The Evaluation of HighScope in Co-Mayo 1. 2 Terms of Reference i) Provide a comprehensive account of the initiative ‘HighScope in Mayo’ ii) Using implementation.

The Evaluation of HighScope in

Co-Mayo

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Terms of Referencei) Provide a comprehensive account of the initiative ‘HighScope in

Mayo’

ii) Using implementation science, examine the extent to which the

HighScope model of practice is embedded in ten early years’

settings in Co. Mayo.

iv) Identify the barriers to and supports for implementation

v) Document individual ‘ inspirational stories’

vi) Make recommendations for further development for both 0-3s and

3-5yrs

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Background

• International data

• National context

• Formation of TUSLA

• National Framework for Children and Young People

• Local provision

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Implementation Science

• Mixed methods design accessing primary and secondary data

• Secondary data: Inspection reports, training evaluations, monitoring of HighScope training

• Primary data: Online survey, focus groups, interviews, PQA assessment, filmed sessions, narrative story telling, significant change accounts

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Conceptual Framework for Implementation Fidelity

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Sample and MethodsStakeholder Number Method

Parents 75 Focus groups in 10 settings with parents whose children attended the HighScope programmeInterviews with parents about most significant moments of change as a result of their child attending the HighScope programme to be recorded on film

Children 36 With consent, recording of children engaged in HighScope activities in order to produce a DVD of inspirational stories about impact of engaging in the HighScope programme

HighScope practitioners

62 Focus groups with HighScope practitioners in the 11 settings and inclusion of inspirational stories from their perspective Online Survey

Currently undertaking HighScope training

4 Focus groups with HighScope practitioners in the 11 settings and inclusion of inspirational stories from their perspective Online Survey

Representatives from HighScope Ireland

3 Interview with representatives from HighScope Ireland about implementation of the programme in Co-Mayo since 2007

Representatives from TUSLA, statutory, community and voluntary agencies

111131111

Interviews with representatives from TUSLA, statutory, community and voluntary agencies such as;Early Years InspectorateChild Care ManagerEarly Years Services ManagerEarly Years Development Team LeaderHighScope TrainersChildcare County CouncilBorder Counties Childcare NetworkStart StrongEarly Intervention Team-Western Care

Total 195

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Programme Type Number of Participants Number of Courses

0-3 40 2

3-5 168 10

Child Minders 19 1

Training Analysis

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Component All of the time Some of the time

Wheel of Learning

Learning Environment 85% 15%

Daily Routine 100%

Adult Child Interaction 85% 15%

Active Learning 85% 15%

Curriculum Content

Approaches to Learning 85% 15%

Language, Literacy and Communication 92% 8%

Social and Emotional Development 92% 8%

Physical Development, Health and Wellbeing 100%

Arts and Science 85% 15%

Online Survey

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Supports required:

•More cluster group meetings, more frequent individualised support, refresher

training, visits to other HighScope settings and specific support with

assessment

•Support received from the EYDWs had been invaluable but felt a network

could be created involving HighScope practitioners who could meet to offer

advice, guidance and experience.

• Support linking the HighScope key developmental indicators and assessment

tool with Síolta, The National Quality Framework and Aistear, The National

Curriculum Framework.

•General capacity building around child observation records, note taking and

curriculum planning.

•More parental involvement initiatives

Practitioners

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“The teachers talk to us like adults,

we're important too”

“We know what happens next because we look at

the directions on the wall”

“Teacher can I do the planning with the children

today” asked one child

“We have a problem...how can we solve it”

Children’s Voices

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Engaging Parents•Open evenings,

•Inviting parents into setting during sessions,

•Information pack starting,

•Having informal chats at pick up and drop off time,

•Sharing COR with parents,

•Parents notice board - display evidence of children’s work, anecdotes

etc,

•Hold parents courses and have formal family feedback meetings at the

end of the year

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PreSchool Programme Quality Assessment

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Development Workers Observations

• Working with individual groups

• Peer facilitated learning

• Supporting groups to support parents

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Parental Responsiveness

• 90% of parents in focus groups could provide an explanation, description or example of the HighScope model.

• The most frequently cited component of the approach offered by parents was ‘conflict resolution’.

• 93% transferred practices to the home environment

• 11% had direct experience of HighScope in sessions

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Key Stakeholders•Recognition of cross cutting impact;

•Promoting health

•Promoting education

•Preventing problems early

•Providing family support

•Developing communities

•Stakeholders were not denying that HighScope was one example of a quality

approach and that it emerged from a rigorous evidence base.

•The potential removal of support currently offered by the development workers

and early years team was perceived to be completely detrimental and

ultimately lead to the obliteration of the HighScope pedagogy

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Conclusion

Implementation -Moderators

-Driving Forces-Restraining Forces

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Recommendations

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1. HighScope Ireland should allocate substantial resources to cultivate

relationships with new commissioners in the Child and Family Agencyto confirm the future fit of the

HighScope approach within the ECCE sector in County Mayo. This should

involve supporting commissioners to understand the alignment of

HighScope with National objectives for Prevention and Early Intervention

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2. Training should be offered to the Inspectorate

to increase awareness and understanding ofhow the HighScope approach can support theirrole in raising quality provision in ECCE setting.

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3. The capacity of the Early Years Services team to contribute to Local Area Pathways should beclearly communicated and demonstrated within

the Agency to identify the fit between EarlyYears Services and the future direction of the

Child and Family Agency.

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4. A network for HighScope practitioners, linked to

HighScope Ireland, should be established whichsupports their professional development while

acting as a forum to promote good practice at alocal, national and international level.

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5. HighScope Ireland and Early Years Services in County Mayo should create a support structure

through training in fidelity measurement to improve adherence to full implementation

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Inspirational Stories

ArdnareeThe Neale

Curious Minds