Implementing and Embedding GIRFEC in our Schools 12 November 2012
Today’s Programme • Director’s Messages • Add according to school programme
United Nations Convention on the Rights of the Child Scottish Government’s Response 4 national outcomes i.e. 4 capacities How are we making this happen? Getting it Right for Every Child - GIRFEC
How do we make GIRFEC happen? GIRFEC is the golden thread which weaves its way through all policies and legislation It is not owned by one policy.
Core Components • A focus on improving outcomes for children, young people and their families based on a shared understanding of well-being • A common approach to gaining consent and to sharing information where appropriate • An integral role for children, young people and families in assessment, planning and intervention • A co-ordinated and unified approach to identifying concerns, assessing needs, agreeing actions and outcomes, based on the Well-being Indicators • Streamlined planning, assessment and decision-making processes that lead to the right help at the right time
Core Components (Cont) • Consistent high standards of co-operation, joint working and communication where more than one agency needs to be involved, locally and across Scotland • A Lead Professional to co-ordinate and monitor inter-agency activity where necessary • Maximising the skilled workforce within universal services to address needs and risks at the earliest possible time • A confident and competent workforce across all services for children, young people and their families • The capacity to share demographic, assessment, and planning information electronically, within and across agency boundaries, through the national eCare programme where appropriate.
Values and Principles • Promoting the well-being of individual children and young people: this is based on understanding how children young people develop in their families and communities and addressing their needs at the earliest possible time • Keeping children and young people safe: emotional and physical safety is fundamental and is wider than child protection • Putting the child at the centre: children and young people should have their views listened to and they should be involved in decisions that affect them • Taking a whole child approach: recognising that what is going on in one part of a child or young person's life can affect many other areas of his or her life • Building on strengths and promoting resilience: using a child or young person's existing networks and support where possible
Values and Principles (Cont) • Promoting opportunities and valuing diversity: children and young people should feel valued in all circumstances and practitioners should create opportunities to celebrate diversity • Providing additional help that is appropriate, proportionate and timely: providing help as early as possible and considering short and long-term needs • Working in partnership with families: supporting, wherever possible, those who know the child or young person well, know what they need, what works well for them and what may not be helpful • Supporting informed choice: supporting children, young people and families in understanding what help is possible and what their choices may be • Respecting confidentiality and sharing information: seeking agreement to share information that is relevant and proportionate while safeguarding children and young people's right to confidentiality
Values and Principles (Cont) • Promoting the same values across all working relationships: recognising respect, patience, honesty, reliability, resilience and integrity are qualities valued by children, young people, their families and colleagues • Making the most of bringing together each worker's expertise: respecting the contribution of others and co-operating with them, recognising that sharing responsibility does not mean acting beyond a worker's competence or responsibilities • Co-ordinating help: recognising that children, young people and their families need practitioners to work together, when appropriate, to promote the best possible help • Building a competent workforce to promote children and young people's well-being: committed to contributing individual learning and development and improvement of inter-professional practice
GIRFEC is.... • For all children • An approach which means a shift in culture, systems and practice • Getting help early on. • About a holistic view of the child • Child centred • Working together with children and families
GIRFEC Maturity Model Scottish Government’s 5 Key Themes for taking forward GIRFEC: • Identifying a Named Person for every child and young person in the universal services • Identifying protocols and governance for the Lead Professional • Supporting partnerships to take a proportionate approach to managing all concerns and risks • Redesign business processes to secure a single planning process for all children and young people supporting a single plan • Ensuring the use of the National Practice Model
