Supporting integrated working: Implementation roadmap

Supporting integrated working: Implementation roadmap Integrated working to improve outcomes for children and young people

Contents • Introduction • Implementing Integrated Working • Purpose of this pack • How to use this pack • Summary of Roadmap Contents • Roadmap • Pre-requisites & Set-up • IS Guidance, CAF, LP Implementation • IS Index Implementation • Details of Activities • Vision • How Integrated Working processes & tools support the delivery of services to children and young people • Sources of Information • Acronyms

Introduction

Integrated Working Silos Inter-Agency Governance Integrated Strategy Integrated Processes Integrated Front-Line Delivery Families Community Outcomesfor children and young people Parents Implementing Integrated Working Implementing integrated working: • means implementing Integrated Processes and Integrated Front-Line Delivery of the children’s trust in action; and • helps to meet statutory requirements as laid out in s10, CA 2004 and statutory guidance on inter-agency co-operation, i.e.: • LA’s must take a lead in making arrangements to promote co-operation between local agencies; • relevant partners must co-operate in making these arrangements; and • co-operation arrangements must encompass a much wider group of partners to achieve their full potential.

Integrated Working Silos Inter-Agency Governance Integrated Strategy Integrated Processes Integrated Front-Line Delivery Families Community Outcomesfor children and young people Parents Purpose of this pack Purpose of the Supporting integrated working: Implementation roadmap • To provide senior / project management within Local Authorities (LAs) and their partners with a high level view of what is required to implement the key IW processes and tools. • The Roadmap illustrates the key activities to be undertaken by LAs and their partners in implementing: • Common Assessment Framework (CAF); • lead professional (LP); • Service Directories; • IS Index; and improving practice in • information sharing (IS); and • inter-agency working. • Includes sequencing, pre-requisites, criticalsuccess factors and interdependencies for the activities. • As no decision has yet been taken on how CAF will be shared electronically between practitioners, it is not included here. • This Roadmap will be updated as more information becomes available.

How to use this pack • The Roadmap is a graphical representation of the key activities involved in the implementation of the Integrated Working key processes and tools. • The Roadmap represents a time line from top left to bottom right of each page. • The arrows between boxes show links and dependencies between the activities. • For each box on the Roadmap pages, there is a linked (click-through) page that provides detail on the subject. • Each detail page has a Resources (web links) section with links to relevant on-line materials. • View the Roadmap in Slide Show mode (click on icon at bottom left of screen), • Press Page Down to build the activity flow, • Click on any relevant box to see the detail page. • This pack is intended for viewing on a PC, ideally using the graphic pages to select detail to view (rather than reading from start to finish). It contains pages that are not suitable for presentation to larger audiences due to small font sizes.

Summary of Roadmap Contents

Roadmap

Pre-requisites Set-up Start Continuum ofNeeds & Services Guiding Team ChangeProgrammeMgmt Vision ImplementationPlanning Service Directory Budgets &Resources (web links) ProgrammeReviews EngagingStrategicPartners ChangeChampions OutlineWorkforceAnalysis EngagingPractitioners & Managers PerformanceManagement CommsStrategy & Plan Info SharingFramework Level 1/2 Page Down EngagingChildren &Families StakeholderAnalysis View in Slide Show mode Press Page Down to build activity flow Click on any box to see details

IS Guidance, CAF, LP Implementation From IS Framework 1/2 From Imp Plan IWPolicies ReadinessAssessment / Gap Analysis SupportStructures DetailedImplement’nPlanning Phased Implement’n From Continuum of Needs & Services Page Down ProcessMapping SkillsAudit DetailedRoll-OutPlan EngagingPractitioners& Managers TrainingStrategyand Plan ManagerTraining DetailedWorkforceAnalysis From OutlineWorkforceAnalysis TeamBuilding TrainingDesign andDevelopment OperationalTraining CommsDevelopment& Delivery From CommsStrategy & Plan CAF / LPRoll-out View in Slide Show mode Press Page Down to build activity flow Click on any box to see details

IS Index Implementation From Change ProgMgmt From Imp. Plan IS Index Pre-deployment Readiness targets met Index Readiness Assessment Project Start-up Establish Index Project Team Understand Readiness Checklist IS IndexDeployment Identify IndexRoll-out Plan ImplementActions Identify Gaps Understand Implement’n Toolkit Agree Action Plans IndexRoll-out Index Workforce Analysis Index Comms Planning Audit of Partner Orgs. ProjectManagement From Comms Strategy & Plan From Detailed WorkforceAnalysis View in Slide Show mode Click to build activity flow Click on any box to see details

Details of Activities

Pre-requisites What are they? Description Key Dependencies • Pre-requisites are: • basics of any well-managed and successful change programme; and • required in advance and throughout all ECM implementations. • Before implementing Integrated Working (IW) processes and tools, it is assumed that these elements and activities would be already in place as part of the wider ECM change programme, notably the implementation of children’s trusts, and that IW activities would build on these. • Guiding team: top level team of champions and drivers of the ECM change programme. • Could provide direction to the whole programme or set up sub-programme steering groups for specific implementations as best meets local needs. • Shared Vision: clear statement of long-term outcome-focused programme goals and benefits. • Budgets and Resources (web links): funds and resources to support the change programme, ideally jointly funded by strategic partners. • Stakeholder Analysis: identifying and understanding those people or bodies who have influence over or are impacted by the programme. • Engaging Strategic Partners: ensuring channels and processes for communicating with and involving all strategic partners (including VCSO), professional bodies, unions on an on-going basis. • Engaging Children, Young People and Families (CYPF): ensuring effective involvement of CYPF in on-going, meaningful & representative ways. • Engaging Practitioner & Managers: ensuring channels and processes for communicating with and involving staff at all levels across all partners. • Change Programme Management: a stand-alone change management function, responsible for driving the change agenda and for programme management, independent of the practice mgmt elements of social care, education and health. • Performance Management: processes & systems to monitor local area key performance indicators. • Programme Reviews: a formal commission and process to challenge the change programme and focus the change on agreed outcomes; complimentary to Change Programme Management and Performance Management. • Using standard definitions in programme reviews such as in the Audit Commission Improvement Tool or Capability Maturity Model can be useful. • Initiator • Some-one to kick-start and drive the change programme forward until Guiding Team and Change Programme Management are fully established, - DCS or other CEO appointed by the DCS • National Milestones & JARs • Targets and dates to be met • Children & Young People’s Plan (CYPP) • Agreed objectives & priorities Why are they important? Resources (web links) • As documented numerous times in literature (see Resources for most relevant examples) these pre-requisites are the critical elements of any major change programme and key to it’s success. • IW cannot be implemented as a stand-alone programme as it is dependent on other elements of the change programme. • Likewise IW cannot be implemented independent of the other initiatives – it must be integrated and aligned with the whole change programme. • National evaluation of children’ trusts • Targeted Youth Support toolkit • Show me how I matter part 3 (I&DeA) • Statutory guidance on inter-agency co-operation to improve the wellbeing of children: children trusts • Audit Commission Improvement Tool • Capability Maturity Model for integrated working Click to return to Roadmap

Set-up

Continuum of Needs & Services What is it? Description Key Dependencies • Continuum of Needs & Services covers: • developing and agreeing a common, local model of children’s needs and services for use throughout the LA. • It has 3 main elements: • a diagrammatic Model of levels of need and services; • A Definition of Terms related to levels of needs and services; and • a common Service Delivery Pathway describing typical front-line activities involved in delivering services to children and families. • Elements of the Continuum of Needs & Services • The Model graphically summaries the different levels of need that a child may experience and shows how services are mapped to these needs. • The Definition of Terms explains the terms used in the Model and includes descriptors or indicators for each of the levels within the model. • The common Service Delivery Pathway shows an overview of the typical activities to be followed in identifying and addressing a child’s needs that is common to all services and levels of needs. • The Model in combination with the Definition of Terms can assist a practitioner in clarifying the nature and severity of a child’s needs in a way that would be understood by other practitioners. • The common Service Delivery Pathway provides practitioners with a common view of what to do if they believe a C&YP may have unmet needs. • The pathway also provides a common context for more detailed descriptions of activities, including how they overlap and interact with each other. • Development of any local detailed processes or procedures will be based on this pathway. • Model Development and Communication • Involvement of all strategic partners and as many practitioners and managers as possible in the development of the model will be beneficial in ensuring quality and buy-in. • The approach is not to decide what to do and then tell practitioners to do it but to involve them in developing and shaping it. There is a lot of emphasis on: developing a common language e.g. what is meant by risk; the development of consensus around what thresholds mean; and where to act singly and where together. • Once developed the model must be embedded in all initiatives, messages and documentation to ensure consistency and sustainability of approach. • Engaging Strategic Partners / Practitioners & Managers / CYPF • The model will only add value if it is universally debated, agreed and adopted by all strategic partners • Communication and Training • The model must be universally communicated and understood by all practitioners Why is it important? Resources (web links) • A significant barrier to integrated working is the fact that different language, eligibility criteria, standards and processes are used in different agencies and services. • A common model of levels of need and a common pathway for delivery of services, adopted by all strategic partners, can help to remove that barrier and means that the people involved with a child or young person can share an understanding of their needs, as well as the ways to meet those needs. • CAF managers’ guide • Lead professional guidance • Telford & Wrekin Common Service Delivery Process • Bolton Child Concern Model • Knowsley Model of Children in Need Click to return to Roadmap

