getting it right for e ery child  ‘How do we get it right for every child?’ A workshop on GIRFEC Mike Mawby Implementation Adviser/Third Sector Lead

getting it right for e ery child 

getting it right for e ery child 

getting it right for e ery child 

getting it right for e ery child 

getting it right for e ery child 

getting it right for e ery child 

getting it right for e ery child 

getting it right for e ery child 

getting it right for e ery child 

getting it right for e ery child  GIRFEC: Origins GIRFEC has evolved over time: Kilbrandon Report 1964 Children (Scotland) Act 1995 For Scotland’s Children (2001) It’s everyone’s job to make sure I’m alright (2002) Care Coordination (2003) Review of Children’s Hearings (2004)

getting it right for e ery child  What does this mean in practice? Shared language & Common understanding - Wellbeing Single planning framework utilising the National Practice Model Named person in universal services Lead professional were necessary Management of concerns, risk and need Action is appropriate, proportionate, timely. Improved Outcomes which are monitored and evaluated All with the child at the centre and their Voice heard

getting it right for e ery child  Each individual practitioner must accept accountability for their own practice. They have a job to do and cannot put their trust in what might follow by others to justify their own actions or inactions Lord Laming – The Victoria Climbié Inquiry

getting it right for e ery child 

getting it right for e ery child  Key elements I Strengthens universal services Applies to all children and young people including most vulnerable/ significant need Applies to those working with children/ young people and adults who are parents/ carers Helps children and families better understand what? why? who? when? Evidence based

getting it right for e ery child  Key elements II Named person Lead professional Child centred approach (engagement of families) National practice model Standardised, shared, assessment Strengthen universal services

getting it right for e ery child  Everyone’s responsibility to ask: 1.What is getting in the way of this child or young person’s well-being? 2.Do I have all the information I need to help this child or young person? 3.What can I do now to help this child or young person? 4.What can my organisation do to help this child or young person? 5.What additional help, if any, may be needed from others?

getting it right for e ery child 

getting it right for e ery child 

getting it right for e ery child  The National Practice Model

getting it right for e ery child  Protective environment Adversity Vulnerability Resilience Factors in the child’s environment acting as buffers to the negative effects of adverse experience Characteristics of the child, the family circle and wider community which might threaten or challenge healthy development Characteristics that enhance normal development under difficult conditions Life events or circumstances posing a threat to healthy development

getting it right for e ery child  Named Person Work within Universal Services Point of contact for child, parent, professionals & members of the community Maintain the Child’s Record Update core information and the Record of Concerns

getting it right for e ery child 

getting it right for e ery child  Lead Professional Is appointed when  two agencies are working together AND  are delivering a service to a child Is the person best placed to  co-ordinate a Child’s Plan,  arrange the review of the Child’s Plan

getting it right for e ery child  Deciding the Lead Professional will be influenced by: Statutory responsibilities The kind of help a child or family needs Previous contact or a good relationship with the child

getting it right for e ery child  That children & families are involved & supported Agencies act as a team Work together seamlessly Record the (multi-agency) Child’s Plan Appropriate services are provided Child’s Plan monitored & reviewed Lead Professional will ensure:

getting it right for e ery child  Child’s Plan Needed when two or more agencies working together and are delivering a service A Child’s Plan needs to be constructed with child, family and other relevant people involved with the family. A Lead Professional is agreed

getting it right for e ery child  So how does all of this help the child? Concerns identified early against well-being Concerns shared with named person Overview taken: 5 questions Connections with other who may be involved If necessary multi-agency agreement sought Whatever process adopted action taken (under a plan or not) to address the needs and risks identified

getting it right for e ery child  What does this for youth work? Observe, Record & Share Information Common language Shared understanding Reduced duplication of effort Minimum Standard of quality Information Streamlined process Paperwork

getting it right for e ery child  Where to next? GIRFEC recognised as the platform for the future scrutiny of children’s services by Care Inspectorate Legislation: Children & Young People (Scotland) Bill - Anticipated to receive Royal Assent Spring 2014 with commencement of GIRFEC provisions by Spring 2016

getting it right for e ery child  It is everyone’s responsibility to make sure I am alright …… “It is everyone’s job to promote the safety and wellbeing of children. Every agency, manager and practitioner that works with children or their families, including services that work primarily with adults, takes responsibility for their contribution to the safety and wellbeing of children, and for responding to any request for help.” Boyd McAdam, Head of Better Life Chances Unit, Scottish Government

getting it right for e ery child  Contact Details Mike Mawby Implementation Adviser/Third Sector Lead GIRFEC Team, Scottish Government Area 2B-North, Victoria Quay, Leith Edinburgh EH6 6QQ Telephone: