County Durham Practice Framework: Single Assessment Procedure & Practice Guidance

Transcription

1 County Durham Practice Framework: Single Assessment Procedure & Practice Guidance April 2014

2 Contents Page No 1.0 Introduction The 0-19 Integrated Children s Services Pathway The Single Assessment Framework - Early Help 6 4, The Single Assessment Framework - Procedures The Swift Provision of Early Help Assessment Under S17 The Children Act 1989/Assessment of Families - Step 4/5 on the Durham Staircase. 7.0 Children who may be Suffering or Likely to Suffer Significant Harm Criteria for Looked After and Permanence Team (16+) Criteria for Children with a Disability and Families Team Criteria for Internal Transfer Between Social Work Teams 15 Appendix 1: Levels of Need 16 Appendix 2: The Single Assessment 33 Appendix 3: Flowchart 1 - Single Assessment Procedure 43 Appendix 4: Flowchart 2 Escalation to Step 4/5 44 Appendix 5: Flowchart 3 - De-escalation from Step 4/5 45 Appendix 6: Guide for Professionals On Information Sharing 46 Appendix 7: Team Around the Family: Record of Meeting & Care Plan (For use at Steps 2 & 3) 53 Appendix 8: Care Plan (for use at Steps 4 & 5) 58 Glossary 64

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4 1.0 INTRODUCTION 1.1 Safeguarding and early help is everybody s business. Making sure children and families are given extra help and support at the earliest opportunity when they need it is vital. 1.2 The County Durham Practice Framework: Single Assessment Procedure & Practice Guidance (hereafter referred to as The Single Assessment Framework ) has been developed in response to the Munro report and recommendations, current research and Working Together to Safeguard Children This paper will guide workers through a single approach to assessment, planning and review from Early Help through to children in need care planning. 1.3 These procedures replace the former Common Assessment Framework (CAF) and Children in Need (CIN) processes into a Single Assessment process and procedure. The objective is to support the delivery of seamless services to children and their families throughout the continuum of need from early help provision to specialist services and back again when needs have been met. All practitioners working with children and families will be required to work within these procedures when identifying need to ensure needs are addressed and appropriate interventions put in place at the earliest possible opportunity. 1.4 The welfare of the child is paramount and the Local Authority has a statutory duty under the Children Acts of 1989 and 2004 to promote and safeguard the welfare of children in need and their families. The Children Act 1989 defines Children in Need as those children: Who are unlikely to achieve or maintain a reasonable standard of health or development; or Whose health or development is likely to be significantly impaired without the provision of services. 1.5 The new Practice Framework has been written to ensure the Local Authority delivers its statutory responsibilities whilst at the same time supporting the delivery of the requirements set out in the Early Help Strategy, as follows:- Strengthen joint working and offer a consistent approach to Early Help. Actively identify needs at the earliest possible opportunity and offer practical hands on support to our children, young people and families. Offer help that we know works, ensuring we offer high quality services improving outcomes and reducing costs. Have effective governance and accountability and information sharing that does not put up barriers to supporting children, young people and their families. 1

5 Develop a seamless, and efficient integrated pathway of services and proportionate single assessment to ensure there will be no wrong door in Durham and families receive the right help at the right time by the right service. 1.6 Early Help must include the concept of building resilience in children and families so that they are able to meet their own needs, are not reliant on services, and are able to sustain positive outcomes. Help must include reinforcing a child and family s own skills and strengths and empowering them to find their own long term solutions. The new practice framework puts the child at the heart of a whole family approach and emphasises strengths based and solution focused principles. 1.7 Early Help also involves all staff adopting a Think Family ethos at all levels of support and intervention and in all services. It means harnessing community resources as this will help to break cycles of dependency and improve outcomes in the long term for families as well as ultimately reducing costs 1.8 Underpinning these procedures are the following: Working Together to Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children. March 2013 Durham County Early Help Strategy for Families Durham Stronger Families Programme Regional Assessment Framework Munro review of Child Protection 8 Golden Rules for Information Sharing Durham County Council Early Years Strategy Durham County Council Youth Support Strategy SEND Strategy 1.9 In addition to the above, this Single Assessment Procedure embraces fully the County Durham Think Family Strategy 2011, the purpose of which is:- to ensure that both parents and children are able to get the support they need, at the right time, to help their children achieve good outcomes. It means making sure that families receive integrated, co-ordinated, multiagency, solution focused support. By identifying problems early, all services can work closely together to help prevent a family s needs escalating and requiring more intensive intervention This document outlines the procedures for accessing services for children and families in County Durham whose needs cannot be met by universal services alone. It is underpinned by the philosophy and legislative Framework for the Assessment of Children in Need. It operates the within the statutory framework and in accordance with the principles established by the Children Act 1989 and the Children Act These procedures support the early identification of need, the offer of early help to address those needs, and the provision of seamless services and support throughout. Through the single assessment, they emphasise the use of the Team Around the Family at all steps on the Durham Staircase and Continuum of Needs Model (see page 4) 2