Information Sharing FrameworkLevels 1 and 2 What are they? Description Key Dependencies • Information Sharing Framework is: • a set of principles or protocols, agreed by all agencies, which will underpin the processes by which agencies share information with each other • A standard framework has been developed for Information Sharing Protocols (ISPs) defining them in levels of complexity: • Strategic (level 1) • Community/Managerial (level 2) • Operational (level 3) • Client (level 4) • ISP Level 1 (Strategic) • Identifies the common principles that underpin the disclosure, sharing and exchange of data and information between signatory agencies. Covers all agencies with a common commitment to the sharing on information and all purposes for which those agencies may wish to share information. • ISP Level 1 Contents • Salient aspects of relevant legislation and other supporting principles (e.g. Caldicott principles) • Reference to common policies concerning collection of consent, sharing where there is risk of harm, duties to prevent crime, etc • Full list of relevant purposes that will be supported • Ownership, process for maintenance and review • Appendices on legislation, common agreed standards for information security, confidentiality, records management, etc • ISP Level 2 (Community/Managerial) • Supports Level 1 ISP by providing a more detailed definition of purpose and purpose specific policies. A purpose at this level can be defined as a shared common objective common to an information community Not all agencies will necessarily be a member of every community • Can be seen as a series of protocols agreed within the relevant information communities. • ISP Level 2 Contents • Specified purpose for info sharing and the types of data that will be shared to support that purpose • Common policies that apply and common standards to be met • List of the detailed operational level agreements that support the stated purpose • Ownership, processes for maintenance and review • Timing • ISP’s Level 1 and 2 are seen as pre-requisites for IW and should already be in existence. • Guiding Team • The strategic level ISPs will be agreed by the Guiding Team • Engaging Strategic Partners • Effectively engaging strategic partners will be an important element in getting agreement to ISPs Level 1 and 2 Why are they important? Resources (web links) • With the development of more integrated services, the range of information that may need to be shared on a regular basis is increasing. Front-line services need to make decisions on information sharing a risk-assessed, case-by-case basis. ISPs provide a framework to support this decision making. • Information Sharing Framework • Knowsley Information Sharing Protocols Click to return to Roadmap

Service Directory What are they? Description Key Dependencies • Service Directory covers: • establishing a directory of all services available to CYPF in the local area; • establishing mechanisms for keeping the information in the service directory up-to-date; • making the directory accessible and communicating it’s existence to all relevant staff from statutory and voluntary sectors; and • making the directory accessible and communicating its existence to CYPF. • Background • Funding was given to LAs in 2003 for the setting up and maintenance of Service Directories and their importance was reinforced in ECM: CfC in Dec’04. • These requirements are now strengthened through the Childcare Bill which proposes a duty from 2008 requiring LAs to provide information to parents on childcare and other services in their area that will enable them to identify sources of support and help for children and young people. • Service Directory Contents & Functions • A service directory is a comprehensive online information bank of all types of children’s and young people services available in a local area. • It should be easily searchable and should include a broad range of preventative services from providers in both voluntary and statutory services. • For each of the services available to CYPF, the following basic content should be included: • contact details; • eligibility criteria; • geographical location; and • referral procedure (if relevant). • Accessibility • Access to the Service Directory should be web-based but could also include a telephone helpline or print version. • It should be widely available and easily accessible to all practitioners and to CYPF. • Creation and Maintenance of the Service Directory • Many LAs have placed their service directories on the LA website; others have created a new site. • Some areas have also joined with providers of other directories (Connexions, CIS) to develop the service directory and avoid duplication of effort. • Processes and clear accountabilities for ensuring that the information in the Service Directory remains up-to-date must be established. • Engaging Strategic Partners • Effectively engaging strategic partners will be an important element in identifying all of the services available in the local area Why are they important? Resources (web links) • Having an up-to-date view of all services that are available in the local area, with an indication of the eligibility criteria for each service, greatly assists a practitioner in identifying all the options available to meet the needs of the child or young person and should contribute to a reduction in the number of inappropriate or misdirected referrals. • Service Directories can also help CYPF access services to meet their needs. • Childcare Bill • Service Directory Research Report Click to return to Roadmap

Implementation Planning What is it? Description Key Dependencies • Implementation Planning covers: • identifying, planning and agreeing the key activities and their sequencing for the implementation of the IW processes and tools as a integrated programme of work within the wider change agenda • ensuring effective contribution to the overall culture change requirements; • identifying any pre-requisite processes, skills and infrastructure for the implementations; and • developing a detailed plan of activities and monitoring progress against plan. • Integrated Plan • Change is complex and needs to be converted into simple interventions to be successful. However there is a need to integrate the multiplicity of small initiatives, and funding, into the overall programme. • Planning for local implementation of the IW processes and tools must be aligned with other elements of ECM: restructuring services (Extended Schools, Children's Centres, Targeted Youth Support), professional development (Common Core), developing leadership and mgmt skills. • The IW plan must address generic culture change requirements of ECM, i.e. need to be pro-active, take a holistic view, tackle issues themselves where appropriate, involve CYPF in decision making, as well as the specifics of IW. • The IW plan needs to consider the immediate implementations, any related initiatives (e.g. ICS, NPfIT) and also later implementations (IS Index) combining or pre-empting activities where possible. • Focus on Outcomes / Suited to Local Needs • The implementation plan lays out the timetable and project lead responsibilities for work on the many different themes of the overall ECM agenda. This ensures a strong focus on outcomes whilst meeting national requirements for whole system change. • Need an integrated local change programme, reflecting local priorities and pace, but also ensuring that safeguarding remains a priority. • Pace of Change • Important to take a slow or incremental approach to managing change for it to be successful. • Cultural change is seen as more important than structural change. The plan should ensure that there are focused elements of the programme that don't require hard and structural org. change. • New ways of working will take time to evolve. Changes should be phased and evaluated locally. • Change Prog Management • Dedicated resources with appropriate expertise to plan and manage the change programme • Shared Vision • Clearly defined and agreed vision, shared by all partners • Strong focus on outcomes • National Milestones & JARs • Targets and dates to be met • CYPP • Agreed objectives & priorities Why is it important? Resources (web links) • Implementing integrated programmes (rather than a number of smaller single- and multi-agency initiatives) is perceived to reduce the likelihood of initiative overload amongst professionals; particularly at the practitioner level. • Avoids the trap of concentrating on delivering projects rather than really embedding a partnership culture. • Integrated planning can help to identify synergies and economies of scale. Click to return to Roadmap

Outline Workforce Analysis What is it? Description Key Dependencies • Outline Workforce Analysis means: • identifying the typical staff members across all partners that will be directly impacted by implementation of IW • agreeing common groupings of staff for the analysis in order to design targeted activities to meet their specific needs. Typical groupings could be: front-line practitioners, administrative staff, line management, senior management. • identifying all of the partners (including VCSO) and the staff numbers in the different groups in these organisations • Purpose of the Analysis • As a first stage of planning the activities associated with implementation of IS Guidance, CAF, lead professional and IS Index, information relating to the LA and partner agencies and the number and types of professionals within the remit of the programme must be identified. • It will be important to ensure that all impacted partner agencies are identified at this stage both for planning and engagement purposes. • At this stage it will be sufficient to have a view of the workforce; it will not be necessary to identify every individual practitioner. • Integrated Analysis • It should be possible to conduct a single outline workforce analysis to provide the information for all of the IW products (rather than separate ones for CAF, LP, IS Index, etc) by taking a holistic view of the requirements from the start. • Groupings for the Analysis • Agreeing the groupings of staff to be used for the analysis (with clear definitions of the group) is an essential prerequisite to starting to gathering information on staff numbers. • Sources of Information • Workforce analysis can be informed by existing sources of information on staff numbers and/or by conducting surveys of practitioner organisations, normally via local change champions or other local contacts. • Follow-up Work • More detailed workforce analysis will normally be conducted locally at a later stage when planning and scheduling training courses or identifying system users (see Detailed Workforce Analysis). • Stakeholder Analysis • Identification of all stakeholders as a start point for identifying impacted organisations • Implementation Planning • Agreement of the granularity of the information required to support the planning process • Identifying high-level requirements for all implementations before starting workforce analysis Why is it important? Resources (web links) • Gaining an understanding of the impacted workforce, i.e. different groups of staff involved and estimates of the size of each group, means that you can start to plan and design targeted communication and other engagement activities to meet their specific needs. • A view of the size and nature of the implementation audience is generally required to inform the design and planning of implementation activities • This view is also required to inform system design and business case development Click to return to Roadmap

