THRESHOLDS FOR REFERRAL TO CHILDREN'S SOCIAL CARE

Size: px
Start display at page:

Download "THRESHOLDS FOR REFERRAL TO CHILDREN'S SOCIAL CARE"

Transcription

1 FAMILY SERVICES SAFEGUARDING & FAMILY SUPPORT SERVICE THRESHOLDS FOR REFERRAL TO CHILDREN'S SOCIAL CARE April 2010 Revised March 2012 September

2 (1) Introduction (2) Referrals Pathways and Services (3) Context (4) Principles of Practice (5) Definitions/ A Common Understanding (6) Family Services for Different Levels of Need (7) Deciding on Whether to Make a Referral (8) Thresholds Guidance (9) Contact Information 2

3 1. INTRODUCTION 1.1 All children deserve the opportunity to achieve their full potential. This was set out in the Every Children Matters outcomes framework. Focusing on outcomes is the key to improving children and young people s wellbeing. The outcomes are: Stay Safe Be Healthy Enjoy and Achieve Make a Positive Contribution Achieve Economic Wellbeing 1.2 The purpose of this document is to help practitioners and managers focus and identify needs of children and young people and the actions required to meet these needs. It will Enable use of common language Be consistent with legislation and guidance, e.g. Working Together to Safeguard Children 2010, Children Act 1989 Children Act Be consistent with the approach reflected in the Children & Young Persons Plan Adhere with local information sharing protocols. 1.3 Safeguarding and promoting the welfare of children is defined in Working Together to Safeguard Children (2010) as: Protecting children from maltreatment; Preventing impairment of children s health and development; Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care. And undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully. 3

4 The Munro review of child protection recommends that support and intervention for children and young people needs to be timely, of a high quality and effective. Therefore the application of this document should ensure that professionals coming into contact with children, young people and families are equipped to understand the level of need and can respond to those needs by ensuring that the focus is on the child s journey from needing to receiving the appropriate help at the right time and at the right level of intervention. The correct application of assessment, support and intervention should ensure that professionals coming into contact with children and young people do not simply react to child protection or safeguarding issues but also provides support to prevent child maltreatment and harm in the first place. 1.4 This document: Sets out principles for practice; Establishes common thresholds for action/ intervention; Clarifies when agencies need to intervene; Describes levels of vulnerability; Facilitates the targeting of services at those identified children and young people most in need. 1.5 This guidance does not give all the answers on how to assess levels of need. Neither does it replace the judgement that workers and professionals need to use when working with children, young people and their families. In order to ensure we have correct referral and assessment processes and systems in place, this document aims to set out the safe application of thresholds in Wakefield MDC. 1.6 This document is produced by Wakefield MDC Family Services and agreed by the Local Safeguarding Children Board. It is informed by National Guidelines, regulation and legislation. 1.7 The information contained is targeted primarily at professionals who come into regular contact with children, young people and families. It provides guidance on what to do if professionals have concerns and assist them in clarifying actions to take. 1.8 In addition the document aims to support Wakefield MDC Social Care Teams, particularly those who are involved with referrals or initial contact. The aim is to provide consistency across social care, although individual circumstances and issues in each case is always a significant factor. 4

5 2. REFERRAL PATHWAYS AND SERVICES 2.1 Referrals to services raising concerns about children, young people and their families typically fall into 3 categories: Early intervention and prevention Children in Need Child Protection 2.2 The initial point of contact in Wakefield MDC for children s social care is Social Care Direct. This service has a dual purpose: progressing referrals that are assessed by them as requiring further intervention, and to signpost to other provision or services where social care intervention is not appropriate. 2.3 The role of Social Care Direct is critical and there is a need to ensure that the decision made at this stage is transparent with clear reasoning for decision making provided and clear pathways on clarifying the processes that will be undertaken. This includes informing referrers of action taken. There are various internal processes to provide quality assurance and consistent decision making within Social Care Direct. 2.4 Social Care Direct will manage early intervention and prevention requests by advising the referrer to undertake a Common Assessment Framework (CAF) where appropriate. The use of the CAF will ensure that there is an assessment of need and will promote the Team around the family / child. 2.5 Safeguarding and child protection work is underpinned by principles of working in partnership with families and other statutory agencies. In all cases apart from where there are concerns that involve risk or harm to a child, parental consent is required. 2.6 When considering whether to refer to children s social care it is important to understand that the Local Authority has no mandate to compel parents to undertake assessments or accept services recommended. The recourse for gaining co-operation when consent is absent is through legal proceedings. In circumstances where parents/ carers do not engage with recommended services or interventions or are unwilling to act upon recommendations there may be consequences in terms of the action taken by the Local Authority. 2.7 Wakefield MDC Family Services uses the thresholds set out in Section 8 to consider whether referrals will be accepted for social work involvement, whether an assessment of the child and their family will be undertaken and where services or interventions will be provided or 5

6 offered. Thresholds are necessary to ensure services are targeted at the children, young people and families who are most vulnerable and to ensure that decision making is consistent. 2.8 When a referral is below the threshold, children's social care will provide the referrer with information on more suitable services and assist with these referrals if appropriate. This includes advice about whether an assessment using the Common Assessment Framework (CAF) should be completed. 2.9 From 1st April 2010, all referrals to children's social care from professionals or other Agencies which are not child protection/abuse/ serious harm, should be accompanied by a completed CAF to demonstrate the needs of the child and the support that has been offered to the family. 3. CONTEXT 3.1 Patterns of family life are diverse and there is no one perfect way to bring up children. Good parenting involves a combination of knowledge and skills and at times this is challenging. Asking for help should be promoted as a positive step in taking responsibility rather than seen as demonstrating failure. 3.2 Achieving good outcomes for children requires all those with the responsibility for assessment and the provision of services to work together according to an agreed plan of action. Effective collaboration requires organisations to be clear about Their roles and responsibilities for safeguarding and promoting the welfare of children (Section 11 Children Act 2004). The purpose of their activity, the decisions that are required at each stage of the process and the planned outcomes for the children, young people and family members. The legislative basis for the work. Protocols and procedures to be followed including the way in which information will be shared across professional boundaries and within agencies and be recorded. Which organisation, team or professional has lead responsibility and the precise roles of everyone else who is involved including the way in which children, young people and family members will be involved. 6

7 Any time scales in regulation or guidance that govern the completion of assessments, making of plans and timing of reviews. 3.3 A child is defined in legislation as a person under the age of 18 (Section 105 Children Act 1989). Whatever their circumstances prior to the becoming 18 they are still children. Some young people over 18 continue to access services provided by children s social care, for example Care Leavers, those subject to a statement of Educational Needs and those young people subject to transitional care packages from children s social care to adults social care. 3.4 The National Service Framework for Children, Young People and Maternity Services has standards in health and social care for improving service delivery, particularly around health and well-being, delivering child centred services, safeguarding and promoting welfare, supporting those who are disabled or who have complex health needs and promoting mental health and psychological well-being. 3.5 Who is a child in need? Children in need are defined under the Children Act 1989 as those who are unlikely to reach or maintain a satisfactory level of health and development or their health will be significantly impaired without the provision of services, including children who have disabilities. Critical factors on deciding whether a child is in need are: What will happen to a child's health and development without services being provided. The likely effect the services will have on the child's standard of health and development. 3.6 What is significant harm? Some children are in need because they are suffering or are likely to suffer significant harm. The Children Act 1989 introduced the concept of significant harm as the threshold that justifies compulsory intervention in family life in the best interests of children and gives local authorities a duty (Sect 47 Children Act 1989) to make enquiries to decide whether they should take action to safeguard or promote the welfare of a child who is suffering, or likely to suffer significant harm (para 1.26 Working Together 2010). Child protection and safeguarding procedures for Wakefield are available at: 7

