Welcome to Integrated Processes Training

1. Welcome to Integrated Processes Training

2. Welcome and housekeeping • Fire • Toilets • Refreshments • Telephone • Messages • Smoking

3. What is integrated working? Integrated working is when everyone supporting children, young people and families works together effectively to put them at the centre, meet their needs and improve their lives. Integrated working aims to help identify needs early and provide support so that any problems do not become more serious.

4. Working together to improve outcomes for children and young people Be healthy Enjoy and achieve Stay safe Make a positive contribution Achieve economic wellbeing

5. The policy context for integrated working • Every Child Matters and the 5 outcomes. • Children’s Trusts. • The National Service Framework for Children, Young People and Maternity Services (2004). • Youth Matters (2005) and Targeted Youth Support (2007). • The Children's Plan (2007). • 21st Century Schools: A World-Class Education for Every Child (2008). • Think Family (2008). • 2020 Children and Young People’s Workforce Strategy (2008). • Recent policy updates.

6. Integrated working processes and tools Tools and processes that support integrated working Information sharing CAF and National eCAF Lead professional and TAC Multi-agency working Contact Point Common core Improved outcomes: • Be healthy. • Stay safe. • Enjoy and achieve. • Make a positive contribution. • Achieve economic well-being.

7. A continuum of needs and services

8. The benefits of integrated working It is what is best for the children that counts and we feel this new way forward is absolutely the best for our children and young people Earlier, holistic identification of needs Earlier, more effective intervention You can’t be an expert in everything. We now have a tool to consult others – this saves huge amounts of time trying to become an expert in every subject Improved information sharing across agencies Better service experience for children, young people and families Everything is so exciting, but what is most exciting is that all our new pieces of work are now linked More effective practice for practitioners and organisations

9. Guiding principles for the workforce • Everyone in the children and young people’s workforce should: • Work in partnership with children, young people and families. • Work in partnership with other practitioners. • Work in a child and young person centred way. • Share information appropriately and effectively. • Use a holistic approach. • Focus on strength as well as need. • Consider all potential sources of support. • Be proactive and accountable. • Promote the well-being of children and young people and safeguard them from harm.

10. Common assessment Framework

11. The CAF as part of integrated working Tools and processes that support integrated working Information sharing CAF and National eCAF Lead professional and TAF Multi-agency working Common core Improved outcomes: • Be healthy. • Stay safe. • Enjoy and achieve. • Make a positive contribution. • Achieve economic well-being.

12. What is CAF? Using the CAF will help us develop a common understanding of strengths, as well as needs and how to work togetherto meet them. The CAF will help us assess children and young people’s additional needsfor services, earlier and more effectively. The CAF is a shared assessment and planning framework to help us in our work with children, young people and families.

13. The CAF principles Focused on strength as well as needs Holistic Voluntary and only undertaken with consent A standardised process supported by a form Child and young person centred Able to improve links to specialist assessments Coordinated (only ever one active CAF episode per individual) Not something services can require before access to provision – but is able to inform better referrals

14. Who will use CAF and when? Any practitioner can use the CAF with an individual child or young person • Use the CAF when: • There are concerns about progress or wellbeing. • Needs are unclear and not being met. • Needs are broader than your service can address. • Do not use the CAF when: • Progress is good. • Needs are identified and already being met. • Needs are clear and all can be met by one service. • There is no consent. If, at any time, there are concerns that a child may be at risk of harm, then follow LSCB procedures without delay

15. Holistic Family Assessments - REFERRAL Review the action plan to measure outcomes for the family until they are back to universal services Identify initial concerns regarding family outcomes – consider need for pre-assessment or signpost to other services Produce a multi-agency action plan to ensure a shared approach to information sharing and improving outcomes Team around the family (TAF) meeting to agree action plans and agree roles, responsibilities and timescales, agree Lead Professional Undertake a holistic family assessment to identify family needs and services required to support better family outcomes

16. ACTIVITY ‘TO CAF OR NOT TO CAF!’

17. Scenario 1 – Chantelle Chantelle moved to the area a month ago, with her brother and her mum, Karen. They moved closer to Karen's mum, who now looks after the children when Karen is at work. They do not have much money and are currently living in a small one bedroom, 8th floor flat that Karen says is a little damp. Chantelle has not yet started at a new education provider since the move. Chantelle seems small for her age and has a rash on her arm that she scratches a lot. Karen says it has been there a few weeks and she will take her to the doctors once they register with one. Chantelle is quiet and does not talk much.

