1. GIRFEC An Overview for Schools

2. Learning Intentions By the end of this session you will have:
an understanding of the legislative context of GIRFEC
an understanding of the revised Continuum of Support
an operational understanding of how the new processes fit within the CoS
An understanding of the Child’s Planning Meeting process

3. Why GIRFEC? 2006 Scottish Executive introduced the GIRFEC approach
Subsequent policies encompass GIRFEC including:
The Early Years Framework
Curriculum for Excellence
We Can and Must do Better
Equally Well
Children and Young Person (Scotland) Bill

4. Children and Young People (Scotland) Bill
Proposed GIRFEC duties:
Local Authority Children Service Plans
Agreed definition of wellbeing (SHANARRI)
Named Person Role
Single Child’s Planning Process
Statutory duties to share information
Children’s services plans

5. 5 Key GIRFEC Questions
What is getting in the way of this child or young person's well-being?
Do I have all the information I need to help this child or young person?
What can I do now to help this child or young person?
What can my agency do to help this child or young person?
What additional help, if any, may be needed from others?
5 Key Questions lie at the core of the Planning Meeting and should be considered by all attending the meeting to inform planning for the child / young person.
These questions must always be underpinned by listening carefully to what children and families have to say.
These Key Questions are for each person attending meeting AND for facilitator to guide pulling together/making sense of information from all attendees.

6. The National Practice Model

7. Key Roles – Named Person
The legislation will ensure that all children and young people from birth up to the age of 18 have access to a Named Person
pre-birth to 10 days: the midwife
11 days to school entry the health visitor
P1 to P the head teacher
S1 to S the head teacher
S4-S6 (not in school) to be decided

8. Key Roles – Named Person
Main point of contact for a family
Involve families in decision making
Record concerns that are raised
Use the GIRFEC framework to assess the needs of the child and plan for meeting needs
Be responsible for the implementation of a single agency plan
Ensure information is shared with the right people at the right time
Contribute to planning for children who need extra help at key transition points.
The role of the Named Person should be no more than they currently do in the course of their work.

9. Key Roles – Lead Professional
Act as the main point of contact for the child and family and relevant practitioners in relation to the Child’s Plan
Ensure the Child’s Plan is accurate and up-to-date, implemented and reviewed
Support the child and family to understand what is happening, ensure their views and wishes are heard and involve them in decisions that affect them
Make sure the child is supported through key transition points and ensure a careful and planned transfer of responsibility especially when another practitioner becomes the Lead Professional and/or responsibility reverts to the role of the Named Person.

10. Single Child’s Plan
One plan, to be used by a single agency or several agencies working together to support the child.
As Getting it Right for Every Child is being implemented nationally, the Child’s Plan Meeting will streamline the functions of existing forums, such as Looked After Children Reviews, Child Protection Case Conferences, reviews of children’s health and Co-ordinated Support Plan reviews.
The format and attendees of the Child’s Plan Meeting will reflect the complexity of the child’s needs and circumstances.
The Child’s Plan is co-ordinated by the/a Lead Professional.

11. GIRFEC in West Lothian

12. Continuum of Support Level 4: SORG
Presumption of Mainstream
Remit of SORG (regular & transition)
SORG referrals and feedback

13. Overview of Support
Educational Psychology Service IT Support Autism Outreach Service Primary Behaviour Outreach Secondary Behaviour Outreach Dyslexia ADHD Outreach Hearing Impaired Service Home and Hospital Outreach Language Outreach Access Services Child Protection Officer Looked After Children Outreach Pre-School Home Teaching Service Music Therapy Attendance Group
Community Child Health
Child and Adolescent Mental Health Service
Occupational Therapy
Speech and Language Therapy
Physiotherapy
Social Policy
Children and Disabilities Team
Criminal Justice
Children and Young People’s Team
Reporter to the Children’s Panel
Community Policing
Fiona Barber
Catriona Grant
Laura Quilter
Carol Robbie
Ian Harvey
Ann Duncan
Catriona Macrae (Murrayfield, language outreach)
John Lowe

14. Level 1 CoS: Named Person Responsibilities
Wellbeing Concerns process
Main point of contact for the family / public and other professionals regarding the child
Wellbeing Concerns Form to be used to record concerns and to plan for further action
Points to consider:
How will this be used in our school/agency?
How could it be used to record plans that already take place? eg. IEP consideration, SfL discussions, decisions about within school additional support

15. Wellbeing Concern Form

16. Level 2 CoS: Named Person responsibilities
Assessment of Wellbeing process
The Assessment of Wellbeing form is the start of the Single Child’s Planning process and is part of the Single Child’s Plan.
Designed to support the Named Person in taking decisions about further action
Proforma is a place to record all information about an individual child
Proforma aids decision making process for the Named Person
Propose that process is implemented initially for all children for whom it is appropriate in Nursery, Primary 7, current S1 and any children currently at Level 3 of CoS. Ultimately, this requires to be in place for all pupils.
Points to consider:
How can we plan to implement this for the pupils as outlined above?
How can it support processes already in place in our school?
How could this be used in within my agency setting?

