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The Munro Report and the VCS

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The Munro Report and the VCS

  1. 1. The Munro Report and the VCS-challenges and opportunities Learning Together to Safeguard ChildrenHoward Jones
  2. 2. The Munro Report and the VCSBackgroundStrong public/media/professional reaction when a child dies or isseriously injuredWidespread belief that the complexity and associated uncertainty ofchild protection work can be eradicated general readiness to focus on professional error and individual blameArather than underlying factors of systems failure increasing focus on Performance Indicators and targets rather thanAnthe quality and ef fectiveness of practice/services and the outcomesthey achieve for children
  3. 3. The Munro Report and the VCS8 key principles The CP system needs to be child centred The family is usually the best place to raise children but this needs to be balanced with the need to protect them Ef fective working with families is contingent on the quality of relationships within families and with professionals Early help is better for children Children’s needs vary so flexible practice and service responses are required Practitioners need to apply the latest theories and research to their work Uncertainty and risk are inherent in child protection work The measure of success in child protection is the ef fectiveness of the help they receive
  4. 4. The Munro Report and the VCSThe way forward Early help to be made statutory ? Timeliness of interventions Professional judgement Autonomy, flexibility and ef ficiency A focus on outcomes
  5. 5. The Munro Report and the VCSOpportunities for the VCS Participation and engagement Working in partnership Professionalism Evidence/research based practice Cost ef fectiveness Early Intervention A motivated workforce Innovation Grassro ots knowledge
  6. 6. The Munro Report and the VCS Less direction > management of risk Less bureaucracy > more responsibility Capacity to learn > learning organisations Quality Assurance > EBP/OBA Commissioning Austerity
  7. 7. So………. Shared values Local knowledge Innovation and flexibility Relationships Partnerships Showing the difference we make………equals continuity as much as radical change
  8. 8. SCIE Learning Together to - Safeguard ChildrenWhy do things go wrong ?Traditional person centred investigation- We analyse what happened until we get to a satisfactory explanation Human error provides a satisfactory explanation- if only the social worker had acted differently the tragedy would have been averted Conclusion – erratic people degrade safe systems so work on safety requires protecting hem from unreliable people
  9. 9. Learning Together to Safeguard ChildrenAnd so……. We pressurise people into improved performance We seek to eliminate human factors as much as possible We increase surveillance to ensure compliance
  10. 10. Learning Together to Safeguard ChildrenSounds plausible but…… Hindsight leads us to grossly over-estimate how reasonable actions would have seemed at the time aad how easy it would have been for the worker to do it It is only with hindsight that the world appear s ”linear “ because we know the chain of events that followed
  11. 11. Learning Together to Safeguard ChildrenSo ……. Individuals are not totally free to choose between good and problemmatic practice We are all part of complex multi agency systems which shape what we do The task in hand , the tools we use and the context in which we work all influence our responses
  12. 12. Implications for learning from Serious Case Reviews A case review needs to provide a “window on the system “ which identifies Which factors support good practice Which factors inadvertently make bad practice more likely An which seeks to understand the local context and why actions seemed reasonable at the time and to Target recommendations at making it harder to safeguard poorly and easier to do it well
  13. 13. Implications for learning from Serious Case Reviews 2 key concepts Active systems are like mosquitos – swatting hem away one by one is futile so the best remedy is to drain the swamp which allows them to flourish ie the ever present latent conditions in which we work (James Reason) “A concern with doing things right rather than doing the right thing “
  14. 14. LTSC – what is different ? No Terms of Reference as such No Individual Management Reports No single overview author Rather : Lead Reviewers Review Team Case Group Key Practice Episodes>analysis>findings Considerations for LSCB
  15. 15. Key factors influencing practice Patterns of human reasoning Family-professional interaction The tools we use Management systems Short term work Longer term interventions……..one again though there is continuity
  16. 16. Learning from Serious Case Reviews SCRs are carried out when abuse and/or neglect are known or suspected factors when a child dies or is seriously injured – and when there are lessons to be learned about inter-agency working(Working Together to Safeguard Children )
  17. 17. What’s the point ? TO LEARN ! To identify what went wrong and work to put it right To inform national research so that more can be understood about patterns of behaviour – of children , families professionals and organisations
  18. 18. Some useful websites www.C4E0.org.uk www.rip.org.uk www.nice.org.uk www.scie.org.uk

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