Change Champions What are they? Description Key Dependencies • Change Champions are: • people from all peer levels across all partners who can promote integrated working and the whole ECM agenda; • people who provide strong leadership at all levels, from chief executives to directors and managers of frontline services to front-line practitioners, to consolidate integrated working; and • people who are driven by producing better outcomes for children, who can embrace and promote change, and who are well respected by their peers. • Director Level Champions • Change champions at Director level for each agency are key to successful change programmes. • With good credibility within their own agency, well-developed leadership skills and a network of contacts such change agents can greatly assist progress; engaging and motivating their own staff and strategic level staff in partner organisations. • Operational Change Champions • Need operational level people (practitioners and managers) who want to promote change and who can live with a degree of ambiguity. • Described as confident people, driven by a desire for better outcomes for children who are able to pass that confidence and enthusiasm to others more reluctant to change. • Typically they are hybrid or cross-over workers, drawn from diverse sectors who have experience of cross sector working. In the process they have built up trust and confidence in each others’ professionalism, are able to act as brokers within and across partner agencies and promote the new ways of working. • Responsibility of the Change Champion • Driving and managing change activities in their agencies or areas of interest. This includes: • acting as role model for new ways of working; • acting as broker across partner agencies: • planning and monitoring progress of change activities, making use of local and other resources as appropriate; • managing local change initiatives, ensuring appropriate engagement of local staff; • managing local issues and risks, identifying any local barriers to change and acting to remove these; and • providing a conduit for communications and feedback to and from local staff. • Guiding Team /Strategic Partners • Willingness to devote agency time and resources to support the change programme • Vision: • Clarity and understanding of vision • Complete alignment of change champion with vision • Implementation Planning • Clear understanding of the role, responsibilities and time commitments of the change champion Why are they important? Resources (web links) • Director level change champions provide visible sponsorship and leadership - critical to the success of any change programme. • During early stages, operational change champions act as a representative for their agency providing a grass roots perspective of the vision; throughout the project they act as an information conduit, promoting engagement with the design process and implementation of new working practices. • Acting as ‘missionaries’, these visionary people motivate and encourage less enthusiastic staff by their own example. Click to return to Roadmap

Communication Strategy & Plan What is it? Description Key Dependencies • Communications Strategy & Plan covers: • “how” to ensure the effective adoption of the IW processes and tools by the target stakeholder groups; • identifying who needs to be communicated with, what are the key messages, how to communicate them; • identifying what tools will be used and which channels will be utilised; • how feedback loops will be established; • who will be responsible for developing and delivering the communications; • defining the time plan and budget. • Purpose of the Communications Strategy & Plan • The communications strategy and plan describes the approach to be adopted to ensure that all key stakeholders understand the changes and that specific queries and concerns are addressed. • These include: • • targeted messages which are appropriate for the stage of development, level of knowledge and extent of buy-in of particular stakeholders; • clear and consistent messages about how IW changes join up with various other initiatives; • explaining clearly to the workforce and bodies representing key professional groups how the proposals will improve outcomes for children and will reduce, not add to bureaucracy; • • gaining the understanding and buy-in of CYPF and providing reassurance that the changes are in their interests; • a continuing need to respond convincingly to concerns about privacy & security; • reassuring practitioners about the impact of the changes on the way they work. • The communication strategy and plan contains: • background, rationale and context; • objectives – what you want to achieve at different stages of implementation, for different audiences; • strategy – approach to achieving the objectives; • issues, risks and challenges and how they will be addressed; • key messages by audience sector; • communications channels, media protocols and spokespeople, communications materials; • communications responsibilities and time-plan; • resource requirements – both finance and people; • feedback and evaluation– success criteria, how to evaluate the effectiveness of communications; • how and when the comms strategy & plan will be reviewed and updated. • Stakeholder Analysis • Up-to-date identification of all stakeholders and their needs • Change Champions • Important source of information on local communications and useful communications channel • Training / Implementation Plans • Communications need to be timed to support training and implementation plans • Budget & Resources (web links) • Budget and resources are required for communications Why is it important? Resources (web links) • Stakeholder engagement and involvement, vitally supported by communications, is a critical success factor in any change programme. • It is important to involve those impacted at an early stage, particularly those in a position to influence others. • An effective communications strategy & plan, which is reviewed and updated regularly, will provide the well planned, executed and timely comms that are vital to successful implementation. Click to return to Roadmap

IS guidance / CAF / LP implementation

IW Policies What is it? What are they? Description Key Dependencies • IW Policies covers: • developing and agreeing policies to support IW across services & agencies. • In some cases the policies will be specific to the implementation of a specific tool, however, often they will be common or have common elements. For efficiency, consistency and clarity should aim for policies that cover multiple aspects of IW where possible. • Depending on timing, this activity could be combined with developing policies for IS Index. • Developing IW Policies • Essential to identify early on where policies can be common and where separate policies are required. • Provides an ideal opportunity for partners to work together to a common goal, contributing to partnership development. • Need to ensure all partners are equally involved in decision making and input is sought from CYPF. • Aim to involve front-line staff as well as managers. • Examples of Policies to be developed: • Organisation models • Model for delivering integrated service: virtual or dedicated multi-agency teams. Criteria for access and referral to different teams. • Handling Complaints • The stance and approach to be taken to complaints regarding sharing of information, assessments, etc. • Resource and budget allocation • How resources and budgets will be allocated and managed across multi-agency teams. • Selection principles • Principles for identifying who will (and will not) complete a common assessment. • Rules governing appointment of LP – when a LP is required, who will (and will not) be a LP. • Principles for identifying who will have access to IS Index systems and information. • Information Sharing Protocols Level 3 / 4 More> • Interfaces and SLAs • Relationship between CAF and local assessments • Review or creation of SLAs between agencies • Professional review and supervision • Standards to be adopted for quality reviews • Standards for professional supervision of staff, including LP and those in multi-agency teams. • HR • Handling change to roles, job descriptions and negotiations with professional bodies, unions, etc. • Children Act 2004 / CYPP • Statutory requirements and agreed priorities that will guide IW policy development • Integrated Strategy • The redesign of children’s services may impact and guide many of the IW policies • Continuum of Needs & Services • Universal understanding and adoption of the common model of children’s needs Why are they important? Resources (web links) • Policies that are common across agencies are the basis for many aspects of integrated working. These need to be agreed across all partners, documented and communicated to all staff. • Policy decisions can impact organisation structures, resource and infrastructure requirements and process design. • Policy decisions will determine which staff require specific communication, training and/or access to systems. • Information sharing guidance • CAF guidance • Lead professional guidance Click to return to Roadmap

Information Sharing Protocols Levels 3 and 4 What are they? Description Key Dependencies • Information Sharing Framework is: • key IW policies related to information sharing between agencies and services • aset of protocols defined in a standard framework in levels of complexity: • Strategic (level 1) • Community/Managerial (level 2) • Operational (level 3) • Client (level 4) • Level 3 and 4 are the lower level agreements which will underpin the processes by which agencies share information with each other. • ISP Level 3 (Operational) • The detailed, specific information sharing agreements between individual agencies within the relevant community (see Level 2). • The operational level agreements define the processes by which information will be exchanged, monitored and managed. • Should be in place for all information flows between agencies within an information community • ISP Level 3 Contents • Specific agencies involved • Data set required • Business events that trigger the interaction and process/procedure that will be followed • ICT systems used to support this (if any) • Any system specific arrangements for security, access, audit, record ownership and data retention • Any technical standards to be met • Any support evidence required to validate the exchange (e.g. signatures) • Arrangements for review • What should happen in event of failure or a breach of the agreement • Who is responsible and who in each agency will manage the delivery of the process • ISP Level 4 (Client) • Addresses customer / client issues • No preferred practice in this area, and it may vary according to the needs of a given information community • Should include pamphlets, leaflets, fair processing notices, etc • ISP Level 1 and 2: • Higher level ISPs need to be in place Why are they important? Resources (web links) • They form a routine part of operational procedures and ensure that all relevant parties are aware of their commitments and standards to be met. • Information Sharing Framework Click to return to Roadmap

