getting it right Children’s rights: Getting it right for every child Boyd McAdam Head of Better Life Chances Unit Children’s Rights and Wellbeing Division Health and Social Care Scottish Government

getting it right Welcome

getting it right Task 1 Group 1 Group 2 Write down on post its as fast as you can as many aspects of / activities in your life where you think you have rights You have 3 minutes!

getting it right Task 2 Group 1 Discuss and record what you think a child thinks his or her rights are Group 2 Discuss and record what you think a panel member need to keep in mind about rights Each group to chose what it sees at its top 3.

getting it right Children’s Rights – what are they?

getting it right Some examples…… The right to have my best interests at the heart of decisions which affect me. The right to be heard…… and listened to! The right to be kept safe The right to a safe place to live, to food and to clothing The right to education and to healthcare The right to take part in the things I enjoy.

getting it right The UNCRC International treaty developed in 1989 Sets out basic rights of children everywhere –Social –Cultural –Economic –Political 192 Countries are signed up to the Convention UK Government signed up in 1991

getting it right The UNCRC Implementation of the UNCRC is overseen by the UN Committee on the Rights of the Child Take evidence on implementation from state parties every 5 years Publish concluding observations for each State Party –What they are doing well –What more needs to be done Publish General Comments – Committee’s interpretation of the Convention

getting it right UNCRC in Scotland Scottish Ministers committed to implementing the UNCRC “Do the Right Thing” – Scotland’s Response to the 2008 Concluding Observations (published in 2009) Commitment to legislate: –Proposals for Children’s Rights Bill published in September 2011 Implementation of Getting it right for every child – practical application of the UNCRC

getting it right Legislation Bill on rights Bill on children’s services

getting it right Questions/ discussion?

getting it right Not just process Culture Systems Practice Principles and values Core components Change management

getting it right Common agreed tools Building support around the approach Protective environment Adversity Vulnerability Resilience

getting it right Well-being

getting it right

getting it right Resilience Matrix 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 The GIRFEC Practice Model

getting it right Constructing the Child’s Plan Every plan (single or multi-agency) will have the following components: – demographics –the views of a child (according to age and stage of development) and the family/carers –who is a partner to the plan –reason for the plan –summary of the child’s needs –desired outcomes –resources –timescales for action and change –what needs to be done and by whom –any contingency arrangements, if necessary –arrangements for reviewing the plan

getting it right School (chronology available even in school holidays) 11/04/2002Johnny's attendance 60% for this termAchieving M. Smith Police 26/12/2002Visit - Made allegation that Mothers Partner was drunk and said he threatened him. Safe P.C Hill Social Work 29/12/2002Mother and Johnny turn up at the SW Dept. Requesting Financial assistance Nurtured G. Goody Health 28/12/2002Visit to Hospital – Johnny requires treatment for bruising to his cheek – says he had been drinking and was in a fight. Mother called and collected Johnny. Healthy K. Barnes School 25/12/2002Johnny reported missing overnight, returned next day.Safe P.C. Hall 03/03/2003Johnny appears at school under the influence of an unknown substance Safe M.Smith 11/08/2002attendance 50% for this termAchieving M.Smith 23/11/2002It turns out his reading wasn’t far behind average, but he had always needed glasses. Healthy M. Smith 12/11/2002Worried about Johnny's health, diet and basic clothing. Bullied another child Healthy M Smith 25/05/2002Johnny argues with guidance teacher and walks out of schoolSafe R.Jones DemographicsConsent Status etc Disclosing Authority details

getting it right Reviewing the plan How well is the child doing - what has improved in the child’s circumstances? What if anything has got worse? Have the outcomes in the plan been achieved? If not, is there anything in the plan that needs to be changed? Who continues to manage the plan?

getting it right Questions What do you as panel members – or those writing Plans – need to consider in respect of children’s rights? What would you wish to see more explicitly in the plan to respect a child’s rights? How do you ensure the views of the child are both recorded in the Plan – and represent the child’s views?

getting it right Children’s Services Bill Manifesto Commitment to: “Review the Children (Scotland) Act 1995 to bring it up to date and introduce new legislation that creates an obligation on councils, the health service and government to deliver early years services and to see early years education as an essential part of the learning journey. That legislation will ensure that the Getting it Right For Every Child approach is developed nationwide. This will enshrine in law a duty for health boards, councils and other agencies to work together irrespective of bureaucratic boundaries and place the child at the centre of how they deliver services.”

getting it right What might the Bill include? Implementation of the GIRFEC approach with a focus on improved co-ordination and information between service providers. How best to meet the commitment to put the Early Years framework on a new footing. Options could include a legislative duty or specification within Community Planning Partnership SOAs. Relevant here is also the developing parenting strategy. A duty for agencies to report on outcomes for children. Updating the Children (Scotland) Act 1995, rights issues not covered by the Rights of Children and Young People Bill and other matters proposed by stakeholders

getting it right Questions Thinking about your role as panel members, how do you think a Children’s Services Bill with the described scope might help: improve the lives of children and young people? help you in your roles? Is there anything that you think the proposed Bill should include to help achieve this?

getting it right Conclusion No formal plenary feedback But record of the key issues discussed would be helpful for the Hearing team And for the preparation of legislation

getting it right Thank You

getting it right Extra slides on planning process if required

getting it right A Child’s Plan is ……. An Assessment reportAn Assessment report A Record of agreed goals/actionsA Record of agreed goals/actions A Review report/ recordA Review report/ record Needs to be proportionate & constructed with child, family and relevant others Needs to be proportionate & constructed with child, family and relevant others

getting it right A Child’s Plan will contain …. Demographic detailsDemographic details Partners to the PlanPartners to the Plan Reasons for Plan/ReportReasons for Plan/Report ChronologyChronology AssessmentAssessment AnalysisAnalysis Summary of NeedsSummary of Needs ActionsActions Child & Family’s ViewsChild & Family’s Views Review ArrangementsReview Arrangements

getting it right Children’s and families’ views - an essential part of the model Children and families understand why sharing information is necessaryChildren and families understand why sharing information is necessary Children and families can help distinguish what information is significantChildren and families can help distinguish what information is significant Participation encourages ownershipParticipation encourages ownership Helps professionals to behave ethicallyHelps professionals to behave ethically Everyone is included in seeing if the plan has made a differenceEveryone is included in seeing if the plan has made a difference Even in cases of compulsion, better outcomes obtained by working in partnership with parentsEven in cases of compulsion, better outcomes obtained by working in partnership with parents

getting it right Understanding Processes Concerns about a child shared… Child Protection Plan Meeting Early Intervention (Single Agency) Solution Focussed Meeting Planning Meeting Children’s Hearing SystemResidential Placement Group (RPG) Service Manager’s Group (SMG) Core Groups

getting it right The Child’s Plan must clearly define: the role and powers of workersthe role and powers of workers the expectations of each parentthe expectations of each parent how the worker will respond to non-compliancehow the worker will respond to non-compliance options and choices for the parentsoptions and choices for the parents specific goalsspecific goals opportunities for early success and incentives for progressopportunities for early success and incentives for progress

getting it right Five questions Practitioners need to ask themselves: 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 agency do now to help this child or young person? 5.What additional help, if any, may be needed from others?