1. Lead Professional Training
Caroline Brixton

2. improving …the lives of vulnerable people
Reconstruct has been in business since 1999 providing training, consultancy and direct children’s services across the children’s sector. The company exists to promote the voices of children to ensure that they are not only heard, but also acted upon.
Whilst many of our trainers are registered and experienced social care managers and practitioners,, we also employ former head teachers and improvement partners, police officers, CAMHs professionals, lawyers, and health staff., so can provide a range of experience and expertise.
At the heart of our business are our children’s services - we provide advocacy, independent visiting and participation services to children, and have won awards with young people for our participation work with looked after children and care leavers in Bristol. We also carry out research on behalf of LSCBs on the views and experiences of parents and other service users, and provide a monthly research update that will be available to you from the beginning of October .
We are committed to improving the lives of vulnerable people, through…..
Developing the staff who work with them, and we have provided over 1000 days of training this year, primarily to children’s social care, ranging from front line practitioners to senior managers. We also provide consultancy, on-line procedures and training to LSCBs to assist them in transforming the way services work together in the best interests of children .
We employ a range of very experienced trainers and consultants and we know that they are going to provide you with interesting, challenging and enjoyable learning over the next 18 months.

3. developing
…the staff who work with them

4. transforming
…how services work together

5. Housekeeping Coffee or Tea
Talk about the importance of time-keeping, mobile phones off, break times, facilities and fire exits
Welcome and Introductions
Deal with “housekeeping/domestics”
Coffee/lunch/tea breaks – refreshments
Fire drill/procedures
Any special needs
Introduction
Introduce yourselves (trainers), including background and experience of Child Protection
State that participants will have an opportunity to work together in groups and network during exercises and breaks.
Ask participants to introduce themselves (their name, where they work, what their job role is and something about them that people will remember (e.g. a hobby!)

6. Example of email with links to course materials
This is an example of the s which are sent about 2 weeks before the event to everyone who has booked on the course – they can access all the training materials using the links on this .
If they didn't receive it, check junk mail or

7. Learning Agreement
This is the learning agreement which will provide the ground rules for the day. What practical rules do they also want – for example, time keeping, mobile phones etc.
Sensitivity to impact on participants and potential for own experience to impact
Trainer to ask participants if there is anything they want to add to the list.
Confidentiality - Information shared in the room stays in the room – feel safe to make mistakes!
Respect for every one’s individual experience and different professional background and context. Challenge the statement not the person!
Diversity – value the difference we each bring and acknowledge that there are differences that may not be seen and which can affect people’s learning.
Don’t make assumptions and respect one another's privacy. Plain language and avoid jargon!

8. Training Schedule Common Assessment Framework background
Lead Professional: roles and responsibilities
Chairing skills
Managing Risk and Challenges
Completing effective Action Plans

9. Ground Rules
Confidentiality – what we say in this room stays in this room
One person speaking at a time
Respect for each other and if challenge is needed this needs to done positively

10. Introductions Name Role Organisation
Experience and knowledge of CAF – Common Assessment Framework/Early Support
Acknowledge to the group that no one agency in isolation can meet the needs of a child/young person and their family. The emphasis on integrated working is now greater than ever from central government and its importance is reflected in most guidance. Comment on how bringing professionals together in one place doesn’t create integrated working but a common sense of values, goals, common tools and processes support this. There is a move toward localities to promote integrated working in line with One Cornwall. Think about children/young people and families at the centre, with services around them and then the community around them.
Could use flipchart to illustrate (i.e. concentric circles of young person, services & community)

11. Expectations of the Lead Professional
What are you looking forward to
What are your concerns
What are you expecting to learn
What skills are you expecting to develop
Please record on the post-its any key issues/questions you would like addressed by the end of the training
In pairs – issues or questions arising from completing the e-ACADEMY e-learning modules can be raised at this stage.
Review – CAF and Early Support are tools to support early intervention and prevention and are voluntary processes: parents and children should agree to us initiating

12. Outcomes By the end of the workshop you will:
Have discussed and understand the roles and responsibilities of a Lead Professional
Have a better understanding of how to chair a TAC meeting
Practiced and understand how to complete an action plan
Resolve any concerns you have about the Lead Professional role
Talk to the group all LA’s working towards better integrated working with the emphasis on improving outcomes for children. Highlight the importance of the workforce in delivering positive outcomes in partnership with children/young people and their families. Consequently, in recognising the importance of its workforce it has to invest in them through training and support so as they have the necessary skills and tools to do the job. This training is part of this and central to integrated working within localities in Cornwall.