Falkirk GIRFEC Developments • IAF Form 4 replacing the IEP • Police using SHANARRI • Children’s Services Hub • IFSS • The Locality Model • GIRFEC Training • IAF
What is getting in the way of this child/young person’s well-being? Do I have all the information I need to help this child/young person? What can I do now to help this child/young person? What can my agency do to help this child/young person? What additional help, if any, may be needed from others? The 5 key questions
Locality MAG (Multi-Agency Group) approach D/L G/B FW/StM FE/B
Multi-Agency Groups (MAGs) • Central to co-ordinated approach to children’s service provision in Falkirk • Adoption of good practice from • GIRFEC Pathfinder domestic abuse pilot 2007 – 2010 • 2 Falkirk Council Locality pilots 2008 – 2010
Social Work Services Police Education Services (Including Ed Psych) Health Family Support Service Child / Young Person’s Needs Community Services Housing Service Churches Voluntary Sector MAG Membership
MAG Processes • 6 MAGs in 4 localities • Co-ordinated by 4 Locality Co-ordinators • Reflect service configuration within localities • Fortnightly meetings • Focus on need • SHANARRI wellbeing indicators • Early intervention • Interventions agreed • Lead professional identified and where appropriate Team Around the Child arranged (TAC) • TAC meetings can take place without MAG discussion where assessment has identified needs • IAF Form 1,2, 7 and 8
Craig's Story – Care Plan Meeting • Distribute: Craig – Background Info Part One
Craig’s Story - Exercise • Discuss the following: • 3 things that went well in the clip • 3 things that weren’t so good in the clip • What could have been done to improve the meeting for Craig? • Consider your role in planning meetings, reflect on the practice in the clip and relate it to your own experience. • Make a promise to yourself of 3 things you will improve on the next time you are in a planning or review meeting. • Write the promises on the card provided and put into the envelope, address the envelope to themselves
Primary Head Teacher DHT (Pastoral Care) Midwife Child’s Birth YOUNG PERSON LEAVES SCHOOL Pregnancy Health Visitor Primary Depute / Other Guidance / Support Teacher Who is the Named Person?
Named Person • Point of contact for children, young people, families and professionals • Ensures that core information is up to date and accurate • Leads on single agency assessments, plans and reviews • Can be from one of three services: Maternity, Public Health Nursing, Education
Named Person “Role” • The Named Person role is part of universal services • The Named Person is responsible for the child / young person’s well being and is key to early identification of a child / young person’s need for any kind of help • The Named Person is responsible for single agency assessments, chronology’s and plans • The Named Person co-ordinates additional support from within their own service • The Named Person should be informed if the circumstances of any child / young person for whom they are responsible changes
Where the Named Person notes concerns…… • Taking action within universal services • Taking things forward where there is a need for other agency involvement - Named Person takes on the role of Lead Professional - Another Lead Professional is appointed • The Lead Professional can be appointed straight away without a child / young person’s meeting. It’s important to note that the Named Person is not necessarily the Lead Professional and it does not follow that the Named Person will automatically become the Lead Professional by default
Named Person Implementation • Children and Young People’s Bill – the proposed legislation would ensure all children and young people from birth to leaving school have a Named Person • In Falkirk, all P1 and S1 pupils will have a Named Person from August 2013. All children and young people will have a Named Person from August 2014
Questions for every practitioner • What is getting in the way of this child / young person’s well-being? • Do I have all the information I need to help this child / young person? • What can I do now to help this child / young person? • What can my agency do to help this child / young person? • What additional help, if any, may be needed from others?
Group Exercise – Discussion Questions • The Named Person(s) in this school is/are.......How do we help .......to fulfil their role as Named Person(s)? • What if I’m not a Named Person but I still have information or concerns about a young person? • What are the potential issues for the Named Person in securing, recording and acting on information? • What support do you think you would need to help you?
