Children and the future


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Joint Presentation to GPs and Elected members on our approach to the new future operating model for children

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  • Protect children from significant harm and improve children ’ s social care - focusing on domestic violence, poverty & neglect, drug, alcohol and mental health problems in families Improve engagement in learning and achievement in education and skills - focusing on attendance, behaviour, curriculum & ethos, improving language, literacy & numeracy, social literacy Reduce health inequalities - focusing on infant mortality, childhood obesity, teenage conception, emotional health
  • Core Activities: Establish data set, mapping and analysis workforce sufficiency & suitability, with development and training standards and thresholds menu of validated interventions & programmes Provide signposting, self-help, guidance advice and challenge for schools and settings excellent corporate parenting for children in need assessments of individuals/families, providers and settings interventions and programmes Ensure and engage universal screening for vulnerability/need making effective use of parental capacity access to universal services including post 16 progression and sustaining engagement of children and young people Tracking, monitoring, quality assurance and performance management individuals at risk schools and settings continuous improvement
  • Potential trasnfer of skills and redeployment
  • Notes for 2 nd stage: Identification of activities to deliver functions and skills required Identification of skills and job groups and selection process Displaced staff find alternative roles via priority movers or resulting in redundancy.
  • Children and the future

    1. 1. Investing in a brighter future for Birmingham ’ s children, young people and families Cheryl Hopkins and Jim McManus
    2. 2. Our priorities for the next three years <ul><li>Improve outcomes for children, young people and families in Birmingham. In particular: </li></ul><ul><li>Protect children from significant harm </li></ul><ul><li>Improve engagement in learning and achievement in education </li></ul><ul><li>Reduce health inequalities </li></ul>
    3. 3. The wider context <ul><li>In addition to improving outcomes, we need to respond to: </li></ul><ul><li>changing government policy, including the school ’ s white paper </li></ul><ul><li>the Improvement Notice for Safeguarding </li></ul><ul><li>Comprehensive Spending Review - 30% reduction in core budget, translating to a £20m reduction for 2011/12 and reaching a minimum of £60m by 2014 </li></ul>
    4. 4. What we will do to improve outcomes <ul><li>Set and achieve the highest standards of service for our most vulnerable children </li></ul><ul><li>Deliver multi-agency assessment across levels of need </li></ul><ul><li>Simplify and integrate access to services </li></ul><ul><li>Work with schools, GPs and communities </li></ul><ul><li>Having the right response, at the right time, in the right place </li></ul><ul><li>Make services more flexible </li></ul>
    5. 5. How we will work <ul><li>Getting it right! </li></ul><ul><li>8 functions discharged through an integrated menu of core activities. </li></ul><ul><li>We will commission only in line with the three defined priorities and functions/activities. </li></ul><ul><li>We will move to commissioning on a ‘ payment by outcome ’ basis. </li></ul>
    6. 6. Key design principles (1 of 3) <ul><li>Get closer to local communities and develop services to meet local need. </li></ul><ul><li>Maximize the number of children whose needs can be met within universal services or with low level support. </li></ul><ul><li>Recognise the complexity of some family’s needs and ensure our services respond to that complexity through an Integrated Family Support Service. </li></ul><ul><li>Through increased use of lead professionals, ensure families can easily understand what is on offer for them and what their contribution needs to be. </li></ul><ul><li>Ensure children’s needs are accurately assessed and services are readily available to meet their needs. </li></ul>
    7. 7. Key design principles (2 of 3) <ul><li>Recognise that assessment is a continuing process not a one-off event. </li></ul><ul><li>Maximise the use of social enterprises and increase our trading with local schools. </li></ul><ul><li>Construct all new and existing services whether our own or those we buy to deliver our core outcomes. </li></ul><ul><li>Ensure that Social care staff have manageable caseloads that enable them to deliver the highest standards to our most vulnerable children. </li></ul><ul><li>Recognise that the most effective services start from effective relationships between staff and their service users. </li></ul>
    8. 8. Key design principles (3 of 3) <ul><li>Leadership and management will be rooted in these new area based arrangements. </li></ul><ul><li>Front line staff will be able to easily and readily access senior management support and decision making. </li></ul><ul><li>All staff will be developed to be the best they can be in their particular role. </li></ul><ul><li>All this will be done through a renewed and commonly understood approach to risk and risk management. </li></ul>
