Getting it right for every child in Moray getting it right for every child in Moray START EXIT COURSE.

getting it right for every child in Moray getting it right for every child in Moray START EXIT COURSE

getting it right for every child in Moray This training package has been developed by a multi-agency working group with technical support from Grampian Police. April 2012 NEXT Introduction EXIT COURSE

getting it right for every child in Moray NEXT Introduction EXIT COURSE Getting it right is a way of working consistently and supportively with all Scotland’s children, young people and their families and acting quickly if they need help.

getting it right for every child in Moray NEXT Introduction EXIT COURSE Getting it right is a way of working consistently and supportively with all Scotland’s children, young people and their families and acting quickly if they need help. Taking care of our children’s well-being and making sure they are alright, even before they are born, helps us to ensure positive outcomes for them later in life.

getting it right for every child in Moray Getting it right is a way of working consistently and supportively with all Scotland’s children, young people and their families and acting quickly if they need help. Taking care of our children’s well-being and making sure they are alright, even before they are born, helps us to ensure positive outcomes for them later in life. The approach is about how people working across all services work together to ensure children and young people have their needs met and reach their full potential. NEXT Introduction EXIT COURSE

getting it right for every child in Moray The GIRFEC Group in Moray has developed Local Integrated Assessment and Planning (LIAP) Procedures and the LIAP Toolkit, which inform all integrated assessment and planning processes to address the needs of children and young people in Moray. NEXT Introduction EXIT COURSE

getting it right for every child in Moray LIAP is the core planning pathway for all services and all practitioners who work with children and young people and has been agreed by all Directors and Heads of Service across the statutory, voluntary and private sector. NEXT Introduction The GIRFEC Group in Moray has developed Local Integrated Assessment and Planning (LIAP) Procedures and the LIAP Toolkit, which inform all integrated assessment and planning processes to address the needs of children and young people in Moray. EXIT COURSE

getting it right for every child in Moray Child Protection concerns are dealt with using Moray Child Protection guidelines and processes, and the NESCPC Guidelines. Introduction LIAP is the core planning pathway for all services and all practitioners who work with children and young people and has been agreed by all Directors and Heads of Service across the statutory, voluntary and private sector. The GIRFEC Group in Moray has developed Local Integrated Assessment and Planning (LIAP) Procedures and the LIAP Toolkit, which inform all integrated assessment and planning processes to address the needs of children and young people in Moray. EXIT COURSE NEXT

getting it right for every child in Moray The LIAP materials include one single child's plan which is the agreed multi agency assessment and report tool for all multi agency integrated working in Moray. This single child's plan will be used by all services delivering an action plan to meet children's and young people's needs. Introduction Child Protection concerns are dealt with using Moray Child Protection guidelines and processes, and the NESCPC Guidelines. LIAP is the core planning pathway for all services and all practitioners who work with children and young people and has been agreed by all Directors and Heads of Service across the statutory, voluntary and private sector. The GIRFEC Group in Moray has developed Local Integrated Assessment and Planning (LIAP) Procedures and the LIAP Toolkit, which inform all integrated assessment and planning processes to address the needs of children and young people in Moray. EXIT COURSE NEXT

getting it right for every child in Moray The child and their family should be fully involved in all planning and decision making processes and their views sought at each stage. It is recognised however that there may be exceptional circumstances, particularly in cases where child abuse is suspected, when this is not possible. Introduction The LIAP materials include one single child's plan which is the agreed multi agency assessment and report tool for all multi agency integrated working in Moray. This single child's plan will be used by all services delivering an action plan to meet children's and young people's needs. Child Protection concerns are dealt with using Moray Child Protection guidelines and processes, and the NESCPC Guidelines. LIAP is the core planning pathway for all services and all practitioners who work with children and young people and has been agreed by all Directors and Heads of Service across the statutory, voluntary and private sector. The GIRFEC Group in Moray has developed Local Integrated Assessment and Planning (LIAP) Procedures and the LIAP Toolkit, which inform all integrated assessment and planning processes to address the needs of children and young people in Moray. EXIT COURSE NEXT

getting it right for every child in Moray The training programme is divided into 5 Modules. On completion of all 5 modules you should be able to participate confidently and competently in local processes to ensure the wellbeing of Moray’s children and young people. You may wish to revisit any of the modules in the future to refresh your knowledge. This package is designed to complement and support existing guidance and training. Introduction EXIT COURSE NEXT

getting it right for every child in Moray Each module sets out the principles of the GIRFEC approach in relation to a particular topic and is followed up by a series of questions in the form of a quiz to self assess your learning. PLEASE SELECT A MODULE TO CONTINUE Module 3 Information Sharing Module 1 Involving Children and Familes Module 2 Roles and Responsibilities Module 4 Assessment and Planning Module 5 Child Protection Procedures Introduction EXIT COURSE

getting it right for every child in Moray Module 1 Involving Children and Families NEXT EXIT MODULE Module 1

getting it right for every child in Moray NEXT Local Integrated Assessment and Planning Process Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray GIRFEC is a National government programme which promotes integrated working and partnership between professionals and families to provide the right help for the right child at the right time. In Moray this has been developed into the Local Integrated Assessment and Planning Process (LIAP). NEXT Local Integrated Assessment and Planning Process Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray NEXT Key Aims Module 1 Involving Children and Families Our Service Standards EXIT MODULE Click arrow to view Local Integrated Assessment and Planning Process

getting it right for every child in Moray Children and young peoples views are central to decision making processes The Team Around the Child is accountable to the child and family as well as to each other for completing any actions assigned to them Professionals work in partnership with parents to meet identified needs NEXT Local Integrated Assessment and Planning Process Module 1 Involving Children and Families That children and young people get the help they need when they need it Key AimsOur Service Standards EXIT MODULE Click arrow to view

getting it right for every child in Moray NEXT Local Integrated Assessment and Planning Process Module 1 Involving Children and Families Your child is at the centre of the work we do. Our work takes account of your child’s immediate and long term needs We respect your and your child’s right to confidentiality We ensure that Moray’s children and young people are safe We help to make sure each child can reach his/her potential and do not discriminate against him/her on any grounds Our work focuses on finding solutions We will build a team around your child Our Service StandardsKey Aims EXIT MODULE

getting it right for every child in Moray NEXT Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray This short quiz is designed as a self assessment. If there are any gaps in your knowledge you may wish to revisit this Module again. Please attempt each question by selecting your response and then clicking on the SUBMIT button. Note: you can deselect any response prior to submitting by simply clicking on the chosen response again. Q 1/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray From a child and young persons perspective which of the following statements are true with regard to the GIRFEC/LIAP process in Moray? Select all that apply then SUBMIT “Gives me choices in my life as I get older” “Makes sure adults in my life support me in any way they can as I am growing up” “Makes sure I understand what is happening to me” “Ensures I am helped to make the most of my life” Question 1/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray “Gives me choices in my life as I get older” “Makes sure adults in my life support me in any way they can as I am growing up” “Makes sure I understand what is happening to me” “Ensures I am helped to make the most of my life” SUBMIT Question 1/5 Module 1 Involving Children and Families From a child and young persons perspective which of the following statements are true with regard to the GIRFEC/LIAP process in Moray? Select all that apply then SUBMIT EXIT MODULE

