai

ms)

Fam

ilies

Fi

rst

Flyi

ng

Star

tSe

ven

core

ai

ms

Com

mon

O

utco

mes

Fr

amew

ork

for

Com

mun

itie

s Fi

rst,

Fam

ilies

Fir

st

and

Flyi

ng

Star

t

are

heal

thy.

A he

alth

ier

Wal

es.

–Pe

ople

in

Wal

es a

re w

ell

info

rmed

and

su

ppor

ted

to

man

age

thei

r ow

n he

alth

.

I am

hap

py.

I am

hea

lthy.

I get

the

help

I ne

ed

to g

row

up

and

be

inde

pend

ent.

Heal

thie

r Co

mm

uniti

es:

Prom

otin

g Ph

ysica

l Wel

l Be

ing.

Prom

otin

g M

enta

l Wel

l Be

ing.

Enco

urag

ing

Heal

thy

Eatin

g.

21st

Cen

tury

He

alth

care

: Be

tter h

ealth

fo

r all

with

re

duce

d he

alth

in

equa

litie

s.

Child

ren,

yo

ung

peop

le a

nd

fam

ilies

ar

e he

alth

y an

d en

joy

wel

l-bei

ng.

Flyin

g St

art

child

ren

ar

e he

alth

y an

d th

rivin

g.

All c

hild

ren

and

youn

g pe

ople

enj

oy

the

best

po

ssib

le h

ealth

an

d ar

e fre

e fro

m a

buse

, vi

ctim

isatio

n an

d ex

ploi

tatio

n.

All c

hild

ren

and

youn

g pe

ople

hav

e ac

cess

to

play

, lei

sure

, sp

ortin

g an

d cu

ltura

l ac

tiviti

es.

Heal

thy,

Thriv

ing

and

Wel

l-bei

ng.

(out

com

e)

Child

ren

aged

0–

16 a

re

heal

thy

and

thriv

ing

and

supp

orte

d to

re

ach

thei

r fu

ll po

tent

ial.

(prio

rity)

Child

ren,

yo

ung

peop

le

and

fam

ilies

ar

e he

alth

y, th

rivin

g an

d su

ppor

ted

to

reac

h th

eir

full

pote

ntia

l. (p

riorit

y)


Earl

y ye

ars

outc

omes

All

child

ren

in t

he e

arly

ye

ars:

The

W

ell-B

eing

of

Fut

ure

Gen

erat

ions

A

ct

(wel

l-bei

ng

goal

s)

Succ

essf

ul

Futu

res:

th

e fo

ur

purp

oses

of

the

cu

rric

ulum

NH

S ou

tcom

es

(dom

ains

– in

de

velo

pmen

t)

Soci

al

serv

ices

ou

tcom

es

(wha

t pe

ople

ex

pect

)

Com

mun

itie

s Fi

rst

Prog

ram

me

for

Gov

ernm

ent

(the

mes

and

re

leva

nt

high

-leve

l ai

ms)

Fam

ilies

Fi

rst

Flyi

ng

Star

tSe

ven

core

ai

ms

Com

mon

O

utco

mes

Fr

amew

ork

for

Com

mun

itie

s Fi

rst,

Fam

ilies

Fir

st

and

Flyi

ng

Star

t

are

and

feel

sa

fe.

A gl

obal

ly re

spon

sible

W

ales

.

All o

ur

child

ren

and

youn

g pe

ople

will

be

hea

lthy,

conf

iden

t in

divi

dual

s.

Peop

le in

Wal

es

are

prot

ecte

d fro

m h

arm

an

d pr

otec

t th

emse

lves

from

kn

own

harm

.

I am

saf

e an

d pr

otec

ted

from

abu

se

and

negl

ect.

I hav

e sa

fe

and

heal

thy

rela

tions

hips

.

Heal

thie

r Co

mm

uniti

es:

Redu

cing

Risk

s.

Supp

ortin

g Pe

ople

(with

ad

ditio

nal

need

s) to

Li

ve in

the

Com

mun

ity.

Supp

ortin

g Pe

ople

: Hi

gh-q

ualit

y, in

tegr

ated

, su

stai

nabl

e,

safe

and

ef

fect

ive

peop

le-

cent

red

serv

ices

that

bui

ld

on p

eopl

e’s

stre

ngth

s an

d pr

omot

e th

eir

wel

l-bei

ng.

Wel

sh H

omes

: To

ens

ure

that

pe

ople

hav

e a

high

qua

lity,

war

m, s

ecur

e an

d en

ergy

-ef

ficie

nt h

ome

to li

ve in

.

Fam

ilies

ar

e co

nfid

ent,

nurtu

ring,

re

silie

nt

and

safe

.