Detailed Workforce Analysis What is it? Description Key Dependencies • Detailed Workforce Analysis covers: • identifying all of the members of workforce that will be directly impacted by the implementation of the Integrated Working processes and tools; • identifying the names, positions and locations of the staff; and • establishing processes for keeping the analysis up-to-date with staff changes. • Depending on timing, this activity could be combined with workforce analysis for the IS Index and with Skills Audits for IW and / or other initiatives. • Timing and Scope of the Analysis • Building on the outline workforce analysis, detailed workforce analysis will normally be conducted locally in advance of major communications, planning and scheduling training courses or identifying system users. • Often involving local HR and/or line management structures, detailed workforce analysis needs to identify every member of staff across all partners who will be involved in implementation activities, i.e. consultation, sign-off of deliverables, communication, training and / or system login. • Needs to identify enough information relating to the practitioner position or role to assign them to a specific workforce group and ensure that the implementation activities meet their specific requirements. • Keeping the Analysis Up-to-date • Need to establish processes and commitment from partners to supply updates to reflect any staff changes during the implementation period. • Consolidating Analyses • As detailed workforce analysis can be a time-consuming activity, efforts should be made to conduct a single workforce analysis for IS / CAF / LP and IS Index , gathering all the information required for all the implementations in one hit – unless the implementations are significantly separated in time. • If the required skills for new roles, processes and systems are sufficiently clear at this stage, a skills audit could be conducted at the same time. • Although there are no specific additional requirements for CRB checks for CAF, LP or IS, it may be beneficial to review the CRB status as part of the detailed workforce analysis as practitioners may have been missed. CRB checks will be mandatory for the IS Index. • Outline Workforce Analysis • Identification of impacted organisations and staff groups as a start point for the detailed workforce analysis • IW Policies • Policy decisions on which practitioners will be involved in which activities (and which are not) • Engaging Strategic Partners / Change Champions • Key contacts for information Why is it important? Resources (web links) • Details such as names, contact details and job role for all members of staff are required in order to able to communicate with them in a meaningful way, organise appropriate training courses and provide access to systems where required. Click to return to Roadmap

Readiness Assessment / Gap Analysis What is it? Description Key Dependencies • Readiness Assessment/Gap Analysis is: • assessment of status of pre-requisites and other key activities for IW within different agencies and groups; • identification of any shortfalls between existing and desired local situation, e.g. policies, processes, skills, culture; • an iterative process involving repeated assessments of readiness and gaps at different stages of the programme. • Depending on timing, this activity could be combined with readiness assessment / gap analysis for IS Index • Purpose • The Readiness Assessment / Gap Analysis provides LA and other stakeholders with an early and on-going view of the preparation and readiness work that needs to be undertaken for the successful implementation of IW, both within their own organisation and across local partners. • LAs can use this assessment to determine the baseline position against a number of key criteria for implementation and to identify the gaps. This will enable them to identify and make a start on work that needs to be done. • Content of the Assessment • Implementation Planning will identify the key activities andelements for implementing IW and will highlight those that are on the critical path for inclusion in the Readiness Assessment / Gap Analysis. • Responsibilities • LAs will be accountable for assessing their readiness status and the status of partners within their local areas and identifying the key activities to be undertaken. • LAs will be responsible for defining the approach to the assessment and will have to consider how to ensure a consistent approach to the assessment across local practitioner organisations. • Relevant partners have a duty to co-operate with LAs and would be expected to contribute to the assessment of the status of their individual organisations. • Central IW Team • Production of national standards and template for readiness assessment • Implementation Planning • identification of the key activities and elements and the critical path for implementation Why is it important? Resources (web links) • As there is often a long lead time on activities that are critical for implementations, it is important to assess as early as possible the position of the organisation against these critical activities, identify what has to be done and to monitor progress on an-going basis. • The Readiness Assessment / Gap Analysis can produce important information to feed into the CYPP. • Audit Commission Improvement Tool • Capability Maturity Model for integrated working Click to return to Roadmap

Detailed Implementation Planning What is it? Description Key Dependencies • Detailed Implementat’n Planning is: • identification of the detailed activities for the IW implementation along with their timing, expected duration and resource requirements; and • ensuring that activities facilitate overall culture change required for ECM. • It is an iterative process including monitoring, review and replanning based on evaluation of earlier activities. • Depending on timing, this activity could be combined with detailed planning for the IS Index. • Business Change • Unless combined with other initiatives, the detailed plan for IW will focus on those activities required to support business and culture change related to the implementation of Information Sharing guidance, CAF and lead professional, rather than IT systems. • Includes a consideration of the impact of changes to processes and systems on the organisation (e.g. structures, reporting lines, resources) and roles (e.g. responsibilities, knowledge and skills). • Includes activities to facilitate the overall culture change required for ECM as well as for IW. • Integration • Detailed planning needs to integrate the different IW initiatives, along with any related concurrent initiatives, into a integrated change plan. • Planning must also take into account any activities related to service restructuring, professional development, etc which could be pre-requisite for the change activities or have an impact on them. • As part of the bigger picture, it will be important to have a coherent IT strategy in place to address the IT support needs of IW and other initiatives. • Localisation • Requires a clear and honest view of the existing local situation including commitment to the vision, depth and visibility of sponsorship, strength of existing partnerships, history of change, awareness and enthusiasm within the practitioner audiences • Detailed planning must take into account this local view in designing appropriate change activities. • Iterative Planning • Detailed planning will require several iterations as analysis progresses and new information becomes available. The plan should be revisited and refined as new IW policies and processes are developed, as well as after any phased implementations. This will eventually feed into the detailed roll-out plan. • IW Policies / Process Mapping • Requires knowledge of existing processes and new policies and processes to be implemented • Readiness Assessment • Identification of key indicators of readiness and assessment of their status • Gap Analysis • Identification of the shortfalls between the existing and the desired situation Why is it important? Resources (web links) • For effective and sustainable change, programme activities aimed at facilitating that change must be based on the local situation and cannot just be identified from a generic “blueprint”. • Business and culture change is a learning process, with a constant need to use the outcome of one activity to plan the next. Click to return to Roadmap

Engaging Practitionersand Managers What is it? Description Key Dependencies • Engaging Practitioners & Managers is: • establishing channels, processes and activities for engaging and involving front-line practitioners and their managers on an on-going basis; • includes activities of Communications, Stakeholder Management and Design, (including consulting front-line staff on the design of processes and tools). • Depending on timing, this activity could be combined with engagement activities for IS Index and other initiatives • Engagement has to be constant and varied • Contact tantamount to a PR exercise was found to be necessary for professionals to understand why their input into the change process is necessary. • Need for engagement to be persistent and often innovative with those who may be initially reluctant to participate. Alternative contacts could be used with more receptive professionals working alongside more cautious practitioner groups. • Engagement has to recognise and address concerns • Managers are crucial to the change process but some feel vulnerable – because of challenging new management roles and personal concerns about restructuring, pay and conditions, career progress. • Use engagement activities to proactively address concerns and fears, build staff confidence and bridge the ‘adaptive gap’ between the vision and new reality. • Staff need be able to solve problems as they arise in the new environment. They need sufficient autonomy to make decisions about IW processes & tools, thereby owning the problems and solution. • Have to ensure real consultation; avoid tokenism. • Engagement Methods • A variety of methods including: team briefings; team development; staff seminars; multi-agency conferences; consultation events; workshops; discussion groups; interviews; surveys; locality lunches (geographically-based); phased implementations; presentations and other comms. • On-going presence of IW on the agenda of mgmt meetings may persuade managers to prioritise related events and so increase attendance. • Engaging with harder to reach audiences requires more innovative approaches, e.g., PCTs can ensure the engagement of primary care providers, including GPs, by drawing upon contracts and other mechanisms, e.g., professional development. • Change Champions • Visible sponsorship from change champions at every level is key to achieving engagement throughout • Communication • Early communications must build perception that participation will confer some benefit to the individual • Engaging Strategic Partners • Have to include all partners, including VCSO as well as professional bodies and unions Why is it important? Resources (web links) • If people do not feel involved and engaged in change, they will ignore, resist or undermine it. • Involvement gains commitment and draws on expertise, allows for professional input into the design of the processes and tools and helps to addresses concerns & fears • Opportunities for different staff groups to come together to talk about what they do and how they do it and to work through the required changes means that changes in operational approaches and in culture are owned by the staff that are making them. Click to return to Roadmap