6 1.12 Durham s Ambitions for Early Help are that:- Early help is everyone s business Support will be seamless for families We will offer help that we know works 1.13 The New Practice Framework that underpins the Single Assessment is based on the following principles: the welfare, safety and protection of the child is paramount; timely intervention; clear explicit objectives and targets that the family members understand; authoritative and assertive approaches; multi-agency approaches; the needs of adults will be addressed whilst at the same time focussing on outcomes and welfare of the child; all professionals must be ever mindful of risk. 2.0 THE 0-19 INTEGRATED CHILDREN S SERVICES PATHWAY 2.1 The Children and Families Partnership in County Durham is committed to achieving clear and seamless integrated services that will respond effectively to the needs of children, young people and their families. The 0-19 Children s Integrated Services Pathway ( the Pathway ) from pre-birth to the age of 19 years has been developed to acknowledge the importance of early intervention and prevention in delivering better outcomes for children, young people and their families. The Pathway document can be found here: The Pathway is based on meeting the needs of children and young people at the earliest possible opportunity to reduce the incidence of abuse and neglect, family breakdown, social exclusion and to avoid outcomes that would diminish rather than enhance their potential. The purpose is to promote the health and wellbeing of children, young people and families. Family circumstances may change over time, risks will impact differentially. Provision needs to be flexible to meet needs as and when they present, where they put children and young people at risk of adverse outcomes. Professional assessment of risk and protective factors should underpin decision-making regarding the actions required to address the needs and risks to secure good outcomes for children, young people and their families. 2.3 The Durham Staircase builds on the 0-19 Integrated Children s Services Pathway and the Levels of Need (Appendix 1 ) are aligned to the steps on the Durham Staircase as follows: 3

7 The Durham Staircase & Continuum of Need GOVERNANCE NEED SERVICES TIERS INVOLVED ISSUES OUTCOMES Step 5 / Level 4 Need Continuous Assessment Resource Panels Eligibility Criteria Court Step 4 / Level 4 Need ICPC Pre proceedings / Resource Panels Eligibility Criteria Step 3 / Level 3 Need SAF Full Assessment Step 2 / Level 2 Need SAF Early Help Assessment Step 1 / Level 1 Need Children and Young People who have needs that cannot be met safely at home (Specialist practitioner/agency) Children and Young People who need support to live safely at home (Specialist Practitioner/Agency) Children and Young People with additional and complex needs (Multi Practitioner/Multi Agency Response) Children and Young People with additional needs (single or multi agency/practitioner response) All Specialist Targeted and Universal Universal and Targeted Universal and Targeted Looked After Children Child Protection & Child in Need Whole Family, coordinated multi agency response required Universal support unable to meet need Permanence Improve outcomes and keep child safely at home Improve outcomes and prevent escalation to Safeguarding TAF to address need and improve outcomes Statutory Early Support and Intervention Universal Providers Children and Young People with no additional needs Universal Voluntary and Community Sector Not making expected progress Universal support and monitoring 4

8 Step 5- Level 4 Need that cannot be managed safely at home Children and young people who require intensive help and support from a range of specialist services. These children will often need to be accommodated outside of their immediate family or may require admission into hospital. In most cases the multi-agency involvement would be led by Children s Social Care. Step 4- Level 4 Need - Services to keep the child safely at home (specialist practitioner/agency response) These are children who s needs and care is significantly compromised and they may be at risk of harm or at risk of becoming accommodated by the Local Authority. These families require intensive support often on a statutory basis. This may include support provided by Children s Social Care such as a social work assessment, support from the Family Pathfinder Service or Family Intervention Project or for example, through the provision of Direct Payments for a disabled child. The assessment and multi agency response is likely to be coordinated by a social worker in most cases and will be holistic (considering the needs of all family members) and multi agency. Step 3 Level 3 Need - Targeted Provision Children with Additional Needs (multi practitioner/agency response) These are children and families whose needs are not being met due to the range, depth and significance of their needs which makes them very vulnerable and at risk of poor outcomes. A multi agency response is required using the Single Assessment Full Assessment, as in most instances there will be issues for parents which are impacting on the children achieving positive outcomes. These families need a holistic and coordinated approach and more intensive intervention and help. Lead Professionals could come from a range of agencies as the key issue will be the quality of the relationship that exists between practitioner and family to assist them to make change and reduce the likelihood of moving into Level 4 services. Intensive support might come from One Point, Family Pathfinder Service; Family Intervention Service, Youth Offending Service. Step 2 Level 2 Need - Early Help Targeted Provision Children with Additional Needs (single practitioner/agency response) These are children and young people identified as having an additional need which may affect their health, educational or social development and they would be at risk of not reaching their full potential. At this level the Single Assessment Early Help Assessment - can be used to decide whether a Full Assessment is required. The Early Help Assessment should be used to identify additional need and plan help for the family. Step 1 - Level 1 Need - Universal Provision Children with no additional needs Children and young people who are achieving expected outcomes and have their needs met through universal service provision. Typically, these children/young people are likely to live in a resilient and protective environment. Families will make use of community resources. Universal services remain in place regardless of which level of need a child is experiencing. In general, children and young people with disabilities will have their needs met through early intervention and targeted services at steps 1, 2 and 3. However, some children with a high level of need related to severe disabilities may require specialist services at steps 4 and 5. 5

