Getting it right 210912[2]

803 views
848 views

Published on

A presentation given at the recent Scottish Transitions Forum around Getting it Right for Every Child.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
803
On SlideShare
0
From Embeds
0
Number of Embeds
551
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Slide 1: Welcome and Introductions (slide 1) - start time, 9:00am/1:00pm (10mins) Complete by 9.10/1.10 The purpose of the presentation is to give an overview of GIRFEC in Edinburgh and to discuss the ways in which its implementation supports early intervention this session builds on the “Introduction to Getting it right for every child ” presentation. Introduce trainers and housekeeping Will be keeping to time – there will be opportunities for questions as we go through but if you don ’t get the chance to raise your point , jot it down and we will collect them at the end. Toilets Break Fire Alarm Mobiles off/ silent Introductions will be limited to individual tables (which will be allocated in advance – 6 people per table)
  • Slide 5 – Practice model - Start time, 9.30am/1.30pm Complete by 9.35/1.35 You will have read about the Practice model in the introduction on the website: Scottish Government introduced the Getting it right for every child Practice Model as a means of assessing, identifying outcomes and planning support for children, young people and their families. Key components of the Practice model are: Assessment Plan Intervene Review We will be referring to the Practice model as we go through the session
  • Slide 6 - Continuum of Need and Response - start time, 9:35am/1:35pm. Complete by 9.40/1.35pm In pack - The Continuum of Need and Response - Available on the website The Continuum of Need and Response is a dynamic tool that puts the child at the centre. Emphasise that the majority of children ’s needs can be met in the green section, and introduce the concept of early intervention and de-escalation Hopefully you ’ll recognise the language used in the Continuum in terms of your core business While children may move up the Continuum it is important to remember that one of the key aims is to work towards outcomes that bring them back down, and managed within Universal and Community Services.
  • Slide 10 - Increased Concerns - Start time, 10.10am/2.15pm. Complete by 10.25/2.30 Handouts – Welfare Concern Form - Available on the website (NB Point out this is the old version which we are using for training purposes – the one on the website for downloading will have the term Integrated Assessment changed to (Shared) Assessment of Need) Concerns are increasing for the child ’s well-being and development the Named person might have received Welfare Concern Forms Go over the WCF (light touch on content, focus on purpose) and discuss how it might be used / what the benefits might be. Feedback tell us that trying to develop consistency around information gathering is important# Ask for experiences of using it from the floor Keep returning to the core questions Recap the de-escalation model – emphasise managing down and engaging and involving outside agencies effectively if judgement is that will effectively address the situation
  • Slide 13 - Child ’s or Young Person’s Planning Meeting - Start time, 11.10am/3.10pm. Complete by 11.30/3.30 Handout – Child ’s Plan - Available on the website Explanation to participants about the Named Person ’s role in calling the Child planning meeting. Introduce the principle of conducting the CPM using a person centred and solution focused approach. The trainer will explain that training in the person centred and SF approach can be accessed separately. What we are aiming to do in the CPM is to ‘minimise bureaucracy and maximise dialogue’ . Explain the Named person might do some pre- CPM work and try to ascertain who might take on the role of Lead Professional at the meeting Exercise 4 – go through the outline Child's plan , using same example identified in the Shared Assessment exercise to get practice in identifying outcomes, actions etc. Note down actions and examples of outcomes Explanation about the role/ responsibilities of the Lead Professional (move to next slide – may need to work between the two at this point)
  • Slide 16 – Supporting the delivery - Start time, 11.50am/3.50 pm. Complete by 12.00/4.00 Mainstreaming Getting it right will be achieved through strengthening universal services and working collaboratively. This will enable children ’s/young people needs to be met at the earliest possible stage. Getting it right for every child promotes the same values across all working relationships and makes the most of bringing together each worker ’s expertise. The Children’s Services Management Groups and Local Practitioners’ Getting it right Networks provide a structure that supports practitioners across all agencies. The aim of these groups – which haven ’t all been set up yet – is to oversee and manage the delivery of children and families services at a local level and manage performance based on the agreed priorities. The groups will receive data on progress in agreed areas and will also work collaboratively to remove blocks and barriers to joint working Information about these groups – and their chairs and meeting schedules – will be posted on the web when they are available. The remit and membership is also available and the aim is that managers will report into their own structures but also that the Chairs will meet together and report collectively to CYPSP – move to next slide Emphasise that where existing networks exist then they can serve the purpose of Local Practitioner Networks. Also encourage people to seek out CPD opportunities and also to give us feedback about what else would aid implementation and delivery
  • Slide 19 – Final slide - Start time, 12.30am/4.30pm. Complete by 12.30/4.30 Thank attendees for participation in the Getting it right in Practice Session. Speak to the above slide Close: 12:30pm/4:30pm Remember to say ALL the resources/ tools are on the website, it is the most up to date place for information
  • Getting it right 210912[2]