getting it right for every child in Moray “Makes sure adults in my life support me in any way they can as I am growing up” “Gives me choices in my life as I get older” “Makes sure I understand what is happening to me” “Ensures I am helped to make the most of my life” Question 1/5 Module 1 Involving Children and Families From a child and young persons perspective which of the following statements are true with regard to the GIRFEC/LIAP process in Moray? Select all that apply then SUBMIT SUBMIT EXIT MODULE

getting it right for every child in Moray “Makes sure I understand what is happening to me” “Gives me choices in my life as I get older” “Makes sure adults in my life support me in any way they can as I am growing up” “Ensures I am helped to make the most of my life” Question 1/5 Module 1 Involving Children and Families From a child and young persons perspective which of the following statements are true with regard to the GIRFEC/LIAP process in Moray? Select all that apply then SUBMIT SUBMIT EXIT MODULE

getting it right for every child in Moray “Ensures I am helped to make the most of my life” “Gives me choices in my life as I get older” “Makes sure adults in my life support me in any way they can as I am growing up” “Makes sure I understand what is happening to me” Question 1/5 Module 1 Involving Children and Families From a child and young persons perspective which of the following statements are true with regard to the GIRFEC/LIAP process in Moray? Select all that apply then SUBMIT SUBMIT EXIT MODULE

getting it right for every child in Moray “Gives me choices in my life as I get older” “Makes sure adults in my life support me in any way they can as I am growing up” “Makes sure I understand what is happening to me” “Ensures I am helped to make the most of my life” Question 1/5 Module 1 Involving Children and Families From a child and young persons perspective which of the following statements are true with regard to the GIRFEC/LIAP process in Moray? Select all that apply then SUBMIT SUBMIT EXIT MODULE

getting it right for every child in Moray You are PARTIALLY CORRECT - but all of the statements form part of GIRFEC’S promise to young people in Scotland Q 2/5 Answer 1/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray You are CORRECT - all of the statements form part of GIRFEC’S promise to young people in Scotland Q 2/5 Answer 1/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray When a meeting is held about a child or young person they should: Select one response then SUBMIT Be present to hear what is said, but there are others who are better placed to speak for them. Be discouraged from attending, as their presence will not be conductive to business like decision making. The young person is integral to the process and should be encouraged to have their say wherever possible Be present, but can only make a contribution if over 16 and legally an adult. Question 2/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray When a meeting is held about a child or young person they should: Select one response then SUBMIT Be present to hear what is said, but there are others who are better placed to speak for them. Be discouraged from attending, as their presence will not be conductive to business like decision making. The young person is integral to the process and should be encouraged to have their say wherever possible Be present, but can only make a contribution if over 16 and legally an adult. SUBMIT Question 2/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray You are INCORRECT - It is important that children and young people’s views as well as those of their parents and carers are taken into account in decision making. Their opinions matter. GIRFEC advocates an integral role for children and young people in reaching decisions that affect their lives as part of assessment, planning and intervention. Q 3/5 Answer 2/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray You are CORRECT - It is important that children and young people’s views as well as those of their parents and carers are taken into account in decision making. Their opinions matter. GIRFEC advocates an integral role for children and young people in reaching decisions that affect their lives as part of assessment, planning and intervention. Q 3/5 Answer 2/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray GIRFEC in Moray has laid down a number of standards which parents can expect professionals involved with them to aspire to. How many are there? Select one response then SUBMIT 3 5 7 10 Question 3/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray 3 5 7 10 SUBMIT Question 3/5 GIRFEC in Moray has laid down a number of standards which parents can expect professionals involved with them to aspire to. How many are there? Select one response then SUBMIT Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray You are INCORRECT There are actually 7 Standards 1.Your child is at the centre of the work that we do. 2.Our work will take account of your child’s immediate and long term needs. 3.We will respect your and your child’s right to confidentiality. 4.We will ensure that Moray’s children and young people are safe. 5.We will help to make sure your child can reach his/her potential, and will not discriminate against him/her for any reason. 6.Our work focuses on finding solutions 7.We build a team around your child. Q 4/5 Answer 3/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray You are CORRECT There are 7 Standards namely: 1.Your child is at the centre of the work that we do. 2.Our work will take account of your child’s immediate and long term needs. 3.We will respect your and your child’s right to confidentiality. 4.We will ensure that Moray’s children and young people are safe. 5.We will help to make sure your child can reach his/her potential, and will not discriminate against him/her for any reason. 6.Our work focuses on finding solutions 7.We build a team around your child. Answer 3/5 Q 4/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray The Child’s Plan is the document used to record concerns or identified needs and develop an action plan to meet the need. It is used by every agency. Who should the child’s plan be shared with? Select all that apply then SUBMIT Child/Young Person Parent/Carer Other Professionals It is a confidential document and should not be shared Question 4/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray Child/Young Person Parent/Carer Other Professionals It is a confidential document and should not be shared SUBMIT Question 4/5 The Child’s Plan is the document used to record concerns or identified needs and develop an action plan to meet the need. It is used by every agency. Who should the child’s plan be shared with? Select all that apply then SUBMIT Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray You are INCORRECT The child/young person, parent/carer and any professionals working with the family, should all be involved in planning and have access to the document produced. Q 5/5 Answer 4/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray You are CORRECT The child/young person, parent/carer and any professionals working with the family, should all be involved in planning and have access to the document produced. Q 5/5 Answer 4/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray You are PARTIALLY CORRECT The child/young person, parent/carer and any professionals working with the family, should all be involved in planning and have access to the document produced. Q 5/5 Answer 4/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray The primary purpose of the LIAP meeting is to arrange a meeting between professionals and the parent and child. TRUE OR FALSE Select TRUE or FALSE then SUBMIT TRUE FALSE Question 5/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray The primary purpose of the LIAP meeting is to arrange a meeting between professionals and the parent and child. TRUE OR FALSE Select TRUE or FALSE then SUBMIT TRUE FALSE SUBMIT Question 5/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray You are INCORRECT All present at the LIAP meeting should have met and engaged with the family beforehand and shared any written information to be presented at the meeting with them. Continue Answer 5/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray You are CORRECT LIAP is a process of which the meeting is only a small part. All present at the LIAP meeting should have met and engaged with the family beforehand and shared any written information to be presented at the meeting with them. Continue Answer 5/5 Module 1 Involving Children and Families EXIT MODULE

getting it right for every child in Moray EXIT MODULE Certificate of Completion/Email to Agency Grampian Police Officers and Staff will access and complete this package via Grampian Police Intranet If you are a member of Moray Council Staff, please use the document icon here to view your ‘certificate of completion’. If you are a member of NHS Staff, please use the document icon here to view your ‘certificate of completion’. Families who have accessed this training independently and wish to acknowledge this, may use the email icon here to register completion.