9 3.0 THE SINGLE ASSESSMENT FRAMEWORK - EARLY HELP 3.1 The Single Assessment Framework underpins the early identification of need and the provision of early help to support those needs. The Process, in its entirety, provides the tools necessary to make sure that need is effectively identified, understood and addressed in a timely way so that children get the help and support they need to achieve good outcomes. 3.2 The Framework includes the following: Early Help Assessment & Full Assessment to replace the pre CAF, Initial and Core Assessment Care Plan Team Around the Family meetings and reviews Lead Professional 3.3 The Single Assessment (Appendix 2) can be built upon over time and as needs increase. It replaces the pre-caf, CAF, Initial and Core Assessments. The aim is to prevent duplication for families and the need for multiple assessments. It is targeted at those children and families where unmet additional needs may place children at risk of poor outcomes. 3.4 The Framework has been developed for all practitioners working with children and families so that they can communicate and work together more effectively. It is suitable for use in all settings universal, targeted and specialist (e.g. early years, schools, primary health care services, youth support service, voluntary or community sector, children s safeguarding and social care services), to help identify and respond to problems quickly before they become serious. 3.5 The Framework aims to help practitioners and professionals working with children and young people to undertake assessments in a more consistent way. The expectation is that with the right knowledge, skills and training, practitioners in any agency will be able to undertake a Single Assessment and bring together the range of expertise, knowledge and skill to meet needs at the earliest possible opportunity to keep children and young people safe from the risk of adverse outcomes. 4.0 THE SINGLE ASSESSMENT FRAMEWORK - PROCEDURES 4.1 There are two parts to the Single Assessment Framework: Part 1 is the Early Help Assessment and Part 2 is the Full Assessment. The Assessment document is attached at Appendix The focus of the Framework and supporting procedures is on ensuring the clear and early identification of children and families with additional needs. 4.3 The criteria for considering a Single Assessment are: The worker or parent/carer is concerned about the progress of the child or young person. The child or young person s needs are unclear and requires further investigation. The support of more than one agency appears to be required. 6

10 There is not already a Single Assessment/Team Around the Family in place. The child, young person and their family give their consent to the Single Assessment and associated processes. Where consent is not provided please refer to section 4.15 and also the LSCB guidance at Appendix 4. Practitioners and Managers must consider whether an assessment should proceed without consent in the best interest of the child. 4.4 Part 1: Early Help Assessment: The starting point for most children and families identified will be the completion of the Early Help Assessment. For all children and families whose needs are on Step 2 or above of the Durham Staircase & Continuum of Need (see page 4 & 5 above). The Early Help Assessment should be sufficient to identify the key needs of the child/family and to provide the early help and/or to begin the Team Around the Family (TAF) process if it is required. 4.5 Part 2: Full Assessment: Where needs have been identified at Step 3 consideration should be given to the completion of a Full Assessessment in recognition that needs are becoming more complex and a fuller picture of the child and family s needs is required. Where needs are identified at Step 4 this will progress to the Assessment & Intervention team who will carry out further work to identify whether a Full Assessment is required. Where the child s needs are below level 4 and there are ongoing concerns the A&I Social Worker will contact the One Point Duty Officer to agree the most appropriate next steps. 4.6 Enquiries to First Contact can be made at: First Contact, Abbey Woods Business Park Pity Me Durham DH1 5TH socialcaredirect@durham.gov.uk Phone: FAX: TEXT: Any enquiry to First Contact will have the following potential outcomes Pass to Step 1 Universal services (eg. Health Visiting, School Nursing, GPs, Schools, Voluntary & Community Sector Service) Pass to Step 2 or 3 Targeted services (eg. One Point Service, Family Pathfinder, Family Intervention Service, Youth Offending Service) Pass to Step 4 Specialist Services (eg Children s Care Assessment and Intervention Team, Integrated Services Disabled Children, Private Fostering Assessment Pass to Step 4 - Immediate Safeguarding Action (Child Protection Teams) Steps 1 to 5 - Nominate for Stronger Families 4.8 Within 1 working day the First Contact Service will: Gather any additional information from the caller and other agencies Consult existing records if available Use the Child Sexual Exploitation Screening Matrix, when appropriate Consider if the family meets the criteria for inclusion in the Stronger Families Programme 7