8 3.7 To make enquiries involves assessing what is happening to the child. Where enquiries are made, a Core Assessment should concentrate on the harm that has occurred or is likely to occur to the child as a result of child maltreatment in order to inform future plans and the nature of the services required. Decisions about significant harm are complex and should be informed by a careful assessment of the child's circumstances and involvement and input from other statutory agencies involved with the children, young people or their family. 4. PRINCIPLES OF PRACTICE 4.1 Working Together to Safeguard Children (2010) sets out very clearly the principles of practice that should underpin agency practice in safeguarding and promoting the welfare of children, (para ). These are:- Child centred The child should be seen alone by the lead Social Worker in addition to all other professionals who have a responsibility for the child's welfare. His or her welfare should be kept sharply in focus in all work with the child and family. The significance of seeing and observing the child cannot be overstated. The child should be spoken and listened to, and their wishes and feelings ascertained, taken into account (having regard to their age and understanding) and recorded when making decisions about the provision of services. Some of the worst failures of the system have occurred when professionals have lost sight of the child and concentrated instead on their relationship with the adults. Rooted in child development Those working with children should have a detailed understanding of child development and how the quality of the care they are receiving can have an impact on their health and development. They should recognise that as children grow, they continue to develop their skills and abilities. Each stage, from infancy through middle years to adolescence, lays the foundation for more complex development. Plans and interventions to safeguard and promote the child's welfare should be based on a clear assessment of the child's developmental progress and the difficulties the child may be experiencing. Planned action should also be timely and appropriate for the child's age and stage of development. 8

9 Focused on outcomes for children When working directly with a child, any plan developed for the child and their family or caregiver should be based on an assessment of the child's developmental needs and the parents/caregivers' capacity to respond to these needs within their family and environmental context. The plan should set out the planned outcomes for the child; progress against these should be regularly reviewed and the actual outcomes should be recorded. The purpose of all interventions should be to achieve the best possible outcomes for each child, recognising that each child is unique. These outcomes should contribute to the key outcomes set out for all children in the Children Act Holistic in approach Having a holistic approach means having an understanding of a child within the context of their family (parents or caregivers and the wider family) and of the educational setting, community and culture in which he or she is growing up. The interaction between the developmental needs of children, the capacities of parents or caregivers to respond appropriately to those needs, the impact of wider family and environmental factors on children and on parenting capacity, requires careful exploration during an assessment. The ultimate aim is to understand the child's developmental needs and the capacity of the parents or caregivers to meet them and to provide services to the child and to the family members that respond to these needs. The child's context will be even more complex when they are living away from home and looked after by adults who do not have Parental responsibility for them. Ensuring equality of opportunity Equality of opportunity means that all children have the opportunity to achieve the best possible developmental outcomes, regardless of their gender, ability, race, ethnicity, circumstances or age. Some vulnerable children may have been particularly disadvantaged in their access to important opportunities and their health and educational needs will require particular attention in order to optimise their current welfare as well as their long-term outcomes into adulthood. Involving children and families In the process of finding out what is happening to a child it is important to listen to the child, develop a therapeutic relationship with the child and through this gain an understanding of his or her wishes and feelings. The importance of developing a co-operative working relationship is emphasised so that parents or caregivers feel respected and informed; they believe staff are being open and honest with them and in turn they are confident about providing vital information about their child, 9

10 themselves and their circumstances. The consent of children or their parents/caregivers, where appropriate, should be obtained for sharing information unless to do so would place a child at risk of suffering significant harm. Similarly, decisions should also be made with their agreement, whenever possible, unless to do so would place the child at risk of suffering significant harm. Building on strengths as well as identifying difficulties Identifying both strengths (including resilience and protective factors) and difficulties (including vulnerabilities and risk factors) within the child, his or her family and the context in which they are living is important, as is considering how these factors are having an impact on the child's health and development. Too often it has been found that a deficit model of working with families predominates in practice and ignores crucial areas of success and effectiveness within the family on which to base interventions. Working with a child or family's strengths becomes an important part of a plan to resolve difficulties. Integrated in approach From birth there will be a variety of different agencies and services in the community involved with children and their development, particularly in relation to their health and education. Multi- and inter-agency work to safeguard and promote children's welfare starts as soon as it has been identified that the child or the family members have additional needs requiring support/services beyond universal services, not just when there are questions about possible harm. A continuing process not an event Understanding what is happening to a vulnerable child within the context of his or her family and the local community and taking appropriate action are continuing and interactive processes, and not single events. Assessment should continue throughout a period of intervention and intervention may start at the beginning of an assessment. Providing and reviewing services Action and services should be provided according to the identified needs of the child and family in parallel with assessment where necessary. It is not necessary to await completion of the assessment process. Immediate and practical needs should be addressed alongside more complex and longer term ones. The impact of service provision on a child's developmental progress should be reviewed at regular intervals. 10

11 Informed by evidence Effective practice with children and families requires sound professional judgements which are underpinned by a rigorous evidence base, and draw on the practitioner's knowledge and experience. Decisions based on these judgements should be kept under review, and take full account of any new information obtained during the course of work with the child and family. 5. DEFINITIONS/ A COMMON UNDERSTANDING 5.1 Children in Need Section 17 of the Children Act 1989 places the general duty on every Local Authority to safeguard and promote the welfare of children who are in need within their area. Wakefield MDC social care services must, so far as is consistent with the duty, promote the upbringing of children in need by their families through provision of a range and level of service appropriate to the child's needs. In order to receive services under Section 17, the child will have additional needs requiring integrated, targeted support. 5.2 Child Protection Child protection is part of safeguarding and promoting welfare. Section 47 of the Children Act 1989 requires the Local Authority to make enquiries to enable it to decide whether the child is suffering or likely to suffer significant harm and to assess whether action is required to safeguard and promote the child s welfare. Police, Health, education and other services have a statutory duty to help the Local Authority social care services to carry out Section 47 enquiries. 5.3 Working Together 2010 sets out the definition of abuse and neglect in paragraphs 1.32 to 1.36: Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting, by those known to them or, more rarely, by a stranger for example, via the internet. They may be abused by an adult or adults, or another child or children. Physical abuse Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child. 11

12 Emotional Abuse Emotional abuse is persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately making silencing them or making fun of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond the child s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone. Sexual abuse Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or non- penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. Neglect Neglect is the persistent failure to meet a child's basic physical and/or psychological needs, likely to result in the serious impairment of the child's health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; 12

13 ensure adequate supervision (including the use of inadequate care - givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child's basic emotional needs. 5.4 Domestic Violence Harm to children caused by domestic violence can be significant through emotional and physical abuse and/ or neglect. The main characteristic of domestic violence is that behaviour is intentional and is calculated to exercise power, control or authority within a relationship. The impact of domestic violence is usually on every aspect of a child s life, although it will vary according to the child s resilience and the strengths and weaknesses of his or her particular circumstances. Detailed information about domestic violence and access to services within Wakefield MDC are available through ( contacts are safeathome@wakefield.gov.uk and communitysafety@wakefield.gov.uk) 5.5 Children with disabilities Research indicates that disabled children and young people have additional support needs and face an increased risk of abuse and neglect. The reasons for the increased vulnerability include: They are more likely to be socially isolated with fewer outside contacts than non-disabled children Their dependency on parents and (sometimes multiple) carers for practical assistance in daily living including intimate care, increases their risk to exposure and abuse They may have reduced capacity to resist or avoid abuse There may be speech, language and communication needs which may make it difficult to tell others what is happening. There may only be a small number of people with the skills to communicate with the child They often do not have access to someone they can trust to disclose that they have been abused They may be more vulnerable to bullying 13

14 There may be an increased risk for physical handling, thereby increasing the risk of accidental injury. There may be an assumption by professionals that poor or deteriorating health arises from known health problems rather than neglect Therefore professionals supporting disabled children and their families must ensure that they retain a focus on the needs of the child whilst assessing and supporting the child and family. 5.6 Toxic Trio: Domestic Abuse, Mental Health and Substance Misuse Research shows that the environment in which a child is living directly affects their safety and wellbeing. The term toxic trio is used to describe the complex issue of domestic abuse, mental health and substance misuse. The complexities of these multiple risk factors has been a feature of national Serious Case Reviews into child deaths or serious injuries to a child or young person. Research would suggest that the prevalence of more than one factor increases the levels of vulnerability. Therefore professionals should speak with their line manager, or designated child protection advisor and refer the child/ young person to Social Care Direct if they become concerned regarding these risk factors. 6. FAMILY SERVICES FOR DIFFERENT LEVELS OF NEED There are different types of services available to help different needs in different circumstances. Many of these services can be accessed directly by parents. 6.1 Universal services are provided for all children and young people throughout the Wakefield district, aged 0-18 years (and 0-19 for children who have a disability). Most families use only the universal or every day services available to all families such as health centres, schools, children's centres, general practitioners, hospitals. All children and parents/carers are helped to access and use these universal services. The Children and Young Person's Plan will ensure that these services are regularly reviewed and are available to meet the needs of the majority of people within the Wakefield District. 6.2 Targeted services are focused on supporting families in communities where it is known there are high levels of deprivation and other general needs. Targeted services are provided locally through schools, Children s centres, voluntary agencies and through other initiatives. They provide early support, parenting and life skills and help families access ongoing training, education and employment. These services 14