Communication Development& Delivery What is it? Description Key Dependencies • Communication Dev. & Delivery covers: • development and delivery of materials to ensure that key audiences understand the rationale, benefits & plans for IW and that specific questions and concerns are addressed; • seeking feedback and evaluating the effectiveness of communications; and • developing new channels, materials & feedback mechanisms as required. • Depending on timing, this activity could be combined with communication activities for the IS Index. • Integrated Communications • Communications related to IW must be aligned with wider elements of change programme and any related initiatives, both in messages and timing. • Communication messages must be aligned and consistent with those being delivered by central IW teams – use of core messages / material is vital. • Need to work closely with partners to ensure that any plans for local communication development and delivery are consistent with those from LA. • Communications must be closely aligned with training & other stakeholder activities. • Coverage and Process • To achieve effective coverage of the large audiences within an LA, multiple communications channels and media will be required. • Communication is an iterative process aimed at building awareness and knowledge over time. • Seek input and feedback from stakeholders across all levels and all partners and from CYPF. • Communication Principles: • • put across messages about the vision for IW (and for ECM) in a consistent and compelling way; • use appropriate communication channels and tailored messages to meet the needs of relevant stakeholders – ‘right method, right message, right moment, right outcome’; • • use targeted messages which are appropriate for the stage of development, level of knowledge and extent of buy-in of particular stakeholder groups; • look to address pro-actively concerns and fears associated with the proposed changes • provide ready access to real life best practice and case studies so that change is seen to come from practitioners and not just from the centre; • • promote the consultative process of delivering processes & tools supported by key stakeholders; • • demonstrate & celebrate success and milestones. • Comms Strategy & Plan • Provides direction for communications development and delivery • Change Champions • Important comms channel • Detailed Workforce Analysis / Change Planning • Information on workforce and how they are impacted • Training / Implementation Plans • Communications need to be timed to support training and implementation plans Why is it important? Resources (web links) • Raising awareness amongst stakeholder groups is an essential pre-requisite for many other activities, such as consultation on design of processes and tools. • Communication is a key tool in the on-going engagement of stakeholders and, for many, their only source of information on the plans and progress of the implementations. • Communication provides consistent messages across stakeholder audiences and supports the building of common understanding, language and tools. • IW Fact sheets • IW case examples Click to return to Roadmap

Support Structures What is it? Description Key Dependencies • Support Structures covers: • establishing necessary organisation structures and processes to support practitioners through and after implementation of IW. • Sometimes support structures will be specific to a specific tool, however, often they will have common elements. • Wherever possible the requirements for future implementations (e.g. IS Index) should be taken into account when designing support structures. • Required Support Structures • There are a number of areas where structures, processes and clear accountabilities need to be developed to support integrated working, including: • Sources of professional support • Practitioners and managers need to be able to call on readily accessible, expert advice, support and coaching for help with decision making (sharing information, who to consult) or undertaking new or unfamiliar tasks (completing a CAF, chairing family meetings). Use of local contacts who have received early / additional training (super-users) can be an effective mechanism for providing this support. Alternatively, appointment of professional advisors or Integrated Service Managers with specific responsibility for providing support to all practitioners within a designated local area. • Practitioners may require administrative support. • Need processes, standards and designated accountabilities for quality review of IW processes and for professional supervision. • Sources of further information must be made accessible to all staff via a range of different media. • Facilities for storing and accessing information • Information gathered as part of integrated service delivery must be collated, stored and made accessible to permitted practitioners. • DPA rules will need to be observed including an identified data controller and data mgmt processes. • Dispute resolution and complaint handling • Escalation processes and designated contacts are required to resolve internal disputes or queries. • Processes and designated contacts will also be required to handle enquiries and complaints from CYPF or other members of the public. • Need short-term resource to monitor the effectiveness of roll-out (e.g. by monitoring support calls) and to identify and address any issues. • IW Policies • The IW Policies will give direction to the processes and accountabilities of the support structures • Process Mapping • The support structures must be aligned to the new operational processes Why is it important? Resources (web links) • Front-line staff need to have readily-accessible mechanisms to assist them over any difficulties with the new processes and tools • The provision and quality of these support structures can have a major impact on the practitioner confidence in the new processes and tools and their willingness to adopt and use them. Click to return to Roadmap

Process Mapping What is it? Description Key Dependencies • Process Mapping covers: • mapping existing processes - recording existing business processes, using standard mapping conventions; and • mapping new processes - design and documentation of new, common processes to be adopted for IW. • The design activity could follow, or be iteratively combined with, developing specific IW Policies/Support Structures. • Depending on timing, could be combined with design of IS Index processes. • Process to be Mapped • Processes to be mapped and developed cover all aspects of practitioner activities: • Identification and Assessment of Needs; • Action Planning; • Referral; • Allocation of Resources (web links) ; • Record Keeping; • Escalation Processes; • Reporting Children Missing Education (CME) and acting on CME reports; and • Reporting outstanding needs, i.e. needs not met by local service provision. • Tools for Mapping Processes • There are a number of standard conventions and tools that can be used for mapping processes, including basic tools such as PowerPoint & Word. • As these processes must be understood by the general practitioner audience, a simple mapping convention is recommended. • Essential to include a key in every diagram to explain the mapping convention. • Involvement in Process mapping • This can be a time-consuming activity so important to make use of existing materials wherever possible – look to previous studies and initiatives. • Opportunities for different staff groups to come together to talk about what they do, how they do it and to work through the changes that need to be made means that changes in operational approaches and in culture are owned by the staff that are making them. • Process mapping activities in multi-agency teams can contribute significantly to breaking down silos, generating understanding & building an IW culture. • Communication and Training • Once developed, process maps should be used consistently in communications and training. • Continuum of Needs & Services • Common Service Delivery Pathway provides basis for all local processes and procedures • IW Policies • Agreed IW policies • Engaging Practitioners & Managers • Requires significant input form operational staff Why is it important? Resources (web links) • An understanding of existing processes in use in different organisations can be of help in designing new processes (e.g. identifying common or best practice) and is required to identify the degree of change involved in moving to new processes. • New processes must be documented for reference, communications and training. • Process mapping, design and testing require significant input from practitioners and contribute to practitioner engagement. • Involving multi-agency teams in process design helps to build IW culture. Click to return to Roadmap

Phased Implementations What are they? Description Key Dependencies • Phased Implementations are: • early, limited implementations of something that will be implemented in time across the whole IW programme; • a means of developing, evaluating, testing and refining implementation and operational activities; and • employed at various stages in the programme, on a variety of subjects. • The phasing could relate to an implementation in a small geographic area, a single agency, a target group of children and / or a specific task. • Use of Phased Implementations • Phased implementation are an integral part of testing and evaluation of the implementation. • Any aspect of the change programme can be phased to test and refine it’s implementation. • This could include: • testing and refining new IW structures, systems and processes; • developing detailed and/or localised IW policies, processes and procedures; or • developing and testing local IW implementation plans. • Examples of Use of Phased Implementations • Information sharing and assessment processes have been combined with those around school and community clusters to test a successful approach to preventative interventions. This preventative model based on school clusters will be rolled out across the authority as a major driver for change. The learning from this will also be used to develop integrated services for specialist interventions. • Have used phased implementations to ‘cut teeth’ on the practicalities of integrated service delivery and use of common processes to drive change. • Involving Staff • Some staff are more interested than others to try out new tools and processes. With sufficient support, these early implementers can collect evidence of usefulness which then wins the confidence of their colleagues. These early implementers then become key change champions within their areas. • Phasing and testing integrated service delivery allows staff from different agencies to work together to shape the processes and tools that they will use in the future, facilitating ownership and buy-in throughout the organisation as well as strengthening inter-agency working. • Implementation Planning • Identification of structures, policies, processes and detailed plans to be developed that could be suitable subjects for phased implementations • Engaging Strategic Partners Change Champions • Need to involve all partners in phased implementations Why are they important? Resources (web links) • Phased implementations provide an important way of testing and refining new structures, processes and systems in a way that does not impact on business-as-usual activities or expose the organisation to unnecessary risk. • In addition, they can be used to widen practitioner involvement, identify change champions, enable staff to take ownership of the solution and facilitate buy-in throughout the organisation. • They provide ideal vehicles for initiating or strengthening inter-agency working. Click to return to Roadmap