18. Scenario 2 – Carlos Carlos has a serious stutter that sometimes makes it hard for others to understand him, but he is working with a language therapist. Other than that, he is healthy, intelligent and popular – but a little shy. He lives with his mum and dad and 2 siblings in a 4 bedroom detached house.

19. Scenario 3 – Tammy and her baby Tammy is 15 and lives with her Grandmother. She has recently given birth to a baby girl. She says she wants to go back to school as soon as possible so she can get an education and a good job to support her baby. Her Grandmother is supportive, but Tammy says she is considering applying to move into a flat once she is 16 so she and the baby can begin life as a proper family.

20. Scenario 4 - Pravin • Pravin is having a few difficulties in education. He is not keeping up with his peers and says he is being bullied. The home situation seems loving and supportive. Both Pravin and his parents say they do not want a common assessment to take place

21. Scenario 5 – Paulette and Mickey Paulette (14) and Mickey (3) live with their mum and her boyfriend. Both Mum and her boyfriend are regular heroin users and deal from the flat to support their habit. Mickey has signs of bruising on his back and Paulette has what appears to be a cigarette burn on her arm. Both seem undernourished and are dirty.

23. What does the CAF consist of? Through the process standard information will be gathered and recorded: • Basic/background information. • Consent, at various stages. • Assessment in three domains (see below). • Initial action plan. • Delivery plan and review. Parents and carers Assessment domains Family and the environment Development of the child or young person

24. A good CAF discussion should… Lead to a better understanding of strengths and needs, and what can be done to help Build on effective engagement and communication Cover relevant areas but look beyond the surface Not be too formal or a big event Fully involve the child or young person and their family Build on existing information to avoid repetition

25. What makes a good CAF assessment? Using an approach that is: • Empowering. • Accessible. • Developmental. • Transparent. Leading to… An assessment that is: • Focused on strengths as well as needs. • Valid and accurate. • Clear and uses appropriate language. • Inclusive. • Unbiased. • Authentic. • Professional. • Solution focused. • Practical. • Evidence based with opinion recorded as such.

26. Holistic Family Assessments - ASSESS Review the action plan to measure outcomes for the family until they are back to universal services Identify initial concerns regarding family outcomes – consider need for pre-assessment or signpost to other services Produce a multi-agency action plan to ensure a shared approach to information sharing and improving outcomes Team around the family (TAF) meeting to agree action plans and agree roles, responsibilities and timescales, agree Lead Professional Undertake a holistic family assessment to identify family needs and services required to support better family outcomes

27. Activity Completing A CAF

28. Family risk factors for assessment • Poverty and debt • Worklessness • Education and skills • Crime and ASB • Alcohol and drugs • Poor housing and homelessness Economic well being Most Excluded Families Communities & staying safe Health and familystructures • Domestic violence • Relationship conflict • Mental and physical health

29. KEY INDICATORS

30. What makes a good CAF plan? Gather information Undertake assessment Analyse Plan • CAF initial plan and delivery plan should: • Build on strengths and help meet needs identified through the assessment. • Not promise support on behalf of others. • Agree who will do what by when and when review will happen. • State anticipated outcomes and how progress will be measured. • Record consent to record and share. • Good action planning is: • Comprehensive. • Efficient. • Inclusive. • Informative. • Focused. • Logical. • SMART. • Transparent.

31. The CAF review • The CAF review should gather and record: • Who is present. • Progress against each of the actions in the CAF delivery plan. • Next steps. • Review notes. • Child/young person and parent comments and where necessary, additional consent . Outcomes of the review could be one of the following: CAF closed New actions agreed and review date set New assessment needed

32. Activity The CAF Plan

33. Closing a CAF A CAF can be closed for many reasons, including: Additional needs met. Child or young person has moved to another area. Child or young person has made the transition into adult services. CAF assessment superseded by specialist assessment. Consent withdrawn. Others?

35. The team around the family (TAF) and the lead professional

36. Holistic Family Assessments - TAF Review the action plan to measure outcomes for the family until they are back to universal services Identify initial concerns regarding family outcomes – consider need for pre-assessment or signpost to other services Produce a multi-agency action plan to ensure a shared approach to information sharing and improving outcomes Team around the family (TAF) meeting to agree action plans and agree roles, responsibilities and timescales, agree Lead Professional Undertake a holistic family assessment to identify family needs and services required to support better family outcomes

37. Lead professional and team around the child as part of integrated working Tools and processes that support integrated working Lead professional and TAF Information sharing CAF and National eCAF Common core Multi-agency working Improved outcomes: • Be healthy. • Stay safe. • Enjoy and achieve. • Make a positive contribution. • Achieve economic well-being.