11 Determine what course of action should follow 4.9 Within 2 working days the First Contact Service will feed back to the caller the next course of action If the caller is dissatisfied with the decision made by First Contact in relation to their concern he/she should contact the First Contact Team Manager using the contact details above to discuss. Escalation to the appropriate Operations Manager and Strategic Manager should only be made in exceptional circumstances if the issue cannot be resolved following discussion with the Team Manager Levels of Need: The 0-19 Levels of Need (Appendix 1) is an important reference tool linked to these procedures and has been developed to support practitioners and managers identify and assess the needs of children and families. The document identifies the range of indicators which may be present in children and their families at different ages and stages of development. Four levels of need are described. Each level of need links with the relevant step on the Durham Staircase. All practitioners and managers should use this document to assist them to determine the most appropriate course of action prior to and during contact with the First Contact Service and whilst carrying out assessments with children and families. 5.0 A STEP BY STEP GUIDE TO THE PROCEDURES: 5.1 The following provides a step-by-step guide to the application of these procedures once a concern or an additional need has been identified. Stage 1: In all cases, where a concern or additional need has been identified, the practitioner should first of all contact the First Contact Service to check whether an assessment is already in place for that child and/or family. If an assessment is in place, the practitioner will be put in touch with the existing Lead Professional so that appropriate information can be shared and agreement can be reached about what additional support may be required for the family. In most cases the practitioner will be invited to join the Team Around the Family (TAF) if one is in place. You can check if an assessment is in place or register an Early Help Assessment by contacting the First Contact helpline on Stage 2: If an Assessment and/or TAF is not already in place, First Contact will register the assessment and discuss the level of need with the caller. This dialogue will triage the level of need and identify whether the Part 1 Early Help Assessment or Part 2 Full Assessment is required. The Early Help Assessment form will be used to record the discussion and register the assessment. If the level of need is not clear at this stage, and further information is required to inform a judgement, the call and the assessment will be transferred to a One Point Duty Officer for the purposes of gathering further information and agreeing next steps. 8

12 Stage 3: If the level of need is initially assessed as at Steps 4 or 5, arrangements will be made by First Contact for allocation to the most suitable Assessment and Intervention Team in Children s Services. The Early Help Assessment will be shared. (see Section 7 for more detailed information of next steps at this stage) Stage 4: If the level of need is initially assessed as at Steps 2 or 3, or if the level of need is unclear at stage 2 above, the call will be handled by the One Point Service Duty Officer who will take any further details necessary. Through this discussion, the most appropriate next steps will be agreed to provide support for the family. Stage 5: At steps 2 or 3, where a Team Around the Family is identified as necessary to coordinate the range of support required to meet the needs identified, the One Point Service will coordinate the establishment of the TAF, arrange for invitations to be sent to relevant parties and identify the One Point Service representative to that meeting. A flowchart setting out the above stages is attached at Appendix In all stages, where appropriate, the caller will be considered the Lead Professional until the Team Around the Family meeting is convened and an agreed Lead Professional identified or until the Social Worker has been appointed. If a TAF is not required, actions will be agreed with the caller and reviewed by the One Point Service within 6 weeks to ensure progress has been made and needs have been met. 5.3 If the caller is a parent and/or family member or a member of the public, the First Contact Service will identify the most appropriate practitioner to carry out the assessment, dependant on the level of need identified. 5.4 Child Protection: Contact should be made immediately with the First Contact Service (FCS) where there are concerns that the child is at risk of immediate significant harm and requires protection, or if a family crisis has arisen that requires urgent action. Reference should be made by the caller to the Local Safeguarding Children Board Procedures. The caller should make clear why he or she believes that the significant harm threshold is met Consent: Where a parent/carer and/or child refuses to consent to engage with the Single Assessment process, then the 8 golden rules shall apply and reference should be made to the LSCB Briefing Paper Consent and the Public Interest Test (Appendix 4). Where practitioners have concerns about the welfare of the child specifically, a TAF shall be convened without consent and agencies should be asked to contribute to a single assessment and to develop a shared plan to improve outcomes for the child/young person. The parent/carer and child/young person should be informed of this decision and any actions agreed. 9

