1. How to Complete and Register an Early Help Assessment
Support for Partner Agencies

2. Consent to engage in an E. H
Consent to engage in an E.H.A It is important that families understand exactly what they are consenting to. This includes any adult with parenting responsibility and where age appropriate, young people, themselves.
The Agreement
I am happy to participate in an early help assessment. I understand that the information I give will be used to help me plan things. I understand that my information will be stored safely as per the Data Protection Act I give my permission for this information to be shared with other professionals to plan what is needed. I understand that where there is an immediate risk of harm, the practitioner will follow the MSCB safeguarding reporting procedures.
(Extract from an Early Help Assessment Form)

3. Taking steps towards a good E.H.A
Undertaking a Strength Based Conversation
Decide on the appropriate Level of Need and Response
Does an EHA already exist?
A two way conversation
Ask how things are in each of the five areas of life: Social/Community , Home, Health and Wellbeing, School/college and work life.
Ask what is the most important issue for that person.
Ask for consent to share relevant information with other agencies who may be able to offer support
Remember to gain the views/voice of the subject young person and possibly other siblings and where relevant family members.
Check with Early Help Team
North Early Help Hub –
Central Early Help Hub –
South Early Help Hub –
If YES - you will be given details of a Lead Professional to contact to support the child/YP/family
The Revised Threshold of Needs are defined as five levels.
Level 1: Universal Services
Level 2: Family may benefit from being signposted to one other agency.
Level 3: Given a number of areas of need, coordination is required via an E.H.A.
Level 4 The family have a number of areas of complex need more intensive support is required via an E.H.A and Request for Services from an E.H Hub.
Level 5: Child at risk complete and submit safeguarding referral.

4. What is a strength based conversation?
Agreed way forward
Partnership working
Respect
Think how you would want a member of your family or a friend to be ideally spoken with, by any professional.
The majority of people want to have control over their own lives. Don’t risk disempowering someone.
Unless there are clear risks related to safeguarding, then everything we do at an Early Help level is to be done with the families consent and in partnership.
Asking how things are going, receives a better response than asking do you need help/support.
Recognising and reflecting back to people the things they are doing well is always a positive experience.
Exploring how someone thinks they may improve their circumstances, helps build an agreed way forward.
Sometimes our professional priority and a parent/young persons priority are two different things.
Helping families to address their priorities, reduces the risk of disguised compliance and promotes trust.
Planning S.M.A.R.T outcomes Enables parents and families to evidence who is accountable for what and when.

5. Engaging young people and parents with the E. H
Engaging young people and parents with the E.H.A The following tools are available via manchester.gov.uk/earlyhelppractitioner
The fairy wizard tools
What’s working well wheel
The Three Houses
Using the A3/A4 template available at: manchester.gov.uk/earlyhelppra ctitioner, or else drawing your own fairy (with dress, wings and a star) or Wizard (with cape, wand and spell bubble), ask the child whether they would like you to draw/write or whether they would like to do it.
The What’s Working Well Wheel should be used as a conversation enabler. It is a shared tool for use by the practitioner and the individual or family, and puts the emphasis on listening and building rapport.
This is another practical way to ensure an individual is at the centre of the assessment and planning process. The tools are designed for use with children and young people, but could be adapted and used equally well as a scribble pad for adults.

6. Capturing the voice of the child A young persons contribution
How: Professionals can access support.
Why: Parent/carers and professionals should listen to children/young people
Manchester City Council provide a range of resources, to support professionals in undertaking strength based conversations with young people of varying ages.
These resources are accessed via the Manchester Early Help Practitioner Zone Web page:
manchester.gov.uk?earlyhelppractitioner
We all have a responsibility to consider the impact on children, of adult behaviour and decision making.
When placing the child’s views at the centre of the E.H.A process, we support the objective of improving outcomes for that child/ young person.
All children/young people have something of value to say. We just need to listen.

