Welcome back to Day Two

1. Welcome back to Day Two Mary Castles Executive Director of Housing and Social Work

2. The Evidence Base forGetting it right for every child Professor Jane Aldgate OBE Professional Advisor, Getting it right for every child team, Scottish Government Professor of Social Care, The Open University

3. Common coordinated framework for planning and action across all agencies Child at the centre All children, young people and families get the help they need when they need it What is Getting it right for every child?

4. Where does GIRFEC come from? - the research evidence base from child development • Child development theory (seeing the whole child) • What do we know about children who do well? • The impact on development of a child’s ecology • The importance of the early years

5. Child development evidence - relevant sources • Aldgate and Rose (2000) ‘Knowledge undperpinning the Assessment Framework’ Chapter 2 in DH, Assessing Children in Need and their Families: Practice Guidance, London,TSO • Daniel, Gilligan and Wassel (1999) Child Development for Child Care and Protection Workers, London, JKP • Daniel and Wassell (2002) Assessing and Promoting Resilience in Vulnerable Children, London,JKP • Aldgate, Jones, Rose and Jeffery (2006)(eds)The Developing World of the Child, London, JKP

6. What children and families say they want from services - some examples from research • DH overviews from 1996 onwards • e.g. (1996) Child Protection Now - Messages from Research • (2001) The Children Act Now - Messages from Research • SWIA (2006) • Time Well Spent • Looking after the Family • Celebrating Success

7. Evidence based policy (some examples) • For Scotland’s children (2001) • It’s everyone’s job to make sure I’m alright (2002) • Review of Children’s Hearings (2004) • SWIA Extraordinary Lives (2006) • Getting it right for every child (2006) • Combating poverty and income inequality (2008)

8. Well-being central to GIRFEC • Well-being embraces: • Welfare • Wellness • Well-being and Well-becoming

9. Children’s well-being and welfare: UNICEF’S definition From UNICEF (2007) Child poverty in perspective:An overview of child well-being in rich countries, Florence, UNICEF The true measure of a nation’s standing is how well it attends to its children – their health and safety, their material security, their education and socialization, and their sense of being loved, valued, and included in the families and societies into which they are born.

10. The concept of wellness • Work of psychologists is moving from an emphasis upon the troubles and sickness of people to an approach which looks at how we acquire positive qualities • Approach gets away from success/ failure model to progressing • Kelly 1974 (quoted in Aldgate et al 2006)

11. A much more positive and optimistic view of childhood • Stress in early years need not affect children permanently • With the right circumstances children can develop resilience • Children who miss out on particular experiences can make up ground • Healthy development can occur under a far wider range of circumstances than was thought possible in the past • Schaffer, R (1998), Making Decisions About Children, Oxford,Blackwell

12. The Scottish Government: well-becoming and well-being • Children’s well-becoming: • confident individuals • effective contributors • successful learners • responsible citizens • Eight well-being indicators: • Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible and Included

13. The policy framework – whole child

14. Why do we need Getting it right for every child? • Children fall through the gaps in services • Children with complex needs not picked up early • Children get passed from one agency to another • Agencies do not share relevant information properly • Processes are duplicated – a child may have several plans and many workers • Have very poor record for looked after children

15. Getting it right for every child – from vision to reality • National programme of support for all children in Scotland when they need help • Getting it right starts in the universal services for all children – health and education • Includes immediate response to protecting children in cases of serious risk • Proportionate and timely help – always friendly and efficient services • Early identification of problems and early intervention are fundamental – at any stage of seriousness • It expects all agencies to work together

16. Key principles of Getting it right for every child • Promoting the well-being of individual children and young people • Keeping children and young people safe • Putting the child at the centre, promoting opportunities and valuing diversity • Taking a whole child approach – using developmental-ecological theory • Building on strengths and promoting resilience • Providing additional help that is appropriate, proportionate and timely and supporting informed choice • Working in partnership with families • Respecting confidentiality and sharing information • Promoting the same values across professions and making the most of each worker’s expertise • Co-ordinating help and building a competent workforce

17. A network of support for every child

18. GIRFEC requires changes in Culture, Systems and Practice • CULTURE • Learning together, co-operating, children at the centre • SYSTEMS • Streamlining, simplifying, improving effectiveness • PRACTICE • Appropriate, proportionate and timely help, shared materials, tools, protocols

19. Taking individual responsibility: identifying gaps in well-being and how to meet them • There are five questions all practitioners need to ask themselves: • What is getting in the way of this child’s well-being? • Do I have all the information I need to help this child? • What can I do now to help this child? • What can my agency do to help this child? • What additional help, if any, may be needed from others?

