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Getting it right for every childGetting it right for every child
Enquire Seminar
16th March 2011
Robin McKendrick
Getting it right for every child
Getting it right for every childGetting it right for every child
•Getting it right for every child is a vision led political and societal transformational change programme
•Managed using Managing Succesfull Programmes (MSP) principles
•Is the national programme that aims to improve outcomes for all children and young people in Scotland.
Policy FrameworkPolicy Framework
• Early Years Framework
• Equally Well
• Achieving our Potential Curriculum for Excellence Support for Learning More Choices More Chances Youth justice LAC Better Health Better Care Hall 4 Towards a Mentally
Flourishing Scotland Road to Recovery
GIRFEC
= TRANSFORMATIONAL
CHANGE
WHAT HOW
The 10 Core ComponentsThe 10 Core Components
1. Focus on improving outcomes for young people, based on shared understanding of well-being
2. Common approach to gaining consent and sharing information where appropriate
3. Integral role for children, young people and families
4. Co-ordinated approach to assessing needs, agreeing actions and outcomes, based on the Well-being Indicators
5. Streamlined planning, assessment and decision making leading to the right help at the right time
The 10 Core Components (continued)The 10 Core Components (continued)
6. High standards of co-operative working and communication
7. A Named Person for all children and
A Lead Professional to co-ordinate multi-agency activity
8. Maximising the skilled workforce within universal services
9. A confident and competent workforce across all services
10. Capacity to share demographic, assessment, and planning information electronically
ASL/GIRFEC Interface
Do the Principles of ASL and GIRFEC fit together?
GIRFEC – Principles
Meet the needs of all children in a proportionate and timely way.
ASL
Focus’ on children’s learning in the broadest sense.
Sits within the overall GIRFEC approach
ASL/GIRFEC
Each childEach child
•an individual child might be assessed as needing help to improve their safety, their achievement and their inclusion (three of the wellbeing indicators)
•The interventions or supports for an individual child will vary and will be dependant on what it is that is getting in the way of those areas of well-being. This will be different for each child.
•Improvement, however, must be able to be measured
Planning
Do we need a Co-ordinated Support Plan (CSP) and a GIRFEC Plan
•CSP is a statutory plan - statutory requirement to prepare one.
•Where there is multi agency intervention GIRFEC principles point to having a single planning process.
One Childs Plan
The Childs Plan – one child, one planThe Childs Plan – one child, one plan
Co- ordinated Support plan
Supporting children’s learning code of practice – Chapter 5 - Paragraph 101-105.
Getting it right Practice Briefing 6
Strengthening Universal Services
e.g. Curriculum for Excellence, Growing Confidence, Solihull,
Improving Relationships Strategy, Peer Early Education Programme, Parent/Carer Support,
Community Learning and Development and Voluntary Sector services
Team Around the Cluster
Early Identification/Intervention
Edinburgh - Children’s Services Delivery Model
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Stage 1 Plan
Shared Assessment
Stage 3 Plan
Stage 1 Plan
Statutory MeasuresComplex Needs
Advice from Early Intervention/Social Work re: preventive strategies and/ or
appropriateness of Social Work Services referral
Child’s Plan (Multi-Agency, managed by Lead Professional)
Support for children and families from community and universal services e.g. Educational
Psychology, Educational Welfare Officer, Child and Adolescent Mental Health Service and
Voluntary Sector servicesTeam Around the Cluster
Plan (Single Agency, managed by Named Person)e.g. Health Plan, Individualised Education Programme
Stage 2 Plan
Dundee – Hierarchy of NeedDundee – Hierarchy of Need
The role of the central GIRFEC teamThe role of the central GIRFEC team
Embedding GIRFEC in relevant National
policies
Supporting National implementation through
CPP engagement
Embedding GIRFEC in the new
scrutiny regime
Supporting Practice Improvement
-including iACT
CPP EngagementCPP Engagement
•Now engaging in regional formations
•Grampian
•Tayside
•Fife
•Forth Valley
•South East Scotland
•West of Scotland (but some way to go)
•In an effort to promote GIRFEC implementation across boundaries
•Strategic engagement event on 14.03.11
Embedding in all relevant policiesEmbedding in all relevant policies
• Health
•Justice
•Communities
•Housing
•Early Years
•Education
National statistics, indicators etc
Coherent improvement regime
• Scrutiny is dependent on self-evaluation
•Self-evaluation is dependent on management information
Management info for Chief Officers
Self-evaluation, benchmarking improvement at CPP level
Scrutiny
Frequent (e.g. monthly)
Regular (e.g. quarterly)
Less frequent (e.g. bi-annual)
National guidance (GIRFEC implementation, Child protection etc)
Supporting Practice ImprovementSupporting Practice Improvement
•Workforce development – Draft delivery plan for development of Children’s Workforce
•Common skills core – consultation exercise commences 15.03.11 to run for 5 months
•7 Practice papers published December 2010
•Also includes iACT!
• Primarily a National System which provides the means for agencies working with children to securely and discreetly share information
• Each agency hosts their own instance of iACT
• Children the agency are working with are registered on iACT - eCare will match each registration providing identification integrity
• If an iACT agency has a concern about a child or require information they can issue an enquiry. iACT will direct the enquiry to any other agency who has the child registered, this is screened from the sender
• The receiving agency can assess the request and reply or not, as judged appropriate
• The sender has no knowledge of who has been sent the request, there is no read receipt
• iACT can also be used to target a known and identified partner or partners and to securely exchange information.
inter Agency Communication Tool (iACTinter Agency Communication Tool (iACT
iACT – What next?iACT – What next?
• 28.02.11 – Functional requirements re-visited by GIRFEC practitioners from Health, SW, Police and Education
• 02.03.11 – Data Sharing Partnership Managers consulted and briefed
• 17.03.11 – Cross sector GIRFEC Practitioners invited to form user group and set terms of reference
• April and going forward
• iACT Business Design Advisory Group formed with appropriate chair
• Functionality revisited and validated re
Highland Pathfinder Benefits
A more holistic assessment of children.
Reduced bureaucracy means staff have more time for direct work with children and families. - Fewer meetings and reports for all agencies; 75% saving in time required for meetings- 50% reduction in SW caseload, and admin reduced to 10% of activity.
Reduction in unnecessary referrals to the Reporter – down by 70%. Reporters and Panels have more time for more serious cases.
Reductions of around 50% in the number of children regarded at risk of significant harm.
Getting it right for every childGetting it right for every childBenefitsBenefits
Getting it right for every childGetting it right for every child
Improved outcomes for a majority of children.
Teachers, Health Visitors, Social Workers etc all having a better understanding and valuing each others roles, and how they support each other
Faster and better quality information sharing
Children's needs identified at an earlier stage
More effective interventions
Less cumbersome processes for children and families
Children and families know what is intended and when it will happen
Getting it right for every childGetting it right for every child
Other areas
With the aim of improving outcomes for children Falkirk and Angus councils have re-engineered their processes in respect of children in residential care
In Falkirk there is a yearly review based on each child’s stated needs and objectives
In Angus the wellbeing indicators are used in ongoing three monthly reviews to measure outcomes
Both have seen a spend reduction of between 20 -25%!
QUESTIONS?QUESTIONS?
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