Every Child Matters in Lincolnshire Annie Farrow-Smith TAC Coordinator

1. Every Child Matters in LincolnshireAnnie Farrow-SmithTAC Coordinator

3. Introductions

4. espect people’s right to speak and be heard njoy the course and it’s ok to laugh haring information and confidentiality articipation quality and diversity hallenge appropriately reat yourself kindly • R • E • S • P • E • C • T

5. CAF TAC Team Around the Child Meeting the Needs of Children Annie Farrow-Smith TAC Coordinator

6. Explain the changes to interagency arrangements for safeguarding all children following the implementation of The Children Act 2004 and Working Together to Safeguard Children 2006. Aims of Presentation:

7. Why must we safeguard children? • The Children Act 1989 • Lord Laming’s inquiry into the death of Victoria Climbié 2000 • The Children Act 2004 • Working Together to Safeguard Children 2006 The full extent of the abuse Victoria suffered was outlined during the public inquiry into her death, which was led by Lord Laming. The details are shocking, but do remind you of the responsibilities you have as someone who is in contact with children

8. Victoria Climbié Agency Overview

9. Victoria Climbie EnquiryLord Laming 2003 I am in no doubt that effective support for children and families cannot be achieved by a single agency acting alone. It depends on a number of agencies working well together. It is a multi disciplinary task.

10. Baby Peter EnquiryLord Laming 2009 • Every Children’s trust should assure themselves that partners consistently apply the Information Sharing Guidance published by DCSF to protect children • Some agencies still think that they are helping out social care rather than thinking that safeguarding is everybody’s responsibility. Updated November 2008

11. 28 agencies provided services to the family over a 35 year period Professionals failed to listen and consider the situation from the childs perspective Lack of analysis of families changing circumstances Family Q Executive Summary Updated November 2008

13. Key Strategic Themes All children achieving potential – excellence in learning with support Prevention – early action resulting in a shift of resources from Specialist to Universal A new, single organisation – developing integrated working Safeguarding our children – ensuring children are safe in every environment Participation and aspiration – listening to and acting on what children, parents/carers tell us Partnership – creating sustainable futures through collaboration Children’s Trusts Arrangements

14. Brilliant Lincolnshire – Core Values • Developing Self esteem and self belief and aspirations to succeed. • Creating an environment where Children and Young People feel they belong and are part of successes. • Working together to create a shared sense of purpose and identity. • Developing a culture of praise and encouragement. • Valuing effort, achievement and acquisition of life skills. • Encouragement through focusing on the positive. • Taking time to really listen, to allow challenges and to learn from those challenges. • Helping Children and Young People develop self worth. • Listening “to” and acting on “what” Children and Young People tell us.

15. Early Intervention and Integrated working : • Improve information sharing • A common assessment framework form • Introduce a lead professional • Integrate professionals through multi-disciplinary teams • Co-locate services • Ensure effective child protection

16. Group Exercise (What to do when?)

17. Log CSC Arrange CAF form TAC Process Social Care TAC Team 01522 782225 Children's Services Lincolnshire County Council

18. Meeting the Needs of Children

19. Assessment Framework

20. Things that make you worried… These are factors in the child’s world which are likely to increase the chance of harm occurring: • Lack of protective factors • Poor prognosis of change in circumstances • Compounding factors emanating from the environment • Children with disabilities – among the most vulnerable What sort of factors might this include?

21. Things that make you less worried These are factors in the child’s world which protect them or make them resilient to harm: • School - teacher, after school club, breakfast club • Relatives / adults other than parents who provide care / positive experiences • Temperament and personality - do adults like the child • One supportive parent • Sibling support • Sense of humour in child • Good social skills and intelligence

22. Children Act 1989 • S 17 of the Children Act 1989. (Child In Need) • Criteria: • those children whose vulnerability is such that they are unlikely to reach or maintain a satisfactory level of health or development, or their health and development will be significantly impaired, without the provision of services plus those who are disabled • S 47 of the Children Act 1989 (Child In Need Of Immediate Safeguarding) • Criteria: • Some children are in need because they are suffering, or likely • to suffer, significant harm. The Children Act 1989 introduced the • concept of significant harm as the threshold that justifies compulsory • intervention in family life

23. But what is significant harm? Harm is defined in Section 31 (9 & 10) of Children Act 1989 • As ill treatment or impairment of health or development. In this context • Ill treatment includes sexual abuse and other forms of ill treatment which are not physical • Health means physical or mental health • Development includes physical intellectual emotional social or behavioural development • “where the question of whether harm suffered by a child is significant... It shall be compared with that which could reasonably be expected of a similar child”

24. Every Child Matters: Change for Children 2004, identifies the following target: “Children affected by repeat domestic violence are identified, protected and supported”. This target is located under the 'staying safe' banner.

25. Yet all of the five key outcomes for children/young people identified in Every Child Matters can be adversely affected by living with domestic violence. Children and young people living in domestic abuse situations will be suffering a level of emotional abuse.

26. What do you do if you are worried about a child • If you are worried about the welfare of a child, these concerns should be discussed with a manager, or designated person with responsibility for safeguarding children within your organisation • If you still have concerns, and consider the child is at risk of significant harm; make a referral through Customer Service Centre 01522 782111 All referrals should be followed up in writing, using the CAF form, within 24 hours

27. What do you do if you are worried about a child • In general if you are making a referral, seek to discuss this with the child, as appropriate to their age and understanding, and with their parents. - If this is a referral to Social Care (keep them informed) - If this is a referral to TAC (you need to gain consent) • This is unless… you consider such a discussion would place the child or a family member at further risk of significant harm. Remember it is not your role to determine whether or not abuse has taken place.