20. A national practice model of assessment, planning, action and review • combines knowledge, theory and good practice • defines risks and needs as two sides of the same coin • assessment should be proportionate and dynamic • assessment should not prevent immediate help from being put in place • analysis makes sense of information gathered • decision-making against the eight well-being indicators • the child’s plan should show what needs to be done, timescales and who takes action with reviews built in • Outcomes assessed in review

21. The GIRFEC Practice Model

22. Where protecting children fits into the practice model • Risk and need are two sides of the same coin • Assessing and managing risk are part of the same system • Risk includes looking at the current risks and the long-term impact • Risk has to be understood broadly in relation to all aspects of children’s well-being • Risk and the right to take risk is a normal part of life - can be positive • Risk involves only using narrow risk assessment and failing to act to meet needs and understand the impact of risk on the child

23. Action on risk and need requires: • Procedures: streamlined – immediate when required. A Getting it right for every child approach does not exclude Child Protection procedures. • Process: identification of risk and need, assessment, analysis, decisions, action, review – appropriate, proportionate and timely • Practice: skills ofengagement,professional judgement, common language, checking, sharing, involving others as appropriate

25. Use the well-being indicators to identify concern • Why is this child not: • Safe, Healthy, Achieving, • Nurtured, Active • Respected , Responsible, • Included

26. Concerned about a Child? Child Protection Procedures • Is there an immediate risk to the child? • Is there suspicion that an offence has been committed against the child? • Is there a risk of significant harm? • Consider information sharing protocols • Use appropriate immediate risk assessment

27. Concerned about a Child? • Concern but no immediate risk • No suspicion of offence against the child • Consider information sharing protocols Discuss with child/family/other practitioners

28. Options • 1. Do proportionate assessment using well-being indicators and take action • 2. Need further information – use My World Triangle and other assessment tools

29. Further information needed and/or serious risk • 1. Using the My World Triangle proportionately to gather information • 2. Incorporate any specialist assessments

31. Analysis • Using the Resilience Matrix to analyse information

32. Resilience Characteristics that enhance normal development under difficult conditions Adversity Protective environment Life events or circumstances posing a threat to healthy development Factors in the child’s environment acting as buffers to the negative effects of adverse experience Vulnerability Characteristics of the child, the family circle and wider community which might threaten or challenge healthy development Resilience Matrix

33. Weighing the balance of evidence and making decisions Using the well-being indicators to decide what are the needs to be addressed What does this child need to happen to make him or her: safe, healthy, achieving, nurtured, active, respected, responsible and included?

34. The child’s plan • Summary of needs and risks • Views of children and families • Who is to take action • Timescales and resources • Contingency plans • Review arrangements • Lead Professional arrangements where appropriate

35. Measuring changes and outcomes at review • Using the well-being indicators to see: • What has changed? • How far have needs been met? • How well have risks been managed? • What are the outputs? • What are the outcomes? • What should happen next?

36. Pathfinder seeing benefits for children who need help • Early intervention • Services targeted • Consistency • Common understanding • Practitioner time used well • Timely and proportionate help • More equality for whole family • More plans less registration • Parent and child positive experiences

37. What the changes are meaning in Highland • Children and families feel more confident that: • their worries and views have been listened to more carefully and their wishes have been heard and understood • they are more fully involved in discussions and decisions • they can rely more on appropriate help being available as soon as possible • the agency they first have contact with arranges for help to be provided from that agency and others, if necessary (through Named Person or Lead Professional)

38. www.scotland.gov.uk/gettingitright

39. Introduction to Stage 2 Systems Change Mairi Tulbure

40. C = (D x S x P) > C C = Change D = Dissatisfaction with the current state of affairs S = Solution - identifiable and desired end state P = Practicality - plan for achieving the desired outcome C = The cost of the change to the organisation

41. Stage 2 Workgroups • Group 1: Universal record of concerns / request for assistance • Andrea Batchelor / Liz Kearney • Group 2: Chronology • Penny Cullum / Tom Cowan • Group 3: The Named Person / Lead Professional • Richard Burgon / Kathleen Colvan • Group 4: The Child’s Plan • Mary Fegan / • Group 5: Universal Assessment • Mary Castles / Margaret Brown • Group 6: Integrated Assessment • Brenda Doyle / Diane Dunn • Group 7: Information Sharing Protocol • Anne Donaldson / Trevor Baxter • Group 8. Operational Management • Mairi Brackenridge / Fiona Brown • Group 9. Core Competencies • Janice Longford / Debra Lindsay • Group 10. Locality Planning Model North • Brian Steele / Ian Macaulay • Group 11 Locality Planning Model South • Heston Johnstone / Kevin Mullarkey • Group 12. Evaluation • Charles Clark / Kate Rocks