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OUTSIDE AGENCIES
EVERY
CHILD
MATTERS
2004 EDUCATION
ACT
The Children’s Act 2004 requires the Police and other agencies
with responsibility for the protection of children to work
together to ensure that children and young people are able to:
• be healthy
• stay safe
• enjoy and achieve
• make a positive contribution and
• enjoy economic well-being
These are referred to as the Every Child Matters outcomes
CONFLI
CT
AND
RESPE
CT
Where school work with students who have additional needs, they liaise with Outside
Agencies.
▪ The Educational Psychologist - role is to support children who are experiencing ongoing
difficulties with learning. -usually visits the school three or four times a term.
▪ Education Welfare Officers – who monitor attendance
▪ Pupil Support Service. - team of specialist, teachers employed by LA who work with small groups of
children on basic skills and children with SEND.
▪ The Early Years Intervention Team or Behaviour Support Team - assist teaching staff
working with children in the nursery or reception classes who have very challenging behaviour.
▪ Police and Community Constables
▪ The Family and Parent Partnership - work with families over a three month period when parents
are experiencing difficulties with their children’s behaviour at home
▪ Social Workers - who are supporting families in the school community.
School nurse, Speech Occupational and Language therapists, Doctors, Housing officers
March 2015
CAF
The Common Assessment Framework (CAF) is a standardised approach
to conducting an assessment of a child’s additional needs and deciding
how those needs should be met. It can be used by practitioners across
children’s services.
https://www.oxfordshire.gov.uk/cms/content/common-assessment-framework-caf
P.O.D.
Plymouth Online directory for
families
This is an online resource of organisations who offer support to children, young people
and families in a wide range of issues.
Directory can be found at www.plymouthonlinedirectrory.com
Specifically for Education and families see
http://www.plymouthonlinedirectory.com/kb5/plymouth/fsd/home.page
OPERATION ENCOMPASS
Operation Encompass was created so that by 9.00 a.m. on the next school
day, a nominated person (Key Adult) will be informed that the child or
young person has been involved in a domestic incident. This knowledge,
given to schools through Operation Encompass, allows the provision of
immediate early intervention through ‘silent’ or ‘overt’ support, depending
upon the needs and wishes of the child.
Prior to the implementation of Operation Encompass there was no procedure for
the next day reporting to schools that a child or young person had been involved in
a domestic incident the night before. Studies and research conducted over the
years had showed that domestic abuse and child abuse are intrinsically linked.
http://archive.c4eo.org.uk/themes/safeguarding/vlpdetails.aspx?lpeid=430
This is a city wide initiative to inform schools when there has been an incident
at a house where students have been present. Reporting time 1 -2 weeks
It is basically a report that the Police have attended an incident where there is
a child or young person in the family. It contains basic information in relation
to known incidents by secure email. The information will include:
•The date of the incident
•The type of incident.
The type of incident recorded can included:
•Non-crime domestic incident
•Theft
•Assault and Battery
•Missing Person
•Victim of Crime
121A
TAC MEETINGS
TAC is a model of multi-agency service provision. The TAC brings
together a range of different practitioners from across the children
and young people’s workforce to support an individual child or
young person and their family. The members of the TAC develop and
deliver a package of solution-focused support to meet the needs
identified through the common assessment.
www.dcsf.gov.uk/everychildmatters/strategy/deliveryservices1/caf/cafframework
www.cwdcouncil.org.uk
TAC - Case study
Case study: BHLP funding makes a big difference to the whole family
A Sure Start worker identified a family that needed urgent support.
The family, which had five children under the age of four, including twins aged 18 months and
another baby, agreed to participate in the CAF process. It identified a range of issues that needed
immediate action including:
• cramped and poor housing
• a father who was unemployed, mental health problems, missing for days and offered little support
for his family
• debt
• the twins and the three-year-old child displayed developmental delay and behaviour problems
Following on from the CAF, a multi-agency TAC was formed led by the Home-Start worker, who was
later appointed the BHLP.
