GIRFEC An Overview for Schools

Learning Intentions By the end of this session you will have: an understanding of the legislative context of GIRFEC an understanding of the revised Continuum of Support an operational understanding of how the new processes fit within the CoS An understanding of the Child’s Planning Meeting process

Why GIRFEC? 2006 Scottish Executive introduced the GIRFEC approach Subsequent policies encompass GIRFEC including: The Early Years Framework Curriculum for Excellence We Can and Must do Better Equally Well Children and Young Person (Scotland) Bill

Children and Young People (Scotland) Bill Proposed GIRFEC duties: Local Authority Children Service Plans Agreed definition of wellbeing (SHANARRI) Named Person Role Single Child’s Planning Process Statutory duties to share information Children’s services plans

5 Key GIRFEC Questions What is getting in the way of this child or young person's well-being? Do I have all the information I need to help this child or young person? What can I do now to help this child or young person? What can my agency do to help this child or young person? What additional help, if any, may be needed from others? 5 Key Questions lie at the core of the Planning Meeting and should be considered by all attending the meeting to inform planning for the child / young person. These questions must always be underpinned by listening carefully to what children and families have to say. These Key Questions are for each person attending meeting AND for facilitator to guide pulling together/making sense of information from all attendees.

The National Practice Model

Key Roles – Named Person The legislation will ensure that all children and young people from birth up to the age of 18 have access to a Named Person pre-birth to 10 days: the midwife 11 days to school entry the health visitor P1 to P7 the head teacher S1 to S6 the head teacher S4-S6 (not in school) to be decided

Key Roles – Named Person Main point of contact for a family Involve families in decision making Record concerns that are raised Use the GIRFEC framework to assess the needs of the child and plan for meeting needs Be responsible for the implementation of a single agency plan Ensure information is shared with the right people at the right time Contribute to planning for children who need extra help at key transition points. The role of the Named Person should be no more than they currently do in the course of their work.

Key Roles – Lead Professional Act as the main point of contact for the child and family and relevant practitioners in relation to the Child’s Plan Ensure the Child’s Plan is accurate and up-to-date, implemented and reviewed Support the child and family to understand what is happening, ensure their views and wishes are heard and involve them in decisions that affect them Make sure the child is supported through key transition points and ensure a careful and planned transfer of responsibility especially when another practitioner becomes the Lead Professional and/or responsibility reverts to the role of the Named Person.

Single Child’s Plan One plan, to be used by a single agency or several agencies working together to support the child. As Getting it Right for Every Child is being implemented nationally, the Child’s Plan Meeting will streamline the functions of existing forums, such as Looked After Children Reviews, Child Protection Case Conferences, reviews of children’s health and Co-ordinated Support Plan reviews. The format and attendees of the Child’s Plan Meeting will reflect the complexity of the child’s needs and circumstances. The Child’s Plan is co-ordinated by the/a Lead Professional.

GIRFEC in West Lothian

Continuum of Support Level 4: SORG Presumption of Mainstream Remit of SORG (regular & transition) SORG referrals and feedback

Overview of Support Educational Psychology Service IT Support Autism Outreach Service Primary Behaviour Outreach Secondary Behaviour Outreach Dyslexia ADHD Outreach Hearing Impaired Service Home and Hospital Outreach Language Outreach Access Services Child Protection Officer Looked After Children Outreach Pre-School Home Teaching Service Music Therapy Attendance Group Community Child Health Child and Adolescent Mental Health Service Occupational Therapy Speech and Language Therapy Physiotherapy Social Policy Children and Disabilities Team Criminal Justice Children and Young People’s Team Reporter to the Children’s Panel Community Policing Fiona Barber Catriona Grant Laura Quilter Carol Robbie Ian Harvey Ann Duncan Catriona Macrae (Murrayfield, language outreach) John Lowe

Level 1 CoS: Named Person Responsibilities Wellbeing Concerns process Main point of contact for the family / public and other professionals regarding the child Wellbeing Concerns Form to be used to record concerns and to plan for further action Points to consider: How will this be used in our school/agency? How could it be used to record plans that already take place? eg. IEP consideration, SfL discussions, decisions about within school additional support

Wellbeing Concern Form

Level 2 CoS: Named Person responsibilities Assessment of Wellbeing process The Assessment of Wellbeing form is the start of the Single Child’s Planning process and is part of the Single Child’s Plan. Designed to support the Named Person in taking decisions about further action Proforma is a place to record all information about an individual child Proforma aids decision making process for the Named Person Propose that process is implemented initially for all children for whom it is appropriate in Nursery, Primary 7, current S1 and any children currently at Level 3 of CoS. Ultimately, this requires to be in place for all pupils. Points to consider: How can we plan to implement this for the pupils as outlined above? How can it support processes already in place in our school? How could this be used in within my agency setting?