13 5.6 All refusals to consent should be notified to the First Contact Service who will monitor consent refusals. Lead professionals or callers must make every effort record and to re-engage parents/carers and children/ young people in Single Assessment processes where unmet needs are impacting on outcomes for children and young people. All services will work continuously to engage parents/carers and children in actions to address needs. 5.7 In some cases refusal may be judged to indicate deliberate avoidance and this in itself may raise safeguarding concerns. There needs to be careful analysis and monitoring of refusals to engage so that an informed assessment of the level of risk can be made. The First Contact Service will be responsible for escalating concerns and determining appropriate action where it is required. 6.0 THE SWIFT PROVISION OF EARLY HELP: 6.1 When carrying out a Request for Early Help and where additional needs have been identified, the practitioner should put in place the support required by the child and their family. It is not necessary to wait for a full completion of the early help element to be carried out or a TAF to be convened if immediate actions can be taken that will ensure the child and family is supported. 6.2 The timescale for the completion of the Early Help or Full Assessment and the convening of the Team Around the Family is 10 working days. The Team Around the Family meeting will in most cases contribute to the assessment. 6.3 Team Around the Family: If the assessment indicates the need for the support of more than one service/agency/practitioner to meet the needs identified, a Team Around the Family should be convened within 10 working days. 6.4 If required, the One Point Service will provide administrative support to the practitioner who has identified the need to convene a Team around the Family (TAF). The TAF should include the child, young person and parent(s)/carer(s). 6.5 The first TAF meeting should agree the Lead Professional and develop the Care Plan with agreed outcomes jointly with the child and family (the TAF Care Plan is attached at Appendix 5). The Care Plan will be solution focussed and have clear measurable actions agreed and understood by all family members. 6.6 A critical function of the TAF is to drive progress and ensure outcomes are being achieved. TAF members will be required to deliver relevant aspects of the Care Plan in between TAF meetings. They will be expected to comply with the plan developed and be able to identify their contribution to improving outcomes. The TAF should set a date for a review meeting to take place between 4-6 weeks following the date of the first meeting and at regular 4-6 weekly intervals thereafter. The TAF should check progress and consider whether actions have been delivered and whether they have been effective in achieving the outcomes agreed at the outset. Barriers to the achievement of progress should be identified and actions reviewed. 10

14 6.7 Lead Professional: The Lead Professional will act as a central contact point for the child and the family and other members of the TAF and will make sure the agreed actions of the TAF are delivered in a timely way and to the satisfaction of the child and family. 6.8 The Lead Professional will take responsibility for developing a chronology of significant events. 6.9 It is the responsibility of the Lead Professional to inform their line manager of their status as Lead Professional and for the manager to review the progress of the case and the quality of the work being delivered, in line with their own governance arrangements Escalation: It is important that the Care Plan is given time to achieve progress. However, if the TAF are concerned that the child and their family s needs are not being met or are escalating and are becoming more pronounced or complex, then discussion and agreement at the TAF should take place and the following must be considered prior to escalation:- The inclusion of different agencies in the TAF to meet the changing needs identified; The purpose of escalation what could be achieved at step 4 that cannot be achieved at step If the TAF agree the case requires escalation, and are clear about the purpose of escalation, the Lead Professional will contact the First Contact Service. To assist in this process the Lead Professional will share the assessment and TAF action plans and reviews with the First Contact Service. The First Contact Service will confirm with the Lead Professional the most appropriate response. A flowchart setting out the escalation process is attached at Appendix ASSESSMENT UNDER S17 THE CHILDREN ACT 1989/ASSESSMENT OF FAMILIES STEP 4/5 ON THE DURHAM STAIRCASE 7.1 Assessments under s17 of the Children Act 1989 will be carried out by the Assessment and Intervention Team where the child is resident or the Disabled Children and their Families Team or Looked After and Permanence 15+ team for intervention and assessment. See page 38 for clarification. 7.2 The purpose of the assessment at Step 4 or above is to determine if the child is a child in need as defined by s17 of the Children Act 1989, if there is reasonable cause to suspect that the child is suffering or likely to suffer significant harm or if the child is disabled. If the assessment demonstrates that the child meets at least one of the above categories, then consideration needs to be given to what services and action needs to take place to address the assessed needs. 7.3 Working Together 2013 (page 30) requires the involvement of the appropriate multi-agency partners in completing the assessment and participation in the multi-agency care plan. In most cases the existing Team Around the Family will continue to work with the family with the social worker taking the Lead Professional role. In addition it is expected that the social worker and other 11

15 professionals will work together in order to ensure that comprehensive intervention and assessment is carried out. This could include liaison with housing services, anti-social behaviour services, domestic abuse service, mental health, alcohol and substance misuse services and others as relevant. 7.4 Once the case is allocated to a social worker, consideration should also be given to what immediate support the child and family would benefit from during the course of the assessment. A range of evidence based tools are commended to supplement the social worker s assessment. These include:- Motivational interviewing techniques Solution focused techniques Eco maps/genograms Scales and questionnaires Three Houses 7.5 The social worker should ensure that the appropriate interventions are in place, lead the assessment, ensure that partner agencies contribute timely and relevant information and ensure that the multi-agency chronology of significant events is completed within the single assessment. 7.6 The timescale for the completion of the Full Assessment will be determined by the Team Manager on allocation. There are a series of checkpoints built into the system. The first checkpoint is 10 days from referral. By this time, the social worker will have carried out all preliminary inquiries with partner agencies, met the child and the family and put in place key interventions pending the outcome of the assessment. Where there is an existing Team Around the Family, the Social Worker should convene this team within 10 working days of the escalation. If there is no pre-existing TAF, key partners will be identified and the TAF convened by the social worker within 10 working days of the referral. The Team Around the Family should consist of child/young person as appropriate, relevant family members and the professionals who play a key role in addressing the needs of the children and adults in the household. 7.7 At day 10 the social worker and team manager will confirm that the assessment is progressing and identify any outstanding actions. Further checkpoints should take place at day 28 and day 40 as necessary. It may be determined that fewer than 40 days is required to complete the assessment. This will be agreed by the Team Manager. However no assessments should take longer than 40 days to complete from referral. 7.8 Where a Care Plan has been developed by a pre-existing TAF, the Social Worker will review and revise the Care Plan as required and bring to the TAF meeting for agreement. Where there is no pre-existing TAF the social worker will develop the Care Plan for agreement at the first TAF meeting. 7.9 The minimum frequency of Team Around the Family meetings is every 4-6 weeks following the first TAF. A written record of all TAF meetings should be recorded on the Care Plan (Appendix 5), and shared with the family and other TAF members and placed on the child s file. 12