Skills Audit What is it? Description Key Dependencies • Skills Audit is: • an analysis of the existing knowledge and skills of the impacted audience in relation to those required to support the new Integrated Working processes and tools. • Provided enough detail of the skill requirements is available at the time, this activity could be combined with the Detailed Workforce Analysis. • Depending on timing, this activity could also be combined with skills audit for the IS Index • Conducting a Skills Audit • Conducted as a review of an individual’s knowledge and skills against pre-defined criteria, related to implementation and operation of IW processes and tools • Should include a consideration of the typical management skills required as well as skills of front-line practitioners. • Normally involving HR, local line management and/or staff themselves, skills audits can be conducted via questionnaires or interviews. • This information may also be available in professional development plans or appraisals. • Other Information from Skills Audit • In addition to assessing the specific skills required to support the IW implementation, the skills audit can also be used to identify general gaps in professional skills, e.g. obtaining consent to share information, recording information, chairing meetings. • The skills audit can also be used to assess general enthusiasm for change. • Use of Skills Audit Information • The skills audit will provide input into the IW training strategy and plan as well as providing feedback to refine detailed change planning. • The skills audit can also have influence over the detailed roll-out plan, i.e. areas with the largest skill gaps could be placed towards the end of a roll-out plan to allow time for the necessary training. • The information from the skills audit can also be used to inform overall planning for Integrated Service Delivery. • IW Central Team • Identification of knowledge and skills required for the new processes and tools (in guidance & training material) • IW Policies / Process Mapping • Requires knowledge of existing processes and new policies and processes to be implemented • Detailed Workforce Analysis • Identification of impacted staff • Common Core • Development of core professional competencies Why is it important? Resources (web links) • The skills audit will identify the existing skill levels and training needs of the impacted audience, including those practitioners who may be missing basic, pre-requisite skills. This allows the development of a detailed training plan so that all attendees obtain the appropriate training. • The skills audit can also provide an insight into the degree of awareness and buy-in to the change programme that can be used to inform detailed implementation and roll-out planning. • Information sharing guidance • CAF guidance • Lead professional guidance • Common Core • Championing Children Click to return to Roadmap

Detailed Roll-Out Plan What is it? Description Key Dependencies • Detailed Roll-out Plan is: • the next stage of implementation planning; • a plan specifying the activities and the sequencing of the roll-out of the IW processes, tools and structures to different groups of practitioners; • will normally include go / no go decision points for the roll-out groups. • Depending on timing, this activity could be combined with roll-out planning for the IS Index • Determining Roll-Out Groups and Sequencing • Good practice suggests implementing the CAF and the lead professional role to groups of practitioners in an graduated way in order to review: • the willingness and capacity of practitioners; • the training and support requirements of practitioners; • the necessary status and authority required by those supporting and managing the processes; and • Any other workforce-related issues. • Roll-out Activities • The detailed roll-out plan will include the activities and timings that are required for each of the roll-outs, based on those identified in the detailed change plan, with adaptations for the specific group as required. • Go / No Go Decisions • The roll-out plan for each group willinclude at least one review point where a go / no go decision will be made. The criteria to support the decision to proceed as planned or to postpone the roll-out will be based on an assessment of the readiness of the group for the implementation. • This readiness is assessed through the status of the activities and deliverables identified as essential for roll-out. • Challenges • Careful consideration is required on how to handle roll-out where LA and other service boundaries are not contiguous • Detailed Change Planning • Details of the essential activities and deliverables that are required for roll-out • National Milestones & JARs • Targets and dates to be met • CYPP • Agreed objectives & priorities Why is it important? Resources (web links) • A smooth, relatively pain-free change over process from one way of working to another has a major impact on the take-up and adoption of new processes and structures by practitioners. • Knowing exactly what has to be put in place, and when, for people to start to use new processes and structures effectively and ensuring that all these things happen, is the only way to minimise the impact and ensure a smooth change-over. Click to return to Roadmap

Training Strategy and Plan What is it? Description Key Dependencies • Training Strategy and Plan describes: • the local approach to training on IW. • The training strategy describes the scope and objectives of the training, an outline of different audience groups. It includes principles for design and delivery of training courses and for evaluating the impact of the training. • The training plan outlines the training courses for different audience groups. • Depending on timing, this activity could be combined with activities for the IS Index. • Integrated Planning & Design • Training in a new tool or process needs to be part of a package of training to reassure practitioners that it is not just another form, but part of a larger commitment to improve inter-agency working for the sake of children and young people. • The IW training strategy and plan must be integrated with any relevant concurrent initiatives. • Messages and principles incorporated in training courses must be consistent across all communication and training programmes. • By adopting a modular approach to design of training courses and development of training materials for IW, materials can be combined in any possible permutation to suit local needs and incorporated into other training courses. • Role of Training in Culture Change • Important to recognise that training for IW will not just be about training staff on new processes, it will be one of the most important vehicles for bringing together different groups of practitioners, opening up discussions and facilitating change in practice. • Recommendations for IW Training Strategy • The training strategy and plan must identify any specific pre-requisite skills and how any gaps will be addressed prior to the IW training. • Ensure that all audience groups are considered and courses are tailored to their needs, e.g. administrative staff, practitioners, operational managers, strategic and senior managers, HR, IT and other support staff. • Identify appropriate formats (i.e. classroom based, multi-agency) and venues for training. • Identify how IW training will be incorporated into on-going training, such as induction, safeguarding • Identify how the effectiveness of training will be evaluated including getting internal and external feedback on practitioner performance. • Workforce Analysis / Skills Audit • Identification of staff and any gaps in the knowledge and skills required for IW • Detailed Roll-Out Plan • Information concerning the sequencing and timing of the roll-out to different areas. • Common Core • Basis for development of core professional competencies • LSCB • Capitalising on synergies with LSCB training strategies & plans Why is it important? Resources (web links) • The IW training strategy and plan are an integral part of the core training strategy for all staff across all partners. • The training strategy and plan are tools that recognise the training needs of different audience groups and ensure that training is developed and delivered appropriately to meet these needs. • An effective training strategy and plan will mean that training is accessible to all who need it and that the training equips them appropriately with the skills and knowledge they require. • Supporting IW Training Strategy • Information sharing guidance • CAF guidance • Lead professional guidance • Common Core Click to return to Roadmap

Training Design & Development What is it? Description Key Dependencies • Training Design & Development covers: • design and development of materials for each training course including: • course outline (1 pager); • course specification; • training materials (presentation, exercise and handouts); and • instructor / training guide. • the need to address general ECM culture change requirements as well as training on IW processes and tools. • Depending on timing, this activity could be combined with activities for IS Index. • Training Course Design • Professionals need opportunities to practice joint working in environments that do not put outputs at risk. Training programmes need to be structured to challenge stereotypes and to break down traditional barriers between professional groups. • Need to include specific activities and time to facilitate culture change in the design of each training course. These could include: • time for attendees to get to know each other; • experiential learning; • facilitated discussions; and • building practitioner networks. • Design of Training for Managers • Managers, especially middle mgmt, have been found to be key to driving the change forward. • Design of IW courses for managers, in addition to building knowledge of the IW processes and tools, should also provide opportunities for managers to: • explore and accept reasons for change; and • discuss and understand implications for management of others. • Training for strategic and senior managers must enable them to identify and understand the implications for themselves in planning, implementing & managing the new environments. • Development of Materials • Look to use core training materials accompanying the IW guidance, adapting them for local needs. • Physical materials distributed at the end of training for professionals to take away are important. Cue cards, guidelines, flowcharts, examples of forms are commonly included. This is especially crucial in for cascaded training via practitioners. • Toolkits to take away at the end of training and online help, plus follow-up from a named coordinator are good examples of support. • Need to consider how training will be evaluated. • Training Strategy & Plan • Agreed principles for design & development of training courses • Central IW Team • Development of core IW training materials for local development and delivery • Engaging Strategic Partners • Commitment and agreement to pooling of resources to support training programme • Common Core • Basis for development of core professional competencies Why is it important? Resources (web links) • Training, delivered in a multi-agency setting is the major way in which LAs and all partners can build a common working culture, challenging existing practices and building integrated services. • Strong feeling from both strategic manager and grassroots practitioner level that good support from someone who knows the whole picture is key. • The design of the courses, ensuring a fit with the needs of different audiences and quality of training materials are essential to the effectiveness of these training courses • IW Training Materials • Information sharing guidance • CAF guidance • Lead professional guidance • Common Core • Championing Children Click to return to Roadmap

