1. Question 1 (a) Voice of the C&YP as a standing agenda item at team meetings Supervision of performance frameworks reflective of involving children at the core Information sharing processes – don’t miss a trick, i.e. ambulance services Prioritise preparation with young people Evaluate their work with young people Embedding the issues within supervision Being clear of expectations of team members Use technology to use and seek views, i.e. dictaphone Using the systems effectively Change the paperwork to reflect that gathering the wishes of children is expected rather than just best practice Improve capturing young voices when recording; at the moment it is just a tick box Share the research and the outcomes

2. Question 1 (b) Use each to skill up the team, across teams and possibly across agencies Skills are already there, they just need to used! Confidence to use time Confidence to be very open with C&YP Active listening Analysis Challenging Relationship building Ability to understand what’s being said by young people, and to communicate in a way that makes sense to them Resources

3. Question 2 Time and processes that restrict and duplicate Child & young person understanding to the world and what they see as the norm Structure of meeting – who will support the young person? Confidence of young people and professionals Workloads No capacity of one team to follow the child through Attitude of workers in particular to workloads Heavy caseloads and unable to complete all tasks for the child Transition planning Culture – not trusting and asking young people Performance indicators are target driven Adults are in the room – family/others Bureaucracy Disability – almost don’t believe the young person Covering your back Professional mistrust Fear

4. Question 3 Don’t work 9-5 – how serious about this? Identifying the right person to speak to the child Multi-agency training Having a tool-kit that workers can utilise, which is age appropriate Building the relationship with the child is key - * Focus on outcomes and don’t use tick boxes; professionals should be able to relate to C&YP Feedback from young people about the process, workers engagement on a regular and consistent basis Time to reflect Peer support arrangements, i.e. non-managerial supervision Develop the young persons understanding of the process – separate plan Reduce amount of expectations on professionals Standing agenda item at team meetings Learning from others that do it well Audit tools Being clear about who is involved and why in CP plans – outline the professional’s role Increase professional curiosity

5. Question 4 Rationalise assessments to minimise duplication Use line management structures and team relationships Reduce caseloads and number of procedures Teams to be valued by senior managers and those making decisions Time for clinical supervision/group supervision Strategic level support Adjustment of priorities Sharing good practice through joint training Share findings of serious case reviews beyond social care staff Passionate practitioners v support from above – i.e. ethos/culture to enable the capture of young people’s views and wishes Protected time for safeguarding

6. Question 5 Professionals to challenge each other when child’s voice is not captured or responded to, should be allowed to stop things if the child’s voice is not present Sharing information appropriately Rationalising assessments Housing professionals together Linking up processes from different agencies, which will cut down the meetings and allow more time for face to face work Think of joint visits – which agency is best? Chief executives – please say to them, no major changes over the next year Strategic partnerships – i.e. MASH Long term goals