16 7.10 After 6 months if the Care Plan outcomes have not been achieved, the Team Manager should chair a TAF meeting to formally review the plan and determine what action if any needs to take place to ensure progress is achieved De-escalation: Whenever the care plan is reviewed by the Team Around the Family, consideration should always be given to stepping down to the early help services at Steps 2 or 3. When this is agreed, a timescale for transfer to a Lead Professional from universal or targeted services will be agreed and a Lead Professional identified. This will take place within the Team Around the Family The social work case can then be formally closed once this transfer to the Lead Professional has taken place. It is to be expected in these circumstances that the social worker will continue to offer advice to the new Lead Professional and the TAF as required. A flowchart setting out the de-escalation process is attached at Appendix If a dispute arises in relation to ceasing social work involvement, representation should be made to the team manager in the first instance. If matters cannot be resolved at this stage then escalation in such circumstances can be made to the Operations or Strategic Manager. 8.0 CHILDREN WHO MAY BE SUFFERING OR LIKELY TO SUFFER SIGNIFICANT HARM: 8.1 Children and families should not routinely be subjected to formal child protection investigations if these are not necessary. An important function on the social work or First Contact Service assessment is to determine if there is reasonable likelihood that the child is suffering or likely to suffer significant harm. 8.2 This may be a very brief assessment where there is an obvious and evident need for immediate safeguarding action required on receipt of referral. Reference should be made immediately to the appropriate part of the LSCB Safeguarding Procedures In other cases the information about the potential safeguarding concern may be less explicit. As the assessment progresses, information may emerge to suggest a child protection concern. In such cases it would be appropriate to swiftly gather information from a range of partner agencies. If required a multi-agency information sharing meeting should be convened in order to reach an early determination if there is reasonable cause to believe that the child is suffering or likely to suffer significant harm. Early contact with the child and/or family should take place if appropriate in order to clarify the concerns. 8.4 Where a key purpose of the assessment is to clarify if there is reasonable cause to suspect that the child is suffering or likely to suffer significant harm (as described above) it is essential that a prompt timescale is agreed for 13

17 completing the preliminary inquiries. Once the assessment has commenced and it becomes clear that there is reasonable cause to believe that a child is suffering or is likely to suffer significant harm, a strategy meeting should be convened within the timescales referenced in the LSCB Safeguarding Procedures In addition, in a significant number of cases, the analysis of the information gathered by the TAF and/or in the course of a social worker s assessment will indicate that the child is suffering or likely to suffer significant harm. Reference to the LSCB Safeguarding Procedures (link above) should be made and a strategy meeting convened under the LSCB Procedures. 8.6 In all the situations described above, the local authority should hold a strategy meeting to enable it to decide whether to initiate inquiries under s47 of the Children Act The purpose of the s47 inquiry is to undertake further assessments, alongside partner agencies. The s47 should determine whether and what type of action is required to safeguard and promote the welfare of a child who is suspected of or likely to suffer significant harm. 8.8 The social worker should: lead the assessment carry out enquiries in a way that minimises distress for the child and family; see the child who is the subject of concern to ascertain their wishes and feelings; assess their understanding of their situation; assess their relationships and circumstances more broadly; interview parents and/or caregivers and determine the wider social and environmental factors that might impact on them and their child; systematically gather information about the child s and family s history; analyse the findings of the assessment and evidence about what interventions are likely to be most effective with other relevant professionals to determine the child s needs and the level of risk of harm faced by the child to inform what help should be provided and act to provide that help; 8.9 All other agencies should contribute to the assessment in accordance with their professional roles and as stated in the LSCB Child Protection Procedures All practitioners should seek guidance from the LSCB Child Protection Procedures for further clarification of the procedures and their roles and responsibilities in the child protection process. 14