–Al

l chi

ldre

n an

d yo

ung

peop

le e

njoy

th

e be

st

poss

ible

hea

lth

and

are

free

from

abu

se,

vict

imisa

tion

and

expl

oita

tion.

All c

hild

ren

and

youn

g pe

ople

hav

e a

safe

hom

e an

d a

com

mun

ity

whi

ch s

uppo

rts

phys

ical a

nd

emot

iona

l w

ell-b

eing

.


Earl

y ye

ars

outc

omes

All

child

ren

in t

he e

arly

ye

ars:

The

W

ell-B

eing

of

Fut

ure

Gen

erat

ions

A

ct

(wel

l-bei

ng

goal

s)

Succ

essf

ul

Futu

res:

th

e fo

ur

purp

oses

of

the

cu

rric

ulum

NH

S ou

tcom

es

(dom

ains

– in

de

velo

pmen

t)

Soci

al

serv

ices

ou

tcom

es

(wha

t pe

ople

ex

pect

)

Com

mun

itie

s Fi

rst

Prog

ram

me

for

Gov

ernm

ent

(the

mes

and

re

leva

nt

high

-leve

l ai

ms)

Fam

ilies

Fi

rst

Flyi

ng

Star

tSe

ven

core

ai

ms

Com

mon

O

utco

mes

Fr

amew

ork

for

Com

mun

itie

s Fi

rst,

Fam

ilies

Fir

st

and

Flyi

ng

Star

t

are

care

d fo

r, su

ppor

ted

and

valu

ed.

A m

ore

equa

l W

ales

.

A gl

obal

ly re

spon

sible

W

ales

.

A W

ales

of

vib

rant

cu

lture

and

th

rivin

g W

elsh

la

ngua

ge.

All o

ur

child

ren

and

youn

g pe

ople

will

be

hea

lthy,

conf

iden

t in

divi

dual

s.

Peop

le in

W

ales

rece

ive

the

right

car

e an

d su

ppor

t as

loca

lly a

s po

ssib

le a

nd

are

enab

led

to

cont

ribut

e to

m

akin

g th

at

care

suc

cess

ful.

Peop

le in

Wal

es

are

treat

ed w

ith

dign

ity a

nd

resp

ect a

nd

treat

oth

ers

the

sam

e.

Peop

le in

W

ales

hav

e tim

ely

acce

ss to

se

rvice

s ba

sed

on c

linica

l nee

d an

d ar

e ac

tivel

y in

volv

ed in

de

cisio

ns a

bout

th

eir c

are.

My

right

s ar

e re

spec

ted.

I hav

e a

voice

an

d co

ntro

l.

I am

invo

lved

in

mak

ing

decis

ions

that

af

fect

my

life.

My

indi

vidu

al

circu

mst

ance

s ar

e co

nsid

ered

.

I can

spe

ak

for m

ysel

f or

hav

e so

meo

ne

who

can

do

it fo

r me.

I fee

l val

ued

in s

ocie

ty.

I get

car

e th

roug

h th

e W

elsh

la

ngua

ge if

I ne

ed it

.

Heal

thie

r Co

mm

uniti

es:

Supp

ortin

g Pe

ople

(with

ad

ditio

nal

need

s) to

Li

ve in

the

Com

mun

ity.

Equa

lity:

Crea

te a

fa

ir so

ciety

fre

e fro

m

disc

rimin

atio

n,

hara

ssm

ent

and

vict

imisa

tion

with

coh

esiv

e an

d in

clusiv

e co

mm

uniti

es.

21st

Cen

tury

He

alth

care

: Be

tter h

ealth

fo

r all

with

re

duce

d he

alth

in

equa

litie

s.

Supp

ortin

g Pe

ople

: Hi

gh q

ualit

y, in

tegr

ated

, su

stai

nabl

e,

safe

and

ef

fect

ive

peop

le-

cent

red

serv

ices

that

bui

ld

on p

eopl

e’s

stre

ngth

s an

d pr

omot

e th

eir

wel

l-bei

ng.

––

All c

hild

ren

and

youn

g pe

ople

are

lis

tene

d to

, tre

ated

with

re

spec

t, an

d ha

ve th

eir

race

and

cu

ltura

l ide

ntity

re

cogn

ised.

Heal

thy,

Thriv

ing

and

Wel

l-bei

ng.

(out

com

e)

Pare

ntin

g/Fa

mily

Le

arni

ng:

Pare

nts/

care

rs

are

enab

led

to

supp

ort t

heir

child

ren

to

achi

eve

thei

r fu

ll po

tent

ial.

