Team around the Child

1. Team around the Child Information for schools

2. Team Around the Child TAC – What is it? A trans disciplinary approach to providing streamlined and targeted support for children, young people with disabilities and their families with complex needs and ‘at risk’ [of exemption, suspension and exclusion].

3. TAC STRUCTURAL Characteristics – Child Centred; Small core team of parent plus 3-4 professionals and others selected by parent/client; Outer team of additional professionals who may be called upon as necessary for advice, help, assessments etc Core team chosen by parent - Key worker Team members Parent/advocate Outer team negotiated Consultants Professionals Advisers l child -

4. T/4/2 = Team for 2 systems - an adaption of TAC for F&KI sites TAC -Parent Team TAS - School Team Communication structure CHILD Young person c c Key workers Key workers are enablers of change

5. Global picture for TAC 2000-12 • USA 1980’s; UK 2005 – Peter Limbrick, UK; David Formby, Camden UK • Aust 2000’s Kurrajong Intervention Services, NSW, 0-5 years • WA Disability Services Early Years Team - Denise Luscombe • F&KI, adapted TAC for schools • 2012 National Partnerships Strategy 4 • ISIO pilot projects - DECD • Australian Childhood Foundation, multi agency approach, Noel Mc Namara

6. F &KI RSS National Partnership project 2012 Strategy 4 : • To develop TAC as a joint initiative between DECD and Department for Community and Social Inclusion • To base TAC on the UK model of Peter Limbrick • To develop, adapt and trial TAC in F&KI schools that have students with disabilities/complex needs that may result in exemption, suspension and/or exclusion

7. TAC – who for?? • Complex multi faceted cases with multiple service providers, casts of a 1000 • ‘Stuck’ cases • Politically sensitive cases • Cases involving entrenched conflict • Cases needing pro active or reactive responses • Individuals, groups, whole sites

8. Public schools are required to deliver quality education for 100% of the ‘public’, including hard to reach families and those with complex needs. Potential for TAC intervention model to support ‘hard to reach’ families, children and young people with complex needs. TAC is an additional [not replacement] strategy to compliment what is already successful. TAC Working class - Middleclass • Hard to reach families with additional needs • Complex needs • Mental health • Disabilities • ‘Attendance • Non attenders / SEE • Disproportionate amounts of time taken up by school staff Families with resources and aspirations for private education Our current system caters reasonably well School Context - Values, norms, policies, procedures Pressures to perform, conform, comply ,conventions Gratitude , expectations

9. TAC Application TAC streamlined trans-disciplinaryservices and interventions Existing specialised services,interventions, multi disciplinary, interagency responses Targeted Services Services for all

10. Characteristics of TAC model • Child/client centered and driven, holistic • Strengths and solutions based, positive • Family friendly, empowering, • Trans disciplinary, multi agency • Provides streamlined, coordinated, seamless, non fragmented services • Goal, outcomes and action oriented • Forward looking, creative, resourceful, imaginative ,organic, open ended • Builds capacity, practical, plain English • Delivers a ‘No wrong door’ approach

11. TAC Characteristics - continued Structures- chosen, agreed to by parent • Core team, non core team • Key worker/lead professionals, team members including parent/caregiver. • Family plan, outcomes, solutions, goals Processes -Consensus driven, child centric • decision making, agendas, meeting locations, frequency, goals, solutions • require role release, expanded roles, crossing of discipline and professional boundaries by team members

12. What happens at each stage in each team ? • Possible to run one or a number of teams simultaneously if necessary • Same processes occur in each team, at the same stage - TAS, TAC, TAF • Same tools/ proformas are used for each team – analysis tool, team plan, goals • Same meeting protocols are followed in each team – decision making, goal setting, communications • Key workers fulfil same role

13. Actions at each stage of TAC intervention process and journey TAC (Team around child

14. Case studies • F&KI small rural PS • male, 5 years, multiple disabilities and health care needs, GOM, elderly carer • child currently enrolled private child care centre. • Joint referral from RSS and principal for proactive T/4/2 intervention. • In partnership with Novita, Community and Social inclusion • Transition to school Term 4 2012, full time attendance 2013, facility modifications

15. Case studies • F&KI AS, 2009 -2012 • 2 males, 11 and 13 years, ASD, anxiety disorder, no speech, intellectual disability, parents mental health issues • TAC in partnership Dis SA, RO and school • Parent comment- ‘TAC gave me a voice, I felt supported, helped me prioritise my goals and to work with the school towards their achievement. In 2012 my sons attends school full time, travel on the school bus, join in all school activities.