getting it right for every child in Moray Module 2 Roles and Responsibilities NEXT Module 2 EXIT MODULE

getting it right for every child in Moray NEXT Named Person Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray The GIRFEC approach requires that all children and young people have a Named Person in universal services. NEXT Named Person Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray The GIRFEC approach requires that all children and young people have a Named Person in universal services. The named person is the initial point of contact for children, young people and parents seeking support, and for anyone with a concern about the child. They will ensure early intervention should extra support be required. NEXT Named Person Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray The GIRFEC approach requires that all children and young people have a Named Person in universal services. The named person is the initial point of contact for children, young people and parents seeking support, and for anyone with a concern about the child. They will ensure early intervention should extra support be required. The role of the Named Person is embedded in universal services and is defined by the age of the child/young person. NEXT Named Person Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray Pre-birth to 10 days the Named Person is the MIDWIFE. NEXT Named Person Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray 11 days to primary school entry, the Named Person is the HEALTH VISITOR. NEXT Named Person Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray On entry to Primary school the HEAD TEACHER takes on the role of Named Person for the child. NEXT Named Person Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray When the young person is enrolled in Secondary School the Named Person is the HEAD TEACHER. NEXT Named Person Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray The Head Teacher can, however, identify a Principal Teacher or a Pupil Support/Guidance Teacher to be the Named Person if it is felt it’s in the best interests of the child. NEXT Named Person When the young person is enrolled in Secondary School the Named Person is the HEAD TEACHER. Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray If a child is enrolled in secondary school but has an Enhanced Curriculum outwith the school e.g. college or placements, then the Named Person will be kept within that school. NEXT Named Person The Head Teacher can, however, identify a Principal Teacher or a Pupil Support/Guidance Teacher to be the Named Person if it is felt it’s in the best interests of the child. When the young person is enrolled in Secondary School the Named Person is the HEAD TEACHER. Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray Should it be established that a child or young person does not currently have a named person in universal services, e.g. a child or young person who is educated at home; concerns about the child should be reported directly to the duty social worker for the area. NEXT Named Person Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray NEXT Lead Professional Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray When more than one agency is involved in providing services to a family a Lead Professional will be appointed. It has been agreed that Police Officers will not take on this role. NEXT Lead Professional Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray When more than one agency is involved in providing services to a family a Lead Professional will be appointed. It has been agreed that Police Officers will not take on this role. The Lead Professional will NEXT Lead Professional Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray When more than one agency is involved in providing services to a family a Lead Professional will be appointed. It has been agreed that Police Officers will not take on this role. The Lead Professional will NEXT Lead Professional Ensure that the child and family understand what is happening at each point so that they can truly participate. Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray When more than one agency is involved in providing services to a family a Lead Professional will be appointed. It has been agreed that Police Officers will not take on this role. The Lead Professional will NEXT Lead Professional Decide in consultation with the child, family and relevant others the most appropriate way to involve the child. Ensure that the child and family understand what is happening at each point so that they can truly participate. Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray When more than one agency is involved in providing services to a family a Lead Professional will be appointed. It has been agreed that Police Officers will not take on this role. The Lead Professional will NEXT Lead Professional Be the main point of contact for children, family members and professionals to co-ordinate appropriate supports. Decide in consultation with the child, family and relevant others the most appropriate way to involve the child. Ensure that the child and family understand what is happening at each point so that they can truly participate. Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray When more than one agency is involved in providing services to a family a Lead Professional will be appointed. It has been agreed that Police Officers will not take on this role. The Lead Professional will NEXT Lead Professional Promote team-work between agencies and with the child and family Decide in consultation with the child, family and relevant others the most appropriate way to involve the child. Ensure that the child and family understand what is happening at each point so that they can truly participate. Module 2 Roles and Responsibilities EXIT MODULE Be the main point of contact for children, family members and professionals to co-ordinate appropriate supports.

getting it right for every child in Moray When more than one agency is involved in providing services to a family a Lead Professional will be appointed. It has been agreed that Police Officers will not take on this role. The Lead Professional will NEXT Lead Professional Plan an integrated assessment Promote team-work between agencies and with the child and family Decide in consultation with the child, family and relevant others the most appropriate way to involve the child. Ensure that the child and family understand what is happening at each point so that they can truly participate. Module 2 Roles and Responsibilities EXIT MODULE Be the main point of contact for children, family members and professionals to co-ordinate appropriate supports.

getting it right for every child in Moray NEXT Local Integrated Support Officer (LISO) Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray LISO’s can support the Lead Professional in the LIAP process by identifying the paper-work to be completed at various points in the process, and offer advice and guidance on running “solution oriented meetings”. NEXT Local Integrated Support Officer (LISO) Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray They can also chair meetings, and are involved in the monitoring, auditing and reporting of LIAP LISO’s can support the Lead Professional in the LIAP process by identifying the paper-work to be completed at various points in the process, and offer advice and guidance on running “solution oriented meetings”. NEXT Local Integrated Support Officer (LISO) Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray NEXT Parental Rights and Responsibilities Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray The parents of a child involved in the LIAP process will, usually, have Parental Rights and Responsibilities for the child. NEXT Parental Rights and Responsibilities Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray The parents of a child involved in the LIAP process will, usually, have Parental Rights and Responsibilities for the child. It is always important to check who does actually hold parental rights and responsibilities and not make assumptions. NEXT Parental Rights and Responsibilities Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray NEXT Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray This short quiz is designed as a self assessment. If there are any gaps in your knowledge you may wish to revisit this Module again. Please attempt each question by selecting your response and then clicking on the SUBMIT button. Note: you can deselect any response prior to submitting by simply clicking on the chosen response again. Module 2 Roles and Responsibilities Q 1/5 EXIT MODULE

getting it right for every child in Moray The ‘Named Person’ is always the same as the ‘Lead Professional’ Select TRUE or FALSE then SUBMIT TRUE FALSE Question 1/4 Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray The ‘Named Person’ is always the same as the ‘Lead Professional’ Select TRUE or FALSE then SUBMIT TRUE FALSE SUBMIT Module 2 Roles and Responsibilities Question 1/4 EXIT MODULE

getting it right for every child in Moray You are INCORRECT Every child in Moray has a ‘Named Person’. However once a child enters the LIAP process they then have a ‘Lead Professional’ who is responsible for coordinating the planning process. This role may be held by a different professional. Q 2/4 Module 2 Roles and Responsibilities Answer 1/4 EXIT MODULE

getting it right for every child in Moray You are CORRECT Every child in Moray has a ‘Named Person’. However once a child enters the LIAP process they then have a ‘Lead Professional’ who is responsible for coordinating the planning process. This role may be held by a different professional. Module 2 Roles and Responsibilities Answer 1/4 Q 2/4 EXIT MODULE

getting it right for every child in Moray The term for the group of people who are involved with a specific LIAP process for a child is Select one response then SUBMIT Question 2/4 Module 2 Roles and Responsibilities The Child’s Core Group The Initial Referral Team The Resource Allocation Team The Team Around the Child EXIT MODULE

getting it right for every child in Moray SUBMIT The term for the group of people who are involved with a specific LIAP process for a child is Select one response then SUBMIT Module 2 Roles and Responsibilities The Child’s Core Group The Initial Referral Team The Resource Allocation Team The Team Around the Child Question 2/4 EXIT MODULE

getting it right for every child in Moray The Team Around the Child The Child’s Core Group The Initial Referral Team The Resource Allocation Team SUBMIT The term for the group of people who are involved with a specific LIAP process for a child is Select one response then SUBMIT Module 2 Roles and Responsibilities Question 2/4 EXIT MODULE