7. Capturing the voice of the child Do’s
Working with the parent
Explain to the parent/carer, the benefits of gaining the views of the child/ren, in the five areas of life. You could also look to show them the resources that can be used to assist gaining the views in a sensitive way. The parent/carer may wish to suggest a way forward based on the tools you discuss.
Make sure the parent/carer is aware and agrees who will undertake the conversation, how and when. The conversation should be undertaken by someone the young person trusts, has a good relationship and is familiar with.
Working with the young person
Explain to the child/ren that the purpose of your conversation, being to see if there is anything that they think could be better for them. If you have all the suggested supporting resources to hand then the young person has a range of methods to express their views.
Accept that a young person may not wish to talk to you about things at home etc. Previous experiences may make them hesitant and further support from the parent may be needed. Let the young person know that if they wish to share any of their views in future they can.

8. Capturing the voice of the child Don'ts
Working with the parent
Undertake the conversation without the parent’s knowledge/consent as this risks leading to mistrust and suspicion.
Working with the young person
Forget that the young person should feel this is an opportunity for them to share things, they may wish to talk about.
Forget to reflect back to the child the positive things they have mentioned or you have noted.
Make promises

9. Example of how the assessment section (3 columns) of an E. H
Example of how the assessment section (3 columns) of an E.H.A can be completed, having undertaken Strength Based Conversation Case History:
The family were referred to the E.H hub following mother presenting at school in a highly distressed state.
The strength based conversation revealed needs in all five areas of life for mother father and the two children.
The ongoing process of holding Team Around the Family meetings in the style of a strength based conversation resulted in the parents continuing to have a positive relationship with professionals.
The family continue to received agency support coordinated via an E.H.A.

10. Example of how the assessment section of an E. H. A can be completed
Example of how the assessment section of an E.H.A can be completed. (continued) The example is from the section of an E.H.A, exploring home life. So what are we looking to include in a good E.H.A?
Are the views/voice of the child/young person represented?
Are the views/voice of both adults represented?
Is there a recognition of the positives/strengths in and for this family?
Is there a clear plan of what needs to happen next and why?
Do you think the agreed actions could be said to be S.M.A.R.T?
Early help is about having a good quality conversation with a child, young person or family about all five different aspects of life. These are Home, Work, School/College, Social/Community and Health and Well Being

11. what’s important to you and your family
What could be better and why?
what’s important to you and your family
This is where we record your worries & our worries.
Everyone deserves to be happy: what could be better that would make you happy?
What’s working Well
This is where you record the good stuff!
What makes you happy?
Think about what you’re good at; your successes.
Who makes up your support networks?
Score
1 -10
What needs to happen? The plan
What’s important for you and your family?
What would make you happy?
What are your goals? What does success look
like?
If you wanted to make changes, and knew you wouldn’t fail, what would you start doing?
How ready are you for change?
Home
Both parents would like to know if the family can continue living in the current tenancy.
Father would like to know if there is any help available with the outstanding debts, as this is making him and mum feel unwell.
Mother and father said they feel better now they have shared that they are not the tenancy holders of the property the family live in.
Mum has said she is no longer looking after other peoples children.
The family have been receiving food parcels
The primary school teacher will contact One Manchester and update them on the housing circumstances.
Father has agreed to contact the utilities and explain to them that they are no longer able to pay the bills and why.
The primary school teacher has said she will obtain the voice of one of the children.
Mum and Father agreed to get further information on other food banks.
Father has agreed that information can be shared with the no Recourse to Public Funds Team and that he and mum will work with this agency.

12. Example of how the assessment section of an E. H. A can be completed
Example of how the assessment section of an E.H.A can be completed. (continued) How could we improve the quality of this E.H.A? Here are some of our thoughts, to add to your own.
There is a plan of what is to happen but no details given as to when things will happen.
There is no detail given as to who will obtain the voice/views of the younger child.
The name of the workers should be recorded, so at any point in the future the parent, young person or other professionals can explore who is or was accountable for an agreed action.
The parents/young persons view on how they feel about the issues raised, should be scored/recorded for each of the five areas.