17. Single Child’s Plan (Assessment of Wellbeing)

18. Single Child’s Plan (Child’s Planning Meeting)

20. Core elements of a Chronology
Key dates of birth, life events, moves etc
Transitions, life changes
Key professional interventions, reviews, hearings etc
Facts
Brief note of an event and reason for its significance
Source of information
The actions which were taken, including no action
Much of the research on the need to capture the impact of significant events on children and young peoples lives comes from significant case reviews on children who have experienced or been exposed to significant harm. There are common themes which arise from these reports e.g. there is always more relevant information available than is shared across services, gathering together large amounts of information is not an assessment. Sharing information does not constitute a CP plan. Professionals must take the next step to state why they attach significance to some issues and not others – Eilean Siar report 2005.
The chronology is a tool which aids assessment and analysis.
Following Scottish government guidelines a chronology should be about the significant events in a child’s life. Not a record of all communications with the child or parents.
However for us in Education it would be useful for us to keep one record of all contacts etc A further development would be the addition of a code that clearly states the level of significance. This would allow us to print reports relevant to the need i.e. CP meetings etc
The next slides cover the core records and how they might be recorded. A key message is that a significant event may be one that is:
Clear at the time, eg break up of parents.
May be one that hindsight tells us is a key event. (the first day of a period of prolonged non-attendance)
or additional information is required before we know that there is a significant event (there have been 5 days where the child has appeared with no dinner money and another child reports that the child is hungry).
Chronology entries should be factual and describe the action taken at the time
It should be shared with the child and family – transparent approach and check for accuracy.
The key purpose is early indication of an emerging pattern of progress or concern. 20

21. Chronology Format
Date of Event
Detail of Event
Action Taken
Outcome
Wellbeing indicator
Code
Brief description of the event, including the name of reporter
A description of the event and any actions taken
A description of any outcomes from the action taken
The most relevant SHANARRI indicator (Safe, Healthy, Active, Nurtured, Achieving, Respected, Responsible, Included)
Each recorded chronology item should be appropriately graded for significance.
This slide shows the format for recording significant events
Same form for single agency and an integrated chronology.

22. (FAQ document available)
Chronologies
responsibility of Named Person
helps to keep track of children’s situation
allows for a historical perspective on circumstances and may suggest needs
(FAQ document available)
Keeping the chronology up to date is the responsibility of the named person but this is also reliant on colleagues passing information to the named person. As such ALL staff have a responsibility to be alert to significant events and to pass this information to the names person.
I would envisage admin support to physically update the chronologies and we have requested increased resource for this.
For the pilot we would appreciate the chronology to be completed to include, where possible, historical events.

23. Child’s Planning Meetings

24. Level 2/3 CoS: Named Person / Lead Professional
Child’s Planning Meetings
Aim to streamline the process for schools and children/families
Importance of pre-meeting preparation
Strengths based approach
Clearer recording and action planning process
Decision about whether a Lead Professional is required should be considered at the meeting

25. Solution Oriented Principles
A focus on future possibilities enhances change
The problem is the problem, not the person
Everyone has their own ways of solving problems. Co-operation enhances change.
In all situations, there are strengths and resources that can be used to effect change
Small changes can lead to bigger changes
If something works, do more of it. If it doesn’t work, do something different.