getting it right for every child in Moray You are INCORRECT The correct term is The Team Around the Child. The team around the child has a range of responsibilities including: Engaging effectively with other team members Providing written and verbal contributions to assessment, service delivery and review of the action plan Commitment to carrying out their responsibilities within the plan Sharing concerns with Lead professional as they arise. Preparing for and attending meetings as arranged. Module 2 Roles and Responsibilities Q 3/4 Answer 2/4 EXIT MODULE

getting it right for every child in Moray You are CORRECT The team around the child has a range of responsibilities including: Engaging effectively with other team members Providing written and verbal contributions to assessment, service delivery and review of the action plan Commitment to carrying out their responsibilities within the plan Sharing concerns with Lead professional as they arise. Preparing for and attending meetings as arranged. Module 2 Roles and Responsibilities Q 3/4 Answer 2/4 EXIT MODULE

getting it right for every child in Moray Why is a Lead Professional necessary? Select 2 responses then SUBMIT To promote clarity and delineation of roles To do the assessment on behalf of the team. To prevent fragmentation or duplication of services. To carry out a Child Protection investigation if required. Question 3/4 Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray To promote clarity and delineation of roles To do the assessment on behalf of the team. To prevent fragmentation or duplication of services. To carry out a Child Protection investigation if required. Why is a Lead Professional necessary? Select 2 responses then SUBMIT Module 2 Roles and Responsibilities Question 3/4 EXIT MODULE

getting it right for every child in Moray To promote clarity and delineation of roles To do the assessment on behalf of the team. To prevent fragmentation or duplication of services. To carry out a Child Protection investigation if required. SUBMIT Why is a Lead Professional necessary? Select 2 responses then SUBMIT Module 2 Roles and Responsibilities Question 3/4 EXIT MODULE

getting it right for every child in Moray To promote clarity and delineation of roles To do the assessment on behalf of the team. To carry out a Child Protection investigation if required. Why is a Lead Professional necessary? Select 2 responses then SUBMIT Module 2 Roles and Responsibilities To prevent fragmentation or duplication of services. Question 3/4 EXIT MODULE

getting it right for every child in Moray You are CORRECT The Lead professional should also: Ensure the service to the child is coherent, person centred and responsive. Provide a single point of contact for professionals parent and child Should ensure that professionals carry out an integrated assessment which they co-ordinate. Q 4/4 Answer 3/4 Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray You are INCORRECT The correct responses are: To promote clarity and delineation of roles and To prevent fragmentation or duplication of services The Lead professional should also: Ensure the service to the child is coherent, person centred and responsive. Provide a single point of contact for professionals parent and child Should ensure that professionals carry out an integrated assessment which they co-ordinate. Module 2 Roles and Responsibilities Answer 3/4 Q 4/4 EXIT MODULE

getting it right for every child in Moray Who will normally hold “rights and responsibilities “for the child involved in a LIAP process? Select one response then SUBMIT Education Parent Social Work Children’s Hearing System Question 4/4 Module 2 Roles and Responsibilities EXIT MODULE

getting it right for every child in Moray Education Parent Social Work Children’s Hearing System SUBMIT Who will normally hold “rights and responsibilities “for the child involved in a LIAP process? Select one response then SUBMIT Module 2 Roles and Responsibilities Question 4/4 EXIT MODULE

getting it right for every child in Moray You are CORRECT The child’s parent is the person most likely to have parental rights and responsibilities for the child. Answer 4/4 Module 2 Roles and Responsibilities Continue EXIT MODULE

getting it right for every child in Moray You are INCORRECT The child’s parent is the person most likely to have parental rights and responsibilities for the child. Module 2 Roles and Responsibilities Answer 4/4 Continue EXIT MODULE

getting it right for every child in Moray Module 3 Information Sharing NEXT Module 3 EXIT MODULE

getting it right for every child in Moray NEXT Module 3 Information Sharing Guidance and Legislation EXIT MODULE

getting it right for every child in Moray There are a number of pieces of Guidance and Legislation with regard to Confidentiality and Information Sharing. NEXT Guidance and Legislation Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray Common Law-If information is given in circumstances where it is expected that a duty of confidence applies, that information cannot normally be disclosed without the information providers consent. NEXT There are a number of pieces of Guidance and Legislation with regard to Confidentiality and Information Sharing. Guidance and Legislation Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray The Data Protection Act (1998) outlines the legal obligations organisations have to protect personal information. NEXT Common Law-If information is given in circumstances where it is expected that a duty of confidence applies, that information cannot normally be disclosed without the information providers consent. There are a number of pieces of Guidance and Legislation with regard to Confidentiality and Information Sharing. Guidance and Legislation Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray United Nations Convention on the Rights of the Child. ( Article 16 Right to Privacy) NEXT The Data Protection Act (1998) outlines the legal obligations organisations have to protect personal information. Common Law-If information is given in circumstances where it is expected that a duty of confidence applies, that information cannot normally be disclosed without the information providers consent. There are a number of pieces of Guidance and Legislation with regard to Confidentiality and Information Sharing. Guidance and Legislation Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray The Pan –Grampian Information Sharing Protocol sets out local inter - agency Guidance. NEXT United Nations Convention on the Rights of the Child. ( Article 16 Right to Privacy). The Data Protection Act (1998) outlines the legal obligations organisations have to protect personal information. Common Law-If information is given in circumstances where it is expected that a duty of confidence applies, that information cannot normally be disclosed without the information providers consent. There are a number of pieces of Guidance and Legislation with regard to Confidentiality and Information Sharing. Guidance and Legislation Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray The Pan –Grampian Information Sharing Protocol sets out local inter - agency Guidance. NEXT United Nations Convention on the Rights of the Child. ( Article 16 Right to Privacy). The Data Protection Act (1998) outlines the legal obligations organisations have to protect personal information. Common Law-If information is given in circumstances where it is expected that a duty of confidence applies, that information cannot normally be disclosed without the information providers consent. There are a number of pieces of Guidance and Legislation with regard to Confidentiality and Information Sharing. Guidance and Legislation Module 3 Information Sharing EXIT MODULE Caldicott Guardians – Within the NHS Caldicott Guardians are responsible for protecting the confidentiality of patient and service-user information and enabling appropriate information sharing.

getting it right for every child in Moray NEXT Module 3 Information Sharing Consent WITH WITHOUT EXIT MODULE

getting it right for every child in Moray Information about a child/young person should only be shared with their and/or their parents informed consent. NEXT With Consent Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray Consent should be recorded in writing and should include what information will be shared, for what purpose, with whom and over what time scale. NEXT With Consent Information about a child/young person should only be shared with their and/or their parents informed consent. Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray Consent should be recorded in writing and should include what information will be shared, for what purpose, with whom and over what time scale. NEXT With Consent Information about a child/young person should only be shared with their and/or their parents informed consent. Service users should be able to challenge and correct the information you share. Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray Consent should be recorded in writing and should include what information will be shared, for what purpose, with whom and over what time scale. NEXT With Consent Information about a child/young person should only be shared with their and/or their parents informed consent. Service users should be able to challenge and correct the information you share. They should be advised of the procedure through which to do so. Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray NEXT Information may be shared without consent when: Without Consent Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray a vulnerable person is at risk of significant harm, NEXT Information may be shared without consent when: Without Consent Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray a vulnerable person is at risk of significant harm, NEXT Information may be shared without consent when: seeking consent would compromise safety, Without Consent Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray a vulnerable person is at risk of significant harm, NEXT Information may be shared without consent when: seeking consent would compromise safety, seeking consent could compromise the quality of evidence of an offence against a vulnerable person, Without Consent Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray a vulnerable person is at risk of significant harm, NEXT Information may be shared without consent when: seeking consent would compromise safety, seeking consent could compromise the quality of evidence of an offence against a vulnerable person, If information is shared without consent, be clear of the reasons for doing so and record the decision and the reasons for it in writing. Without Consent Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray Professional judgement is required in deciding whether or not the child/young person has the level of understanding and ability to consent to the sharing of information. NEXT Consent Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray NEXT Parental consent will be required for younger children. Consent Module 3 Information Sharing EXIT MODULE Professional judgement is required in deciding whether or not the child/young person has the level of understanding and ability to consent to the sharing of information.