13. A journey undertaken in partnership, with young people and families
The Early Help Assessment Journey
The needs of the young person remain central to all planning 2
Strength based conversation 3
Level of need and response 4
E.H.A completion and registration 5
Team around the child/family
meetings 1
Presenting Issue
Presenting issues should be explored via a strength based conversation
Having assessed the level of need professionals should undertake and register an E.H.A where appropriate
A journey undertaken in partnership, with young people and families
Regular Team Around the Child meetings monitor the journey

14. Team Around The Child /Family meetings.
Who attends?
How often are they held?
How are they recorded
The lead professional should arrange for the parents/carers to attend and consider the best venue.
The lead professional may share responsibility for who invites other professionals to the meeting. For example the parent/carer may wish to invite other professionals.
The young person should be given an opportunity to attend some of the meeting if appropriate or have their views represented.
Specific’, ‘Measurable’, ‘Agreed’, ‘Realistic’ and ‘Timely planning, enables you to identify when the first and following Team Around the child meeting should take place.
Give the parent/carer and other professionals time to complete agreed actions between meetings.
We suggest 3 to 4 weeks, however you may feel certain actions should be reviewed via a meeting sooner.
When the initial E.H.A is completed electronically it allows you to record subsequent information on the same form.
The electronic record then enables you to have a start to end record of the E.H.A journey for that young person/family.
This also enables you to share up to date information with any other professionals who become involved in supporting the family at a later date.

15. Registering an E.H.A. Why? Safeguarding Prevent Duplication
Improving Quality
At some point the local authority contact centre may receive a multi agency safeguarding referral, in connection with a family member.
The information contained on the E.H.A will be explored to see who the lead professional is and what planning and actions were agreed at the point of registration.
This information will assist the Multi Agency Safeguarding Hub information gathering Process
Professionals can check to see if a current E.H.A and Team Around The family meeting is ongoing and prevent themselves duplicating work.
A previous E.H.A that has been closed may provide you with information that prevents you and the family from undertaking an aspect of work that has already been completed.
Registered E.H.A’s provide us with an opportunity to work with you and agency managers, to identify areas for improvement in the form and identify areas, we may be able to provide you with further support.
As part of our ongoing development programme we also use registered E.H.A’s to contribute to the wider picture of training we and other agencies may be able to provide team members.

16. Registering an E. H. A How. Please send your completed E. H
Registering an E.H.A How? Please send your completed E.H.A via to;
Gcsx account holders
Closure / Change of lead professional
You will receive an ed acknowledgement of your E.H.A registration.
You will be provided with a Unique Reference number for the E.H.A registered.
Sending your as a Winzip file with following password adds another level of security
Please send to
You can use this address if you have one of the following addresses.
@nhs.net
Greater Manchester Police
Criminal Justice organisations
Central government
Other local authorities.
When closing an E.H.A please complete the closure section of the form and the completed EHA with copies of Team Around the Child / Family Meeting records to with the Unique Reference Number and the date of closure.
When changing lead professional once again please complete the Change of Lead Professional section of the form and us at the above address

17. Additional Support for Ongoing E.H.A’s
Help and Support Manchester
Request for Services form
Overcoming barriers
Family members and supporting agencies can access information on groups and agencies that look to provide support on a range of issues .
This is accessed by visiting the Manchester City Council webpage Help and Support Manchester.
Manchester.gov.uk/helpan dsupportmanchester
Once an E.H.A has been completed/registered and having accessed the Help and Support webpage, you and the family may still be struggling to identify who is best placed to meet an identified area of need.
Complete and submit a Early Help Request for Services form.
Please let the family know you have done so in keeping with their consent for information to be shared.
During the period of an E.H.A being open/registered, you may experience barriers that are preventing things from improving in one or more areas.
If so please contact the relevant Early Help Hub.
Details given later in this presentation.

18. To access support from your local Hub with an E. H
To access support from your local Hub with an E.H.A, you must submit a Request for Early Help Support form.  This should be in addition to your already completed/registered E.H.A. These forms are available via the following web address : manchester.gov.uk/earlyhelppractitioner
In the event of any subsequent safeguarding referral, your registered E.H.A will be explored as part of a wider information gathering process.