15 include family learning and family language, literacy and numeracy which are developed by the Adult and Community Education Service. The aim of targeted services is to provide a more localised response to assist the general community in feeling more secure and improve the overall well-being of the community. 6.3 Early intervention support and prevention (including CAF). Some children, young people and families need more support at different times. This can be for a whole variety of reasons, sometimes caused by stress or ill health. These services should be easily accessed by parents and carers and would ordinarily be Children's Centres, access to specialist health professionals and for teenagers Youth Development and Support Services. The Common Assessment Framework (CAF) is a holistic assessment of a child's needs for services. It is a process for recognising signs that a child may have unmet needs that universal services cannot meet. It is also a process for identifying and involving other agencies who may be able to support the child and/or undertake specialist assessment or work. Central to its development is the principle that it is child and young person centred, holistic and can be shared across professionals as appropriate. The CAF provides a common method of assessment across children's services, it facilitates early identification of needs leading to co-ordinated provision which will have a lead professional where appropriate and provides information sharing to avoid the duplication of assessments. The CAF is designed for when there are concerns about how a child is progressing in terms of their health, welfare, behaviour, progress in learning or any other aspect of their well-being. The child's needs are unclear or broader than a single universal service can address. A CAF should be completed when a professional in any agency has concerns that a child will not progress to the 5 Every Child Matters priority outcomes without additional services. A CAF can only be completed with the permission of the parents or young person. There are separate procedures and processes for the operation of the CAF within Wakefield MDC. The CAF Co-ordinators are available to help in terms of structure, process and engagement throughout the CAF process. In most circumstances from 1st April 2010 (except where there are immediate concerns about risk to a child's well being or safety) professionals referring to Social Care Direct will be expected to have undertaken a CAF. In these instances the CAF is the evidence of interventions that have been attempted, and the progress or otherwise of these. It will demonstrate the co-operation of all relevant 15

16 professionals to intervene and provide support and will also be an indication of the shared agenda throughout all agencies to support and safeguard children and young people. It will also identify what services the family feel they need. 6.4 Enhanced or Specialist Support - This is available for children, young people and their families who have needs or requirements that are complex and require assistance and support from more than one agency. These needs might be triggered by incidents such as parental mental health crisis, bereavement, change, family separation. This intervention can be long term and specialised, for example, assisting with a child that has disabilities. In all cases agencies will work in partnership with parents and carers. 6.5 Statutory Intervention - In some instances family problems are severe and don t improve through enhanced or specialist support. Sometimes there is a need for statutory intervention, but this will only occur when children and young people are experiencing or are likely to suffer significant harm. Statutory intervention requires the use of legal proceedings and is most commonly used in Care Proceedings and includes the placing of children in Local Authority care. The support for children in care is detailed in Wakefield MDC s Looked After Children Strategy. 7. DECIDING ON WHETHER TO MAKE A REFERRAL 7.1 It is important to be clear about the purpose and intended outcome of referrals to Social Care Direct. Using the threshold guidance should assist in considering the main categories of referrals and related levels of need, to consider where concerns about a child or young person fit. 7.2 It is essential to consult with other professionals in the child's network (such as health visitor, youth worker, teacher) if you have concerns. When the concern is around risk of harm to a child, you may want to speak to your own agency lead or designated worker for child protection and safeguarding. Alternatively, you can speak with, Social Care Direct, or one of Wakefield MDC's child protection advisers based in the Safeguarding Unit and LSCB about a referral. 7.3 Professionals in all agencies have a responsibility to refer a child to Social Care Direct when it is believed or suspected that the child: Has suffered significant harm, or Is likely to suffer significant harm 16

17 7.4 It is important to appreciate that when a referral to Social Care Direct may not reach the threshold requiring assessment and intervention, information received will be entered onto the database and will be taken into consideration in the event of further information or referrals being received. 7.5 Because a family's need for support will change with time and circumstances, it is important to make clear and easy links between levels of support to meet each level of need. There are 'pathways' to move through the tiers of services provided to meet needs at all levels from universal to specialist support. This works both to bring in extra help at times of great need and so that services withdraw from the family when they are no longer needed. This could be as simple as supporting children and parents through the move from Junior to Secondary School or giving more complex support during a severe but short-term illness of a lone parent. In both examples the family need the right help at the right time. 7.6 The group of professionals working with a family will check regularly to make sure the plans are working. If the problems are improving and the family is coping, the services will agree with the family a time to withdraw. In this way service provision would move down the levels of need. However, if circumstances don't improve or get worse the Lead Professional will work with the family to bring in other services to move up to a higher level of support. This can be summarised as shown in the diagram. 17

18 Increasing needs - Child and family access early support or enhanced or specialist services - handing on, with permission (when appropriate information about needs and services provided so far. Level 4 Statutory Intervention Level 3 Enhanced, Intensive or Specialist Support Level 2 Early Support Level 1 Universal Services Decreasing needs for the child and family who are referred back through early support services through to universal services - handing on, with permission, information about outstanding needs. 18

19 Services available to help meet identified needs are shown below. LEVEL 1 - UNIVERSAL Acute & Primary Health Care Universal & Youth Services Connexion Services School Provision Housing Leisure After School Provision (Extended) Religious Organisations Children s Centres Voluntary Organisations Home Based Care Play Groups Advice and Information Centres LEVEL 3 - ENHANCED OR SPECIALIST SUPPORT All Level 1 and 2 Services with addition of Child Care Services Child and Adolescent Mental Health Service (CAMHS) Family Support Service - individual work Specialist Health Teams Statutory Assessment of Special Educational Needs Social Work Assessment Support Work Troubled Families Educational Psychology Domestic Violence Service LEVEL 2 - EARLY SUPPORT All Level 1 Services with the addition of - Acute Health Services In Patient/ Out Patient Provision of Service. Primary Health Service Provision of: Physiotherapy Speech & language Therapy Occupational Therapy Children s Advisors Education Psychology Support to Schools Education Welfare Support to Schools Home Start Substance Misuse Service Housing Support Workers Portage Service Support to Families Women s Aid Young Carer s Service Parenting Support Services Support Services for Families with a Child with Disabilities Young Families Targeted Youth Support LEVEL 4 - STATUTORY All Level 1, 2 and 3 Services Inpatient Provision for Children with Mental Health Problems/ Substance Misuse Police Legal Services to Safeguard Children Child Care Services Care Assessment and Plans Youth Offending Team Specialist Care Placement for Looked After Children including Residential/ Fostering and Adoption Services Specific Therapeutic Intervention Services 19

20 8. THRESHOLD GUIDANCE 8.1 For the purpose of this document thresholds are defined as a level of evidence based need and the criteria by which interventions are made available. It is a guide for practitioners and professionals. It does not provide definitive advice and cannot substitute evidence based on analytical assessment. If you are uncertain, PLEASE consult with colleagues or lead personnel (designated teachers or lead professionals in safeguarding). Social Care Direct can provide advice and guidance, as can the Safeguarding Children s Board Manager, or the Safeguarding Unit Manager. 8.2 When deciding which level of priority need a child or young person falls within, Social Care Direct will take into account the age / understanding of the child and the impact of the concern on the child s welfare and development. 8.3 It is important to note that these examples are to illustrate levels of need only, it is not an exhaustive list and will not replace professional judgement. 8.4 Similarly, no single example will automatically trigger a specific response, and some factors may need to be considered within the family or environmental context, or in relation to other concerns. LOW PRIORITY NEED - LIKELY TO REQUIRE A CAF A combination of low priority needs will indicate a CAF is required, however those needs occurring on their own marked with an asterisk are also more likely to require a CAF Areas of Need Low Priority Need These are examples, other situations may fit this criteria Health Slow in reaching developmental milestones Limited take-up of universal health services *Children with some special needs/ health needs (including mental health) requiring co-ordinated support from a range of services Obesity/ poor diet *Frequent attendance at A&E for minor accidental injuries *Frequent attendance at GP for minor illnesses Education *Children regularly absent from school or not reaching their potential educational targets. *Children at risk of school exclusion or have been excluded. *Children on School Action or School action Plus or with a Pastoral 20

