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Appropriate review, evaluation and planning enable integrated service delivery through continuous improvement within and across organisations.
Examples may include:
Planning and evaluation support organisations to identify and use evidence-based programs and tools. This evidence-based practice allows organisations to demonstrate the effectiveness (or otherwise) of programs and integrated service delivery approaches, and identify outcomes for children and families.
In your environment, does evaluation and planning enable integration?
How is continuous improvement in integrated service delivery ensured?
What have you learnt from programs or activities that do not go as planned?
How often is the strategic focus reviewed? Are governance structures also reviewed?
Is there a regular joint review by relevant collaborating organisations? How is the integration/collaboration functioning? Is it adding value for families? Read example showhide
The Caboolture Early Years Centre makes the effort quarterly to bring together staff from all disciplines to reflect on how the integrated process is working. These are formal meetings with set agendas and minutes recorded to ensure progress of the integrated approach is documented and the information available for future reference.
How are the voices of children and families heard in organisational and service delivery review and planning?
The questions below will explore how planning and evaluation enables the service delivery elements of the model.
Are universal and targeted services contributing to provision of a holistic service? Read example showhide
At the Browns Plains Early Years Centre, child health nurses work alongside early childhood educators. When the mothers come to the clinic for their babies' health checks, they are able to speak to one of the educators, giving them the opportunity to raise concerns, gain advice and learn about other programs on offer at the centre. They are encouraged to join the 'Chitty Chat' program, which provides a contact point for families to talk to staff, meet other parents and access the centre's books and toys.
Are services collaboratively addressing service gaps where possible? How does this happen?
Are services delivered in a way that reflects a commitment to the values and strategic objectives of working holistically with children and families?
Is there a multidisciplinary approach to planning services?
How are different professional perspectives used to support the provision of universal or targeted services? What are the benefits for families and children using these services? Read example showhide
In Cairns, Mookai Rosie Bi-Bayan provides a home away from home for women who come to prepare for their babies' birth or attend medical appointments not available in their far northern communities. One of their integrated, family-friendly programs is the Bi-Bayan Playgroup. The playgroup works with other members of the team to offer holistic parenting support including culturally supportive behaviour management, nutrition programs, and advocacy and referral pathways for children with developmental concerns. This is a great example of tailoring the content and intensity of a universal service to meet the varied needs of diverse clients.
Is expertise of different disciplines sought when needed? Read example showhide
During one of the Redland-Bayside Child and Family Support hub coordinator's regular catch ups with a partner organisation, this partner mentioned that a number of her clients were struggling with infant sleep issues. While the current services were sufficient in many cases, sometimes more help was needed. The hub coordinator was able to connect this partner with another partner at a local family centre, so they could learn more about each other's programs and how they could jointly support these clients. By maintaining strong relationships and taking the time to talk with partner organisations, the hub coordinator is able to enhance the local service network and referral pathways in the community.
How is research evidence used in developing and implementing integrated service delivery approaches? Read example showhide
At Browns Plains Early Years Centre staff strive to ensure services are responsive to local needs. They seek feedback from families and importantly use their local Australian Early Development Index data to enhance their understanding of the needs of the children in their catchment area.
Are partnership arrangements and the integrated service delivery approach evaluated regularly and revised as required?
Do partners meet regularly to address changing community needs and gaps and plan service delivery accordingly? Read example showhide
North Gold Coast Early Years Centre uses an integrated case management approach to planning. At integrated case conferences, staff and partners across disciplines go through referrals together and make decisions about the best way to work with each family. Everybody knows what everyone else is doing, and planning is very much a family-by-family situation.
What mechanisms are in place to support planning for programs, services and clients? Do you meet with other organisations to do regular service review?
How are different partners and families' strengths recognised in planning?
Is local information and data reviewed to ensure there are multiple access points that reach out to the community? To better understand the community? For example, are some communities more likely to participate if you take the service to them?
How do you ensure planning is inclusive?
Do you review the cultural competence of staff and partners?
Are there mechanisms for collecting feedback, including complaints, from staff and community? Read example showhide
Listening to the community is very important at North Gold Coast Early Years Centre. They hold regular morning teas during which they ask for feedback from families. One staff member's role is to be the 'parent liaison', and she goes from group to group to find out what parents think of the service and what they need.
When planning services, do you consider the cultural barriers and enablers to support diverse families?
In what ways are staff, programming and diversity valued?
This page was last reviewed on 20 Aug 2013