Manager Training What is it? Description Key Dependencies • Manager Training covers: • delivery of training for operational and senior and strategic managers; • considering implications for them in: • planning for new IW processes and structures; • implementing new processes and structures; and • supervising their staff in the new environment. • Depending on timing, this activity could be combined with training for the IS Index or other Manager training. • Requirements for Manager Training • There is a strong feeling from both strategic manager level and grassroots practitioner level that good support from someone who knows the whole picture is key. Some of this support will be expected to be provided by line managers, some by other forms of professional support (see Support Structures) • Manager training has to provide this whole picture and enable manager to identify and understand the implications for themselves in managing in the new environment. • Training should enable managers to: • understand the processes and tools at a level sufficient for them to support their staff; • understand the typical policies and procedures associated with IW, e.g. Information Sharing Protocols (ISPs), escalation procedures; • know where to obtain further information or support; • understand the roles of management in sponsoring and supporting integrated working; • recognise the likely support requirements of their direct reports; • recognise the impact a manager’s attitude and behaviour related to integrated working has on their direct reports; and • employ strategies to effectively supervise and support their practitioners in integrated working. • Ensuring Attendance • Senior management, change champions and communications all have a role to play in ensuring appropriate take-up of training courses. • Keeping this subject on the agenda at management team meetings has been found to be useful as well as setting clear targets for training take-up in advance and applying fines for non-attendance on booked courses. • Communications • Communications prior to the training courses must make clear the reasons and benefits of attending these courses • Change Champions • Have to ensure that attendance is encouraged and enforced • Leadership & Mgmt Skills • Programmes developing core management competencies • Budgets & Resources (web links) • Having necessary resources to meet IW training requirements Why is it important? Resources (web links) • Ensuring that managers have appropriate levels of knowledge regarding new tools and processes and are aware of the implications for themselves and their staff is key to ensuring a successful roll-out and to making the change sustainable. • Managers especially need opportunities to explore the implications of IW in environments which do not put outputs or relationships with their staff at risk. Training courses can provide these opportunities. • IW Training Materials • Championing Children Click to return to Roadmap

Operational Training What is it? Description Key Dependencies • Operational Training covers: • delivery of training aimed at providing practitioners and managers with the knowledge and skills they require to operate within the new IW processes and structures; and • promoting the general culture change required for ECM (being pro-active, tackling issues themselves where appropriate, involving CYPF in decision making, etc) as well as that req’d for IW. • Depending on timing, this activity could be combined with training for IS Index. • Pre-requisite Training • Training courses to deliver any gaps in skills and knowledge that are pre-requisites for the implementation of the IS guidance, CAF, LP. • Integration & Sequencing of IW Training • Training on information sharing, CAF and lead professional could be combined into a single course or delivered separately in modules. • If delivered separately, information sharing training should be delivered first with CAF and lead professional training delivered together afterwards. • Any of this training could also be combined with more general practitioner training, such as recording information, chairing family meetings, safeguarding, etc. • Training on IW processes and tools should be included in Induction training courses for new staff. • Principles for Delivery of IW Training • Training delivered in a multi-agency setting • Include specific activities and time for attendees to get to know each other. • Include specific activities and time for experiential learning. • Facilitate building of on-going practitioner networks amongst attendees where possible, e.g. contact list for attendees, mediated discussion forums. • Evaluation of Training • Effectiveness of training must be evaluated, both immediately by attendees and subsequently through evaluation of impact on their performance with feedback from management and service users. • Cascaded Training • Where training is to be cascaded via a “train-the trainer” programme, always follow up with a call to each attendee two weeks after the initial training to ascertain how the materials are being received by their colleagues. • Communications • Communications prior to the training courses must make it clear why practitioners must attend these courses and the benefits of doing so • Change Champions • Change champions within each agency have to ensure that attendance on training courses is encouraged and enforced • Common Core • Basis for development of core professional competencies Why is it important? Resources (web links) • Training is required to equip practitioners with the necessary knowledge and skills to use the new processes and tools and to build confidence in their ability to work in the new environment • In addition training, delivered in a multi-agency setting, builds understanding of other practitioners’ perspectives, helps to break down barriers and facilitate change in practice. • IW Training Materials • IW Fact Sheets Click to return to Roadmap

Team Building What is it? Description Key Dependencies • Team Building covers: • specific activities aimed at increasing understanding and building a sense of team between practitioners who will be working together, either on an intermittent or constant basis. • Key Challenges • The ability to understand and negotiate different professional and theoretical backgrounds has been identified as one of the most challenging – and rewarding – aspects of inter-agency practice. The variety of professional backgrounds represented within the team will influence all aspects of practice and may lead to differing perceptions in a number of areas, for example: • the ‘status’ of different members of the team; • the way in which you should work with children and families – e.g. how they are identified, the issues which are causing the presenting problems, the interventions that are most appropriate; and • who should carry out the work. • Addressing the Challenges • Existing practice suggests that the most effective way to address the challenges is through strong leadership and the willingness of all team members to engage in a robust debate to explore and resolve issues and promote a common understanding and a shared team purpose. • Working together at the start to developing team protocols and procedures has been found to contribute to team building. In addition these tools have greater meaning and utility when they are developed and owned by the front-line staff. • Need to identify the ‘social capital’ from each professional discipline - health, education and social care - that will be beneficial to new integrative working arrangements and identify how to ensure that it is retained. • Recognise that in implementing IW these inter-agency complexities need attention as practitioners from different agencies come together, get to know each others’ backgrounds, expertise and working practices and establish new working routines. • Manager Training • Building an effective team requires specific skill and leadership • Vision • A shared vision and sense of purpose • Operational Training • Promoting culture change Why is it important? Resources (web links) • Building a team, especially with practitioners from different backgrounds, can take significant amounts of time. This time can be reduced through specific team building activities. • In the early stages of working together, there often tensions and risks. Unless properly addressed these could have a significant impact on the ability of the team to work together effectively on a long term basis. • Setting up multi-agency services Click to return to Roadmap

CAF / LP Roll-Out What is it? Description Key Dependencies • CAF / LP roll-out is: • the point at which front-line practitioners start to use the new processes and structures in their work with children and young people. • Depending on timing, this activity could be combined with activities for the IS Index. • Pre-requisites for CAF/LP Roll-out include: • Necessary support structures (procedures and contact points) are in place and are accessible: • further information; • professional support; • quality review; • dispute resolution; • handling enquiries and complaints; • storing and exchanging information; and • reporting outstanding needs. • IW policies and procedures, including the necessary information sharing framework documents, have been agreed, documented and communicated to all. Documentation is accessible to all and staff know how to obtain copies. • All relevant staff are aware of the relevant IW guidance, either have a copy or know it’s location. • All relevant staff have received appropriate training on information sharing. • Relevant managers have received CAF/LP training, understand the implications for themselves, are able and willing to adopt their management role in new environment. • All required practitioners have received CAF/LP training, understand the processes to be followed, are able and willing to adopt new ways of working. • Support Requirements during and after Roll-Out • Staff are likely to require much more support immediately after roll-out with implications for short-term resource requirements. • Training and deployment of super-users (staff with deeper levels of experience and training) or Integrated Service Managers are an effective way of providing local support (see Support Structures). • Resources (web links) are also required to monitor the effectiveness of roll-out and to identify and address any issues. Can be achieved through analysis of the number and nature of support calls received. • Detailed Roll-out/Change Plans • The detailed roll-out and change plans will specify the sequencing of the roll-out to particular areas and the activities that have to be completed prior to roll-out. • Support Structures • All key support structures must be established before roll-out Why is it important? Resources (web links) • Without a clear plan and designated dates for roll-out, adoption of processes and tools by practitioners could be excessively prolonged or even fail. • Specified dates for the adoption of new processes and tools are necessary for planning purposes, for clear communication of timing and responsibilities to staff and for review of progress. • Information sharing guidance • CAF guidance • Lead professional guidance Click to return to Roadmap