21 LOW PRIORITY NEED - LIKELY TO REQUIRE A CAF A combination of low priority needs will indicate a CAF is required, however those needs occurring on their own marked with an asterisk are also more likely to require a CAF Areas of Need Low Priority Need These are examples, other situations may fit this criteria Support Plan who require a co-ordinated multi-agency response. *Children with a statement of Special Educational Needs *Children with limited access to educational materials, books or toys Social, Emotional and Behavioural, including identity Low self - esteem Victim of crime or bullying with no risk of significant harm *Children engaging in anti - social behaviour, at risk of offending or beginning to offend *Early onset of sexual activity/ teenage pregnancy/ teen parents *Onset of self - harming behaviour. *Low level of substance misuse Lack of age appropriate behaviour and independent living skills that increase vulnerability to social exclusion *Children who are occasionally reported as missing from home *Children suffering from the impact of past domestic violence *Children with challenging behaviour whose parents are unable to cope without the provision of services *Children who occasionally harm other children and attempts at resolution have not been successful. Family and Social Relationships *Parents/ Carers who have relationship difficulties which may affect the child Children who fall within the definition of a young carer Child s Environment *Presence of domestic violence, however evidence confirms that the child is not witnessing incidents and parents are receiving help to resolve *Homelessness, risk of homelessness, overcrowding Family require support as a result of social exclusion/ harassment (including racial harassment) Family socially isolated within the community/ wider networks or lack access to local facilities/ or victims of Anti - social behaviour 21

22 LOW PRIORITY NEED - LIKELY TO REQUIRE A CAF A combination of low priority needs will indicate a CAF is required, however those needs occurring on their own marked with an asterisk are also more likely to require a CAF Areas of Need Low Priority Need These are examples, other situations may fit this criteria Family affected by low income, debt or unemployment Parental Factors Inconsistent standards of parenting but child s development not significantly impaired Parents requesting advice to manage their child s behaviour/ support around parenting issues *Parental substance misuse/ offending behaviour impacting on child, below the level of significant harm *Parent s physical or mental health condition impacting on child, below the level of significant harm Parent/ carer has no effective family or community supports which adversely impacts on the child 22

23 MEDIUM PRIORITY NEED - LIKELY TO BE A CHILD IN NEED (SECTION 17) REFERRAL Areas of Need Medium Priority Need These are examples, other situations may fit this criteria Health Children living in an environment that poses a risk to their safety or well being Children with a significant level of special needs, whose parents are unable to meet their needs without the provision of support The physical care or supervision of the child is inadequate Children with a high level of special needs or a disability requiring constant supervision, which results in a high risk of family breakdown Education Children underachieving significantly in school and not supported or encouraged by parents The child has been permanently excluded resulting in a risk of family breakdown Children not in education, employment or training (NEET) Social, Emotional and Behavioural, including identity Children whose behaviour alienates or provokes rejection Children with challenging behaviour, which results in serious risk to the child or others, which parents are unable to manage resulting in a high risk of family breakdown Children who are often reported as missing from home Children involved in regular substance misuse Children who self harm where parents are not responding appropriately Children who often harm other children and the involvement of services have not resolved the behaviour Children who are fire setting and are placing themselves/ others at risk of harm Unaccompanied Asylum Seeking children/ young people Family and Social Relationships Children under 16 who are looked after in a private fostering arrangement beyond 28 days Children where there is a risk of breakdown of relationship with parent/carer Children experiencing several carers within their family network creating inconsistency and insecurity for the child Children exhibiting attachment disorders, i.e. severe separation 23

24 MEDIUM PRIORITY NEED - LIKELY TO BE A CHILD IN NEED (SECTION 17) REFERRAL Areas of Need Medium Priority Need These are examples, other situations may fit this criteria anxiety Children where there has been a breakdown of relationship with parent/carer Children where the parent/ carer is unable to cope and there are no alternative carers Child s Environment The child is living in an environment where there are ongoing concerns of domestic violence Home environment or hygiene is beginning to place the child at risk of significant harm Child living independently in unsuitable accommodation, e.g. hostel, B&B The child is living in prison/ secure accommodation Parental Factors Parent/ carer has a physical disability or history of mental health problems or learning disability which significantly affects their ability to care for the child or the parent is currently in crisis Parents whose criminal and/or anti - social behaviour threatens the welfare of the child HIGH PRIORITY NEED - LIKELY TO BE A CHILD PROTECTION (SECTION 47) REFERRAL Areas of Need High Priority Need These are examples, other situations may fit this criteria Health Situations where the physical care of supervision of a child is severely neglected Children who seriously self harm including eating disorders where parents are not working with professionals or accepting support Children where there is a sufficient body of evidence to indicate they are at risk of Female Genital Mutilation A child whose serious and/ prolific offending is putting their health at risk, e.g. aggravated vehicle taking, knife crime A child who is seriously misusing substances in a manner that is likely to seriously impact on their health Fabricated illness Education Chronic non attendance at school or other educational provision attribute to lack of parental support, or in the context of environment or other risk factors. Social, Emotional and behavioural, including identity Children who are experiencing acute emotional rejection by parents/ carers including unrealistic expectations, scapegoating and inconsistent parenting 24

25 Children at risk of suffering significant harm, including physical, sexual abuse and exploitation, emotional and neglect Children who disappear or who frequently go missing from home for long periods Children who cause or are at risk of causing significant physical or sexual harm to another child Family and Social Relationships Children where there is a sufficient body of evidence to suggest they are the subject or trafficking and exploitation Children needing to be looked after outside their own family as a result of an immediate risk to the children Child s Environment Children living in an environment where there is a high level of domestic violence that put the child at risk Home environment or hygiene places a child at immediate risk of harm Children who are homeless Parental Factors Both or only parent/ carer is suffering from several physical or mental health problems or learning disability and are failing to adequately care for a child Both or only parent/carer is involved in severe alcohol or substance misuse which is significantly affecting the child s wellbeing. Parent/ carer has a predisposition to violence and/ or extreme anti social behaviour which is placing the child in immediate danger Parent/ carer who has a conviction against a children or is known by police intelligence or other assessment to pose a risk to children Children who are living with a parent/ carer who is known to have a previous child removed under a court order 25

26 9. CONTACT INFORMATION Service Tel. No. Social Care Direct Wakefield Safeguarding Children Board Manager/LADO Safeguarding Unit Coordinator (Interim) CAMHS (Castleford) (Pontefract (Wakefield CAF Co-ordinators Education Welfare or Service NHS Wakefield District Safeguarding Children Team Mid Yorkshire Hospitals NHS Trust Named Nurses (Safeguarding) Named Nurse (Safeguarding) Named Midwife South West Yorkshire Foundation Trust Names Nurse (Safeguarding) Child Protection Unit Youth Offending Team Targeted Youth Support Educational Psychology Service City Hub (Wakefield) Towns (Pontefract) South East (Hemsworth)

27 27

Child Protection Procedures and Enquiries. Information for Parents and Carers

Child Protection Procedures and Enquiries. Information for Parents and Carers South Gloucestershire Safeguarding Children Board (SGSCB) Child Protection Procedures and Enquiries Information for Parents and Carers If you need this information in another format or language please

More information

Tier 3/4 Social Work Services

Tier 3/4 Social Work Services Children s Services key guidelines 2010 Information from Southampton City Council The threshold criteria for accessing Tier 3/4 Social Work Services Introduction Information sharing is as important as

More information

Managing individual cases: the Framework for the Assessment of Children in Need and their Families

Managing individual cases: the Framework for the Assessment of Children in Need and their Families Managing individual cases: the Framework for the Assessment of Children in Need and their Families Preface 1.1 A consistent message from cases involving harm to children is the importance of identifying

More information

Management Information. Chief Social Work Officer

Management Information. Chief Social Work Officer Management Information Lead Officer Name: Paul Woolrich Designation: Service Improvement Manager Tel: 58462 (0131 553 8462) Lead Service Area Support to Children & Young People Last Review Date December

More information

This document has been archived. What to do if you re worried a child is being abused

This document has been archived. What to do if you re worried a child is being abused What to do if you re worried a child is being abused Contents Preface Safeguarding Children 5 1 Introduction Working with children about whom there are child welfare concerns 7 2 What is a child in need?

