Protecting Children from Harm: What Practice Model Will Work & How Do We Build & Deliver It?

1. Protecting Children from Harm: What Practice Model Will Work & How Do We Build & Deliver It? Colin Green – Director Of Children’s Services Coventry City Council April 2009

2. Aims of the Session • What is wrong with the CP system • To take a systemic view • To present an organisational model • What is needed to improve? • How do we build and deliver an effective practice model?

3. What is wrong with the CP system? • Serious systems failures still occur • Procedural & target driven approach has made system safer for agencies but how effective for children and YP? • We have mostly ensured a baseline of practice but does it promote excellence? • The approach is very expensive but is it VFM? • We can show we follow procedures but why are the same errors repeated as shown in SCRs? • We keep children safe in care but why could we not prevent so many being developmentally impaired? • Is it child & young person centred?

4. A Systemic View • Systemic – what is meant • CP/CIN an open system • e.g. procedural change changes the task, Assessment Framework changes structures, who gets blamed when a child dies changes the system.

5. An Organisational Model Charterers – the people who give an organisation its purpose The Environment Structure Purpose Results Achieved Guiding Philosophy, Values & Beliefs Mission Work FIT Decision & Information Processes Objectives People Reward

6. The Model and CP System • Role of Charterers • Purpose – are we clear? • Mission – do we have it? • Objectives – clear & understood? • Philosophy, Values & Beliefs - Culture

7. Organisational Design – Work & Structure • The Work • We need to know what it is • ECM – does it define the work clearly enough? • Structure • Consistent with purpose & objectives • Reflects the task • Accountability clear • Effective leadership key • Gives clarity on tasks, roles and responsibilities

8. Rewards • Rewards - What motivates? • Value client contact • Value the skills RIP shows deliver • Value the work – making a difference to children and families • Pay & status

9. Decision & Information Processes • Very highly developed but do they • Develop analysis? • Enable autonomy in practice? • Focus on users? • Help audit the outcomes? • Give Information on performance? • Promote learning and not blame? • Fit with people, rewards, the work and the structures?

10. People - right people, knowledge, skills, capabilities and experience • Human Factors – grossly underdeveloped • Why questions about behaviour not asked • Impact of organisational change and transition management • Procedures fit for people to implement • Staffing levels • Training and competence • Autonomy • Expect error • Compliance with safety critical procedures • Learn or blame • Communications

11. Fitting it Together • Take a systemic view • Be clear on purpose • Use the research & knowledge base • Learn from others • Invest in all elements

12. What needs to change? • Systemic view • Rebalance to focus on people • Focus on outcomes • Focus on practice – what is done with children, YP & their families – stop meeting the 10 pitfalls • Practice is evidence based • Practice is relationship based • Practice is multi-disciplinary • Practice is reflective and based on “thinking about” the child/family • SW as lead professional needs to be knowledgeable, skilled and competent within multi-disciplinary team • Knowledge and method needs to be embedded in SW professional training not a procedure manual • Organisations capable of supporting this approach

13. Is anyone doing this? • Hackney - Reclaiming Social Work Model • Values based • Systemic • Focus on task – clarity of purpose • Clarity of method – evidence based • People focus in Multi-disciplinary teams • Clarity of roles and authority/decision making • Evaluation and learning built in

14. What can we do about it • Never ask for more guidance • Focus on practice and outcomes • Advocate with DCSF for fuller development of systemic ECM specialist model • Promote SW as a professional discipline • Recognise how weak the professional base has become • Case studies of success • Develop critique of procedurally based practice • Articulate alternative models of practice based on values and professional competence