getting it right for every child in Moray NEXT Parental consent will be required for younger children. Young people over 12 are considered able to make their own decisions about sharing their information in most circumstances. Age of Legal Capacity (Scotland) Act 1991. Consent Module 3 Information Sharing EXIT MODULE Professional judgement is required in deciding whether or not the child/young person has the level of understanding and ability to consent to the sharing of information.

getting it right for every child in Moray You have a professional responsibility to work with the child/young person and their family to ensure that they have all the information they need to make a choice about whether they wish to give consent to sharing information with another service. NEXT Consent Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray NEXT Consent If the child/young person is able to make informed choices then their views must be respected and their opinions taken into account. Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray Module 3 Information Sharing NEXT EXIT MODULE

getting it right for every child in Moray This short quiz is designed as a self assessment. If there are any gaps in your knowledge you may wish to revisit this Module again. Please attempt each question by selecting your response and then clicking on the SUBMIT button. Note: you can deselect any response prior to submitting by simply clicking on the chosen response again. Q 1/6 Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray The Data Protection Act 1998 is the law which governs the collection and use of personal data. Consider the following statement: All information is relevant and can be recorded when dealing with children and young peoples wellbeing and protection. Do you think this statement is Select TRUE or FALSE then SUBMIT TRUE FALSE Question 1/6 Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray TRUE FALSE SUBMIT The Data Protection Act 1998 is the law which governs the collection and use of personal data. Consider the following statement: All information is relevant and can be recorded when dealing with children and young peoples wellbeing and protection. Do you think this statement is Select TRUE or FALSE then SUBMIT Module 3 Information Sharing Question 1/6 EXIT MODULE

getting it right for every child in Moray You are CORRECT Information recorded must be relevant, not excessive, and proportionate to the purpose for which it is being processed Q 2/6 Module 3 Information Sharing Answer 1/6 EXIT MODULE

getting it right for every child in Moray You are INCORRECT Information recorded must be relevant, not excessive, and proportionate to the purpose for which it is being processed Module 3 Information Sharing Answer 1/6 Q 2/6 EXIT MODULE

getting it right for every child in Moray Agencies in Grampian have agreed the” Pan Grampian Information Sharing Protocol”. Which method of sharing information do you think the protocol suggests should be avoided. Select one response then SUBMIT Telephone Fax Letter Email Question 2/6 Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray Telephone Fax Letter Email SUBMIT Question 2/6 Agencies in Grampian have agreed the” Pan Grampian Information Sharing Protocol”. Which method of sharing information do you think the protocol suggests should be avoided. Select one response then SUBMIT Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray You are CORRECT Faxes should be avoided as they are believed not to be secure. If absolutely necessary a fax may be sent, but the recipient should be contacted in advance to advise of transmission and afterwards to confirm receipt. Q 3/6 Answer 2/6 Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray You are INCORRECT Advice is that faxes should be avoided as they are believed not to be secure. If absolutely necessary, a fax may be sent, but the recipient should be contacted in advance to advise of transmission and afterwards to confirm receipt. Q 3/6 Answer 2/6 Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray To instigate the LIAP process verbal consent should be sought from parent and child Do you think this statement is True or False? Select TRUE or FALSE then SUBMIT TRUE FALSE Question 3/6 Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray To instigate the LIAP process verbal consent should be sought from parent and child Do you think this statement is True or False? Select TRUE or FALSE then SUBMIT TRUE FALSE SUBMIT Question 3/6 Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray TRUE FALSE SUBMIT Question 3/6 To instigate the LIAP process verbal consent should be sought from parent and child Do you think this statement is True or False? Select TRUE or FALSE then SUBMIT Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray You are CORRECT Consent to initiate the LIAP process should be in written form. A consent form is available for both parents and children Q 4/6 Answer 3/6 Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray You are INCORRECT Consent to initiate the LIAP process should be in written form. A consent form is available for both parents and children Q 4/6 Answer 3/6 Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray With regard to the Pan Grampian Information Sharing Protocol, the principal of confidentiality is formed on what legal basis? Select one response then SUBMIT Common Law Local Government etc. (Scotland) Act 1994 Social Work (Scotland) Act 1968 Question 4/6 Module 3 Information Sharing Children (Scotland) Act 1995 EXIT MODULE

getting it right for every child in Moray Children (Scotland) Act 1995 Common Law Local Government etc. (Scotland) Act 1994 Social Work (Scotland) Act 1968 SUBMIT With regard to the Pan Grampian Information Sharing Protocol, the principal of confidentiality is formed on what legal basis? Select one response then SUBMIT Question 4/6 Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray You are CORRECT The principal of confidentiality is laid down within common law. Q 5/6 Answer 4/6 Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray You are INCORRECT Whilst confidentiality is expected of professionals as a sign of respect for the people they work with, it is also laid down as a legal requirement in Common Law Q 5/6 Answer 4/6 Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray You have reason to believe that a child is being abused or neglected and is at risk of significant harm. Consider the following statement. Concerns must be shared with the child's parent or carer prior to contacting the Duty Social Worker. Is this True or False? Select option then SUBMIT TRUE FALSE Question 5/6 Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray TRUE FALSE SUBMIT Question 5/6 You have reason to believe that a child is being abused or neglected and is at risk of significant harm. Consider the following statement. Concerns must be shared with the child's parent or carer prior to contacting the Duty Social Worker. Is this True or False? Select option then SUBMIT Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray You are CORRECT You can share information without consent when – A vulnerable person is at risk of significant harm To seek consent could compromise safety To seek consent could compromise the quality of evidence of an offence against a vulnerable person. However this must be the exception Q 6/6 Answer 5/6 Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray You are INCORRECT You can share information without consent when – A vulnerable person is at risk of significant harm To seek consent could compromise safety To seek consent could compromise the quality of evidence of an offence against a vulnerable person. However this must be the exception Answer 5/6 Module 3 Information Sharing Q 6/6 EXIT MODULE

getting it right for every child in Moray A child tells you that they have been hit by a parent, the parent used a heavy leather belt. Do you: Select one response then SUBMIT Phone the parents and ask what happened Contact the duty social worker Tell the school nurse and hope they do something about it Ask the child what they did wrong Question 6/6 Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray Phone the parents and ask what happened Contact the duty social worker Tell the school nurse and hope they do something about it Ask the child what they did wrong SUBMIT Question 6/6 A child tells you that they have been hit by a parent, the parent used a heavy leather belt. Do you: Select one response then SUBMIT Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray You are CORRECT Contact the duty social worker with as many details as you can, and follow up the phone call with a completed Child’s Plan 1 (Ops 12/1 if you are a police officer). In this case, to phone the parents may increase the risk to the child. Answer 6/6 Module 3 Information Sharing Continue EXIT MODULE