TAC - Case study outcome
The TAC involved a number of services including Sure Start, health and housing professionals and the family and agreed a
range of solutions:
• the family was put on a priority housing list
• the twins went to nursery and the other children attended therapeutic play sessions
• the mother was helped to attend medical appointments for the twins
• the midwife arranged for the father to see a psychiatrist
• the family support worker helped to bring routine in the household
• the family received help to access debt counselling
Regular review meetings were also arranged following the initial multi-agency meeting to agree an ongoing support
package.
The BHLP funding was quickly made available to provide necessary furnishings and appliances for the family home and loan
repayment package and to fund nursery care and specialised play. This had an instant impact on the children’s well-being
and offered the parents respite. The integrated approach alleviated a situation that could have led the family into child
protection procedures.

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Outside agencies

  • 2. EVERY CHILD MATTERS 2004 EDUCATION ACT The Children’s Act 2004 requires the Police and other agencies with responsibility for the protection of children to work together to ensure that children and young people are able to: • be healthy • stay safe • enjoy and achieve • make a positive contribution and • enjoy economic well-being These are referred to as the Every Child Matters outcomes
  • 3. CONFLI CT AND RESPE CT Where school work with students who have additional needs, they liaise with Outside Agencies. ▪ The Educational Psychologist - role is to support children who are experiencing ongoing difficulties with learning. -usually visits the school three or four times a term. ▪ Education Welfare Officers – who monitor attendance ▪ Pupil Support Service. - team of specialist, teachers employed by LA who work with small groups of children on basic skills and children with SEND. ▪ The Early Years Intervention Team or Behaviour Support Team - assist teaching staff working with children in the nursery or reception classes who have very challenging behaviour. ▪ Police and Community Constables ▪ The Family and Parent Partnership - work with families over a three month period when parents are experiencing difficulties with their children’s behaviour at home ▪ Social Workers - who are supporting families in the school community. School nurse, Speech Occupational and Language therapists, Doctors, Housing officers March 2015
  • 4. CAF The Common Assessment Framework (CAF) is a standardised approach to conducting an assessment of a child’s additional needs and deciding how those needs should be met. It can be used by practitioners across children’s services. https://www.oxfordshire.gov.uk/cms/content/common-assessment-framework-caf
  • 5. P.O.D. Plymouth Online directory for families This is an online resource of organisations who offer support to children, young people and families in a wide range of issues. Directory can be found at www.plymouthonlinedirectrory.com Specifically for Education and families see http://www.plymouthonlinedirectory.com/kb5/plymouth/fsd/home.page
  • 6. OPERATION ENCOMPASS Operation Encompass was created so that by 9.00 a.m. on the next school day, a nominated person (Key Adult) will be informed that the child or young person has been involved in a domestic incident. This knowledge, given to schools through Operation Encompass, allows the provision of immediate early intervention through ‘silent’ or ‘overt’ support, depending upon the needs and wishes of the child. Prior to the implementation of Operation Encompass there was no procedure for the next day reporting to schools that a child or young person had been involved in a domestic incident the night before. Studies and research conducted over the years had showed that domestic abuse and child abuse are intrinsically linked. http://archive.c4eo.org.uk/themes/safeguarding/vlpdetails.aspx?lpeid=430
  • 7. This is a city wide initiative to inform schools when there has been an incident at a house where students have been present. Reporting time 1 -2 weeks It is basically a report that the Police have attended an incident where there is a child or young person in the family. It contains basic information in relation to known incidents by secure email. The information will include: •The date of the incident •The type of incident. The type of incident recorded can included: •Non-crime domestic incident •Theft •Assault and Battery •Missing Person •Victim of Crime 121A
  • 8. TAC MEETINGS TAC is a model of multi-agency service provision. The TAC brings together a range of different practitioners from across the children and young people’s workforce to support an individual child or young person and their family. The members of the TAC develop and deliver a package of solution-focused support to meet the needs identified through the common assessment. www.dcsf.gov.uk/everychildmatters/strategy/deliveryservices1/caf/cafframework www.cwdcouncil.org.uk
  • 9. TAC - Case study Case study: BHLP funding makes a big difference to the whole family A Sure Start worker identified a family that needed urgent support. The family, which had five children under the age of four, including twins aged 18 months and another baby, agreed to participate in the CAF process. It identified a range of issues that needed immediate action including: • cramped and poor housing • a father who was unemployed, mental health problems, missing for days and offered little support for his family • debt • the twins and the three-year-old child displayed developmental delay and behaviour problems Following on from the CAF, a multi-agency TAC was formed led by the Home-Start worker, who was later appointed the BHLP.