(prio

rity)

Child

ren,

yo

ung

peop

le

and

fam

ilies

ar

e he

alth

y, th

rivin

g an

d su

ppor

ted

to

reac

h th

eir

full

pote

ntia

l. (p

riorit

y)


Earl

y ye

ars

outc

omes

All

child

ren

in t

he e

arly

ye

ars:

The

W

ell-B

eing

of

Fut

ure

Gen

erat

ions

A

ct

(wel

l-bei

ng

goal

s)

Succ

essf

ul

Futu

res:

th

e fo

ur

purp

oses

of

the

cu

rric

ulum

NH

S ou

tcom

es

(dom

ains

– in

de

velo

pmen

t)

Soci

al

serv

ices

ou

tcom

es

(wha

t pe

ople

ex

pect

)

Com

mun

itie

s Fi

rst

Prog

ram

me

for

Gov

ernm

ent

(the

mes

and

re

leva

nt

high

-leve

l ai

ms)

Fam

ilies

Fi

rst

Flyi

ng

Star

tSe

ven

core

ai

ms

Com

mon

O

utco

mes

Fr

amew

ork

for

Com

mun

itie

s Fi

rst,

Fam

ilies

Fir

st

and

Flyi

ng

Star

t

Peop

le in

Wal

es

are

treat

ed

as in

divi

dual

s w

ith th

eir o

wn

need

s an

d re

spon

sibili

ties.

I kno

w a

nd

unde

rsta

nd

wha

t car

e,

supp

ort a

nd

oppo

rtuni

ties

are

avai

labl

e to

me.

I get

the

help

I n

eed,

whe

n I n

eed

it, in

th

e w

ay I

wan

t it.

I fee

l val

ued

in s

ocie

ty.


Earl

y ye

ars

outc

omes

All

child

ren

in t

he e

arly

ye

ars:

The

W

ell-B

eing

of

Fut

ure

Gen

erat

ions

A

ct

(wel

l-bei

ng

goal

s)

Succ

essf

ul

Futu

res:

th

e fo

ur

purp

oses

of

the

cu

rric

ulum

NH

S ou

tcom

es

(dom

ains

– in

de

velo

pmen

t)

Soci

al

serv

ices

ou

tcom

es

(wha

t pe

ople

ex

pect

)

Com

mun

itie

s Fi

rst

Prog

ram

me

for

Gov

ernm

ent

(the

mes

and

re

leva

nt

high

-leve

l ai

ms)

Fam

ilies

Fi

rst

Flyi

ng

Star

tSe

ven

core

ai

ms

Com

mon

O

utco

mes

Fr

amew

ork

for

Com

mun

itie

s Fi

rst,

Fam

ilies

Fir

st

and

Flyi

ng

Star

t

lear

n an

d de

velo

p.A

pros

pero

us

Wal

es.

All o

ur

child

ren

and

youn

g pe

ople

w

ill b

e:

ambi

tious

, ca

pabl

e le

arne

rs;

ente

rpris

ing,

cr

eativ

e co

ntrib

utor

s an

d et

hica

l, in

form

ed

citize

ns.

–I c

an le

arn

and

deve

lop

to m

y fu

ll po

tent

ial.

I can

do

the

thin

gs th

at

mat

ter t

o m

e.

Lear

ning

Co

mm

uniti

es:

Prom

otin

g Fa

mily

Lea

rnin

g in

the

Early

Ye

ars.

Supp

ortin

g Yo

ung

Peop

le

to D

o W

ell a

t Sc

hool

.

Supp

ortin

g Fa

mili

es to

be

Enga

ged

in

thei

r Chi

ldre

n’s

Educ

atio

n.

Life

long

Le

arni

ng in

Co

mm

uniti

es.

Impr

ovin

g Ad

ult

Life

Ski

lls.

Educ

atio

n:

Help

eve

ryon

e re

ach

thei

r po

tent

ial,

redu

ce

ineq

ualit

y, an

d im

prov

e ec

onom

ic an

d so

cial

wel

l-bei

ng.

Child

ren,

yo

ung

peop

le a

nd

fam

ilies

, in

or a

t risk

of

pov

erty

, ac

hiev

e th

eir

pote

ntia

l.

Flyin

g St

art

child

ren

are

reac

hing

po

tent

ial.

All c

hild

ren

and

youn

g pe

ople

hav

e a

flyin

g st

art i

n lif

e.

All c

hild

ren

and

youn

g pe

ople

hav

e a

com

preh

ensiv

e ra

nge

of

educ

atio

n an

d le

arni

ng

oppo

rtuni

ties.

Lear

ning

an

d Fu

lfilli

ng

Pote

ntia

l. (o

utco

me)

Child

ren

aged

0–

16 a

re

heal

thy

and

thriv

ing

and

supp

orte

d to

re

ach

thei

r fu

ll po

tent

ial.