    1. 1. Getting it right In Practice
    2. 2. The GIRFEC Practice Model
    3. 3. Continuum of Need and ResponseNamed Person Universal Service throughout
    4. 4. Children’s Services Delivery Model ------------CHILDREN AT RISK OF HARM Statutory Complex Children managed within a complex environment Measures Needs Lead Professional Stage 3 Plan Advice from Early Intervention/Social Work re: preventive strategies and/ or Social Work Services referral ------------------- HILDREN IN NEED Child’s Plan (Multi-Agency, Stage 2 Plan managed by Lead Professional) Support for children and families from community and Shared Assessment universal services e.g. Educational Psychology, Educational Welfare Officer, Child and Adolescent Mental Health Service and Named Person Voluntary Sector services Team Around the Cluster C Plan (Single Agency, managed by Named Person) Stage 1 PlanPlan Stage 1 e.g. Health Plan, Individualised Education Programme Early Identification/Intervention Strengthening Universal Services ALL CHILDREN 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 ClusterV1.2
    5. 5. Early Identification & Responding To Concerns 1. What is getting in the way of this child’s/young person’s well-being? 2. Do I have all the information I need to help this child/young person? 3. What can I do now to help this child/young person? 4. What can my agency do to help this child/young person? 5. What additional help, if any, may we need from others? 6. What is the child/young person, parent or carer saying about the situation? Support for children and families from community and ALL CHILDREN ----------------------- CHILDREN IN NEED Shared Assessment universal services e.g. Educational Psychology, Educational Welfare Officer, Child and Adolescent Mental Health Service, Voluntary Sector service etc. Team Around the Cluster Plan (Single Agency, managed by Named Person) Stage 1 Plan e.g. Health Plan, Individualised Education Programme Early Identification/Intervention Strengthening Named Person 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 Clusterv1.1
    6. 6. Child’s or Young Person’s Planning Meeting Advice from Early Intervention/Social Work re: CHILDREN IN NEED Professional preventive strategies and/ or Social Work Services referral Child’s Plan (Multi-Agency, Lead managed by Lead Professional) Stage 2 Plan Support for children and families from community and Shared Assessment universal services e.g. Educational Psychology, Educational Welfare Officer, Child and Adolescent -------------------------------------------------- Mental Health Service, Voluntary Sector service etc, Team Around the Cluster Plan (Single Agency, managed by Named Person) Stage Stage 1 Plan 1 Plan e.g. Health Plan, Individual Education Programme Early Identification/Intervention Named Person Strengthening Universal Services e.g. Curriculum for Excellence, Growing Confidence, Solihull, ALL CHILDREN Improving Relationships Strategy, Peer Early Education Programme, Parent/Carer Support, Community Learning and Development and Voluntary Sector services Team Around the Clusterv1.1
    7. 7. Children’s Services Delivery Model ------------CHILDREN AT RISK OF HARM Statutory Complex Children managed within a complex environment Measures Needs Lead Professional Stage 3 Plan Advice from Early Intervention/Social Work re: preventive strategies and/ or Social Work Services referral ------------------- HILDREN IN NEED Child’s Plan (Multi-Agency, Stage 2 Plan managed by Lead Professional) Support for children and families from community and Shared Assessment universal services e.g. Educational Psychology, Educational Welfare Officer, Child and Adolescent Mental Health Service and Named Person Voluntary Sector services Team Around the Cluster C Plan (Single Agency, managed by Named Person) Stage 1 PlanPlan Stage 1 e.g. Health Plan, Individualised Education Programme Early Identification/Intervention Strengthening Universal Services ALL CHILDREN 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 ClusterV1.2
    8. 8. Supporting the delivery of Getting it right Getting it right for every child in Edinburgh builds on existing structures and best practice that supports early intervention. All people working with children, young people and their families will be supported locally to deliver Getting it right through the following:• Getting it right for every child relies on getting it right for parents and carers, getting it right in communities and getting it right for staff
    9. 9. Getting it right for every child in EdinburghIf you have any questions or would like to discuss any aspects of Getting it right for every child in Practice, please contact the Team: 0131 469 3375 girfec@edinburgh.gov.uk www.edinburgh.gov.uk/girfec

    ×