26. Why a Solution Oriented Approach for Child’s Planning?
It offers principles and a structure for identifying creative solutions
Helps us develop goals and solutions rather than analysing current problems
Focuses on the present and future, on goals and how to achieve them
Recognises the importance of involving the person in the solution process
Focuses on ‘what works’ and amplifying strengths rather than analysing weaknesses
Solution oriented practice is a way of working which has been described as ‘solution-building’ (De Jong and Berg 1998). It helps people develop goals and solutions rather than explore and analyse current problems.
It is different to more traditional ‘helping’ methods in that it focuses on the present and the future, on goals and how to achieve them. This approach has a focus on ‘what works’ in any given situation and the development of detailed descriptions of goals. In developing and expanding these descriptions, new possibilities for change open up for the individual and the organisation.
Important to acknowledge/reference the wide body of work that has contributed to solution oriented approaches that are used today.
Background to and origins of solution oriented approaches
Over the past three decades or so, a new approach to helping people has been steadily emerging within education, social work, health and organisations.
Solution oriented approaches have their origins in therapeutic approaches known as Solution Focused Brief Therapy and Solution Oriented Brief Therapy.
Solution Focused Brief Therapy is an approach to individual and family therapy developed by Steve De Shazer, Insoo Kim Berg & their team at the Brief Family Therapy Centre in Milwaukee.
Solution Oriented Brief Therapy is an approach developed by Bill O’Hanlon, who went on to develop Possibility Therapy. This work built, in turn, on that of a number of other innovators, among them Milton Erickson, and the group at the Mental Research Institute at Palo Alto; Gregory Bateson, Don Jackson, Paul Watzlawick, John Weakland, Virginia Satir, Jay Haley and others.
Milton Erikson
He was an American Psychiatrist specialising in medical hypnosis and family therapy. He was founding president of the American Society for Clinical Hypnosis and a fellow of the American Psychiatric Association, the American Psychological Association, and the American Psychopathological Association.
He is noted for his approach to the unconscious mind as creative and solution-generating. He is also noted for influencing brief therapy, strategic family therapy, family systems therapy, solution focused brief therapy, and neuro-linguistic programming.
Milton Erickson's work, on which SFT was initially developed (along with NLP, Human Givens, Strategic Therapy, Solution Oriented & Possibility Therapy and Ericksonian Hypnotherapy) is primarily permissive (giving clients permission to be who they are), validating (any response or behaviour is valid), observing, and utilising (making use of what clients bring).  Erickson also placed emphasis on metaphors, use of language and indirect techniques.
Bill O’Hanlon - developed Solution Oriented Therapy (based on SFBT)
Bill O’Hanlon began his professional career as a psychotherapist in and later studied with psychiatrist Milton Erikson. He then moved on to develop his own method, the Solution-Oriented Approach, a brief approach to change focused on identifying and using strengths to reach goals and overcome challenges. It has been applied with individuals, couples, families and organizations.
Ioan Rees and SYCOL - developed the therapeutic solution oriented approaches from Bill O’Hanlon for schools and organisations. Working collaboratively with Moray Council, developed Solution Oriented Schools Programme.
Solution-Oriented Schools Programme SOSP
In 2004, Moray Council developed an approach to Staged Intervention (FFI) and has produced a resource for schools in collaboration with Ioan Rees of Sycol.
The initiative supported whole-school approaches to positive behaviour, incorporating staged intervention and solution focused approaches.
These approaches have been used and further developed by a range of practitioners within Scotland (including Annie Smith and Paula Dudgeon North Lanarkshire Council; Michael Harker, Renfrewshire Council; Roslyn Redpath, Argyle and Bute Council; Bernadette Cairns, Highland Council; Alison Crawford North Lanarkshire and Derek Young Glasgow City Council, Graeme Marshall, Inverclyde Council) ....should acknowledge that there are many more..... and more recently have been reviewed and updated by Paula Dudgeon, Inverclyde Council and Margaret Nash, Education Scotland.

27. Problem Solving Solution Building Problem Talk 9.30 am 9.45 am
Solution Talk
Michael Harker, Renfrewshire Council slide to illustrate differences between a traditional meeting and a Solution Oriented Meeting.
Balance is towards solution building rather than problem talk
Could be thought of as an outcome led meeting
From the outset, purpose of the meeting is to engage people in a shared understanding of the issues and to agree plans/solutions.
Solution Talk

28. Preparing for a Child’s Planning Meeting
Only professionals already working with the child/young person should be invited to a Child’s Planning Meeting
Relevant professionals will have already been involved as a result of the Assessment of Wellbeing (AoW) process.
The AoW process will have identified areas of concern that can be shared at the meeting.

29. Participation in the meeting
Genuine engagement of the child and family in the meeting is dependent upon effective preparation
The views of the child / young person should be gathered before the meeting in order to support their engagement in the process. A variety of tools are available for this purpose.
Consider whether this approach would be helpful for use with parents too
Consider how this might be used with other agencies

30. My Views / What I think

31. My Views / What I think

32. Pre-Meeting preparation (professionals)

33. Activity: Participation of children and young people in meetings
Discuss your thoughts on the participation of children and young people in meetings.
What do you do currently to support this?
What are the strengths of supporting children to participate in meetings?
What are the challenges?
What are the solutions?