IS Index Implementation

Improved Outcomes Integrated Working Silos Index Project Start Up What is it? Description Key Dependencies • Index Project Start Up covers: • agreeing the Index project structure as part of the wider ECM change programme • establishing a project team with specific focus on the implementation of the IS Index • building understanding of how to use the Readiness Checklist and the Implementation Toolkit (supplied by central Index team) within the Index Project Team • Responsibilities of Index Project Team • The Index Project Team will be responsible for planning, managing and reporting on the activities required to implement the IS Index • They will provide knowledge and expertise of solution delivery to ensure the smooth implementation of the solution • The Index Project Team will work within the remit of the Change Programme Mgmt team, ensuring that project activities remain aligned with those of the wider change programme. • In particular any training, communications and business change activities will have to be very closely aligned with those of other initiatives. • Skills Required • The skills required within the team include: • skills in project management • communication skills • negotiation and political skills • skills in delivering IT solutions into LA and partner organisations • skills in data management • Recruiting team members from many different sectors (education, health, VCSO, etc) helps to facilitate close working relationships with those sectors. • Understand Readiness Checklist / Implementation Toolkit • The Index Project Team will need to build their understanding of how to use the Readiness Assessment and Implementation Toolkit (supplied by central Index team), by attending regional workshops run by the central Index team. • Change Prog Management • The Index Project Team is part of the Change Programme Management Team • Central Index Team • Readiness Checklist (Jul ’06) and Implementation Toolkit (Oct ’06) supplied to local area • Regional workshops to provide training on checklist and toolkit Why is it important? Resources (web links) • Specific skills are required to implement solutions such as the IS Index and a dedicated expert group is required to drive these implementations forward • Close alignment and integration with the wider change programme and other related initiatives is important. • The project team will need to fully understand the tools and templates made available by the central Index team. • IS Index • Readiness Criteria • Implementation Toolkit • (both in development)

Improved Outcomes Integrated Working Silos IS Index Pre-Deployment What is it? Description Key Dependencies • IS Index Pre-Deployment covers: • the preparatory work that a Local Authority needs to do in order to be ready to implement the index; • a Plan-Do-Review cycle based on a Readiness Assessment Checklist to identify the specific preparatory activities that are still to be undertaken or completed; and • all preparatory activities including workforce analysis, communications planning, audits of partner organisations and project management. • Plan-Do-Review – repeated regularly • Readiness Assessment – used to review the state of local readiness for Index roll-out. • Identify gaps – use the output of the above to identify work that needs to be done in order to successfully roll-out the Index. • Agree Action Plans – produce and agree or update the implementation plans for the actions to be undertaken. • Implement Actions – undertake agreed actions with implementation toolkit as a guide. • Typical actions are expected to include: • Detailed Index Workforce Analysis • Using earlier IW workforce analysis as a basis where relevant, includes identifying the impacted workforce (names, positions, CRB status and locations) and establishing processes for keeping the analysis up-to-date. • Index Communications Planning • Building on IW and ECM communications, Index communications planning will define the approach to be adopted to ensure that all key stakeholders understand the Index implementation and that specific queries and concerns are addressed. • Audit of Partner organisations • Completing an audit of partners’ infrastructure, systems and data in order to identify actions required for successful roll-out of the Index. • Project Management • On-going planning,managing and reporting on activities required to implement the Index. • Reviewing readiness and agreeing when the local area is ready to move into Deployment. • ECM & IW Programme • The index project needs to work closely with the wider change programme • Detailed Workforce Analysis • Identification of impacted organisations and practitioners fromearlier IW analysis • ECM & IW Communications • Index communications must build on and be aligned with communications related to the wider change programme Why is it important? Resources (web links) • Pre-deployment ensures that all the required structures and activities are put in place for successful roll-out of the index. • The Readiness Assessment and associated gap analysis will help to identify work that needs to be done. • Continual review and update of the Readiness Assessment will help monitor progress towards successful roll-out of the index. • IS Index • Readiness Criteria • Implementation Toolkit • (both in development)

Improved Outcomes Integrated Working Silos Index Deployment What is it? Description Key Dependencies • Index Deployment covers: • developing and agreeing a detailed local roll-out plan that describes the activities required for successful implementation of the index; • implementing the local roll-out plan; • managing and monitoring the progress of the implementation. • As each area could have a different situation and requirements, Index Deployment could be very different in different local areas. • Detailed Roll-Out Plan • At the end of the Pre-Deployment, the Readiness Assessment will reveal that the LA is ready to proceed with roll-out and enter the deployment phase. • Based on the assessment and activities of Index Pre-Deployment a detailed roll-out plan will be developed and agreed. • Although this plan will be based on templates and earlier roll-outs, as each area can have very different situations, the detailed roll-out plan must be tailored and specific to the local area. • Roll-Out Activities • The detailed roll-out plan will specify the activities required however typical activities within Roll-Out could include: • On-going Readiness Assessment • data Matching of National & Local data sources • creating the Help Desk • deployment of software (if required) • training of Users, in particular practitioners and support staff • continued communication and engagement of stakeholders • Readiness assessment • Regular and accurateassessment of the status of the local area for deployment is required • Index Pre-Deployment • Successful completion of all necessary preparatory activities is critical for successful deployment Why is it important? Resources (web links) • Knowing exactly what has to be put in place, and when, for people to start to use the Index effectively and ensuring that all these things happen, is the only way to minimise the impact and ensure a successful implementation. • Specified dates for the adoption of new processes and tools are necessary for planning purposes, for clear communication of timing and responsibilities to staff and for review of progress.

Vision

Continuum of needs and services Information sharing, CAF and lead professional support across the continuum: I = Identification and action T = Transition N = Needs met

High Level View of the Service Delivery Pathway Start Preparation Preparation is the first part of the process, starting with a practitioner becoming aware of (or being informed of) a child or young person with a potential need. This is essentially an information gathering step where the practitioner tries to find out more about the nature of the potential need by speaking to the child or young person, family and/or other practitioners as appropriate. Discussion Having ascertained that further investigation is warranted then the Discussion step covers the more detailed discussions that are held with the child, young person and/or family to assess the needs. The Discussion step may include the practitioner(s) undertaking a common assessment (or re-assessment) of the needs of the child. Delivery Having ascertained that child or young person has additional needs, the Delivery step covers any delivery of services to meet those additional needs, up to and including any activities required to close practitioner involvements and the case. The Delivery step could involve one or more practitioners and may be highly iterative with potential changes of leadership / ownership of the case and could involve re-assessment of the needs. End

Improved Outcomes Integrated Working Silos How IW processes & tools support the delivery of services to children and young people

Sources of Information

Sources of Information • Changing Working Practices in Children’s Services: The experiences of ISA teams; Pearson; DfES; Oct 2004 • Realising children’s trust arrangements, National Evaluation of Children’s Trusts, Phase 1 Report; UEA; Sep 2005 • Show me how I matter, part 3; I&DeA; Sep 2005; http://www.idea-knowledge.gov.uk/idk/core/page.do?pageId=1702516 • Statutory guidance on inter-agency co-operation to improve the well-being of children: children’s trusts; DefES; 2005 • Developing Information Sharing and Assessment Systems, RR 597; Cleaver et al; Royal Holloway, University of London; 2004 • Information Sharing and Assessment: The Progress of “Non-trailblazer Local Authorities, RR 566; Cleaver et al, Royal Holloway, University of London; DfES; 2004 • First Steps, A Framework for Integrating Children’s Services; Knowsley Council; Apr 2005 • Joined-up government: data sharing and privacy in multi-agency working; Raab; Univ of Edinburgh; Nov 2005 • Guidance on the Children and Young People’s Plan; DfES; 2005 • Extended Schools Pilot, Focus Group Summary Pack; NRT; Nov 2005 • CAF Implementation Guidance for DCS in local areas implementing Apr 2005 – Mar 2006; DfES; Jan 2005 • Championing Children (Draft); DfES; Jul 2005 • The Single Assessment Process: Guidance for Local Implementation: DH • Good Practice Guidance for Behaviour and Education Support Teams (BESTs); DfES; Mar 2003; http://www.dfes.gov.uk/best • Professionalism, partnership and joined up practice; Frost; Research in Practice; 2005 • Leading Evidence Informed Practice; Hodson and Cooke; Research in Practice; 2005 • Transforming your Authority. An OD Resource for Local Government; Wilde, Solace Enterprises; ODPM; Nov 2005 • Connexions Business Planning Guidance 2003 – 4; Connexions; Nov 2002 • Sure Start Children’s Centres: Practice Guidance; SureStart; Dec 2005 • Implementing Sure Start Local Programmes: National evaluation report; NESS, Birkbeck College; Nov 2005 • Evaluation of the Deptford IRT Pilot; Loeb and Barnes, Thinking for a Living; Jun 2004 • Results and Performance Accountability; Friedman; Fiscal Policy Studies Institute, Santa Fe • Implementing ICS: Training Pack • ICS Outline Project Plan and Self Assessment Questionnaire; Social Services Inspectorate for Wales; • Pilot Study to Assess the Development of a Multi-Agency and Integrated Approach to the Delivery of Services (ICS); Royal Holloway, University of London; Jan 2004 • Evaluating the CAF and Lead Professional Guidance and Implementation: Interim Report; UEA; Nov 2005

Supporting integrated working: Implementation roadmap

Supporting integrated working: Implementation roadmap

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