(prio

rity)

Pare

ntin

g/Fa

mily

Le

arni

ng:

Pare

nts/

care

rs

are

enab

led

to

supp

ort t

heir

child

ren

to

achi

eve

thei

r fu

ll po

tent

ial.

(prio

rity)


Earl

y ye

ars

outc

omes

All

child

ren

in t

he e

arly

ye

ars:

The

W

ell-B

eing

of

Fut

ure

Gen

erat

ions

A

ct

(wel

l-bei

ng

goal

s)

Succ

essf

ul

Futu

res:

th

e fo

ur

purp

oses

of

the

cu

rric

ulum

NH

S ou

tcom

es

(dom

ains

– in

de

velo

pmen

t)

Soci

al

serv

ices

ou

tcom

es

(wha

t pe

ople

ex

pect

)

Com

mun

itie

s Fi

rst

Prog

ram

me

for

Gov

ernm

ent

(the

mes

and

re

leva

nt

high

-leve

l ai

ms)

Fam

ilies

Fi

rst

Flyi

ng

Star

tSe

ven

core

ai

ms

Com

mon

O

utco

mes

Fr

amew

ork

for

Com

mun

itie

s Fi

rst,

Fam

ilies

Fir

st

and

Flyi

ng

Star

t

are

resi

lient

, ca

pabl

e an

d co

ping

.

A re

silie

nt

Wal

es.

All o

ur

child

ren

and

youn

g pe

ople

will

be

hea

lthy,

conf

iden

t in

divi

dual

s an

d et

hica

l, in

form

ed

citize

ns.

–I b

elon

g.

I can

en

gage

and

pa

rticip

ate.

I get

the

help

I ne

ed

to g

row

up

and

be

inde

pend

ent.

Heal

thie

r Co

mm

uniti

es:

Prom

otin

g M

enta

l Wel

l Be

ing.

Prom

otin

g Ph

ysica

l Wel

l Be

ing.

Supp

ortin

g a

Flyin

g St

art i

n th

e Ea

rly Y

ears

.

Educ

atio

n:

Help

eve

ryon

e re

ach

thei

r po

tent

ial,

redu

ce

ineq

ualit

y, an

d im

prov

e ec

onom

ic an

d so

cial w

ell-

bein

g.

Fam

ilies

ar

e co

nfid

ent,

nurtu

ring,

re

silie

nt

and

safe

.

Flyin

g St

art

fam

ilies

ar

e ca

pabl

e an

d co

ping

.

-–He

alth

y, Th

rivin

g an

d W

ell-b

eing

. (o

utco

me)

Child

ren,

yo

ung

peop

le

and

fam

ilies

ar

e he

alth

y, th

rivin

g an

d su

ppor

ted

to

reac

h th

eir

full

pote

ntia

l. (p

riorit

y)


Earl

y ye

ars

outc

omes

All

child

ren

in t

he e

arly

ye

ars:

The

W

ell-B

eing

of

Fut

ure

Gen

erat

ions

A

ct

(wel

l-bei

ng

goal

s)

Succ

essf

ul

Futu

res:

th

e fo

ur

purp

oses

of

the

cu

rric

ulum

NH

S ou

tcom

es

(dom

ains

– in

de

velo

pmen

t)

Soci

al

serv

ices

ou

tcom

es

(wha

t pe

ople

ex

pect

)

Com

mun

itie

s Fi

rst

Prog

ram

me

for

Gov

ernm

ent

(the

mes

and

re

leva

nt

high

-leve

l ai

ms)

Fam

ilies

Fi

rst

Flyi

ng

Star

tSe

ven

core

ai

ms

Com

mon

O

utco

mes

Fr

amew

ork

for

Com

mun

itie

s Fi

rst,

Fam

ilies

Fir

st

and

Flyi

ng

Star

t

do n

ot li

ve in

an

d ar

e no

t di

sadv

anta

ged

by p

over

ty.

A pr

ospe

rous

W

ales

.–

–I d

o no

t liv

e in

pov

erty

.Pr

ospe

rous

Co

mm

uniti

es:

Help

ing

Peop

le

to D

evel

op

Empl

oym

ent

and

Skill

s an

d Fi

nd W

ork.

Redu

cing

Yout

h Un

empl

oym

ent

and

Dise

ngag

emen

t.

Prom

otin

g Di

gita

l In

clusio

n.

Fina

ncia

l In

clusio

n:

Impr

ovin

g Fi

nanc

ial

Capa

bilit

y, m

anag

ing

debt

an

d ra

ising

in

com

e.

