The previous four chapters have described a wide range of strengths and weaknesses in the development of the ICS initiative in its various forms across Scotland. This chapter aims to summarise some of the key factors which consistently appeared to underpin the development of good practice in the ICS clusters visited. It also indicates ways in which good practice can be further developed.
6.1 At Local Authority and Health Board level
Shared leadership
Good practice in the partnership was characterised by a number of factors. Leadership, commitment and a clear set of ICS objectives agreed between chief executives and senior managers in partner services led to purposeful and productive initiatives in ICS clusters. The membership of steering and management groups included representatives from all partner services including the police, the voluntary sector, young people, parents and other members of the community.
Sustainability
A further key feature of successful provision was the best value use of funding to ensure sustainability. Representation of ICS objectives in community plans and children's services plans, and in the development plans of partner agencies and schools, generally led to effective concerted action. Involvement of all partners in integrated policy making, planning and delivery ensured a sense of joint ownership at all levels. This sense of ownership was enhanced when pupils, School Boards, parents, voluntary organisations and other members of the community were involved in decision making.
Integration with mainstream
It was notable that the most successful ICS-related initiatives were promoted and evaluated as integral aspects of mainstream provision, rather than add-ons. All related initiatives, such as health promotion, promoting positive behaviour and out-of-school care and learning, were included within ICS planning and provision. In addition there was wide involvement of NHS departments and social work services in contributing to the achievement of ICS objectives. Dedicated ICS staff operating at cluster level showed a strong sense of teamwork and awareness of each other's roles and responsibilities. Partner agencies and schools worked together through a coordinated approach to identifying and meeting the needs of potentially vulnerable children and young people, including those who were looked after and accommodated.
Evaluation, review and planning
In good practice there were clear systems for evaluating the progress and impact
of ICS and related initiatives, and all partner services and stakeholders contributed
to these evaluations. Good practice identified through evaluation was shared
among schools and partner services. Good practice in ICS initiatives was frequently
enriched through contributions from a range of NHS
services. These contributions would be further enriched if ICS activities were
more consistently reflected within NHS plans including General Practice locality/practice
development plans. There would be further advantage if health service monitoring
and evaluation systems were also used consistently to assess the impact of ICS
initiatives. In order to extend joint-service training it would be useful if
staff from partner services had access to appropriate NHS staff development
activities.
6.2 At school and local cluster level
Leadership
Good practice was evident in schools and clusters where headteachers gave a clear lead in the implementation of ICS initiatives, and staff at all levels contributed to, and felt ownership of, the initiatives. Good practice was further enhanced where headteachers in a cluster worked in partnership to identify, plan and deliver ICS objectives linked to national policies and those of partner services. In these cases, all appropriate cluster activities, including out-of-school care and learning, and health promotion initiatives, were included as contributions to ICS cluster objectives. All teaching and non-teaching staff were aware of the ICS objectives and of how they could contribute to meeting them. They took account of these objectives in their interactions with children and young people in order to contribute to improving their attainment, achievement, health, care and social development. Cluster targets were reflected in school plans and were used systematically to measure progress. Cluster schools evaluated the success of ICS initiatives and shared examples of good practice.
Clear management roles and lines of communication
In the most effective clusters, the roles and responsibilities of ICS managers were clearly defined and provided appropriate scope for decision making and the allocation of resources. There were appropriate arrangements to meet the development needs of ICS managers, other dedicated ICS staff and all staff in cluster schools and partner agencies to ensure awareness of the key aims of ICS initiatives. Staff from partner services trained together to reinforce the integrated nature of their work. ICS managers had constructive working relationships with the headteachers of all schools involved and with managers of partner services.
Curriculum flexibility
In good practice, pupils' programmes were drawn from a curriculum which had a range of formal and informal components including extra-curricular activities, health-promotion initiatives and out-of-school care and learning opportunities. Core curricula were extended and supported in a number of ways including links with further education colleges, and provision of breakfast clubs, homework clubs and study support groups. Appropriately customised curricular programmes were made available for disaffected pupils or those who had missed out on learning for other reasons. Staff from voluntary organisations and partner services such as health, social work and the police contributed to pupils' learning, health and social development directly and through helping to provide teaching materials and learning opportunities.
Personalised learning
Practice was good where pupils' learning was personalised to meet individual needs and to remove barriers to learning. Personal learning plans were drawn up in consultation with pupils, parents and staff from a range of partner services. Targets for pupils' learning and development reflected high expectations, and progress towards them was monitored systematically.
Barriers to learning
In ICS clusters, partner services worked closely together to identify barriers to learning and put in place strategies to remove them. Partner services provided coordinated support for vulnerable young people and their families to ensure that their educational, social, emotional and health needs were well met. Initiatives were in place to raise the expectations, confidence and self esteem of these young people and their families, and to ensure that they gained the maximum benefit from opportunities for learning and wider development.