18 9.0 CRITERIA FOR LOOKED AFTER AND PERMANENCE TEAM (16+): 9.1 If a child is 16 and has completed Year 11 and is determined to be a potential child in need by First Contact, the case will be allocated to the Looked After and Permanence 16+ Team for intervention and assessment. 9.2 In the event of a young person presenting as homeless, the multi-agency joint protocol will be convened with a key emphasis on early help and resolution. The relevant Team Manager will determine if a social worker is required to attend the joint protocol meeting CRITERIA FOR CHILDREN WITH A DISABILITY AND FAMILIES TEAM 10.1 The Disabled Children and Families Team will work with children and young people who have a substantial learning or physical disability or a diagnosed serious health condition that will impact significantly on his/her development. The Team is responsible for undertaking all assessments, interventions and care planning relating to these children and young people The team will retain responsibility for all looked after children with a disability and those subject to child protection inquiries and care proceedings Where the Disabled Children and Families Team and an Assessment and Intervention or Child Protection Team are both working with the same household, joint planning meetings should be convened in order to coordinate activity between the two teams Referrals for children with disabilities should always be made to First Contact who will carry out the same screening functions as for all other referrals The Disabled Children and Families Team Manager will liaise with the appropriate Assessment and Intervention or Child Protection Team Manager if there are possible child protection issues in respect of other children in the household in order to agree a collaborative approach 11. CRITERIA FOR INTERNAL TRANSFER BETWEEN SOCIAL WORK TEAMS: 11.1 A transfer protocol has been developed for the transfer of cases between First Contact, Assessment and Intervention, Child Protection and Looked After and Permanence Teams. 15

19 Appendix LEVELS OF NEED Level 1 Need Step 1: Durham Staircase No identified additional needs Pre birth 0-4 years 5-11 years years Foetus growing and developing well Mother attending all prenatal check ups and appointments Parents preparing for birth of child Health Appropriate height & weight Physically healthy Developmental checks and immunisations up to date Adequate & nutritious diet Regular dental & optical care Good state of mental health Health Appropriate weight and height Physically healthy Adequate & nutritious diet Regular dental & optical care Good state of mental health Health Appropriate weight and height Physically healthy Adequate & nutritious diet Regular dental & optical care Good state of mental health Sexual activity appropriate for age No misuse of substance Education Acquired a range of skills/interests Experience of success/achievement No concerns around cognitive development Access to books, toys, as appropriate Enjoy and participates in educational activities and school life Sound home/nursery/school link Education Acquired a range of skills/achievement Experiences of success/achievement Access to books, toys as appropriate Enjoys and participates in educational activities and school life Sound home/school link Education Acquired a range of skills/achievement Experiences of success/achievement Access to books, games, activities as appropriate Enjoys and participates in educational activities and school life Sound home/school link Planned progression beyond statutory education 16

20 Emotional & behavioural development Demonstrated appropriate responses in feelings and actions Good quality early attachments Able to adapt to change Able to demonstrate empathy Identity Positive sense of self and abilities Demonstrates feelings of belongingness and acceptance Family & social relationships Stable and affectionate relationships with caregivers Good relationship with siblings Positive relationship with peers Social presentation Appropriate dress for different settings Good level of personal hygiene Confident in social situations, but sufficiently discriminating between safe and unsafe contacts Emotional & behavioural development Demonstrated appropriate responses in feelings and actions Good quality early attachments Able to adapt to change Able to demonstrate empathy Identity Positive sense of self and abilities Demonstrates feelings of belongingness and acceptance Family & social relationships Stable and affectionate relationships with caregivers Good relationship with siblings Positive relationship with peers. Social presentation Appropriate dress for different settings Good level of personal hygiene. Confident in social situations, but sufficiently discriminating between safe and unsafe contacts Emotional & behavioural development Demonstrated appropriate responses in feelings and actions Good quality early attachments Able to adapt to change Able to demonstrate empathy Identity Positive sense of self and abilities Demonstrates feelings of belongingness and acceptance Family & social relationships Stable and affectionate relationships with caregivers Good relationship with siblings Positive relationship with peers Social presentation Appropriate dress for different settings Good level of personal hygiene Confident in social situations, but sufficiently discriminating between safe and unsafe contacts 17

21 Self-care skills Growing level of competencies in practical and emotional skills, such as feeding, dressing and independent living skills Self-care skills Growing level of competencies in practical and emotional skills, such as feeding, dressing and independent living skills Self-care skills Growing level of competencies in practical and emotional skills, independent living skills 18