Tack

ling

Pove

rty:

Redu

cing

pove

rty,

espe

cially

pe

rsist

ent

pove

rty

amon

gst s

ome

of o

ur p

oore

st

peop

le a

nd

com

mun

ities

, an

d re

ducin

g th

e lik

elih

ood

that

peo

ple

will

bec

ome

poor

.

Child

ren,

yo

ung

peop

le a

nd

fam

ilies

, in

or a

t risk

of

pov

erty

, ac

hiev

e th

eir

pote

ntia

l.

Flyin

g St

art

child

ren

are

reac

hing

po

tent

ial.

All c

hild

ren

and

youn

g pe

ople

are

not

di

sadv

anta

ged

by p

over

ty.

Pros

perit

y an

d Em

ploy

men

t. (o

utco

me)

Empl

oym

ent:

Wor

king

age

pe

ople

in

low

-inco

me

fam

ilies

ar

e he

lped

to

dev

elop

em

ploy

men

t sk

ills,

find

wor

k an

d pr

ogre

ss w

ithin

em

ploy

men

t. (p

riorit

y)

Pros

perit

y: Pe

ople

are

pr

ovid

ed w

ith

info

rmat

ion

and

advi

ce to

en

able

them

to

max

imise

th

eir i

ncom

e.

(prio

rity)


Annex D: Example of a population accountability RBA report card

Popu

lati

on o

utco

me

All

child

ren

in t

he e

arly

yea

rs d

o no

t liv

e in

and

are

not

dis

adva

ntag

ed b

y po

vert

y.

Popu

lati

on in

dica

tor

disc

usse

d

Perc

enta

ge o

f chi

ldre

n el

igib

le fo

r fr

ee s

choo

l mea

ls (e

FSM

) ach

ievi

ng O

utco

me

5 or

abo

ve in

the

Fou

ndat

ion

Phas

e In

dica

tor

(FPI

) com

pare

d to

the

per

cent

age

of c

hild

ren

not

elig

ible

for

free

sch

ool m

eals

(non

-eFS

M) a

chie

ving

Out

com

e 5

or a

bove

in

the

FPI

How

are

we

doin

g?

Whe

re w

e ar

e no

w a

nd w

here

we

are

head

ing

if no

thin

g ch

ange

s

0102030405060708090100

2012

2013

2014

2015

2016

2017

Elig

ible

fo

r FSM

Not

elig

ible

for F

SM

Year

s

Percentage of children

Whe

re a

re w

e no

w?

Year

FSM

en

titl

emen

tFP

I %

2012

eFSM

66.2

%no

n-eF

SM84

.5%

Diffe

renc

e 18

.3%

2013

eFSM

69.2

%no

n-eF

SM86

.9%

Diffe

renc

e17

.7%

2014

eFSM

72.4

%no

n-eF

SM88

.6%

Diffe

renc

e16

.2%

Fore

cast

, if

noth

ing

chan

ges

(bas

ed o

n 20

12–1

4 fig

ures

)

Year

FSM

en

titl

emen

tFP

I %

2015

eFSM

75%

non-

eFSM

90%

Diffe

renc

e 15

%

2016

eFSM

78%

non-

eFSM

92%

Diffe

renc

e14

%

2017

eFSM

81%

non-

eFSM

94%

Diffe

renc

e13

%

Dat

a so

urce

: w

ww

.gov

.wal

es/s

tatis

tics-

and-

rese

arch

/aca

dem

ic-a

chie

vem

ent-

free

-sch

ool-m

eals

/?la

ng=

en

www.gov.wales/statistics-and-research/academic-achievement-free-school-meals/?lang=en


Stor

y be

hind

the

bas

elin

esPa

rtne

rs t

hat

can

help

us

do b

ette

r

• P

olici

es/p

rogr

amm

es th

at a

re li

kely

to h

ave

mad

e a

diffe

renc

e:–

Pup

il De

priva

tion

Gra

nt (P

DG) f

or o

ver fi

ves

– F

lying

Sta

rt–

the

hom

e le

arni

ng e

nviro

nmen

t.•

Lim

itatio

ns o

f dat

a av

aila

ble

– on

ly th

ree

year

s of

dat

a. W

ill

mee

t aga

in in

Oct

/Nov

whe

n 20

15 d

ata

avai

labl

e.•

The

UK G

over

nmen

t’s w

elfa

re c

hang

es w

ill a

ffect

the

figur

es

in th

e fu

ture

. For

exa

mpl

e, c

hang

es to

the

elig

ibili

ty c

riter

ia fo

r fre

e sc

hool

mea

ls gi

ven

the

intro

duct

ion

of U

nive

rsal

Cre

dit

will

affe

ct th

e co

mpa

rabi

lity

of d

ata

in fu

ture

yea

rs.