    9. 9. Overview of the future model Children with complex needs Children with additional needs Children whose needs can be met in universal settings Universal Screening Framework Common Assessment Framework Specialist Assessment Framework Strategic Core CAF USF SAF Traded Services
    10. 10. Future Model Populated by JSNA Findings Children with complex needs Children with additional needs Children whose needs can be met in universal settings Universal Screening Framework Common Assessment Framework Specialist Assessment Framework UNIVERSAL SETTINGS Screening Immunisation Dental Obesity Tier 1 CAMHS COMPLEX NEEDS Looked After Children Tier 4 CAMHS Child Protection cases ADDITIONAL NEEDS Tier 2 and 3 CAMHS Behavioural Disorder Strategic Core CAF USF SAF Traded Services
    11. 11. Design characteristics <ul><li>Build on what works well. </li></ul><ul><li>Integration with partners. </li></ul><ul><li>Multi agency gateway and assessment processes. </li></ul><ul><li>Area-based services linked to universal settings. </li></ul><ul><li>Area-based services for child protection. </li></ul><ul><li>City-wide services for children with complex needs. </li></ul><ul><li>City-wide integrated strategic function </li></ul>
    12. 12. Children whose needs can be met in universal settings <ul><li>Proceed with social enterprise model starting with: direct services, health education, music, outdoor learning and some school advisory services </li></ul><ul><li>Recommission providers to deliver early intervention and prevention portfolio, starting with children centres and vol orgs </li></ul><ul><li>Work with schools and communities to review local need and develop resourcing proposition </li></ul><ul><li>Expand the use of the Common Assessment Framework (CAF) in universal settings </li></ul>
    13. 13. Children with additional need (1 of 2) <ul><li>Develop Team around the Family (TAF), where: </li></ul><ul><li>a range of professionals work together to meet the individual needs of a child/young person and their family </li></ul><ul><li>there is a single key worker for each child/young person/family </li></ul><ul><li>the child’s development and learning needs are responded to in an integrated way </li></ul><ul><li>there is a pro-active effort to ensure that each TAF is founded in effective relationships </li></ul>
    14. 14. Children with additional need (2 of 2) <ul><li>Likely to include: Connexions PA’s, Youth Workers, Family Support Workers, Parenting Support, Attendance Improvement Officers, Health Visitors, CAMHS, YOS officers, Educational Psychologists, SEN support staff </li></ul><ul><li>Likely to include Social Work support </li></ul><ul><li>Complete detailed service design by February 2011 </li></ul><ul><li>Start implementation by April 2011 </li></ul>
    15. 15. Children with complex need <ul><li>Service areas in scope: duty screening, duty & assessment, care management, CWD social care, leaving care, fostering, adoption & residential, CAMHS, LACES, NRPF, UASC, EDT </li></ul><ul><li>Move to area teams, with duty/assessment & care management function split within the teams </li></ul><ul><li>Children in Care support integrated at a city-level </li></ul><ul><li>Simplified service management </li></ul><ul><li>Develop system for staff development via rotation </li></ul><ul><li>Complete detailed service design by February 2011 and start implementation by April 2011 </li></ul>
    16. 16. Strategic core <ul><li>Rationalise use of buildings, business support and IT </li></ul><ul><li>Develop integrated commissioning function </li></ul><ul><li>Develop integrated learning & development function </li></ul><ul><li>Develop integrated performance and quality assurance function </li></ul><ul><li>Start implementation in February 2011 </li></ul><ul><li>Complete transition to new model by June 2011 </li></ul>
    17. 17. Overall implications <ul><li>All current roles in CYPF will be affected, either directly or in relation to operational arrangements </li></ul><ul><li>As a result, it is very likely that most employees will need to be considered for a role within the new operating model </li></ul><ul><li>It is likely that provision that is non-statutory and does not directly deliver to our three priorities, will no longer continue to be commissioned or be provided </li></ul>
    18. 18. Outline timetable <ul><li>1 st Stage (until April 2011) </li></ul><ul><ul><li>Decommissioning of services with confirmed funding cessation </li></ul></ul><ul><ul><li>Progress management de-layering and workforce efficiencies </li></ul></ul><ul><ul><li>Formal consultation with staff </li></ul></ul><ul><ul><li>Voluntary redundancy and voluntary early retirement to continue </li></ul></ul><ul><ul><li>Reduce non-front-line delivery overheads by 30% </li></ul></ul><ul><li>2 nd Stage (from April 2011) </li></ul><ul><ul><li>Creation of integrated teams </li></ul></ul><ul><ul><li>Transition from existing to new operating model through assessment/assimilation process for all levels and grades </li></ul></ul>
    19. 19. What does it mean for me?
    20. 20. How can I contribute? <ul><li>Proposals are widely shared at this early stage, provide feedback to inform further design by end of January 2011 </li></ul><ul><li>It is also our intention to work with partner agencies to promote opportunities/alternative careers via roadshows </li></ul><ul><li>Visit inline at to find out about more ways to contribute. </li></ul>