More information

Working together to improve outcomes for children and families. Needs, thresholds and pathways Guidance for Camden s children s workforce

Working together to improve outcomes for children and families. Needs, thresholds and pathways Guidance for Camden s children s workforce Working together to improve outcomes for children and families Needs, thresholds and pathways Guidance for Camden s children s workforce Universal, and Specialist Services: responding to the needs of Camden

More information

Child protection training for schoolbased teaching and non-teaching staff and volunteers in Devon (Version 1, last revised 2005)

Child protection training for schoolbased teaching and non-teaching staff and volunteers in Devon (Version 1, last revised 2005) Child protection training for schoolbased teaching and non-teaching staff and volunteers in Devon (Version 1, last revised 2005) This training should be delivered by the trained and designated person for

More information

Child Protection Policy

Child Protection Policy Child Protection Policy Revised January 2016 Table of Contents 1. Introduction 2. Child Protection Procedures 3. Roles & Responsibilities 4. Information Sharing 5. Allegations Against Staff 6. Child Protection

More information

PRESIDENT KENNEDY SCHOOL A HUMANITIES COLLEGE. Child Protection Policy

PRESIDENT KENNEDY SCHOOL A HUMANITIES COLLEGE. Child Protection Policy PRESIDENT KENNEDY SCHOOL A HUMANITIES COLLEGE Child Protection Policy 1 Contents Cover Page 1 Contents Page 2 Policy Statement Page 3 Introduction Page 4 Child Protection Residential Guidelines Page 6

More information

ACTIV-8 SAFEGUARDING POLICY

ACTIV-8 SAFEGUARDING POLICY ACTIV-8 SAFEGUARDING POLICY The Department for Education s Working Together to Safeguard Children (2013) defines safeguarding and promoting the welfare of children as: protecting children from maltreatment;

More information

Guidance to support the Levels of Need poster

Guidance to support the Levels of Need poster Guidance to support the Levels of Need poster V.1 Approved by Cheshire East Safeguarding Children Board 24 th January 2014 1 Introduction This Framework aims to provide all professionals working with children

More information

Working Together to Safeguard Children

Working Together to Safeguard Children Working Together to Safeguard Children A guide to inter-agency working to safeguard and promote the welfare of children March 2013 Contents Summary 5 About this guidance 5 What is the status of this guidance?

More information

Working together to safeguard children. A guide to inter-agency working to safeguard and promote the welfare of children

Working together to safeguard children. A guide to inter-agency working to safeguard and promote the welfare of children Working together to safeguard children A guide to inter-agency working to safeguard and promote the welfare of children March 2015 Contents Introduction 5 About this guidance 6 What is the status of this

More information

Guidance. Wigan s Threshold of Need. www.wiganlscb.com. Wigan Safeguarding Children Board

Guidance. Wigan s Threshold of Need. www.wiganlscb.com. Wigan Safeguarding Children Board Wigan Safeguarding Children Board Wigan s Threshold of Need Guidance Working to keep children and young people happy, healthy and safe. www.wiganlscb.com Contents Welcome.........................................................................Page

More information

SAFEGUARDING CHILDREN AND CHILD PROTECTION POLICY

SAFEGUARDING CHILDREN AND CHILD PROTECTION POLICY SAFEGUARDING CHILDREN AND CHILD PROTECTION POLICY Our setting will work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life.

More information

Safeguarding / Child Protection Policy

Safeguarding / Child Protection Policy Safeguarding / Child Protection Policy Policy statement on equality and diversity The School will promote equality of opportunity for students and staff from all social, cultural and economic backgrounds

More information

SAFEGUARDING POLICY AND CHILD PROTECTION PROCEDURES

SAFEGUARDING POLICY AND CHILD PROTECTION PROCEDURES INTRODUCTION COLCHESTER ENGLISH STUDY CENTRE (CESC) and INTERNATIONAL LANGUAGE HOLIDAYS (ilh) fully recognise their responsibility to safeguard and promote the welfare of the children and young people

More information

Bradford s Threshold of Need

Bradford s Threshold of Need Bradford s Threshold of Need THRESHOLDS OF NEED AND SERVICE RESPONSES: GUIDANCE FOR STAFF This is a guide for people who work with or are involved with children, young people and their families. Its aim

More information

The Legal Framework: Statutory Guidance: Working Together to Safeguard Children (2015) Keeping Children Safe in Education (2015)

The Legal Framework: Statutory Guidance: Working Together to Safeguard Children (2015) Keeping Children Safe in Education (2015) The Green School Safeguarding and Child Protection Policy Aims: To set out the school s responsibilities in, and procedures for, dealing with child protection issues. Schools have a statutory duty under

More information

June 2014. Early Help Pathways. Operational Guidance. Croydon Safeguarding Children Board (CSCB) Keeping Croydon Safe for Children

June 2014. Early Help Pathways. Operational Guidance. Croydon Safeguarding Children Board (CSCB) Keeping Croydon Safe for Children June 2014 Early Help Pathways Operational Guidance Croydon Safeguarding Children Board (CSCB) Keeping Croydon Safe for Children 2 Contents 4 1. Introduction 6 8 12 14 2. Principles of early help 3. Staged

More information

Safeguarding Children Policy (Early Years Child Protection)

Safeguarding Children Policy (Early Years Child Protection) Safeguarding Children Policy (Early Years Child Protection) All parents and carers are asked to read this document carefully prior to a child being placed The purpose of this is to keep each child safe

More information

Neglect Strategy 2014-2016

Neglect Strategy 2014-2016 Local Safeguarding Children Board For Hammersmith and Fulham, Kensington and Chelsea And Westminster Neglect Strategy 2014-2016 1. Introduction and Background This strategy has been developed in response

More information

Child Protection/Safeguarding Policy

Child Protection/Safeguarding Policy VALLEY PRIMARY SCHOOL Child Protection/Safeguarding Policy Designated Child Protection/Safeguarding Officer : Mr J Brown (Headteacher) Deputy Child Protection/Safeguarding Officer: Mr S Jackson (DHT) Miss

More information

Warrington Safeguarding Children Board Neglect Strategy

Warrington Safeguarding Children Board Neglect Strategy Warrington Safeguarding Children Board Neglect Strategy Every child and young person in Warrington should be able to grow up safe from maltreatment, neglect, bullying, discrimination and crime -receiving

More information

Model Safeguarding Policy and Procedure for Smaller Voluntary and Community Groups

Model Safeguarding Policy and Procedure for Smaller Voluntary and Community Groups Introduction Model Safeguarding Policy and Procedure for Smaller Voluntary and Community Groups This NAME OF ORGANISATION policy follows guidelines set out in Bath & North East Somerset (B&NES) Safeguarding

More information

Devon Safeguarding Children s Board Child Sexual Exploitation Risk Assessment Tool v. 12/11/15

Devon Safeguarding Children s Board Child Sexual Exploitation Risk Assessment Tool v. 12/11/15 Devon Safeguarding Children s Board Child Sexual Exploitation Risk Assessment Tool v. 12/11/15 What is Child Sexual Exploitation? See Barnados Puppet on a String for more guidance http://www.barnardos.org.uk/ctf_puppetonastring_report_final.pdf

More information

Wolverhampton s Safeguarding Service. Wolverhampton Safeguarding Children Board Policy and Procedures

Wolverhampton s Safeguarding Service. Wolverhampton Safeguarding Children Board Policy and Procedures Wolverhampton s Safeguarding Service Wolverhampton Safeguarding Children Board Policy and Procedures Introduction These Safeguarding Children Procedures have been adopted by the Wolverhampton Safeguarding