Single Child’s Plan (Assessment of Wellbeing)

Single Child’s Plan (Child’s Planning Meeting)

Core elements of a Chronology Key dates of birth, life events, moves etc Transitions, life changes Key professional interventions, reviews, hearings etc Facts Brief note of an event and reason for its significance Source of information The actions which were taken, including no action Much of the research on the need to capture the impact of significant events on children and young peoples lives comes from significant case reviews on children who have experienced or been exposed to significant harm. There are common themes which arise from these reports e.g. there is always more relevant information available than is shared across services, gathering together large amounts of information is not an assessment. Sharing information does not constitute a CP plan. Professionals must take the next step to state why they attach significance to some issues and not others – Eilean Siar report 2005.   The chronology is a tool which aids assessment and analysis. Following Scottish government guidelines a chronology should be about the significant events in a child’s life. Not a record of all communications with the child or parents. However for us in Education it would be useful for us to keep one record of all contacts etc A further development would be the addition of a code that clearly states the level of significance. This would allow us to print reports relevant to the need i.e. CP meetings etc The next slides cover the core records and how they might be recorded. A key message is that a significant event may be one that is: Clear at the time, eg break up of parents. May be one that hindsight tells us is a key event. (the first day of a period of prolonged non-attendance) or additional information is required before we know that there is a significant event (there have been 5 days where the child has appeared with no dinner money and another child reports that the child is hungry). Chronology entries should be factual and describe the action taken at the time It should be shared with the child and family – transparent approach and check for accuracy. The key purpose is early indication of an emerging pattern of progress or concern. 20

Chronology Format Date of Event Detail of Event Action Taken Outcome Wellbeing indicator Code Brief description of the event, including the name of reporter A description of the event and any actions taken A description of any outcomes from the action taken The most relevant SHANARRI indicator (Safe, Healthy, Active, Nurtured, Achieving, Respected, Responsible, Included) Each recorded chronology item should be appropriately graded for significance. This slide shows the format for recording significant events Same form for single agency and an integrated chronology.

(FAQ document available) Chronologies responsibility of Named Person helps to keep track of children’s situation allows for a historical perspective on circumstances and may suggest needs (FAQ document available) Keeping the chronology up to date is the responsibility of the named person but this is also reliant on colleagues passing information to the named person. As such ALL staff have a responsibility to be alert to significant events and to pass this information to the names person. I would envisage admin support to physically update the chronologies and we have requested increased resource for this. For the pilot we would appreciate the chronology to be completed to include, where possible, historical events.

Child’s Planning Meetings

Level 2/3 CoS: Named Person / Lead Professional Child’s Planning Meetings Aim to streamline the process for schools and children/families Importance of pre-meeting preparation Strengths based approach Clearer recording and action planning process Decision about whether a Lead Professional is required should be considered at the meeting

Solution Oriented Principles A focus on future possibilities enhances change The problem is the problem, not the person Everyone has their own ways of solving problems. Co-operation enhances change. In all situations, there are strengths and resources that can be used to effect change Small changes can lead to bigger changes If something works, do more of it. If it doesn’t work, do something different.

