Question 1 (a)

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

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

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

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

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

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