More information

Working Together to Safeguard Children Consultation Document

Working Together to Safeguard Children Consultation Document Working Together to Safeguard Children Consultation Document A guide to inter-agency working to safeguard and promote the welfare of children December 2009 A guide to inter-agency working to safeguard

More information

Mobility and Young London Annex 2(b): London Continuum Descriptors

Mobility and Young London Annex 2(b): London Continuum Descriptors Young London Matters April 2009 Government Office For London Riverwalk House 157-161 Millbank London SW1P 4RR For further information about Young London Matters contact: younglondonmatters@gol.gsi.gov.uk

More information

EARLY INTERVENTION AND PREVENTION STRATEGY 2012-15 Summary

EARLY INTERVENTION AND PREVENTION STRATEGY 2012-15 Summary EARLY INTERVENTION AND PREVENTION STRATEGY 2012-15 Summary Plymouth Children, Young People and Families Partnership INTRODUCTION Why do we need early intervention in Plymouth? We know that effective early

More information

Protecting children and young people

Protecting children and young people Protecting children and young people The responsibilities of all doctors The duties of a doctor registered with the General Medical Council Patients must be able to trust doctors with their lives and health.

More information

Common Assessment Framework (CAF) Frequently Asked Questions

Common Assessment Framework (CAF) Frequently Asked Questions Common Assessment Framework (CAF) Frequently Asked Questions Last updated November 2009 Content Q1. What is the Common Assessment Framework (CAF)?... 1 Q2. What does the Common Assessment Framework consist

More information

Government of Western Australia Department for Child Protection and Family Support. How do I recognise when a child is at risk of abuse or neglect?

Government of Western Australia Department for Child Protection and Family Support. How do I recognise when a child is at risk of abuse or neglect? Government of Western Australia Department for Child Protection and Family Support How do I recognise when a child is at risk of abuse or neglect? Physical abuse Physical abuse is when someone is deliberately

More information

Work placement students undertaking work placement over a long period of time (one or two days per week over a period of two months or more)

Work placement students undertaking work placement over a long period of time (one or two days per week over a period of two months or more) Safeguarding Policy 1. Background In 2015 the Department for Education and Skills published a statutory guidance document Keeping Children Safe in Education on safeguarding and promoting the welfare of

More information

How To Help A Child

How To Help A Child Early Help Multi-Agency Levels of Need Document Sponsor: Caroline Budden, Assistant Director of Childrens and Safeguarding Service, Chair of Early Help Partnership Reference Group Consulted: Early Help

More information

Child Protection Policy 2014-15

Child Protection Policy 2014-15 Child Protection Policy 2014-15 Child Protection Policy Table of Contents 1. Introduction 2. Child Protection Procedures 3. Roles & Responsibilities 4. Information Sharing 5. Allegations Against Staff

More information

What s Going On to safeguard children and young people from sexual exploitation? : A data monitoring Tool

What s Going On to safeguard children and young people from sexual exploitation? : A data monitoring Tool What s Going On to safeguard children and young people from sexual exploitation? : A data monitoring Tool Introduction In 2009 the government published guidance on Safeguarding children and young people

More information

Draft: Keeping children safe in education. Statutory guidance for schools and colleges

Draft: Keeping children safe in education. Statutory guidance for schools and colleges Draft: Keeping children safe in education Statutory guidance for schools and colleges September 2016 Contents Summary 3 What is the status of this guidance? 3 About this guidance 3 Who this guidance is

More information

3. Frequently asked questions about CAF and Lead Professional 3.1 List of Frequently asked Questions 3.2 Frequently Asked Questions and Answers

3. Frequently asked questions about CAF and Lead Professional 3.1 List of Frequently asked Questions 3.2 Frequently Asked Questions and Answers Contents Overview 1. Common Assessment Framework 1.1 Introduction 1.2 The Doncaster CAF Paperwork 1.3 How we have introduced the CAF in Doncaster 1.4 An overview of the CAF 1.5 Using the CAF in Doncaster:

More information

Statement of Purpose. Child Protection/Safeguarding Service

Statement of Purpose. Child Protection/Safeguarding Service Statement of Purpose Child Protection/Safeguarding Service 1. What we do Child Protection/Safeguarding is part of the South Eastern HSC Trust s Children s Services which provides services to ensure the

More information

The Catholic Association

The Catholic Association The Catholic Association PROTECTION POLICY FOR CHILDREN, YOUNG PEOPLE AND VULNERABLE ADULTS THE OVERARCHING STRATEGY The Paramountcy Principle Everyone, both within our organisation and amongst the public

More information

SECTION 4 I - CHILDREN & YOUNG PEOPLE WHO DISPLAY HARMFUL SEXUAL BEHAVIOUR. Introduction p. 2. Principles p. 2. Definition p. 3. Recognition p.

SECTION 4 I - CHILDREN & YOUNG PEOPLE WHO DISPLAY HARMFUL SEXUAL BEHAVIOUR. Introduction p. 2. Principles p. 2. Definition p. 3. Recognition p. www.safeguardingchildren.stoke.gov.uk Staffordshire Safeguarding Children Board and Stoke-on-Trent Safeguarding Children Board Inter-Agency Procedures for Safeguarding Children and Promoting their Welfare.

More information

www.nspcc.org.uk/inform Child protection fact sheet The definitions and signs of child abuse

www.nspcc.org.uk/inform Child protection fact sheet The definitions and signs of child abuse www.nspcc.org.uk/inform Child protection fact sheet The definitions and signs of child abuse April 2009 This fact sheet has been compiled by NSPCC Consultancy Services. It provides guidance for people

More information

Children s centre self-evaluation form guidance

Children s centre self-evaluation form guidance Children s centre self-evaluation form guidance Age group: 0 5 Published: March 2010 Reference no: 100008 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects

More information

Sure Start children s centres statutory guidance. For local authorities, commissioners of local health services and Jobcentre Plus

Sure Start children s centres statutory guidance. For local authorities, commissioners of local health services and Jobcentre Plus Sure Start children s centres statutory guidance For local authorities, commissioners of local health services and Jobcentre Plus April 2013 Contents Summary 3 Sure Start children s centres statutory guidance

More information

Providing support to vulnerable children and families. An information sharing guide for registered school teachers and principals in Victoria

Providing support to vulnerable children and families. An information sharing guide for registered school teachers and principals in Victoria Providing support to vulnerable children and families An information sharing guide for registered school teachers and principals in Victoria Service Coordination Tool Templates 2006 reference guide Providing

More information

Stage 2: Making a referral

Stage 2: Making a referral Stage 2: Making a referral This Stage covers: How to make a referral and where to send it Screening referrals Trafford s 5 Harms 16.5 What is a referral? A referral is the direct reporting of an allegation,

More information

CHILD PROTECTION AND SAFEGUARDING POLICY

CHILD PROTECTION AND SAFEGUARDING POLICY CHILD PROTECTION AND SAFEGUARDING POLICY Document Owner Developed By: Reviewed By: Document Type: Requirement: Document Status: Liz Clarke Jane Jennings/Liz Clarke Dr Caroline Yates, Becky Biddick, Lindsay

More information

H5PJ 04 (SCDHSC0045) Lead practice That Promotes the Safeguarding of Individuals

H5PJ 04 (SCDHSC0045) Lead practice That Promotes the Safeguarding of Individuals H5PJ 04 (SCDHSC0045) Lead practice That Promotes the Safeguarding of Individuals Overview This standard identifies the requirements associated with safeguarding which must permeate all your work with individuals.