Why a Solution Oriented Approach for Child’s Planning? It offers principles and a structure for identifying creative solutions Helps us develop goals and solutions rather than analysing current problems Focuses on the present and future, on goals and how to achieve them Recognises the importance of involving the person in the solution process Focuses on ‘what works’ and amplifying strengths rather than analysing weaknesses Solution oriented practice is a way of working which has been described as ‘solution-building’ (De Jong and Berg 1998). It helps people develop goals and solutions rather than explore and analyse current problems. It is different to more traditional ‘helping’ methods in that it focuses on the present and the future, on goals and how to achieve them. This approach has a focus on ‘what works’ in any given situation and the development of detailed descriptions of goals. In developing and expanding these descriptions, new possibilities for change open up for the individual and the organisation.   Important to acknowledge/reference the wide body of work that has contributed to solution oriented approaches that are used today. Background to and origins of solution oriented approaches Over the past three decades or so, a new approach to helping people has been steadily emerging within education, social work, health and organisations. Solution oriented approaches have their origins in therapeutic approaches known as Solution Focused Brief Therapy and Solution Oriented Brief Therapy. Solution Focused Brief Therapy is an approach to individual and family therapy developed by Steve De Shazer, Insoo Kim Berg & their team at the Brief Family Therapy Centre in Milwaukee. Solution Oriented Brief Therapy is an approach developed by Bill O’Hanlon, who went on to develop Possibility Therapy. This work built, in turn, on that of a number of other innovators, among them Milton Erickson, and the group at the Mental Research Institute at Palo Alto; Gregory Bateson, Don Jackson, Paul Watzlawick, John Weakland, Virginia Satir, Jay Haley and others. Milton Erikson He was an American Psychiatrist specialising in medical hypnosis and family therapy. He was founding president of the American Society for Clinical Hypnosis and a fellow of the American Psychiatric Association, the American Psychological Association, and the American Psychopathological Association. He is noted for his approach to the unconscious mind as creative and solution-generating. He is also noted for influencing brief therapy, strategic family therapy, family systems therapy, solution focused brief therapy, and neuro-linguistic programming. Milton Erickson's work, on which SFT was initially developed (along with NLP, Human Givens, Strategic Therapy, Solution Oriented & Possibility Therapy and Ericksonian Hypnotherapy) is primarily permissive (giving clients permission to be who they are), validating (any response or behaviour is valid), observing, and utilising (making use of what clients bring).  Erickson also placed emphasis on metaphors, use of language and indirect techniques. Bill O’Hanlon - developed Solution Oriented Therapy (based on SFBT) Bill O’Hanlon began his professional career as a psychotherapist in 1975 and later studied with psychiatrist Milton Erikson. He then moved on to develop his own method, the Solution-Oriented Approach, a brief approach to change focused on identifying and using strengths to reach goals and overcome challenges. It has been applied with individuals, couples, families and organizations. Ioan Rees and SYCOL - developed the therapeutic solution oriented approaches from Bill O’Hanlon for schools and organisations. Working collaboratively with Moray Council, developed Solution Oriented Schools Programme. Solution-Oriented Schools Programme SOSP In 2004, Moray Council developed an approach to Staged Intervention (FFI) and has produced a resource for schools in collaboration with Ioan Rees of Sycol. The initiative supported whole-school approaches to positive behaviour, incorporating staged intervention and solution focused approaches. These approaches have been used and further developed by a range of practitioners within Scotland (including Annie Smith and Paula Dudgeon North Lanarkshire Council; Michael Harker, Renfrewshire Council; Roslyn Redpath, Argyle and Bute Council; Bernadette Cairns, Highland Council; Alison Crawford North Lanarkshire and Derek Young Glasgow City Council, Graeme Marshall, Inverclyde Council) ....should acknowledge that there are many more..... and more recently have been reviewed and updated by Paula Dudgeon, Inverclyde Council and Margaret Nash, Education Scotland.

Problem Solving Solution Building Problem Talk 9.30 am 9.45 am Solution Talk Michael Harker, Renfrewshire Council slide to illustrate differences between a traditional meeting and a Solution Oriented Meeting. Balance is towards solution building rather than problem talk Could be thought of as an outcome led meeting From the outset, purpose of the meeting is to engage people in a shared understanding of the issues and to agree plans/solutions. Solution Talk

Preparing for a Child’s Planning Meeting Only professionals already working with the child/young person should be invited to a Child’s Planning Meeting Relevant professionals will have already been involved as a result of the Assessment of Wellbeing (AoW) process. The AoW process will have identified areas of concern that can be shared at the meeting.

Participation in the meeting Genuine engagement of the child and family in the meeting is dependent upon effective preparation The views of the child / young person should be gathered before the meeting in order to support their engagement in the process. A variety of tools are available for this purpose. Consider whether this approach would be helpful for use with parents too Consider how this might be used with other agencies

My Views / What I think

My Views / What I think

Pre-Meeting preparation (professionals)

Activity: Participation of children and young people in meetings Discuss your thoughts on the participation of children and young people in meetings. What do you do currently to support this? What are the strengths of supporting children to participate in meetings? What are the challenges? What are the solutions?