22 Level 2 Need: Step 2 - Durham Staircase Additional needs (single practitioner/ agency response) Complete Early Help Assessment Pre Birth 0-4 years 5-11 years years Some concerns identified about growth and development of foetus Parental vulnerability identified (e.g. young parents, separation of parents, parents unduly anxious/fearful) Mother has missed some pre-natal check ups and appointments Young, inexperienced prospective parent(s) Concerns that food, warmth and the basics will not always be available Health Weight and height not increasing at rate expected Child being overweight/obese/ underweight Slow in reaching developmental milestones Not attending routine appointments Persistent minor health problems Limited diet (e.g. no breakfast) Dental care not sufficient, poor attendance for checks/treatment Vulnerability to mental health problems (e.g. acrimonious divorce of parents: unduly anxious, angry or defiant) Health Child being overweight /obese/underweight Slow in reaching developmental milestones Not attending routine appointments Persistent minor health problems perhaps resulting in less than 80% school attendance Limited diet e.g. no breakfast and limited money for school lunch Dental care not sufficient in attendance for checks/treatment Vulnerability to mental health problems e.g. acrimonious divorce of parents, unduly anxious, angry or defiant Health Excessive or low weight gain not proportional to height growth Not attending routine health appointments Persistent minor health problems Limited diet e.g. no breakfast and limited money for school lunch Dental care not sufficient in attendance for checks/treatment Vulnerability to mental health problems e.g. acrimonious divorce of parents, unduly anxious, angry or defiant Early sexual activity Experimenting with tobacco/alcohol/drugs at a young age. 19

23 Education Poor punctuality Occasional school absences without explanation Not always engaged in learning (e.g. poor concentration, low motivation, easily distracted) Not thought to be reaching his/her educational potential Home/nursery (school) link not well established Subject to mild bullying Bullying other children Emotional & behavioural development Some difficulties with family relationships Some difficulties with peer group relationships Some evidence of inappropriate responses and actions Child can find managing change difficult Not always able to understand how own actions impact on others Education Has an assessed SEN Poor punctuality Occasional school absences without explanation Not always engaged in learning e.g. poor concentration, low motivation Not thought to be reaching his/her educational potential Home/school link not well established Emotional & behavioural development Some difficulties with family relationships Some difficulties with peer group relationships Some evidence of inappropriate responses and actions Child can find managing change difficult Not always able to understand how own actions impact on others Education Has an assessed SEN Poor punctuality Occasional school absences without explanation Not always engaged in learning e.g. poor concentration, low motivation Not thought to be reaching his/her educational potential Home/school link not well established Limited evidence of progression planning At risk of making illinformed/inappropriate decision about progression Emotional & behavioural development Some difficulties with family relationships Some difficulties with peer group relationships Some evidence of inappropriate responses and actions Child/young person can find managing change difficult 20

24 Child is unduly apprehensive about new experiences, appears unhappy Child has experienced loss or bereavement and their support needs do not appear to be met within the family network Child is living in an environment where there is a history of domestic violence Identity Some insecurities around identity expressed Limited self-confidence Child subject to discrimination e.g. racial or due to disabilities Child has experienced loss or bereavement and their support needs do not appear to be met within the family network Child is living in an environment where there is a history of domestic violence Identity Some insecurities around identity expressed e.g. low self-esteem for learning, low aspirations for the future Limited self-confidence Child subject to discrimination e.g. racial, sexual or due to disabilities Not always able to understand how own actions impact on others Child/young person has experienced loss or bereavement and their support needs do not appear to be met within the family network Child/young person is living in an environment where there is a history of domestic violence Identity Some insecurities around identity expressed e.g. low self-esteem for learning, low aspirations for the future Limited self-confidence Child subject to discrimination e.g. racial, sexual or due to disabilities 21

25 Family & social relationships Some inconsistencies in relationships with family and friends Child has lack of positive role models Unresolved issues from parents divorce, step parenting or death of carer Child has some difficulties sustaining relationships Social presentation Clothing may be ill fitting e.g. too tight shoes Child may not always be clean may suffer from teasing at school about being smelly Child can be either overfriendly or withdrawn Self-care skills Disability limits amount of self-care possible Not always adequate selfcare e.g. poor hygiene Child slow to develop ageappropriate self- care skills 22 Family & social relationships Some inconsistencies in relationships with family and friends Child has lack of positive role models Unresolved issues from parents divorce, step parenting or death of carer Child has some difficulties sustaining relationships Social presentation Lack of school uniform impacting on progress/relationships in school Clothing may be ill fitting e.g. too tight shoes Child may not always be clean may suffer from teasing at school about being smelly Child can be either overfriendly or withdrawn Self-care skills Disability limits amount of self-care possible Not always adequate selfcare e.g. poor hygiene Child slow to develop ageappropriate Family & social relationships Some inconsistencies in relationships with family and friends Child/young person has lack of positive role models Unresolved issues from parents divorce, step parenting or death of carer Child/young person has some difficulties sustaining relationships Social presentation Lack of school uniform impacting on progress/relationships in school Clothing may be ill fitting e.g. too tight shoes Child/young person may not always be clean may suffer from teasing at school about being smelly Child/young person can be either overfriendly or withdrawn Self-care skills Disability limits amount of self-care possible Not always adequate selfcare e.g. poor hygiene child / young person slow to develop ageappropriate self-care skills