getting it right for every child in Moray You are INCORRECT You should contact the duty social worker with as many details as you can and follow up the phone call with a Child’s Plan 1 (‘Concern Report’ if you are a Police Officer) In this case to phone the parents may increase the risk to the child. Childs Plan 1 can be found (web) Answer 6/6 Continue Module 3 Information Sharing EXIT MODULE

getting it right for every child in Moray Module 4 Assessment and Planning NEXT Module 4 EXIT MODULE

getting it right for every child in Moray Well–Being Indicators NEXT Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray NEXT Girfec promotes action to improve the well-being of all children and young people. Well – Being Indicators Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray NEXT Girfec promotes action to improve the well-being of all children and young people. 8 areas of well-being have been identified as areas in which children and young people need to progress in order to do well now and in the future. Well – Being Indicators Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray NEXT Girfec promotes action to improve the well-being of all children and young people. 8 areas of well-being have been identified as areas in which children and young people need to progress in order to do well now and in the future. Children should be: Well – Being Indicators Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray NEXT Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible and Included Girfec promotes action to improve the well-being of all children and young people. 8 areas of well-being have been identified as areas in which children and young people need to progress in order to do well now and in the future. Children should be: Well – Being Indicators Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray NEXT All agencies must play their part in making sure children and young people meet their full potential with regard to the 8 indicators, and have shared accountability when working together to improve children’s lives. Well – Being Indicators Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray NEXT Module 4 Assessment and Planning Practice Model EXIT MODULE

getting it right for every child in Moray NEXT There are 3 main components in the Practice Model Practice Model Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray NEXT 1. Well- being indicators allow practitioners to structure information which may identify needs and concerns and to structure planning. Click Well Being Indicator to view larger image. Practice Model Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray NEXT 2. The My World Triangle introduces a mental map that helps practitioners understand the child or young persons whole world. It can be used in assessment to explore needs and risk. Click My World Triangle to view larger image. Practice Model Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray NEXT 3. The Resilience Matrix helps practitioners analyse more complex information and consider the balance between vulnerability and resilience, adversity and protective factors. Click Matrix to view larger image. Practice Model Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray Close Well-Being Indicator Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray Close My World Triangle Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray Close Resilience Matrix Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray NEXT Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray Q 1/5 This short quiz is designed as a self assessment. If there are any gaps in your knowledge you may wish to revisit this Module again. Please attempt each question by selecting your response and then clicking on the SUBMIT button. Note: you can deselect any response prior to submitting by simply clicking on the chosen response again. Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray Who should be involved in completing the child’s plan? Select all that apply then SUBMIT Child/Young Person Parents Professionals Question 1/5 Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray Child/Young Person Parents Professionals SUBMIT Who should be involved in completing the child’s plan? Select all that apply then SUBMIT Question 1/5 Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray You are CORRECT The child or young person, parents/carers and professionals should all be involved 2/5 Answer 1/5 Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray You are PARTIALLY CORRECT The child or young person, parents/carers and professionals should all be involved Answer 1/5 Module 4 Assessment and Planning 2/5 EXIT MODULE

getting it right for every child in Moray One of the assessment tools recommended within the Girfec literature looks at the child’s physical, emotional, social, educational, spiritual and psychological development. It is referred to as Select one response then SUBMIT The Double S Double E Double P The Child’s View The My World Triangle The Additional Support Needs Matrix Question 2/5 Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray The Double S Double E Double P The Child’s View The My World Triangle The Additional Support Needs Matrix SUBMIT One of the assessment tools recommended within the Girfec literature looks at the child’s physical, emotional, social, educational, spiritual and psychological development. It is referred to as Select one response then SUBMIT Question 2/5 Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray 3/5 You are CORRECT The My World Triangle is an assessment tool recommended in the Girfec literature. Answer 2/5 Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray You are INCORRECT The assessment tool recommended in the Girfec literature is the My World Triangle Answer 2/5 Module 4 Assessment and Planning EXIT MODULE 3/5

getting it right for every child in Moray When developing a Child’s Plan it is recommended that SMART objectives are set by those involved. What does the acronym SMART stand for? Select one response then SUBMIT Small, Meaningful and Realistic Targets Specific Methods Applied Routinely to Tasks Specific, Measureable, Achievable, Relevant and Time-bound No particular meaning – just suggests using common sense to set targets for change. Question 3/5 Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray Small, Meaningful and Realistic Targets Specific Methods Applied Routinely to Tasks Specific, Measureable, Achievable, Relevant and Time-bound No particular meaning – just suggests using common sense to set targets for change. SUBMIT When developing a Child’s Plan it is recommended that SMART objectives are set by those involved. What does the acronym SMART stand for? Select one response then SUBMIT Question 3/5 Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray You are CORRECT SMART stands for Specific, Measurable, Achievable, Relevant and Time-bound Answer 3/5 Module 4 Assessment and Planning EXIT MODULE 4/5

getting it right for every child in Moray You are INCORRECT SMART stands for Specific, Measurable, Achievable, Relevant and Time-bound Answer 3/5 Module 4 Assessment and Planning 4/5 EXIT MODULE

getting it right for every child in Moray Consider the following: A child is often late for school on Monday morning, and appears tired and hungry on arrival. Which professional should be made aware of this information? Select one response then SUBMIT The Duty Social Worker The Health Visitor The School Nurse The Named Person Question 4/5 Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray The Duty Social Worker The Health Visitor The School Nurse The Named Person SUBMIT Question 4/5 Consider the following: A child is often late for school on Monday morning, and appears tired and hungry on arrival. Which professional should be made aware of this information? Select one response then SUBMIT Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray You are CORRECT The named person within universal services should be advised of this concern, as they will be able to analyse what the information means in the context of their knowledge of the family and information which may be coming to them from other sources. They will then make a decision on what other action, if any, is required. In this scenario the named person is the Primary Head Teacher Answer 4/5 Module 4 Assessment and Planning EXIT MODULE 5/5

getting it right for every child in Moray 5/5 You are INCORRECT The child’s Named Person, in this case the Primary Head Teacher should be advised as they will be able to analyse what the information means in the context of their knowledge of the family and information which may be coming to them from other sources. They will then make a decision on what further action if any is required. Answer 4/5 Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray A Child’s Plan 2 is the document which draws together the multi agency (2 or more agencies working together) assessment and intervention plan. Who ensures this document is developed? Select one response then SUBMIT Social Worker Child and Family Head Teacher Lead Professional Question 5/5 Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray Social Worker SUBMIT Question 5/5 A Child’s Plan 2 is the document which draws together the multi agency (2 or more agencies working together) assessment and intervention plan. Who ensures this document is developed? Select one response then SUBMIT Module 4 Assessment and Planning Child and Family Head Teacher Lead Professional EXIT MODULE

getting it right for every child in Moray Social Worker SUBMIT Question 5/5 A Child’s Plan 2 is the document which draws together the multi agency (2 or more agencies working together) assessment and intervention plan. Who ensures this document is developed? Select one response then SUBMIT Module 4 Assessment and Planning Head Teacher Lead Professional Child and Family EXIT MODULE

