PART B

Integrated Service Delivery Funding Category Guidelines

2016 - 2018

Contents

Contents

1.Integrated Service Delivery Funding Category

2.Reporting on Outcomes...... 3

2.1Quantitative reporting...... 4

2.2Qualitative Reporting

2.2.1Story behind the data1

2.2.2Case studies

3.Grants Management System – QGrants

3.1.How to use QGrants

3.2.Submitting claims through QGrants2

Appendix 1 – EYS Provider Feedback Form3

1.Integrated Service Delivery Funding Category

Integrated Service Delivery brings together different disciplines and services into a comprehensive service delivery system for parents/carers and their children from birth to eight years of age. Integrated services support parents/carers wellbeing, parenting and their child/children’s learning and development.

Expected outcomes of funding through the Integrated Service Delivery Funding Category may include but are not limited to:

  • Increased parents/carers awareness of and engagement with their child/children’s development;
  • Increased parental capabilities;
  • Healthy and happy children; and
  • Increased connection and access to the right services at the right time for parents/carers and their children.

Funding may be provided to deliver activities such as:

  • Early Childhood Education and Care (e.g. Kindy and school transition programs, Long Day Care, kindergarten or adjunct care);
  • Family Support (e.g. home visits, playgroups, parenting programs, music play and therapy, counselling services); and
  • Child and maternal health (e.g. child health screening and checks, immunisation, advice and advocacy, allied health support such as speech therapy).

Integrated services are ‘one-stop shops’ where families can access multiple services, or referrals to specialist services, for their children and themselves.

Some examples of an integrated service delivery model may include:

  • child health nurses, early childhood educators and family support staff working collaboratively to deliver universal and targeted services in the community;
  • services being co-located or in close proximity to other community services;
  • forming cooperative, coordinated or collaborative relationships with neighbouring service providers;
  • participating in informal networks of providers; and
  • establishing referral pathways.

For further information about Integrated Service Delivery refer to:

2.Reporting on Outcomes

Standard performance measures for this category were developed using Results Based Accountability (RBA) and are outlined below. The RBA approach uses a simple framework to help the Department and Early Years Service (EYS) providers focus on positive outcomes for children and families.

Monitoring is undertaken through data collection requirements as listed here and financial accountability requirements as specified in the service agreement. The data is also supported by a qualitative report including the story behind the data and case studies which impact the achievement of expected outcomes.