38. The Team around the family (TAF) Practitioners in the TAF can come from across the workforce and will focus on strength as well as need. The TAF is a multi disciplinary team of practitioners established on a case by case basis to support a child or young person and their family. The model does not imply a team that is located together or who work together all the time.

39. Forming the TAF • Where a multi-agency response to the CAF assessment is required, a TAF should be arranged by the person who initiated the CAF assessment. • The child or young person and/or their parent/carer must be a full and active part of the TAF at all stages and be invited and encouraged to attend meetings. • Invite relevant practitioners, as identified through the CAF assessment. • TAF practitioners might include those from statutory as well as voluntary/third sector organisations and include: • Universal services. • Targeted services. • Specialist statutory services, if appropriate.

40. TAF meetings Initial meeting Review meetings Share information to gain a fuller picture Discuss progress Initial meeting Share any new information Agree a lead professional Update plan Agree achievable goals Agree achievable goals Agree and record actions to meet goals Agree new actions, OR close, stating reasons Set date for review meeting (within three months is recommended)

41. Activity Convening an initial TAF Meeting

42. Holistic Family Assessments - PLAN Review the action plan to measure outcomes for the family until they are back to universal services Identify initial concerns regarding family outcomes – consider need for pre-assessment or signpost to other services Produce a multi-agency action plan to ensure a shared approach to information sharing and improving outcomes Team around the family (TAF) meeting to agree action plans and agree roles, responsibilities and timescales, agree Lead Professional Undertake a holistic family assessment to identify family needs and services required to support better family outcomes

43. TAF practitioner responsibilities • The lead professional coordinates delivery of the plan. • Each practitioner in the TAF is responsible/accountable to their home agency for the services they deliver. Remember the ‘T’ in TAF stands for team

44. Holistic Family Assessments - REVIEW Review the action plan to measure outcomes for the family until they are back to universal services Identify initial concerns regarding family outcomes – consider need for pre-assessment or signpost to other services Produce a multi-agency action plan to ensure a shared approach to information sharing and improving outcomes Team around the family (TAF) meeting to agree action plans and agree roles, responsibilities and timescales Undertake a holistic family assessment to identify family needs and services required to support better family outcomes

45. The role of the lead professional The lead professional is a set of functions to be carried out as part of the delivery of effective integrated support, when a range of services is involved with a child or young person following a common assessment. The lead professional will: Act as a single point of contact for the child, young person or family. Coordinate the delivery of the actions agreed by the practitioners involved. Reduce overlap and inconsistencyin the services received.

46. “Myth Busting” – the lead professional Does not need any particular qualifications Does not have to be an ‘expert’ in everything Is not automatically the person who initiated the CAF Is not responsible or accountable for actions by other practitioners or services in the TAF Will have support mechanisms in place to resolve any issues Will not be expected to work outside their usual remit Does not become responsible for the needs of the entire family May use more time in one area, but save time elsewhere

47. Who can be a lead professional?

48. Core tasks of the lead professional Build a trusting relationship to secure engagement Be a single point of contact for the child, young person and family Be a single point of contact for all practitioners working with the child Convene the TAF meetings to enable integrated multi-agency support Identify where others may need to be involved and broker involvement Coordinate delivery of solution focussed actions and ensure regular reviews Ensure a safe and planned ‘handover’ if a different LP is agreed and more appropriate Continue support if appropriate, if specialist assessments are needed Support the child/young person through key transition points

49. Knowledge and skills of a lead professional • Knowledge – understand: • CAF and integrated working. • How to access services. • The child/young person’s strengths and needs. • Information sharing, consent and confidentiality. • Safeguarding. • Boundaries of own knowledge. • Skills – ability to: • Establish relationships. • Support, empower and challenge children and young people. • Convene inter-agency meetings. • Work with practitioners from a range of services. • Knowledge and skills underpinned by: • Effective communication. • Planning, organisation and coordination. • Critical and innovative thinking.

50. Activity Exploring the Lead Professional task, knowledge and skills