13. The Benefits of a Lead Professional Role
It’s a process to help providers:
Work together as a team
Understand a family’s strengths and weaknesses
Co-ordinate the way that information and help are provided
Work with families over time to negotiate shared priorities and agree the range of support that is needed

14. Useful skills for a Lead Professional
Chair Meetings & facilitate discussions & outcomes
Work effectively with other practitioners
Understand boundaries
Diplomacy
Communication
Support the child & family but challenge as appropriate
Understand risk and protective factors
To Form trust & effective relationships
Knowledge of available services
E-training reference
Emphasise that at the initial stages Victoria a vulnerable child that should have been supported through early intervention
(If possible read summary of Laming enquiry in preparation).
Since her death various high profile serious case reviews including Baby P (17 month old died August 2007) and
the Laming Review published in March 2009.
The emphasise remain on improving outcomes for children ensuring the children’s workforce are well equipped to understand the developmental needs of children to ensure a response at the very early stages a need has been identified.
To update the ‘working together to safeguard children’ to ensure all agencies understand their duty in respect of the safeguarding agenda
Emphasise that safeguarding sits on a continuum (windscreen) and at times it will be a CAF moving to the Social Work team because of the risk of significant harm and most children and young people that are no longer at risk of significant harm will continue to need support and this will be provided through the multi agency TAC process. 14

15. Who Can be a Lead Professional
Being a Lead Professional is defined by function, rather than professional or practitioner groupings.
Many different people in the children’s workforce can be Lead Professionals because of the skills, competencies and knowledge required to carry out the role regardless of professional background.
Prior learning – All participants are required to complete the e-learning modules through the e-ACADEMY – remind participants of these modules and highlight that there will be opportunities to raise any concerns or issues.
Aims and Objectives – Discuss and give an overview of the aims and objectives for the day. This training has been delivered over two days in the past but each participant should have completed the e-learning that will equip them with the background information and theory about the CAF and integrated working. Today we will embed this through active participation and the opportunity to clarify how the CAF and Early Support are implemented as tools to improve better outcomes for children when early intervention is required.

16. Choosing the Lead Professional (LP)
The initiator should discuss the role of the LP prior to the meeting.
If possible the family or individual should have the choice of LP however this is not always possible or appropriate.
Best practice is to secure an LP PRIOR to the first TAC meeting to avoid potential barriers.

17. Accountability & Responsibility
Each Lead Professional is accountable to their home agency for their delivery of the Lead Professional functions.
The Lead Professional is not responsible or accountable for services delivered by other agencies.
Review three steps of CAF or early support:
Preparation
Some practitioners might want to use the Pre-assessment checklist to guide them as to whether the issues they want to address needs multi-agency intervention. CAF or Early Support is about ensuring the co-ordination of service delivery when 2 or more agencies are working with a child/yp and their family to address their needs. Remember that there are CAF forms available in Portuguese, Lithuanian and Polish.
When you wan to initiate Early Support you need to complete ‘Introducing ourselves’ this will be circulated to all invited like the completed CAF form.

18. Conflict Resolution
If no one is prepared to take on the Lead Professional role.
Agency/professional does not deliver their part of the action plan.
Disparity regarding safeguarding concerns.
Explain acronym TAC / LP
Cornwall has moved to an Online CAF form. There will be areas on the form that have to be completed before you can submit (area like consent). Consent must be informed and explicit and the professional completing e-caf form will indicate that it has been gained.
When completing the form with the child/yp and their family Importance of emphasising the strengths and support systems already in place.
This is a process we do with families and not to. You can not continue with a CAF or Early Support if you do not have the consent from the child/yp and parent/carer.
Explain what will happen after you have completed the forms. Discuss with them the role of Lead Professional and that they have a choice in who this will be.
Start to explore who the child/yp and their parent/carer who already works with them and who they want as LP. This will allow you the opportunity to get in contact with the identified practitioner before the meeting.
Be realistic about the fact that they might not always get their first choice (Cornwall suggest not to be LP for more than 4 children or yp at any one time).

19. Focus on the 3 Steps of the CAF Process
Step 3 - Service Delivery
Outcomes:
Team Around the Child
Agreed action plan and service support
Make any necessary referrals
It is important that if it is decided that a TAC is the way forward the initiator ensure that everyone that is invited are already working with the child/yp and their parent/carer.
If you identify any new agency it is your responsibility to make the relevant referrals to ensure they can make an informed decision about involvement and if at all possible make contact with the family before the initial TAC meeting.
Refer to e-learning re CAF and explain Early Support
Intended to remove from families the burden of a large number of contacts, and having to inform each professional what the other has said about their child.

20. Transfer of Lead Professional
The LP role can transfer between professionals for a number of reasons:
Age of the child
Change of circumstances
Statutory service becomes involved
LP sick/annual leave/leaves post

21. Transfer of Lead Professional Role
Should ideally take place following a TAC review
Should be planned for in advance
Should be discussed with the child/family at the first instance
Transfer MUST be confirmed on the TAC action plan and new LP named

22. TAC/LP Activity
Look at the case studies in your group and ascertain the action required to deal most appropriately with the assigned case study. 15 Minutes
Feedback from each group

23. Prevention Panel Multi agency panel
Early Help Coordinator acts as gatekeeper
LP/ TAC member presents case
Case/s go to panel
Lack of service provision to meet the need
Action plan NOT meeting the need

24. Prevention Panel Continued…
Good practice to gain family and individual consent prior to presenting the case.
Prevention panel is NOT a gatekeeper for social care.

