1. The School Family Support Service Traded Model by the
Liverpool Families Programme

2. Why the Service is to be traded
To date the School Family Support Service (SFSS) has been wholly funded through the Liverpool Families Programme, a time limited government funded programme, focused upon improving the outcomes for families with multiple needs.
The funding to develop and embed this service has been in place from April 2014 until March 2016 and following a SFSS evaluation was extended for a further 12 months until March 2017.
The Families Programme have been working collaboratively with leads from the Head Teachers Associations (LLP, ALSSH, LASH, LPHA), finance and the SFSS to develop a cost effective model to sustain the service beyond the life of the Troubled Families Programme.
Two key principles:
A flexible service in recognition that many schools have dedicated pastoral systems in place. A model which supports a core service that schools can opt in to and purchase from across all sectors.

3. How the service is utilised across schools settings
It is recognised that many schools across the different settings have found the service to be a valuable one, evidenced by 2015/16 data 149 (81%), out of 185 schools referred into the SFSS. (107 Primary, 29 Secondary, 12 Special and PRU).
Findings have highlighted that the SFSS is flexible in managing the varied types of family issues which present. As an example:
Primary schools have utilised the service to address behaviours associated with poor parenting skills and to bridge the gap across a broad range of early help interventions.
Special schools have referred when complex behaviour issues present that don’t reach thresholds for a statutory social care intervention.
Secondary schools engage to improve resilience and wellbeing associated with adolescence, sexuality, bereavement, relationships and mental health.

4. SFSS Business Case
The service provides flexible home/ school-based support to tackle issues and their root cause which impact upon the child and family as a whole.
A data analysis exercise has been undertaken by the Families Programme across 2015/16 (April – March) which has highlighted the following:
469 families referred to the service; 80% of referrals involved poor behaviour and persistent absence.
259 Primary referrals; 29 (11.2%) had siblings in secondary school.
316 Cases completed; 162 (51%) outcomes met; 40 (13%) disengaged during the process (between 5 weeks and 16 weeks); 74 (23% ) did not engage and 30 (9%) escalated to social care; 3 (0.9%) transferred to another school; 3 (0.9%) transferred outside Liverpool; 2 (0.6%) transferred to another intervention within Early Help 2 (0.6%) known to social care.
Outcomes - A sample of 154 families tracked. In 14/15 attendance was 86.31% which increased by 1.9% to 88.01% in 15/16 (Autumn and Spring term).
27 Families had serious behaviour issues with multiple fixed term exclusion; 24 (89%) remained in school and only 3 children were excluded (11%).

5. The Family Support Process
Developing a Family Plan – Initial 4 Week duration
Building a relationship of trust.
Assessing the needs of each family member and completion of an EHAT.
Intervention Stage – Subsequent 12 Week duration
Dedicated time with each family member (1 hour per week) to progress.
Examples include:
Behaviour management for dominant children.
Building resilience and problem solving skills.
Parenting advice, support and school routines.
Linking into specialist agencies.
Closure Stage – Final 6 Week duration
Post intervention support for families who have completed the programme.
Feedback to schools and referrers.
Post Intervention Stage
If the family have an issue which surfaces afterwards, the SFSS offer telephone support.

6. The Family Support Process continued.
Review Periods
A 6 and 12 week review is undertaken at school and involves all the family members and school representatives ( e.g. named lead, mentor, SENCO and/or Deputy Head Teacher) for collective input.
The review identifies; difficulties, interventions to date, challenges and if any unresolved issues.
Reviews are documented and shared with the family and school.
Case files are recorded within the Early Help (Liquid Logic) Social Care system to measure impact of the SFSS intervention and the wider prevention / Early Help system.
Outcomes
Attendance levels pre-and post- intervention.
Measured by the Family Star Plus.
Measured by Children’s Services (EHAT).
Local and national comparison by the Families Programme/ DCLG (attendance/ exclusions).

7. Case Study Primary School

8. Case Study Secondary School

9. Case Study Special School

10. SFSS Service Improvements
Working on the “ You Said, We Did” principle…
Improved communications with schools
Reports which detail the performance of the SFSS per school at six monthly intervals for the Head Teacher and Governors.
Improved SFSS visibility and time spent within the school setting
To build stronger relationships
Explore with each school the best location for the SFSW to work from (taking into account any shared arrangements).
Service flexibility
Schools will determine which families are to receive the service and the duration of engagement.
Greater school control of the overall cost of the intervention.
Discussions ongoing to see if the SFSS can link to the Pupil Tracker system.

11. Why retain a Centralised Service
Providing invaluable support for children and families who are being stepped across from statutory social care intervention to early help.
Links into Children’s Social Care to facilitate the ‘step up’ to statutory intervention where appropriate.
Regular supervision to maintain family based practice standards in addition to the support provided within the schools.
Staff will have regular training and CPD including accredited courses.
Cover for planned and unplanned absences so that families retain regular, consistent support.
Schools benefit from the established and strong links into the Early Help Provision/ HUBS/Practice with access to additional local voluntary and community services.
Co-ordination of the wider team for some holiday based activities.

12. NEW SFSS Model
Is about ensuring that the needs of children and families are met.
Is cost effective:
LCC will fund the SFSS central costs for two years ( finance, legal, IT).
The Families Programme will fund the SFSS management (team cover and training).
A number of models have been considered and rejected based upon feedback including:
A cost per school – rejected as not all schools utilise the service.
A cost per pupil – rejected for the same reason.
Timelines:
Promotion and Sign up from June 16 until 21 December 2016.
Transition from 1 February until 30 April 17 into the new model.
The traded service will commence from September 2017.

13. The SFSS Traded Costs SFSS Total Cost (per year)
The model complements family based support and provides consistency across all settings so that a school, a consortia or a collective group of schools can determine if and how much they wish to purchase.
The cost per worker model enables a set number of days (between 1 and 5 each week) to be purchased on an annual basis . The cost includes transport and equipment (including phone and virtual access to LCC systems). This is based upon 52 weeks.
*This average can fluctuate and will be reduced for complex families and increased if the duration of intervention is reduced.
SFSS
Total Cost
(per year)
Average Family Cases (16 week intervention)
Average Family Cases per Year
1 Day per week
£5,891 2 6
5 Days per week
£29,455 10 30

14. Next steps for schools
Schools can register an interest in the new service by contacting the Families Programme via at during the autumn term up to 21st December It would be very useful if you could indicate your anticipated level of service, and if this forms part of an individual, group or consortia based requirement.
Once we receive your we will visit you and discuss your requirements with a member of the Schools Family Support service.
Following discussions and agreement, there will be a contract to sign up to the service for 12 months.
New service will commence September 2017.