  • 10. TAC - Case study outcome The TAC involved a number of services including Sure Start, health and housing professionals and the family and agreed a range of solutions: • the family was put on a priority housing list • the twins went to nursery and the other children attended therapeutic play sessions • the mother was helped to attend medical appointments for the twins • the midwife arranged for the father to see a psychiatrist • the family support worker helped to bring routine in the household • the family received help to access debt counselling Regular review meetings were also arranged following the initial multi-agency meeting to agree an ongoing support package. The BHLP funding was quickly made available to provide necessary furnishings and appliances for the family home and loan repayment package and to fund nursery care and specialised play. This had an instant impact on the children’s well-being and offered the parents respite. The integrated approach alleviated a situation that could have led the family into child protection procedures.

Editor's Notes

  1. Plymouth is an average sized city, with a population of approximately 258,000 residents. The population is fairy transient with a high percentage of university students, as well as a large military contingent made up mainly from the Royal Navy and Royal Marines. There are 91 schools, including private schools, and a total pupil population (4-18) of approximately 37,600. The pilot phase Operation Encompass started on the 20 February 2011, covered 15 of the 91 schools and lasted for 322 days. During that time, Devon and Cornwall Police recorded 222 domestic incidents in the pilot area, in both the crime and non-crime category. In those 222 incidents, 352 children of school age were present in the house when police attended, which in turn equates to nearly 1% of the total city’s school population, with 1.5 children being present at any recorded incident. 352 children received some form of support or intervention the day following an incident that they would not have had prior to the creation of Operation Encompass. In the 40 days since the start of the Spring Term, the remaining schools in Plymouth have been signed up to Operation Encompass. During that time, a further 110 incidents have been recorded and 172 children have been given some form of support following domestic incidents. Again, this supports the figure of around 1.5 children involved in each recorded Domestic Abuse incident. Figures produced between January 2010 and January 2012 (1) show that Plymouth, as a whole, recorded 5,740 incidents of domestic abuse and, if projected against the averages so far amassed (1.5 children per incident recorded), could mean around 8,610 children are supported annually by Operation Encompass. This equates to nearly 23% of the pupil population of Plymouth. Importantly, when this average is projected nationally against British Crime Survey figures (2), of total Domestic Abuse incidents recorded annually in England and Wales, the number of children that potentially can be supported by Operation Encompass is approximately 19 million.
  2. 1.6 The model does not imply a multidisciplinary team that is located together or who work together all the time; rather, it suggests a group of practitioners working together as needed to help a particular child or young person. 1.7 The model is based on the ethos that a flexible workforce is essential if children’s services are to be able to meet the diverse needs of each and every child or young person. TAC places the emphasis firmly on the needs and strengths of the child or young person, rather than on organisations or service providers. 1.8 Each practitioner in the TAC is responsible/accountable to their home agency for the services they deliver to children, young people and families. 1.9 In addition: • members of the TAC are jointly responsible for developing and delivering the delivery plan to meet the needs of the child or young person, and achieve the intended outcomes identified through the common assessment • each member of the TAC is responsible for delivering the activities they agreed to carry out as part of the delivery plan • each member of the TAC is responsible for keeping the other members of the team informed about progress in their area of responsibility providing reports promptly when requested and attending meetings