• Th

e w

ays

in w

hich

we

can

mea

sure

the

impa

ct o

f the

PDG

w

as d

iscus

sed.

An

eval

uatio

n of

the

impa

ct o

f the

gra

nt is

on

goin

g. It

inclu

des

whi

ch s

ourc

es o

f evi

denc

e sc

hool

s ar

e us

ing

and

how

effe

ctiv

ely

scho

ols

mea

sure

the

impa

ct o

f the

ir in

terv

entio

ns.

• Th

e m

oder

atio

n of

ass

essm

ents

in F

ound

atio

n Ph

ase

need

s to

be

take

n in

to a

ccou

nt w

hen

revi

ewin

g th

ese

figur

es.

• E

arly

Year

s Pa

rtner

ship

Boa

rd.

• F

lying

Sta

rt pr

actit

ione

rs.

• R

egio

nal c

onso

rtia

and

loca

l aut

horit

ies.

• Te

ache

rs a

nd te

achi

ng a

ssist

ants

.•

Fam

ilies

.•

Chi

ldre

n.•

Hea

lth v

isito

rs.

• S

peec

h an

d la

ngua

ge th

erap

ists

(SLT

s).

• F

amily

Info

rmat

ion

Serv

ice (F

IS).

• F

amili

es F

irst p

ract

ition

ers.

• C

omm

uniti

es F

irst.

• V

olun

tary

and

third

sec

tor o

rgan

isatio

ns.

• Ta

cklin

g Po

verty

Impl

emen

tatio

n Bo

ard.

Info

rmat

ion/

rese

arch

age

nda

Top

thre

e pr

iori

ty a

reas

• A

CTIO

N: L

ook

at d

ata

that

sho

ws

the

num

ber o

f chi

ldre

n th

is eq

uate

s to

. •

ACT

ION

: How

do

we

com

pare

to N

orth

ern

Irela

nd, E

ngla

nd

and

Scot

land

? •

ACT

ION

: Oth

er p

olicy

team

s ne

ed to

feed

into

futu

re

disc

ussio

ns.

• A

CTIO

N: N

ext d

iscus

sion

to ta

ke p

lace

in O

ct/N

ov w

hen

2015

da

ta is

ava

ilabl

e. F

ound

atio

n Ph

ase

team

to ta

ke th

e le

ad,

inclu

ding

set

ting

up th

e m

eetin

g et

c.•

ACT

ION

: Whe

n 20

15 d

ata

is av

aila

ble

revi

ew d

ata

by lo

cal

auth

ority

(LA)

leve

l aga

in a

nd fo

llow

up

with

disc

ussio

ns.

Wha

t’s h

appe

ning

loca

lly to

affe

ct th

e re

sults

? W

hich

LA

has

close

d th

e ga

p th

e m

ost?

How

has

this

been

ach

ieve

d?

• F

ound

atio

n Ph

ase

Actio

n Pl

an (t

hrou

gh e

xper

t gro

up) –

spe

cifica

lly

actio

ns th

at ta

rget

chi

ldre

n fro

m d

isadv

anta

ged

grou

ps.

• E

arly

lang

uage

dev

elop

men

t – F

lying

Sta

rt, s

pecifi

c le

arni

ng

diffi

culti

es (S

pLD)

fram

ewor

k, H

ealth

y Ch

ild W

ales

Pro

gram

me,

N

atio

nal L

itera

cy a

nd N

umer

acy

Fram

ewor

k (L

NF)

inte

rven

tions

, etc

.•

PDG

for u

nder

five

s.


Annex E: Example of a performance accountability RBA report card

Cardiff Flying Start P

arents Plus S

ervice RBA

Report 2

014–2015

Purpose of se

rvice:

Parents P

lus is p

art o

f the paren0n

g core strand of the Flying Start P

rogram

me. It is an

evidence-‐based service fo

r pre-‐school children and their families with

in Flying Start a

reas in Cardiff.

The

service

offers 0m

e-‐lim

ited, bespoke

paren0

ng interven0o

ns in the

home, inform

ed by

psychology. O

ur aim is to improve outcom

es fo

r families where behavioural and/or developm

ental

difficul0es may be evident b

y developing parental skills, encouraging beF

er child-‐parent rela0onships

and building early com

petences th

rough structured play.

Parents Plus structure: 1

.6 Educa0o

nal P

sychologists (EPs) (appointed August 2014 and Novem

ber

2014),

4.0

full-‐0m

e equivalents (FTE) Senior H

ome

Liaison

Officers (SH

LOs) and 7

.8 full-‐0

me

equivalents (FTE) Hom

e Liaison Officers (H

LOs).