28. Everybody’s Business! “…it is important to emphasise that we all share responsibility for safeguarding and promoting the welfare of children and young people, whether as a parent or family member, a friend or neighbour, an employer, or as a paid or volunteer worker.” Para 2.2 Working Together to Safeguard Children 2006

29. Early Intervention for children and families Anti Bullying Policies Child Protection Curriculum Safeguarding Attendance Managing Allegations Against Staff and staff conduct Behavior Management Whistle blowing Health and Safety Building Design Safe Recruitment and Selection

30. Group ExerciseInformation Sharing

31. Sharing of Information • Sharing of information is essential. • Balanced with duty of confidentiality • Jigsaw effect • Proportionality Share with consent where possible unless doing so puts a child at more risk of harm

32. Whose consent ? A person, who has the capacity to understand and make their own decisions, may give (or refuse) consent to sharing. Children aged 12 or over may generally be expected to have sufficient understanding. People aged 16 and over are presumed, in law, to have the capacity to give or withhold their consent to sharing of confidential information. Practitioners need to assess whether a particular person on a particular occasion has sufficient understanding to consent, or to refuse consent, to sharing of information.

33. Reasonable cause to believe, that a child is suffering or at risk of suffering significant harm In the prevention and detection of crime Or if information is subject to a court order Confidential information personal, sensitive, not already in the public domain and shared in confidence Confidential information is.. authorised by the person who provided it or to whom it relates Can be shared if.. Can be shared unauthorised if justified in the public interest.. Practitioners must weigh up their decision – whether it is to share or not - and record the reasons for it

34. Lawful Information Sharing without consent is justified when

35. Sharing information : concerns about significant or serious harm • Seek advice if unsure what to do Good practice to seek consent unless this would increase the risk Keep individual well being and safety as overriding consideration, refer concerns to social care or the police

36. Likely outcome if information is shared Likely outcome if information is not shared Information sharing decision making • Decisions require informed judgement

37. Information Sharing - Guidance Recent Government strategy and guidance support the need for effective information sharing: • Children Act 2004 • Working Together to Safeguard Children DCSF 2006 • TAC & Lead Professional • Common Core Skills & Knowledge for the Children’s Workforce DCSF 2005 • Sure Start Children’s Centre Practice Guidance DCSF 2005 • ContactPoint • Multi-Agency Public Protection Arrangements

38. Family Group Conferencing • Family led meetings which empowers families to develop there own safe plans to resolve an issue in the family. Used to resolve contact issues; behaviour problems in children; find alternative care for children in the court arena. Used in public and private law. These meetings are facilitated by a FGC coordinator. • Professional and self-referrals through Customer Service Centre Tel No: 01522 782111 • Social care referral through ICS. • Meeting aims to take place within 4 weeks of referral with the possibility of a review within 4 – 6 weeks.

39. What is CAF / What is TAC, why the change? CAF FORM • Is an assessment tool for use by all agencies to help determine need and identify appropriate response... • Could be a single agency referral, could be TAC, could be a Social Care referral TAC PROCESS • CAF assessment identifies unmet need which warrants a multi-agency response • The TAC Process brings the agencies together with the family to develop a child’s plan to address unmet needs.

40. Practitioners should ensure consent is informed Discussing openly and transparently with the client so they understand…… • Why the information is needed • Why it should be shared • Who the information will be shared with • What the consequences of sharing - and not sharing - would be

41. Consent • Absolutely necessary to have consent in order to undertake a TAC • Young person is able to consent independently of parents/carers provided they are Fraser competent • Information sharing protocol now available on www.lincolnshirechildren.net • Information sharing toolkit also available

42. How do I complete a CAF • The CAF form and guidance on completing the form, can be found on www.lincolnshirechildren.net • Locality, multi-agency training • Seek advice from the TAC Team

43. TAC Process • Professional identifies that a young person may have/has additional needs • Ring the CSC to establish whether the family already open to TAC/SC • Discusses with the Young Person and family the possibility of TAC • If in agreement CAF form completed with young person/family, consent gained, logged with the CSC and form faxed to the CSC

44. TAC Process • TAC Co-ordinator screens the CAF form to ensure quality and appropriateness. Outcome: • Progress to TAC meeting • TAC not initiated and reason e.g. no consent single agency referral; insufficient information; open to social care, etc. • TAC Meeting arranged (within 15 working days) by the TAC Administration Team based at the CSC

45. TAC Process • A TAC meeting is held; agrees a plan of action; Lead Professional appointed and arranges a review date within 6 weeks (subsequent meetings held within 12 weeks) • Details of Lead Professional notified to CSC

46. TAC Meeting • Identify any further agencies that could assist the child’s plan • Agree Lead Professional with child/family • Develop, coordinate and review the action plan • Improve consistency and joint working • Communication and information sharing • Agree and implement exit strategy when appropriate

47. Role of Lead Professional Evidence suggests that the lead professional is central to the effective delivery of integrated services to children who require support from a number of practitioners. Role to: • Act as a single point of contact for the child and family and professionals. • Monitors progress of action plan between meetings • Not accountable for the contribution of other agencies – each agency is responsible for delivering its part of the Child’s Plan and accountable to their own agency

48. Top referrers into TAC: Entire County Boston • Education 31% 34% • Social Care 21% 23% • Health 23% 18% • Other 25% 25%

49. Top referrers into TAC: Entire County East Lindsey • Education 31% 32% • Social Care 21% 16% • Health 23% 27% • Other 25% 25%

50. Top referrers into TAC: Entire County South Holland • Education 31% 46% • Social Care 21% 15% • Health 23% 18% • Other 25% 21%