Child’s Planning Meeting Roles in the meeting Child’s Planning Meeting Facilitator Scribe Time-keeper Refer to SO Booklet Importance of preparing agenda in advance – set focus for meeting - set time for each item Ensures meeting is outcome focussed and ensures flow, focus and participation Facilitator -important to listen and acknowledge contributions; - check understanding e.g. ‘So, is what you are saying is....’ - look for connections and associations to move to actions - remain neutral, objective and open - responsible for pace, focus and encouraging all to contribute - ensure decisions are agreed and action points have named person with timescale Scribe Use of a flipchart to provide visual record of discussion/contributions Normally, 4 x sheets of paper on wall with the following headings: 1 2 3 4 Issues/Concerns Strengths/Competencies Goals Plan (What...who...when) Illustrate this with sheets on the wall Discuss ‘key questions’ (prompt or stem questions for each) Refer to Summary Sheet

3.Concerns/ Risk Factors 5.Goals/Desired Outcomes SO Meeting Stages 1.Explain the Meeting format and agree purpose (5 mins) 2. Strengths/ Protective Factors What’s going ok?(10 mins) 3.Concerns/ Risk Factors Listen to the concerns (immediate and emerging) 4.Current Strategies What is currently working well? How could we do more of this? (10 mins) 5.Goals/Desired Outcomes Use well-being indicators for desired outcomes (10 mins) 6.Action Plan Construct a Child’s Plan. Agree what, who, when and review (10 mins)

1. Explaining the meeting format Facilitator: Use 5 minutes at the start of the meeting to outline the stages of the meeting and the purpose of this approach to a Child’s Planning Meeting (see suggested script)

2. Strengths / Protective Factors Facilitator: open a discussion about the child’s strengths What strengths does the young person have? Explore areas of interest/activity Invite everyone to share something that they consider to be a strength of the child/young person Invite the child/young person to contribute to this discussion Thinking about a child/young person you know, consider how you might get people to contribute to this part of the meeting and the types of information everyone might contribute.

3. Concerns / Risk Factors Facilitator: open a discussion about the reasons why the meeting has been convened. What is not working just now? Discuss the current concerns Take everyone’s views into account Take time to agree on the top priorities This discussion will be used to identify goals for the meeting. BRIEF discussion about concerns about this stage – expressing what the concerns are rather than discussion about them. Thinking about the same child/young person, how are you going to gather views of concerns? Generate top priorities and get agreement, e.g. by voting. Reframe as positive statements.

4. Current Strategies / Exceptions Facilitator: explore what is currently working well. Explore times when the issues are not as challenging. Strategies What strategies are currently working? What should we keep doing? What could we try to do differently? What has worked or made a difference in the past? Exceptions: When is the problem not so difficult, what is different about those times? When was the last time things were even a little better? What was different then? Use Scaling to identify the most effective strategies Think about how this might work for your case.

5. Goals / Desired Outcomes Facilitator: open a discussion about what people at the meeting want to be different / where do we want to be? ‘If things were a little better over the next week, what would John / his teacher / his parents be doing differently?’ How would we know? Which exceptions can be developed/expanded? Which strategies can grow, be altered or re-tried? What can we try to do differently? This information can also be used to identify possible goals for action

6. Constructing the Child’s Plan Agree the priority goals jointly Goals should be worded positively Then agree: Who will do what? When will it be done? When will we review?

Providing a Constructive Summary Facilitator provides a 5 minute summary including: Key things that have been discussed Review of the Plan Thanks for attending and contributions Take time to reflect on the usefulness of the Child’s Planning Meeting process – use Scaling? Transfer the notes to the formal paperwork

Child’s Planning Meeting Stages 1.Explain the Meeting format and agree purpose (5 mins) 2. Strengths/ Protective Factors What’s going ok?(10 mins) 3.Concerns/ Risk Factors Listen to the concerns (immediate and emerging) 4.Current Strategies What is currently working well? How could we do more of this? (10 mins) 5.Goals/Desired Outcomes Use well-being indicators for desired outcomes (10 mins) 6.Action Plan Construct a Child’s Plan. Agree what, who, when and review (10 mins)

Activity: Child’s Planning Meeting Prepare an Action Plan for Jamie 44

Accessing the Documents Edweb: ASN section (coming soon) http://www.westlothian.gov.uk/article/3083/GIRFEC