How well are we doing on our headline indicators?

Story behind th

e graphs:

Graph 1: Parental ra0ngs o

f children’s social com

petence increased following interven0o

n. On average, parents noted a 61%

increase in th

eir child’s

pro-‐social/com

munica0on sk

ills, 49%

in emo0

onal re

gula0o

n skills a

nd 56%

increase in overall social com

petence.

Graph 2: 82%

of parents (and 50%

of H

LOs) rated their child’s behaviour as significantly beF

er following interven0o

n. 55%

of parents (and 40%

of H

LOs)

rated the rela0o

nship with

their child as significantly beF

er and 57%

of parents (and 39.6%

of H

LOs) rated their child’s play and developm

ent as

significantly beF

er following interven0o

n.

Graph 3: This y

ear h

as se

en a 59%

increase in th

e number o

f Welsh Governm

ent interven0

ons successfully com

pleted in th

e previous year

(2013–14 n= 82; 2014–15 n=139). 4.8 new HLO

s were appointed in sp

ring 2014.

Data Development agenda:

1. Iden

0fy

repo

rt for

PARIS

(a case

man

agem

ent

IT system

) to measure

distance travelled

for

Haw

aiian

Early

Language Program

me (HELP).

2. Iden0fy appropriate alte

rna0ve evalua0on

tools for measurin

g distance travelled.

3. Iden0fy

and

analyse

follow-‐up

data to

ensure maintenance of progress.

4. PA

RIS report to confirm

num

ber of visits

made by EPs.

0 2 4 6 8 10

12

14

Average score

Before

Ader

Pro-‐social/

communica0on

Emo0

onal

regula0o

n

Social

competence

1) Average change in aspects of social

competence

0%

20%

40%

60%

80%

100%

Play

HLO

Parent

Rela0o

nship Behaviour

2) Percentage of HLO

and parents ra

Nng

significant* change in Play, RelaN

onships

and Behaviour

* A sig

nificant change is considered to

be a change of at least 1.5 on a

five-‐point ra0ng scale.

% resulNng in posiNve change

0 20

40

60

80

100

120

140

160

Number of successful* intervenNons delivered 3)

Com

parison of the num

ber o

f Welsh

Governm

ent intervenN

ons successfully

delivered over the last five years

* Welsh Governm

ent d

efines a

one-‐to-‐one support as four o

r more sessions.


Performance measures

How much did we do?

• 303 referrals, 329 families allocated and 276 families aFended Ini0al Assessm

ent V

isits

(IAVs) (53 declined).

• 2,513 sessions offe

red; 193 se

ssions offe

red to hostels/temporary accom

moda0on;

of th

ese, 60 sessions were off

ered as O

utreach (Nigh0

ngale Ho

use).

• 29 Children’s S

ervices m

ee0n

gs aFended.

• De

livered and prepared 3 Parent Nurturin

g Programmes (PNPs) (1 per term).

• 36 mandatory training se

ssions aFended.


ssions planned and delivered by EPs; 3 se

ssions for w

orkforce

developm

ent (WD).


ssions co-‐delivered with

Inclusion Team

. • 

Monthly Flying Start Inclusio

n Forum (FSIF) mee0n

gs contributed to

; EP involvem

ent w

ith

4 children in childcare se

ings (Septem

ber 2

014 to M

arch 2015).

• 109 shared case notes w

riFen and 667 NHS

child health

views o

n PA

RIS (Ju

ne 2014 to

February 2015).

Evidence:

How well did we do it?

• 83% of fam

ilies allocated aF

ended IAVs.

• 73% of sessio

ns were successfully aFended when

ini0ally arranged; 14%

were rearranged and 13%

did not aFend (DNA).

• 139 families su

ccessfully com

pleted W

elsh

Government interven0

ons (4+ visits).

• Over 7

6% of interven0

ons that e

nded were rated

100%

com

plete by HLO

s.

• 44% re

duc0on in wai0n

g 0m

e over th

e year.

Average 0m

e between referral and su

ccessful IAV

was 13.8 weeks (term 1), 11 weeks (term 2) and

7.7 weeks (term 3).

Is anyone beWer off?

• 82% of parents ques0oned indicated a sig

nificantly posi0ve change in th

eir child’s behaviour. In addi0o

n, 55%

and 57%

indicated a sig

nificantly

posi0

ve change in th

eir rela0onship with

their child and in th

eir child’s play skills respec0vely.

• 90% of parents indicated posi0

ve changes in th

eir children’s social com

petence skills.

