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Making a Difference

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B1) R13 Reviewing and re-designing service delivery: Stoke-on-Trent’s new way of working through the ‘Making a Difference’ project with smaller social work teams or ‘pods’ and an advice &referral team

B1) R13 Reviewing and re-designing service delivery: Stoke-on-Trent’s new way of working through the ‘Making a Difference’ project with smaller social work teams or ‘pods’ and an advice &referral team

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  • 1. ‘Making a Difference’ Amanda Owen- Strategic Manager Safeguarding & Quality Assurance Robert Vacher – Principal Workforce Development Manager ADCS 4th May 2012stoke.gov.uk
  • 2. Munro- recommendation 13“Local Authorities and their partners should start an on-going process to review and redesign the ways in whichchild and family social work is delivered, drawing onevidence of effectiveness of helping methods whereappropriate and supporting practice that can implementevidence based ways of working with children andfamilies”
  • 3. What is ‘Making a Difference’ Making a Difference’ - began in March 2011 as a project to transform social work services for children & families in Stoke- on-Trent First we commissioned a series of action learning sets focusing on appropriate model of supervision We are changing the way we deliver services to children & families
  • 4. Why ? o LA had emerged from 3 years in intervention o Ready & confident to do things differently o Move away from process-driven practice to a more flexible approach o High caseloads
  • 5. Service redesign based on:  Focus on forming effective and consistent relationships with children and families.  Fewer transfer points  Developing a team approach to managing children’s cases with a good skills mix  Able and confident to apply evidence-based interventions.  Consistent and transparent practices.  Flexible services able to respond to children’s needs.
  • 6. o Provide high quality services to children, young people and their familieso reducing bureaucratic processes that take time away from working with children and familieso workers to be better able to engage with children more therapeutically and less administratively, and finallyo practice to be based on evidence of what works i.e. ‘evidenced informed practice’.
  • 7. What we did…  Established a project group made up of support workers, practitioners and managers met fortnightly from March 2011 Lessons were learned from Hackney’s Reclaiming Social Work project & Tower Hamlets Researched different approaches Identified systemic social work theory as approach to underpin changes
  • 8. Consultation process Extensive consultation Formal consultation period ( 90 days) Regular project meetings with practitioners and managers Commissioned consultation with children and families Consulted with partners including LSCB/ schools/ Courts
  • 9. An approach emerged…. A small social work team = a pod o1 Principal Manager o 1 Practice Manager (Practice Lead) o 2 Social Workers & o 1 Pod Co-ordinator (administrative support) o For Safeguarding & Support & Children in Care Service
  • 10. Each Pod2 SW, 1 SWA, 0.5 Co-ordinator Plus some Team Support
  • 11. Pods3 or orPods per Practice Manager 3 4 4 Pods per Practice Manager Practice Lead Pod Pod Pod Pod
  • 12. The Pilot We had 10 pods in place by December 2011 Planned for next phase- April 2012 Learning logs
  • 13. Front Door/Duty team = ART 1 Principal Manager 1 Practice Manager 1 Senior Social Worker 1 Social Workers 12 SWA’s
  • 14. Art + (enhanced front door)• Bringing in CAF Co-ordinator, Named Nurses, Children’s Centre etc.• To improve number of CAFs being undertaken and reduce number of referrals to ART/Duty Pods• Develop resilience of staff in Schools/Early Years/youth service to manage more complex work in supporting children and families
  • 15. Weekly Pod Meeting Role of Pod-Coordinator Children’s cases are allocated to everyone in pod Pod meetings to take place weekly –to ensure that everyone with in the Pod has knowledge and understanding about needs of child and family dynamics Pod’s provide a clinical lens to the thinking including childs development, parental capacity, wider family and environment looking a child’s view Action Learning Sets on supervision are helping managers lead these discussion Ensure that risk is managed in case
  • 16. Weekly Pod Meeting Problem solving Looking for creative solutions Use of genogram Analysis Breaking down information including social history and patterns family dynamics and perspective for each child examining Systemic questioning Some support from CAMHS
  • 17. Contact Service In house contact service with contact officers working flexibly at times to suit children and families Foster carers and residential workers to supervise/support contact 2 contact centres
  • 18. Next Steps Outward facing team for young people- working with Housing/ Connexions Children in care pods links made Young person transfers at point that suits them (not prescribed at 16 years)
  • 19. Small Group Homes Good/ Outstanding Ofsted evaluations Investment in new small group homes Developing Social pedagogical approach in our small group homes (2 young people live in each home)
  • 20. Learning programme  Commissioned Institute of Family Therapy to deliver 15 day programme of systemic social work practice for practitioners and practice managers  Accredited programme  10 day programme for managers- now replaced by action learning sets x 5  3 introductory days – more to take place  Systemic training for Pod coordinators  Training for ART
  • 21. Action Learning Sets to support systemic thinking and intuitive and analytic reasoning  thoughtful Practice case discussion modelDesigned to improve the quality of supervision for principal & practice managers Supporting our journey to become a learning organisation
  • 22. Action Learning Sets In the medium/longer term the project will become self sustaining by training Managers as Facilitators Thus building internal capacity to run ALS’s and reflective case discussion forums to support our overall approach to quality improvement LSCB agreed to use their Munro funding for roll out of multi-agency ALS
  • 23. Recruitment Assessment Centre Selection process including : •Verbal Reasoning •Role Play •Individual Interviews •Written & reflective exercise •High number of applicants •Feedback •New round of Assessment Centre Selection has begun
  • 24. Where are we now ? Pods in safeguarding &support (27) , children in care (12) & children with disabilities (4) Fostering & Adoption Next Steps Contact Service 2 cohorts x 25 systemic practice programme Principal Manager Systemic Practice in post
  • 25. Emerging pictures SW’s are telling us they are spending more time with children& families Weekly meetings allowing them to think critically about practice Hypothesising Use of genograms Reflective practice
  • 26. Evaluation Will be undertaken in partnership with Research in Practice (RIP) and a Local University •To identify if the approach results in better quality assessment •Whether SW’s are spending more time with services users and less time on paperwork •Impact on decision making •Impact on performance e.g. numbers of children subject to plans and in care
  • 27. The Future Skilled professional workforce More flexible approach – looking at other approaches that are compatible with systemic approach Better outcomes for children
  • 28. Any Questions ?
  • 29. Contact Amanda Owen Amanda.owen@stoke.gov.uk 01782 234791 Robert Vacher Robert.vacher@stoke.gov.uk 01782 235461