Integrated Assessment Framework Chronology
Chronology “Chronology’s have become one of the most talked about and least understood tools in modern social care practice” SWIA Practice Guide Chronology’s 2010
Definition of a Chronology A chronology is a factual record of a significant event or change in circumstances (either progress or concern) that impacts on the child’s safety, welfare and / or development. It is a tool to be used in partnership with children, young people, parents, carers and practitioners so that everyone can understand and respond to the unique circumstances and experience of each individual child or young person and the impact on their lives. FV IAF Guidance 2012
Core elements of a Chronology • Key dates of birth, life events, moves etc • Transitions, life changes • Key professional interventions, reviews, hearings etc • Facts • Brief note of an event and reason for its significance • Source of information • The actions which were taken, including no action
Chronology Format FORM 7 FV IAF 2012
Chronologies • responsibility of Named Person • helps to keep track of children’s situation • allows for a historical perspective on circumstances and may suggest needs • Delegated Responsibilities for all
What to add • Significant Events [as known now] • Significant events in hindsight • Events that are significant with more than one source of information • Information comes from • parents, • professionals, • VPRs • Child • Currently expectations are to initiate a chronology and update this partial chronology for school children • In exceptional circumstances a review of PPR will be required to compile a full chronology
Education systems • Named Person may have hundreds of children • System needs to be efficient and up-to-date • Options – 3 current systems • Shared Area (admin drive) and IAF form 7 (Word document) • On the Button • Pastoral Notes (SEEMiS)
Using the Shared Drive • Management team are accountable • Document for each child (IAF form 7), clearly labelled in Shared Drive • Class teachers and others email or provide information • Member of Management Team adds/edits
On the Button • Add information by key members of staff • Extended management team/pastoral team • Can set flags as you wish • Other staff inform of significant events by email or verbally
Pastoral Notes on SEEMIS • Key staff add information by child • Clear responsibility for adding/reviewing information • Other staff let Manager know information • Print out chronology when required and include in PPR • Set flag on significant events
Advantages and disadvantages • Each system has advantages and disadvantages • Depends on what school is using now • Recommend • Use pastoral notes to record every day contact • Extract significant events into IAF Form 7 • Clear system within the school • Clear responsibilities for all and accountability for some
Issues to clarify • Clear system within school • Workload • Delegated responsibilities • How is the information reviewed/considered in order to identify patterns?
Activity • Which system is best for this school right now? • How can we manage it? • What does each member of staff do? • When do we review the information? • Team Around child meetings (who) • When no additional measures are in place (who and how often)
Plenary • Next steps • Record as action plan • School approach • Are we all clear, what more do we need to do? • Next step for all education is the integrate chronology - another day
Compiling an Integrated Chronology Each agency representative should review their single agency Chronology Team around the child decide the purpose of compiling an integrated Chronology and the relevant entries in the context of the assessment of the child or young person. Identifying the key events – using professional judgement The Lead Professional will produce the integrated Chronology The timescales for an integrated Chronology will be those applicable to the purpose of assessment and the forum in which it should be discussed During the span of the Child or Young Person’s Plan, the Lead Professional will have responsibility for the ongoing coordination of the integrated Chronology Each agency representative should continue to add to their single agency Chronology and update the Lead Professional on any significant events that require to be included in the integrated chronology if they fit the criteria
Integrated Assessment Framework Lead Professional
Named Person – Lead Professional • Both roles are essential to the practice model and each supports children and young people • The roles are clearly defined in the FV IAF Guidance • Practitioners who are not the Named Person or Lead Professional should understand and support the roles, especially with regard to communication • In situations where multiple agencies are involved, the allocation of Lead Professional role will require discussion and decision making
Where there is a need for a Lead Professional • Action has been taken within universal services and there is a now a need for other agency involvement • Named Person takes on the role of Lead Professional OR another Lead Professional is appointed • The Lead Professional can be appointed straight away without a child / young person’s meeting or this decision may be made at a Multiagency Group meeting (MAG) or in a Team Around the Child meeting. • It’s important to note that the Named Person is not necessarily the Lead Professional and it does not follow that the Named Person will automatically become the Lead Professional by default, but the person with the most expertise for the child / young person at the time
Lead Professional • Is the leader and co-ordinator when more than one agency is involved • Comes from the agency with most expertise for the child / young person at the time • Should be able to provide confident leadership and be familiar with the remit of different agencies • Co-ordinates the production of integrated assessments and chronologies • Leads the development and review of a multi agency Child / Young Person’s Plan • Co-ordinates support across more than one service • Can be from a number of agencies • Is not responsible for the actions of other practitioners or services