getting it right for every child in Moray SUBMIT Question 5/5 A Child’s Plan 2 is the document which draws together the multi agency (2 or more agencies working together) assessment and intervention plan. Who ensures this document is developed? Select one response then SUBMIT Module 4 Assessment and Planning Social Worker Head Teacher Child and Family Lead Professional EXIT MODULE

getting it right for every child in Moray CONTINUE You are CORRECT The Lead professional has the responsibility for coordinating and facilitating the process of assessment, planning, service delivery and review of the Multi Agency Child’s Plan 2 Answer 5/5 Module 4 Assessment and Planning EXIT MODULE

getting it right for every child in Moray You are INCORRECT The Lead professional has the responsibility for coordinating and facilitating the process of assessment, planning, service delivery and review of the Multi Agency Child’s Plan 2 Answer 5/5 Module 4 Assessment and Planning CONTINUE EXIT MODULE

getting it right for every child in Moray Module 5 Child Protection Procedures NEXT Module 5 EXIT MODULE

getting it right for every child in Moray NEXT “Child protection means protecting a child from abuse or neglect. Abuse or neglect need not have taken place; it is sufficient for a risk assessment to have identified a likelihood or risk of significant harm or neglect” (National Guidance for Child Protection in Scotland 2010) Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray NEXT Child appears afraid, quiet or withdrawn Some Warning Signs of Abuse Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray NEXT Child appears afraid, quiet or withdrawn Child has Unexplained bruising. Some Warning Signs of Abuse Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray NEXT Child appears afraid, quiet or withdrawn Child has Unexplained bruising. Child appears constantly hungry, tired or untidy Some Warning Signs of Abuse Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray NEXT Child appears afraid, quiet or withdrawn Child has Unexplained bruising. Child appears constantly hungry, tired or untidy Child seems to have too Much responsibility for age Some Warning Signs of Abuse Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray NEXT Child appears afraid, quiet or withdrawn Child has Unexplained bruising. Child appears constantly hungry, tired or untidy Child seems to have too much responsibility for age Child tells you something that suggests they may have been hurt Some Warning Signs of Abuse Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray NEXT There are particular procedures which must be followed when child protection concerns are raised. These are contained in the NESCPC Guidelines which were revised in June 2011, and in the Moray Child Protection Procedures document. They include guidance on assessing and managing risk, the Initial Referral Discussion process and the conduct of police /social work joint investigations Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray NEXT “Every adult in Scotland has a role in ensuring al our children live safely and can reach their full potential” (‘It’s Everyone’s Job to Make Sure I’m Alright’ – The Report of the Child Protection Audit and Review, Scottish Executive, 2002) In Moray we recognise that the protection of children from significant harm or abuse is a shared responsibility. Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray NEXT What is an Initial Referral Discussion (IRD)? Pathway from Local Integrated Assessment and Planning (LIAP) Part of the Child Protection process Process begins where you have grounds to believe there is actual or potential risk of significant harm to a child Requires professional judgement The IRD is not a one-off meeting, it is an ongoing process Partnership working to protect children/young people Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray NEXT What is the purpose of the IRD? The IRD helps professionals to pull together relevant information about a child in order to assess and analyse the risk to that child and formulate an action plan to address the risk and keep the child safe. It requires you to use your professional judgement to assess whether your concern is that a child is suspected to be at risk of harm or injury, or has been harmed or injured (child protection), or whether your concern relates to a child in need (child welfare). Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray NEXT Where you assess that the child is suspected to be at risk of harm or injury, or has been harmed or injured then you should contact the duty social worker immediately, and follow up your phone call with a completed Child’s Plan 1 Further information and details can be found at: Module 5 Child Protection Procedures EXIT MODULE http://www.moray.gov.uk/moray_standard/page_55497.html

getting it right for every child in Moray NEXT What are the potential outcomes of the IRD? No further action Voluntary support Single agency enquiry Inter-agency risk assessment Joint investigation To determine if an offence has been committed against the child Initial Child Protection Case Conference Other legal measures Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray NEXT Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray NEXT This short quiz is designed as a self assessment. If there are any gaps in your knowledge you may wish to revisit this Module again. Please attempt each question by selecting your response and then clicking on the SUBMIT button. Note: you can deselect any response prior to submitting by simply clicking on the chosen response again. Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray Scenario. You notice bruising on a child and ask how it happened. The child reports that she was naughty and that her mother smacked her. On further probing she says she was hit with a wooden spoon for taking a biscuit before tea time. You decide to report the incident to the duty social worker. After you make the call you should: Select one response then SUBMIT Do nothing, it’s up to Social Work to contact you Complete a Child’s Plan 1 (‘Concern Report’ if Police) and send it to the duty social worker Tell the parents/carers about the phone call Arrange a child protection case conference Module 5 Child Protection Procedures Question 1/6 EXIT MODULE

getting it right for every child in Moray Do nothing, it’s up to Social Work to contact you Complete a Child’s Plan 1 (‘Concern Report’ if Police) and send it to the duty social worker Tell the parents/carers about the phone call Arrange a child protection case conference SUBMIT Scenario. You notice bruising on a child and ask how it happened. The child reports that she was naughty and that her mother smacked her. On further probing she says she was hit with a wooden spoon for taking a biscuit before tea time. You decide to report the incident to the duty social worker. After you make the call you should: Select one response then SUBMIT Module 5 Child Protection Procedures Question 1/6 EXIT MODULE

getting it right for every child in Moray Do nothing, it’s up to Social Work to contact you Complete a Child’s Plan 1 (‘Concern Report’ if Police) and send it to the duty social worker Tell the parents/carers about the phone call Arrange a child protection case conference SUBMIT Scenario. You notice bruising on a child and ask how it happened. The child reports that she was naughty and that her mother smacked her. On further probing she says she was hit with a wooden spoon for taking a biscuit before tea time. You decide to report the incident to the duty social worker. After you make the call you should: Select one response then SUBMIT Question 1/6 Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray 2/6 You are CORRECT Complete a Child’s Plan 1 (‘Concern Report’ if police) and send it to the duty social worker. Any further action will be agreed as a result of the Initial Referral Discussion that the social worker will initiate. If you are worried about a child/young person returning home at the end of the day seek advice when discussing your concerns. The Child’s Plan 1 can be found here – http://www.moray.gov.uk/moray_standard/page_56873.html Answer 1/6 Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray You are INCORRECT You should complete a Child’s Plan 1 (‘Concern Report’ if police) and send it to the duty social worker. Any further action will be agreed as a result of the Initial Referral Discussion that the social worker will initiate. If you are worried about a child/young person returning home at the end of the day seek advice when discussing your concerns. The Child’s Plan 1 can be found here – http://www.moray.gov.uk/moray_standard/page_56873.html Answer 1/6 Module 5 Child Protection Procedures 2/6 EXIT MODULE

getting it right for every child in Moray What does the acronym IRD stand for? Select one response then SUBMIT Internal Referral Discussion Inter-Agency Referral Discussion Irish Revenue Discussion Initial Referral Discussion Question 2/6 Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray SUBMIT What does the acronym IRD stand for? Select one response then SUBMIT Question 2/6 Module 5 Child Protection Procedures Internal Referral Discussion Inter-Agency Referral Discussion Irish Revenue Discussion Initial Referral Discussion EXIT MODULE