25. Support Available The other professionals within the TAC process.
Early Help Co-Ordinator
Business support based within the Locality teams

26. What Happens at the First TAC Meeting?
Strengths and needs of child and family are discussed and agreed
A multi-agency action plan is agreed
A Lead Professional is appointed
Important for the person completing the CAF or Introducing ourselves (Early Support) to explain to the family what will happen at the initial meeting. Ask if there is anyone that they already work with that they want as Lead Professional. Contact the person before the meeting to ensure they are aware of the request.
Explain again that the initial TAC meetings still have the option for an independent chair but any person initiating a CAF can chair their own meeting.

27. TAC Review Meeting Purpose and function Chaired by Lead Professional
Review of multi-agency action plan
The child/young person, their carers and LP will have the opportunity to indicate to what extent the plan has been achieved
Timescale – 6 weeks, 3 months, 6 months
Book date, time and venue for next meeting
Review actions and look at new information and changes
Cornwall will start to measure positive outcomes from TAC action plans by allowing the child/yp their parents/carers and the LP to measure achievement against the action plan from the review meeting. It is therefore important that when we develop an action plan that it is specific to the needs of the child/yp. (Review Action Plan template in the training packs to look at)
Leads into next slide

28. Action Plans
Chair of meeting or other TAC member should record the Action Plan
Use agreed Action Plan templates
Action points must be Specific, Measurable, Achievable, Realistic, Time specific (SMART) e.g. avoid ‘Ongoing’
Action Plan to be reviewed at next meeting
To be sent to Locality Team within 15 working days of meeting
What if action plan is not meeting the need?
Different templates for initial and review TAC meetings including the Family Action Plan for Early Support– in Pack
Electronic system for CAF – more info to be provide by Bernie D
Introduction of prevention panels

29. Prevention Panel Multi-agency panel who can negotiate resources
Additional Support Manager (ASM) act as gatekeeper
LP/TAC member to present case
Cases to go to Panel:
Action plan not meeting need
Lack of service provision to meet need
Quality Assurance Review/Feedback
There are three prevention panels in Cornwall that meet regularly. Cases will be presented to panel when the TAC and the family are in agreement that they are not able to meet the specific needs of the child/yp and needs guidance or additional specialist support. It might be that that there is a need for a specialist assessment through the Social Work team.
Examples of when cases go to Prevention Panel
Good practice for agencies and teams to on regular basis look at quality of CAF’s/Early Support paperwork – Best Practice Meetings
Will be list of Prevention Panel membership and dates of meetings available – if not check with the Additional Support Manager of the Locality you are delivering the training in prior to the training

30. Business Support Available
There is Business Support in each Locality
They will circulate paperwork electronically (e.g. CAF, multi-agency action plan) to members of the TAC
They are available throughout the CAF process, not just initially
List of Business Support in Localities who will support CAF and Early Support. There will still be the option of chair for the Initial TAC there are however practitioner initiating CAF’s and Early Support that can chair their own initial meetings. The Business Support team will circulate paperwork it remains however the responsibility of the initiator to ensure they provide as much information as possible to make this task achievable

31. Next Steps and Support
Embedding of locality working (CAF as gateway to other services)
Business Support in each Locality
Additional Support Manager in each Locality
Best Practice Forums in each area

32. Family Information Service

33. Localities www.cornwallfisdirectory.org.uk
Then click on Integrated Working and Key Contacts
Locality 1 (Penzance, St Ives and Hayle)
Locality 2 (Helston, Lizard, Camborne and Redruth)
Locality 3 (Falmouth, Penryn, Truro, Roseland, St Agnes and Perranporth)
Locality 4 (St Austell, China Clay, Newquay, Fowey and Lostwithiel)
Locality 5 (Bodmin, Wadebridge, Padstow, Camelford, Bude and Launceston)
Locality 6 (Liskeard, Looe, Saltash, Torpoint and Callington)

34. MARU Process Cornwall referrals: 0300 1231 116
Options 1 & 2 relate to vulnerable children
Options 3 & 4 relate to vulnerable adults
Website:
In an emergency always dial 999
Isles of Scilly referrals:
Children's Social Care

35. Follow on Information
Certificate - your certificate will be ed to you upon completion of the Reflection in Action post-course evaluation.
Reflection in Action - the link to this short post-course evaluation will be ed to you 6 weeks from today.
Course resources - handouts, presentation, etc. to support today's training will be found online using the link included in the sent to participants about 2 weeks ago.
Any important comments for the CIOSSCB
Reflection in Action – the CIOSSCB has decided that the most effective way to ensure that learning from courses has been embedded and improved practise with children and families, now requires practitioners and their line manager to complete a “Reflection in Action” questionnaire 6 weeks after attendance of the course.
This period of 6 weeks allows practitioners opportunity to have applied the knowledge gained from the course they attended.
This resources link is also included in the sent to participants about 2 weeks before the course (see slide 6)