Welcome back to Day Two

1
Welcome back to Day Two

• Mary Castles
• Executive Director of
• Housing and Social Work

2
The Evidence Base for Getting 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
What is Getting it right for every child?

• 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

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 childs 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 Scotlands children (2001)
• Its everyones job to make sure Im alright
  (2002)
• Review of Childrens 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
Childrens well-being and welfare UNICEFS
definition From UNICEF (2007) Child poverty in
perspectiveAn overview of child well-being in
rich countries, Florence, UNICEF

• The true measure of a nations 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

• Childrens 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 workers 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 childs
  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 childs 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 childrens 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 of engagement, professional
  judgement, common language, checking, sharing,
  involving others as appropriate

24
(No Transcript)
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

30
(No Transcript)
31
Analysis

• Using the Resilience Matrix to analyse
  information

32
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 childs 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) gt 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 Childs 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