34. Child’s Planning Meeting
Roles in the meeting
Child’s Planning Meeting
Facilitator
Scribe
Time-keeper
Refer to SO Booklet
Importance of preparing agenda in advance – set focus for meeting - set time for each item Ensures meeting is outcome focussed and ensures flow, focus and participation
Facilitator
-important to listen and acknowledge contributions; - check understanding e.g. ‘So, is what you are saying is....’ - look for connections and associations to move to actions - remain neutral, objective and open - responsible for pace, focus and encouraging all to contribute - ensure decisions are agreed and action points have named person with timescale
Scribe
Use of a flipchart to provide visual record of discussion/contributions
Normally, 4 x sheets of paper on wall with the following headings: Issues/Concerns Strengths/Competencies Goals Plan (What...who...when)
Illustrate this with sheets on the wall
Discuss ‘key questions’ (prompt or stem questions for each) Refer to Summary Sheet

35. 3.Concerns/ Risk Factors 5.Goals/Desired Outcomes
SO Meeting Stages
1.Explain the
Meeting format and agree purpose
(5 mins)
2. Strengths/
Protective Factors
What’s going ok?(10 mins)
3.Concerns/ Risk Factors
Listen to the concerns (immediate and emerging)
4.Current Strategies
What is currently working well? How could we do more of this? (10 mins)
5.Goals/Desired Outcomes
Use well-being indicators for desired outcomes
(10 mins)
6.Action Plan
Construct a Child’s Plan. Agree what, who, when and review (10 mins)

36. 1. Explaining the meeting format
Facilitator:
Use 5 minutes at the start of the meeting to outline the stages of the meeting and the purpose of this approach to a Child’s Planning Meeting
(see suggested script)

37. 2. Strengths / Protective Factors
Facilitator: open a discussion about the child’s strengths
What strengths does the young person have?
Explore areas of interest/activity
Invite everyone to share something that they consider to be a strength of the child/young person
Invite the child/young person to contribute to this discussion
Thinking about a child/young person you know, consider how you might get people to contribute to this part of the meeting and the types of information everyone might contribute.

38. 3. Concerns / Risk Factors
Facilitator: open a discussion about the reasons why the meeting has been convened.
What is not working just now?
Discuss the current concerns
Take everyone’s views into account
Take time to agree on the top priorities
This discussion will be used to identify goals for the meeting.
BRIEF discussion about concerns about this stage – expressing what the concerns are rather than discussion about them. Thinking about the same child/young person, how are you going to gather views of concerns? Generate top priorities and get agreement, e.g. by voting. Reframe as positive statements.

39. 4. Current Strategies / Exceptions
Facilitator: explore what is currently working well. Explore times when the issues are not as challenging.
Strategies
What strategies are currently working?
What should we keep doing?
What could we try to do differently?
What has worked or made a difference in the past?
Exceptions:
When is the problem not so difficult, what is different about those times?
When was the last time things were even a little better? What was different then?
Use Scaling to identify the most effective strategies
Think about how this might work for your case.

40. 5. Goals / Desired Outcomes
Facilitator: open a discussion about what people at the meeting want to be different / where do we want to be?
‘If things were a little better over the next week, what would John / his teacher / his parents be doing differently?’
How would we know?
Which exceptions can be developed/expanded?
Which strategies can grow, be altered or re-tried?
What can we try to do differently?
This information can also be used to identify possible goals for action

41. 6. Constructing the Child’s Plan
Agree the priority goals jointly
Goals should be worded positively
Then agree:
Who will do what?
When will it be done?
When will we review?

42. Providing a Constructive Summary
Facilitator provides a 5 minute summary including:
Key things that have been discussed
Review of the Plan
Thanks for attending and contributions
Take time to reflect on the usefulness of the Child’s Planning Meeting process – use Scaling?
Transfer the notes to the formal paperwork

43. Child’s Planning Meeting Stages
1.Explain the
Meeting format and agree purpose
(5 mins)
2. Strengths/
Protective Factors
What’s going ok?(10 mins)
3.Concerns/ Risk Factors
Listen to the concerns (immediate and emerging)
4.Current Strategies
What is currently working well? How could we do more of this? (10 mins)
5.Goals/Desired Outcomes
Use well-being indicators for desired outcomes
(10 mins)
6.Action Plan
Construct a Child’s Plan. Agree what, who, when and review (10 mins)

44. Activity: Child’s Planning Meeting
Prepare an Action Plan for Jamie 44

45. Accessing the Documents
Edweb: ASN section (coming soon)