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GIRFEC Named Person Lead Professional Training

GIRFEC Named Person Lead Professional Training. Learning Outcomes. Understand the role and responsibilities of the named person Understand the role and responsibilities of the lead professional

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GIRFEC Named Person Lead Professional Training

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  1. GIRFECNamed PersonLead Professional Training

  2. Learning Outcomes • Understand the role and responsibilities of the named person • Understand the role and responsibilities of the lead professional • Identify when a lead professional is required and who is the most appropriate person to carry out this role • Understand the GIRFEC Practice Model in respect of interagency assessment and planning

  3. Opening Remarks Getting it Right for Every Child: • Helps practitioners put the child at the centre • Promotes the use of common tools, language and processes • Considers the child as a whole • Promotes closer working with other agencies

  4. Five Key Questions Everyone has the responsibility to ask: • 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. Primary Head Teacher DHT 3 -18 Midwife Health Visitor Primary Depute/ APT Guidance Teacher The Named Person YOUNG PERSON LEAVES EDUCATION CHILD’S BIRTH

  6. About the Named Person The Named Person: • must work within Universal Services • is the point of contact for the child, the parent, the professionals and the members of the community • maintains the Child’s Record • updates core information and Chronology or Record of Concerns

  7. Exercise Case study ‘The Edwards Family’

  8. The Edwards Family Read the introduction to the Edwards family 1. Who is the Named Persons for Shaun? 2. What previous records will they have access to?

  9. Well Being Indicators Group Activity As the named person for the Edwards family, identify strengths and pressures on Shaun and his family using the Well Being Indicators Template. Choose a scribe to fill in the template and person to report back.

  10. The Chronology • A Chronology is used to record significant events • This should be updated following significant events • Re-assess the young person in the light of new entries • Staff should be aware of their own agency’s guidance on what is included and how it is entered in the Chronology

  11. Child’s Plan Meeting • Who would arrange a meeting to discuss Shaun? • What is the purpose of this meeting? • Who should attend Shaun’s meeting?

  12. Role of theLead Professional The Lead Professional is appointed when • two agencies are working together to deliver a service to Shaun The Lead Professional is the person best placed to • co-ordinate the child’s plan • arrange the review of the child’s plan

  13. Lead Professional

  14. Shaun’s Lead Professional GroupActivity With what you have learned about Shaun and drawing on your own personal experience decide as a group what skills you think the Lead Professional will need in this case. Choose a scribe and a person to report back.

  15. Deciding who should be the Lead Professional Things to consider: • The kind of help Shaun and his family need • Previous contact or a good relationship with Shaun • Whether there are statutory responsibilities • Who is the best person to take on and effectively fulfil the Lead Professional role in Shaun’s case?

  16. Lead Professionals will ensure • that children and families are involved and supported • the multi-agency Children’s Plan is compiled • agencies act as a team and each partner is clear about their role • agencies work together seamlessly • appropriate services are provided • the Child’s Plan is monitored and reviewed • the plan is concluded at the right time

  17. The Practicalities • Being the Lead Professional takes time • Record keeping must be accurate and contemporaneous • Communication must be efficient and effective • The Plan must be updated and all partners, including Shaun and his mother, must be informed • Planning and review meetings must be regular and relevant

  18. The Child’s Plan Structure The Child’s Plan is in two sections • Core Information about the child or young person, their family and the services involved • Agreed outcomes for the child or young person and their family

  19. Getting it Right for Every Child… the future Agencies should:- • Ensure all relevant staff have a copy of the guidance on Joint Assessment and Planning Guidance. • Adopt the GIRFEC Practice Model for Joint Assessment and Planning • Work together to develop the GIRFEC Practice Model on a multi-agency basis

  20. Final Remarks Children and young people have the right to expect to be given the opportunity to reach their full potential. Getting it Right From Every Child is a valuable tool in assisting children and young people to do this.

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