More information

F36D 04 (LMC B1) Lead and manage provision of care services that respects, protects and

F36D 04 (LMC B1) Lead and manage provision of care services that respects, protects and Elements of competence LMC B1.1 LMC B1.2 LMC B1.3 Lead and manage provision that complies with legislation, registration, regulation and inspection requirements Lead and manage provision that promotes

More information

Child Protection Good Practice Guide. Domestic violence or abuse

Child Protection Good Practice Guide. Domestic violence or abuse Child Protection Good Practice Guide Domestic violence or abuse West Sussex Social and Caring Services 1 Domestic violence is defined as Any incident of threatening behaviour, violence or abuse which can

More information

Warwick Primary Child Protection and Safeguarding Policy February 2016

Warwick Primary Child Protection and Safeguarding Policy February 2016 Warwick Primary Child Protection and Safeguarding Policy February 2016 Warwick Primary School fully recognises the contribution it can make to protect pupils and support children in school. The pupils

More information

Child Protection Policy for African Impact and The Happy Africa Foundation

Child Protection Policy for African Impact and The Happy Africa Foundation Child Protection Policy for African Impact and The Happy Africa Foundation Safeguarding children is the responsibility of everyone. Introduction to our Child Protection Policy Page 2 Policy Statement Page

More information

THE EFFECTS OF FAMILY VIOLENCE ON CHILDREN. Where Does It Hurt?

THE EFFECTS OF FAMILY VIOLENCE ON CHILDREN. Where Does It Hurt? THE EFFECTS OF FAMILY VIOLENCE ON CHILDREN Where Does It Hurt? Child Abuse Hurts Us All Every child has the right to be nurtured and to be safe. According to: Family Violence in Canada: A Statistical Profile

More information

Keeping children safe in education. Statutory guidance for schools and colleges

Keeping children safe in education. Statutory guidance for schools and colleges Keeping children safe in education Statutory guidance for schools and colleges July 2015 Contents Summary 4 About this guidance 4 Who this guidance is for 4 What it replaces 5 Part one: Safeguarding information

More information

Key Points. SNAPSHOT The impact of domestic violence on children. www.benevolent.org.au. Domestic violence and children

Key Points. SNAPSHOT The impact of domestic violence on children. www.benevolent.org.au. Domestic violence and children Social issues SNAPSHOT The impact of domestic violence on children Key Points Domestic violence and children Children, especially babies and young children, affected by domestic violence experience significant

More information

CHILD PROTECTION POLICY. December 2015

CHILD PROTECTION POLICY. December 2015 CHILD PROTECTION POLICY December 2015 TABLE OF CONTENTS Chapter Page no 1. Introduction 3 2. Objectives 3 3. Roles & Responsibilities 3 4. Legal Context 4 5. What is Safeguarding 5 6. What is child protection

More information

Conwy Children and Young People s Plan Priority Areas

Conwy Children and Young People s Plan Priority Areas Conwy Children and Young People s Plan Priority Areas Priority areas as updated in the October 2009 plan review (new and changed priorities are highlighted in blue). For a full copy of the Conwy Children

More information

Tameside Children s Social Work - Local Assessment Framework

Tameside Children s Social Work - Local Assessment Framework Tameside Children s Social Work - Local Assessment Framework Contents Preface...3 The purpose of social work assessments...4 Statutory assessments under the Children Act 1989...5 The local framework for

More information

Support for Disabled Children and Young People and their Families in Essex

Support for Disabled Children and Young People and their Families in Essex Support for Disabled Children and Young People and their Families in Essex Guidance for working together with disabled children, young people and families to provide early help, targeted and specialist

More information

A GUIDE TO UNDERSTANDING THE CHILD PROTECTION REGISTRY

A GUIDE TO UNDERSTANDING THE CHILD PROTECTION REGISTRY A GUIDE TO UNDERSTANDING THE CHILD PROTECTION REGISTRY Think of the Child First Over the years many changes have been made to the laws regarding child abuse and neglect within the State of Delaware. Most

More information

Southfields Academy: Safeguarding Principles

Southfields Academy: Safeguarding Principles Southfields Academy: Safeguarding Principles Author: Jacqueline Valin, Principal Date: 9 th October 2015 Review: Annually Reviewed by: Board of Trustees Committee / Delegated to Principal/Headteacher Safeguarding

More information

Swansea Drugs Project

Swansea Drugs Project Swansea Drugs Project Sa f ren ing Supporting d Chi r Safegarding and a u l d g e This booklet is aimed at professionals in the City and County of Swansea who work with children and families where there

More information

GREAT WALTHAM C of E PRIMARY SCHOOL

GREAT WALTHAM C of E PRIMARY SCHOOL GREAT WALTHAM C of E PRIMARY SCHOOL CHILD PROTECTION POLICY JULY 2015 Approved by Staff July 2015 Adopted by Governors of the FGB Committee July 2015 Recommended Review Date July 2016 1 KEY CONTACTS WITHIN

More information

Keeping children safe in education

Keeping children safe in education Keeping children safe in education Statutory guidance for schools and colleges April 2014 Contents Summary 3 About this guidance 3 Who this guidance is for 3 What it replaces 3 Part one: Safeguarding information

More information

Health and Education

Health and Education Health and Education Working Together for all Children The Role of the School Health Nurse Summary Historically, the school nursing service has been perceived as one which offers advice to school age children

More information

Scottish Parliament Health and Sport Committee s Inquiry into Teenage Pregnancy in Scotland Evidence from CHILDREN 1 ST

Scottish Parliament Health and Sport Committee s Inquiry into Teenage Pregnancy in Scotland Evidence from CHILDREN 1 ST Scottish Parliament Health and Sport Committee s Inquiry into Teenage Pregnancy in Scotland Evidence from CHILDREN 1 ST February 2013 For over 125 years CHILDREN 1 ST has been working to build a better

More information

This PDF file contains interactive links to help you navigate the document quickly.

This PDF file contains interactive links to help you navigate the document quickly. National Policing Improvement Agency PRACTICE IMPROVEMENT This PDF file contains interactive links to help you navigate the document quickly. Clicking on any of the items in the main list of Contents will

More information

2. The Aims of a Dual Diagnosis Accommodation Based Support Service

2. The Aims of a Dual Diagnosis Accommodation Based Support Service SERVICE SPECIFICATION FOR: Dual Diagnosis Mental Health and Substance Misuse Supported Housing Service The specification describes the Service to be delivered under the Steady State Contract for Provision

More information

HOUSING SERVICES. Policy Anti Social Behaviour Policy Version 2. Issue Date Lead Officer Neil Turton Review Date

HOUSING SERVICES. Policy Anti Social Behaviour Policy Version 2. Issue Date Lead Officer Neil Turton Review Date HOUSING SERVICES Policy Anti Social Behaviour Policy Version 2 Ref ASB2 Issue Date Lead Officer Neil Turton Review Date Jan 2011 Jan 2013 Policy working group members Approved by Policy Unit Landlord Services

More information

POLICY. Safeguarding. Issued December 2012

POLICY. Safeguarding. Issued December 2012 POLICY Safeguarding Issued December 2012 Document information Title Safeguarding Policy Reference number 1/2/9/1 Supersedes Policy issued March 2010 Date of issue December 2012 and updated November 2013

More information

Statutory guidance on children who run away or go missing from home or care

Statutory guidance on children who run away or go missing from home or care Statutory guidance on children who run away or go missing from home or care January 2014 Contents Introduction 4 Status of this guidance 5 Who is this guidance for? 6 Definitions used in this guidance

More information

The National Occupational Standards. Social Work. Topss UK Partnership

The National Occupational Standards. Social Work. Topss UK Partnership The National Occupational Standards for Social Work Topss UK Partnership May 2002.doc &.pdf files edition Every effort has been made to keep the file sizes of this document to a manageable size. This edition

More information

SOCIAL WORK PRACTICE AND DOMESTIC VIOLENCE

SOCIAL WORK PRACTICE AND DOMESTIC VIOLENCE SOCIAL WORK PRACTICE AND DOMESTIC VIOLENCE Working with Children and Families Mary Kate Barry, IASW 2015 How are you? Grand Ask me In the hospital Please ask me In the clinic In the church Ask me, ask

More information

School Child Protection & Safeguarding Policy 2014/2015

School Child Protection & Safeguarding Policy 2014/2015 School Child Protection & Safeguarding Policy 2014/2015 Abbey Park Primary Academy Child Protection & Safeguarding Policy 2014/2015 The Acting Principal is Emme Ford This policy was developed on the 10

More information

Balliol College Safeguarding Policy

Balliol College Safeguarding Policy Balliol College Safeguarding Policy 1. Introduction Balliol College is committed to safeguarding and promoting the health, safety and welfare of its Members and visitors. The College recognises it is likely