1Funding Category Guidelines

2.1Quantitative reporting

Type of measure / Measures / Counting Rules
Quantity
How much? / Number of all children:
  • Total number of all children.
  • Total number of children from culturally diverse backgrounds (CALD).
  • Total number of children who identified as Aboriginal and/or Torres Strait Islander.
  • Total number of children with disability.
/ Total number of children
Count each child who participated in activities during the reporting period once only.
Do not count attendee at an “event” eg fun day in the park (this information should be included in the Narrative Report.)
For example: a child participated in an activity (such as a playgroup) twice a week during the reporting period. Count = 1.
Count each child in the following demographics who participated in activities during the reporting period once only:
  • Count each child who identified as CALD and participated in activities during the reporting period once only.
  • Count each child who identified as Aboriginal and/or Torres Strait Islander and participated in activities during the reporting period once only.
  • Count each child who participated in activities during the reporting period with a disability once only.
For example: a child participated in an activity (such as a playgroup) twice a week during the reporting period. Count = 1
Number of all parents/carers:
  • Total number of parents/carers.
  • Total number that are from culturally diverse backgrounds (CALD).
  • Total number who identified as Aboriginal and/or Torres Strait Islander
  • Total number with a disability.
/ Total number of parents/carers
Count each parent/carer who participated in activities during the reporting period once only.
Do not count attendee at an “event” eg fun day in the park (this information should be included in the Narrative Report).
For example: a parent participated in an activity (such as a playgroup) twice a week during the reporting period. Count = 1.
Count each individual parent/carer in the following demographics who participated in activities during the reporting period once only.
  • Count each parent/carer who identified as CALD and participated in activities during the reporting period once only.
  • Count each parent/carer who identified as Aboriginal and/or Torres Strait Islander and participated in activities during the reporting period once only.
  • Count each parent/carer with a disability who participated in activities during the reporting period once only.
  • For example: a parent/carer participated in activities once a week (such as a playgroup) during the reporting period.
Count = 1 parent/carer.
Number of partnerships / Count each partnership, formal or informal, with another organisation during the reporting period to support the delivery of your activities once only.
For example the Hospital and Health Service conducted weekly screening appointments during the reporting period. Count =1 partnership.
Quality
How well? / Total number of parents/carers report they are satisfied with the activity. / Count the total number of parents/carers surveyed who are satisfied with the activity.
Note: Percentage will be automatically calculated in QGrants.
Number of staff qualified/trained to deliver early years service activities. / Count the total number of qualified staff.
Note: Percentage will be automatically calculated in QGrants.
Further information can be included in the Qualitative report about training undertaken and qualifications attained by staff.
Number of individual of parents/carers who receive intensive support. / Count the total number of individual parents/carers who receive intensive supportin activities during the reporting period.
Note: Percentage will be automatically calculated in QGrants.
*Children may be included in the family groups but are not included in the count above.
Number of partners actively involved in delivering activities at or through the funded service. / Count the total number of partner organisations involved in delivering activities at the funded service in the reporting period.
Partnerships may fluctuate and the intent of this measure is to ascertain which partnerships are active during the reporting period.
Note: Percentage will be automatically calculated in QGrants.
Effectiveness
Is anyone better off? / Total number of parents/carers surveyed. / Count the total number of parents/carers surveyed during the reporting period only once.
Number of parents/carers surveyed that report the funded service assists them in accessing the support services they need. / Count the total number of parents/carers who report the funded service assists them in accessing the support services they require.
Note: Percentage will be automatically calculated in QGrants.
Number of parents/carers improving their engagement with their child/children. / Count the total number of parents/carers who reportedimprovement in one or more of the following areas:
  • Knowledge of age-appropriate child development in cognitive, language and literacy, social-emotional and motor domains;
  • Interaction with child that enhances age-appropriate development and reinforces cultural values;
  • Parent-child attachment;
  • Parenting practices;
  • Feeling of competence and confidence in parenting practices;
  • Involvement in child’s care and education; and
  • Home environment.
Note: Percentage will be automatically calculated in QGrants.
Number of parents/carers report their child/children are benefiting from participating in the activity. / Count the total number of parents/carers who agree that their child/children benefited from participating in an activity.
A child may benefit from an activity by an improvement in any of the following areas:
  • skills/knowledge;
  • attitude/opinion;
  • behaviour; and
  • circumstances.
Note: Percentage will be automatically calculated in QGrants.
Number of parents/carers surveyed that report they are benefiting from participating in an activity. / Count the total number of parents/carers who report that they are benefiting from participating in an activity.
A parent/carer may benefit from an activity by an improvement in any of the following areas:
  • skills/knowledge;
  • attitude/opinion;
  • behaviour; and
  • circumstances.
Note: Percentage will be automatically calculated in QGrants.
Total number of partners surveyed. / Count the total number of partners surveyed during the reporting period only once.
Note: Percentage will be automatically calculated in QGrants.
Number of partner organisations report their service delivery has improved as a result of the partnership. / Count the total number of partner organisations who report their service delivery has improved as a result of the partnership.
Note: Percentage will be automatically calculated in QGrants.

1Funding Category Guidelines

2.2Qualitative Reporting

2.2.1Story behind the data

The Department values the narrative information from EYS providers as well as the performance data and will collect this information through the story behind the data and two case studies.

To continuously improve the service delivery and achievement of outcomes through early years funding it is important to analyse the data and identify issues that impact or influence client outcomes.

EYS providers should focus on the following:

  • Service Delivery Performance;
  • Activities delivered;
  • Partners and partnerships;
  • Strategies for improvement;
  • Action plan; and
  • Staff qualifications/training undertaken during the reporting period.

2.2.2Case studies

Information provided should be non-identifying and include consideration of the following:

  • Background;
  • Support activities provided to improve clients circumstances; and
  • How did the activities contribute to achieving the expected outcomes?

3.Grants Management System – QGrants

QGrants is the Department’s grants management system that operates as one portal for you to apply for and manage Early Years Service grants.

3.1.How to use QGrants

How to apply for Queensland Government funding and submit claims via QGrants.

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3.2.Submitting claims through QGrants

Organisations with an executed funding agreement can lodge a 'claim' to submit required performance and financial reports.

Direct data entry will be required for the quantitative performance measures. The template for the story behind the data and case studies reporting should be submitted as an attachment through the QGrants claims process.

After reports have been assessed, payments will be released in accordance with the funding agreement. Further information is available at

Appendix 1 – EYS Provider Feedback Form

Please send to:
Document name:
Issue or Topic / Reference
(Page/section) / Suggested change or comment on the Early Years Services Guidelines Part A or Part B

1Funding Category Guidelines