getting it right for every child in Moray You are CORRECT IRD stands for Initial Referral Discussion. This discussion helps professionals pull together relevant information about a child in order to assess and analyse the risk to that child and formulate an action plan to address the risk and keep the child safe. Answer 2/6 Module 5 Child Protection Procedures 3/6 EXIT MODULE

getting it right for every child in Moray You are INCORRECT IRD stands for Initial Referral Discussion. This discussion helps professionals pull together relevant information about a child in order to assess and analyse the risk to that child and formulate an action plan to address the risk and keep the child safe. Answer 2/6 Module 5 Child Protection Procedures 3/6 EXIT MODULE

getting it right for every child in Moray The IRD is always a meeting? TRUE or FALSE Select one response then SUBMIT TRUE FALSE Question 3/6 Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray The IRD is always a meeting? TRUE or FALSE Select one response then SUBMIT TRUE FALSE SUBMIT Question 3/6 Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray You are CORRECT The IRD is a process, not a one-off discussion. Where there are a number of children involved, or different areas, or in particularly complex cases it is preferable to hold a meeting, however this does not have to be the case. The important thing is to ensure the right people are involved at the time. Answer 3/6 Module 5 Child Protection Procedures 4/6 EXIT MODULE

getting it right for every child in Moray You are INCORRECT The IRD is a process, not a one-off discussion. Where there are a number of children involved, or different areas, or in particularly complex cases it is preferable to hold a meeting, however this does not have to be the case. The important thing is to ensure the right people are involved at the time. Answer 3/6 Module 5 Child Protection Procedures 4/6 EXIT MODULE

getting it right for every child in Moray Every child has to be interviewed by both Police and Social Work TRUE or FALSE Select one response then SUBMIT TRUE FALSE Question 4/6 Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray Every child has to be interviewed by both Police and Social Work TRUE or FALSE Select one response then SUBMIT TRUE FALSE SUBMIT Question 4/6 Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray You are CORRECT The IRD will consider: 1. Whether a child/young person needs to be interviewed by both police and social work – a Joint Investigative Interview or 2. Whether the child/young person should be seen by a professional from one agency. Depending on the circumstances this may be a social worker, health visitor, teacher etc Answer 4/6 Module 5 Child Protection Procedures 5/6 EXIT MODULE

getting it right for every child in Moray You are INCORRECT The IRD will consider: 1. Whether a child/young person needs to be interviewed by both police and social work – a Joint Investigative Interview or 2. Whether the child/young person should be seen by a professional from one agency. Depending on the circumstances this may be a social worker, health visitor, teacher etc Answer 4/6 Module 5 Child Protection Procedures 5/6 EXIT MODULE

getting it right for every child in Moray How does a teacher report a child protection concern? Select one response then SUBMIT Phones the local Social Work office and leaves a message for the Senior Social Worker Discusses their concerns with the school Child Protection Coordinator Phones the Police Has a discussion in the staff room at break and seeks the advice of colleagues Question 5/6 Module 5 Child Protection Procedures EXIT MODULE

getting it right for every child in Moray Discusses their concerns with the school Child Protection Coordinator Phones the Police Has a discussion in the staff room at break and seeks the advice of colleagues SUBMIT Question 5/6 Module 5 Child Protection Procedures Phones the local Social Work office and leaves a message for the Senior Social Worker How does a teacher report a child protection concern? Select one response then SUBMIT EXIT MODULE

getting it right for every child in Moray Phones the local Social Work office and leaves a message for the Senior Social Worker Phones the Police Has a discussion in the staff room at break and seeks the advice of colleagues SUBMIT Question 5/6 Module 5 Child Protection Procedures Discusses their concerns with the school Child Protection Coordinator How does a teacher report a child protection concern? Select one response then SUBMIT EXIT MODULE

getting it right for every child in Moray SUBMIT Question 5/6 Module 5 Child Protection Procedures Phones the local Social Work office and leaves a message for the Senior Social Worker Phones the Police Has a discussion in the staff room at break and seeks the advice of colleagues Discusses their concerns with the school Child Protection Coordinator How does a teacher report a child protection concern? Select one response then SUBMIT EXIT MODULE

getting it right for every child in Moray You are CORRECT They discuss their concerns with the school Child Protection Coordinator – following this discussion the CP Coordinator will contact the Duty Social Worker to report the concern and follow up that contact with a completed Child’s Plan 1 Answer 5/6 Module 5 Child Protection Procedures 6/6 EXIT MODULE

getting it right for every child in Moray You are INCORRECT They discuss their concerns with the school Child Protection Coordinator – following this discussion the CP Coordinator will contact the Duty Social Worker to report the concern and follow up that contact with a completed Child’s Plan 1 Answer 5/6 Module 5 Child Protection Procedures 6/6 EXIT MODULE

getting it right for every child in Moray Where should health professionals go for advice and guidance on a Child Protection issue? Select one response then SUBMIT Duty Social Worker Child Protection Coordinator Public Health Team Leader www.nescpc.org Duty Police Sergeant Moray Specialist Nurse Child Protection Module 5 Child Protection Procedures Question 6/6 EXIT MODULE

getting it right for every child in Moray SUBMIT Module 5 Child Protection Procedures Question 6/6 Duty Social Worker Child Protection Coordinator Public Health Team Leader www.nescpc.org Duty Police Sergeant EXIT MODULE Where should health professionals go for advice and guidance on a Child Protection issue? Select one response then SUBMIT Moray Specialist Nurse Child Protection

getting it right for every child in Moray You are CORRECT A health professional should go to the Moray Specialist Nurse Child Protection You can get further advice / information on the North East of Scotland Child Protection Committee website or on Moray Council’s Child Protection web page Module 5 Child Protection Procedures Answer 6/6 Continue http://www.moray.gov.uk/moray_standard/page_55497.html http://www.nescpc.org EXIT MODULE

getting it right for every child in Moray You are INCORRECT A health professional should go to the Moray Specialist Nurse Child Protection You can get further advice / information on the North East of Scotland Child Protection Committee website or on Moray Council’s Child Protection web page Module 5 Child Protection Procedures Answer 6/6 Continue http://www.moray.gov.uk/moray_standard/page_55497.html http://www.nescpc.org EXIT MODULE

getting it right for every child in Moray You are INCORRECT A health professional should go to the Moray Specialist Nurse Child Protection You can get further advice / information on the North East of Scotland Child Protection Committee website or on Moray Council’s Child Protection web page Module 5 Child Protection Procedures Continue EXIT MODULE

getting it right for every child in Moray Certificate of Completion/Email to Agency If you are a member of Grampian Police Staff, please use the email icon here to register your ‘evidence of completion’. If you are a member of Moray Council Staff, please use the document icon here to view your ‘certificate of completion’. If you are a member of NHS Staff, please use the document icon here to view your ‘certificate of completion’. Families who have accessed this training independently and wish to acknowledge this, may use the email icon here to register completion. EXIT MODULE

Getting it right for every child in Moray getting it right for every child in Moray START EXIT COURSE.

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Getting it right for every child in Moray getting it right for every child in Moray START EXIT COURSE.

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Presentation on theme: "Getting it right for every child in Moray getting it right for every child in Moray START EXIT COURSE."— Presentation transcript:

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