More information

Children, Families & Education Directorate. Children s Social Services in Kent

Children, Families & Education Directorate. Children s Social Services in Kent Children, Families & Education Directorate Children s Social Services in Kent Photographs courtesy of www.johnbirdsall.co.uk Both the government s Every Child Matters framework and the Children Act 2004

More information

SERVICE SPECIFICATION

SERVICE SPECIFICATION SERVICE SPECIFICATION Provision of a Service for Young Carers Wokingham Borough Council OFFICIAL - SENSITIVE Page 1 1. Introduction This is the service specification for the provision of a Young Carers

More information

Effective Support for Children and Families in Essex

Effective Support for Children and Families in Essex E S S E X Safeguarding Children B O A R D Effective Support for Children and Families in Essex Guidance for all practitioners in working together with children and families to provide early help and targeted

More information

Policy for delegating authority to foster carers. September 2013

Policy for delegating authority to foster carers. September 2013 Policy for delegating authority to foster carers September 2013 Purpose and scope of policy 1.1 Introduction Decision-making around the care of looked after children can be an area of conflict between

More information

ANNUAL PERFORMANCE ASSESSMENT OF NORTH YORKSHIRE COUNTY COUNCIL S EDUCATION AND CHILDREN S SOCIAL CARE SERVICES 2005

ANNUAL PERFORMANCE ASSESSMENT OF NORTH YORKSHIRE COUNTY COUNCIL S EDUCATION AND CHILDREN S SOCIAL CARE SERVICES 2005 Alexandra House 33 Kingsway London WC2B 6SE T 08456 404045 email: edhelpline@ofsted.gov.uk Miss Cynthia Welbourn Corporate Director Educational Services North Yorkshire County Council County Hall Northallerton

More information

The Norfolk Threshold. Guide. www.nscb.norfolk.gov.uk

The Norfolk Threshold. Guide. www.nscb.norfolk.gov.uk The Norfolk Threshold Guide www.nscb.norfolk.gov.uk Contents Introduction 3 Norfolk s vision 4 Defining early help 5 What do we mean by thresholds? 6 Effective support windscreen 7 Levels of need table

More information

MAKING CHILDREN SAFER

MAKING CHILDREN SAFER MAKING CHILDREN SAFER Northamptonshire Thresholds and Pathways Information on early help, prevention and statutory services for everyone working with children and families. October 2015 CDS NCC145160 2

More information

'Swampy Territory' The role of the palliative care social worker in safeguarding children of adults who are receiving specialist palliative care

'Swampy Territory' The role of the palliative care social worker in safeguarding children of adults who are receiving specialist palliative care 'Swampy Territory' The role of the palliative care social worker in safeguarding children of adults who are receiving specialist palliative care This qualitative study explores the role of the palliative

More information

MODEL CHURCH POLICIES

MODEL CHURCH POLICIES MODEL CHURCH POLICIES Model Church Policies Policy for the Methodist Church 2010 Approved by the Methodist Conference 2010 The Methodist Church, Methodist Church House, 25 Marylebone Road, London NW1 5JR

More information

Threshold Document: Continuum of Help and Support

Threshold Document: Continuum of Help and Support Threshold Document: Continuum of Help and Support 1 Contents Introduction... 4 The Four Levels of Need... 6 No additional needs... 6 Early help... 6 Children with complex multiple needs... 6 Children in

More information

Statement on CQC s roles and responsibilities for safeguarding children and adults

Statement on CQC s roles and responsibilities for safeguarding children and adults Statement on CQC s roles and responsibilities for safeguarding children and adults June 2015 Contents Introduction... 3 What is our vision for safeguarding?... 3 What is our role in safeguarding?... 4

More information

FORM 22 REPORTING OF ABUSE OR DELIBERATE NEGLECT OF CHILD (Regulation 33) [SECTION 110 OF THE CHILDREN S ACT 38 OF 2005]

FORM 22 REPORTING OF ABUSE OR DELIBERATE NEGLECT OF CHILD (Regulation 33) [SECTION 110 OF THE CHILDREN S ACT 38 OF 2005] FORM 22 REPORTING OF ABUSE OR DELIBERATE NEGLECT OF CHILD (Regulation 33) [SECTION 110 OF THE CHILDREN S ACT 38 OF 2005] REPORTING OF ABUSE TO PROVINCIAL DEPARTMENT OF SOCIAL DEVELOPMENT, DESIGNATED CHILD

More information

Supporting choice and control

Supporting choice and control www.in-control.org.uk Supporting choice and control A template policy framework for delivering person-centred outcomes by a positive approach to risk www.in-control.org.uk Supporting Choice and Control

More information

Photography and video film consent form

Photography and video film consent form Your guide to obtaining consent for someone appearing in a photograph or video that will be used to publicise Barnardo s. Policy statement It is Barnardo s policy that where we are planning to use an image

More information

WHAT HAPPENS NEXT? A guide to the NORTH DAKOTA CHILD PROTECTION SERVICES. This guide is made available by

WHAT HAPPENS NEXT? A guide to the NORTH DAKOTA CHILD PROTECTION SERVICES. This guide is made available by WHAT HAPPENS NEXT? A guide to the NORTH DAKOTA CHILD PROTECTION SERVICES This guide is made available by NORTH DAKOTA CHILD PROTECTION SERVICES CHILDREN AND FAMILY SERVICES North Dakota Department of Human

More information

SCHOOL CHILD PROTECTION POLICY

SCHOOL CHILD PROTECTION POLICY SCHOOL CHILD PROTECTION POLICY (NAME OF SCHOOL) This policy was originally developed on (INSERT DATE) and adopted on (INSERT DATE). The name of the Designated Senior Person is: (INSERT NAME) The name of

More information

Safeguarding Children and Child Protection

Safeguarding Children and Child Protection Safeguarding and Welfare Requirement: Child Protection. Providers must have and implement a policy and procedure to safeguard children. Safeguarding Children and Child Protection Including managing allegations

More information

DOMESTIC VIOLENCE POLICY

DOMESTIC VIOLENCE POLICY OXFORD CITY COUNCIL HOUSING SERVICES DOMESTIC VIOLENCE POLICY If you need a larger print copy, audiotape or other means to have a copy of this publication, please contact the number below Translation available

More information

MANDATED REPORTING OF CHILD NEGLECT OR PHYSICAL OR SEXUAL ABUSE

MANDATED REPORTING OF CHILD NEGLECT OR PHYSICAL OR SEXUAL ABUSE POLICY #414 MANDATED REPORTING OF CHILD NEGLECT OR PHYSICAL OR SEXUAL ABUSE I. PURPOSE The purpose of this policy is to make clear the statutory requirements of school personnel to report suspected child

More information

Protecting Children. Information for families and carers involved in the child protection process

Protecting Children. Information for families and carers involved in the child protection process Protecting Children Information for families and carers involved in the child protection process This leaflet provides information for families who are involved in the child protection process. It will

More information

H5NC 04 (SCDHS0024) Support the Safeguarding of Individuals

H5NC 04 (SCDHS0024) Support the Safeguarding of Individuals H5NC 04 (SCDHS0024) Support the Safeguarding of Individuals Overview This standard identifies the requirements associated with safeguarding which must permeate all your work with individuals. The standard

More information

Safeguarding Children And Vulnerable Adults Policy

Safeguarding Children And Vulnerable Adults Policy Safeguarding Children And Vulnerable Adults Policy Issue Date: 11 June 2012 Review Date: July 2013 Originator: Anne Pitman Learner Services Manager Rachel Victor Senior HR Advisor Location of Policy BIZ-Sharepoint/Intranet/Policies

More information

The Fostering Network 2006 Managing Allegations and Serious Concerns About Foster Carers Practice: a guide for fostering services.

The Fostering Network 2006 Managing Allegations and Serious Concerns About Foster Carers Practice: a guide for fostering services. 1 foreword The role of foster carers is a unique and challenging one. They look after some of our most vulnerable children, 24 hours a day, and it is essential that they are properly supported. The way

More information

Changing children s lives

Changing children s lives What is adoption? 01 What is adoption? Through adoption you can give a child a permanent, caring home and a sense of belonging, with the love and security of a stable family life guaranteed until they

More information