• Parental ra0n

gs of their children’s social com

petence increased following interven0o

n. On average, parents su

ccessfully com

ple0ng

interven0o

n noted a 61%, 49%

and 56%

increase in th

eir child’s pro-‐social/com

munica0on sk

ills, emo0

onal re

gula0o

n skills, and so

cial

competence respec0vely.

• 100%

of parents ques0oned (n=18) re

ported a re

duc0on in challenging behaviours of 18%

or m

ore, 70%

reported a re

duc0on of 40%

or m

ore.

Help with

behaviour was life-‐changing.

Know

ing how to

react to his b

ehaviours

lessened his tantrums a

nd brought us

closer. Thank you!

Rela0ves describe Patrick as a different child,

behaviour h

as im

proved consid

erably. G

aining

understanding of Patrick’s techniques.-‐ o

ne

Rela0ves describe [child] as a

different child, behaviour

has improved consid

erably. G

aining understanding of

[child’s] development/behaviour m

anagem

ent

techniques was great.

We are all living in peace now

. [Child] is

now listening and she understands there

are consequences for h

er ac0ons such as

0me out and posi0ve praise

.

The way th

at [H

LO] always h

ad a new

plan of ac0on.

I really benefiFed from

the sessions, I felt as if I

wasn’t o

n my ow

n. Thank you. Amazing scheme.

There is a light at the end of the tu

nnel. It is

working. I re

alise

I CA

N do this!

With

help from

Parents Plus, we achieved what w

e thought w

as im

possible. W

e are now more able to

control [child’s] o

utbursts before they escalate and

meal 0mes have become more enjoyable for u

s all.


Partners who can help:

•  Health

visitors (H

Vs), family health

workers (FHW

s), speech and language th

erapy (SALT), Parent N

urturin

g Programmes (PNP), Language and Play

(LAP

) can su

pport P

arents Plus w

ith con0n

ued referrals to our service, usin

g the Inform

a)on

for P

arents and

Carers leaflet to make parents a

ware

of the se

rvice they are agreeing to.

•  New

mem

bers of staff can learn more about the se

rvice and appropriate re

ferrals b

y accessing the Inform

a)on

for P

rofessiona

ls leaflet.

•  Team

leaders for HVs to

con0n

ue to

allow us to aF

end mee0n

gs on request to share new inform

a0on, e.g. for HELP and leaflets.

•  Flying Start Inclusion Forum iden0fy appropriate re

ferrals a

nd involvem

ent for Educa0o

nal Psychology.

•  Following comple0on of PNP, PNP facilitators can iden0fy and refer fam

ilies who may benefit from bespoke hom

e-‐based interven0o

n.

•  Flying Start Childcare Team can provide us w

ith th

e contact to seings (e.g. managers m

ee0n

gs) to share inform

a0on about Parents Plus.

AcNo

n Who

By

Status

Comment

Trial H

ELP with

a sm

all group of children who meet the entry

crite

ria and gather feedback from

parents and evidence of

distance travelled via child’s development.

Parents

Plus

Team

March 2016

HELP popula0on has been

iden0fi

ed. Protocol has been

drad

ed and su

bmiFed to

Paren0

ng Services M

anager.

Distrib

ute new Inform

a)on

for P

arent a

nd Carers leaflet to

referrers. Finalise

and distrib

ute Inform

a)on

for P

rofessiona

ls to

Flying Start te

ams for induc0on and ongoing inform

a0on.

Parents

Plus

Team

Septem

ber

2015

Inform

a)on

for P

arents and

Carers

leaflet in process of being

distrib

uted. Informa)

on fo

r Professio

nals leaflet re

ady to

distrib

ute.

Review

process for gatherin

g follow-‐up data from

interven0o

ns

to monito

r maintenance. W

ork with

families to

increase

maintenance usin

g mo0

va0o

nal ques0oning and new family

profile.

Parents

Plus

Team

March 2016

Previous re

search confirmed

longer te

rm im

pact. H

ave been

unable to

further this research in

2014–15.

Establish

a method to collect data to re

port on and monito

r the

length of 0

me between referral and ini0al assessm

ent visit (IAV).

Parents

Plus

Manager

December

2014

Completed – Addi0onal measure

establish

ed on PA

RIS.

Work to re

duce 0me between referral and su

ccessful IAV

through increased effi

ciency measures, e.g. increased awareness

of se

rvice by parents and professionals, early contact with

family

at point of referral, increased number o

f cases for SHLOs.

Parents

Plus

Team

March 2016

Whole-‐team ac0vi0es to consider

efficiency of service delivery have

been undertaken and working

groups se

t up to develop to

ols a

nd

resources to facilitate this.

What w

e are going to do:

Early years outcomes: framework - GOV.WALES · Annex D: Example of a population accountability RBA...

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