Guidance on a common approach for professionals in Glasgow to assessment, planning and care management for children and young people

Transcription

1 Guidance on a common approach for professionals in Glasgow to assessment, planning and care management for children and young people Amended Version July

2 FORWARD The Integrated Assessment Framework (IAF) has been in place, in Glasgow, for a number of years. This framework was rooted in the context of the ongoing joint approach to the planning and delivery of children s services in the City. During the roll out of framework over 2000 staff from across agencies received training on the use of the; assessment triangle, developing a quality assessment and completing the IAF on a shared IT system (SharePoint). The implementation of the IAF went someway to Glasgow achieving a Getting it Right for Every Child (GIRFEC) approach, however, it was identified that we need to do more and refresh our approach. In 2011, the Children Services Executive Group 1 established the multi-agency Improving Children s Service Group to modernise and refresh our approach to the development of an assessment and child s plan. The Improving Children s Service Group called on the experience and practical knowledge of Service Managers from across Social Work and Education Services and Greater Glasgow and Clyde NHS to develop this Practice Guidance that is firmly based on the national GIRFEC approach. The group continue to work with information systems support teams in all three agencies, to improve how we share information timeously. It is hoped that this practice guidance will assist practitioners to work together more effectively and consistently to provide a child-centred and solution focused service that will result in improved outcomes for the child/young person that is based on a professional quality assessment of need. 1 CSEG membership includes Directors of Health, Social Work and Education Services, the voluntary sector, Panel members, SCRA, Police, GCSS, Glasgow Life, GCCDRS. 2

3 Contents Page 1. Introduction 1.1 What is Getting it right for every child? Who is this guidance for? Where has the guidance come from? 6 2. Getting it right for every child 2.1 Core Components The Child at the Centre Shared Professional Standards Well-being Indicators The Named Person Role The Lead Professional Glasgow s Approach to the Named Person and Lead Professional Additional Support Needs Enhanced Support within Education A Tiered Approach To Children s Services in Glasgow Assessment Assessment and the My World Triangle Information Sharing 3.1 Introduction Implications of Sharing Information Glasgow Practice Model Integrated Assessment Triggers What do we mean by an Integrated Assessment? Multi-agency Assessment and Planning The National Practice Model Information Sharing between Services in Respect 23 of Children and Young People 4. Risk assessment and Risk Management 4.1 Background Glasgow s Approach A Staged Approach to Risk Assessment In What Circumstances Can the Framework be used? Single Agency Generic Assessment Multiagency Risk Assessment The GIRFEC Assessment The single and multiagency assessment process Risk Tools The Child s Plan Implementing and reviewing the Child s Plan 32 3

4 5. Shared Practice 5.1 Chronology of Significant Events 5.2 Listening to the Child Partnership with Families Disabled Children and Their Families Sensitivity to Ethnic & Cultural Issues 37 Contents Page 6. Appendices 1. The My World Triangle The Glasgow Risk Framework & Associated Risk Tools Example of GIRFEC Assessment Health & Social Work GIRFEC Assessment 54 (Procedure Update 9 August 2013) 5. Early Years Joint Support Team (EYJST) Operational Guidance (Draft)

5 Section 1 Introduction 1.1 What is Getting it Right? It is a national approach to improving outcomes for children and young people in Scotland. Getting it right for every child is the foundation for work with all children and young people and will also affect practitioners in adult services who work with parents or carers. It builds from universal health and education services and drives the developments that will improve outcomes for children and young people by changing the way adults think and act to help all children and young people grow, develop and reach their full potential. It requires a positive shift in culture, systems and practice across services for children, young people and adults. Although the different agencies will keep their distinctive roles, they will now operate within a shared framework that underpins this approach. Culture Learning together, cooperating, keeping children and young people at the centre Systems Streamlining, simplifying and improving effectiveness Practice Appropriate, proportionate and timely help with shared models,tools and practice The overarching concept of Getting it right for every child is to develop a common approach across all agencies, that supports the delivery of appropriate, proportionate and timely help to all children and young people as they need it. This is expressed as: the right help, at the right time, in the right way All those working with children and young people share a responsibility for identifying their needs, including care and welfare needs, and working in partnership with the child or young person, with family and community, with service providers, to put support in place to meet those needs that is proportionate and least intrusive Getting it right for every child is based on research and evidence of best practice and proven benefits. It requires all agencies to adapt and streamline their practices and systems around the National Practice Model. The National Practice Model is a dynamic and evolving process of assessment, analysis, action and review, and a way to identify outcomes and solutions for 5

6 individual children or young people. It allows practitioners to meet the Getting it right for every child core values and principles by being appropriate, proportionate and timely. 1.2 Who is this guidance for? This guidance is for staff, in all sectors and agencies that deliver services for children in Glasgow. It is also relevant to practitioners in adult services who work with parents or carers e.g. those working in adult mental health, community addictions teams and adult learning disability teams. 1.3 Where has this guidance come from? This guidance has been developed by a group of practitioners from Health, Social work and Education, who undertook a review of national and local materials, while taking into account existing IAF guidance, practice and procedures in the City. This guidance has been developed on behalf of the multiagency, Improving Children s Service Group that oversees the implementation of the Getting it right for every child approach in the City. This document includes elements from the national framework of tools and processes of Getting it right for every child but has been developed to reflect the Glasgow context. The legislative context covering children is changing and it is anticipated that working together in this way will become a legislative requirement as a result of the forthcoming Children and Young People s Bill. 6

7 Section Getting it right for every child: Core Components Getting it right for every child is founded on 10 core components that should be applied in all settings by all Glasgow practitioners: 1. A focus on improving outcomes for children, young people and their families based on a shared understanding of well-being. 2. A common approach to requesting involvement, gaining consent, and to sharing information where appropriate. 3. An integral role for children, young people and families in assessment, planning and intervention. 4. A unified approach to identifying concerns, assessing needs, agreeing actions and outcomes, co-ordinated through planning meetings. 5. Planning, assessment and decision-making processes that lead to the right help at the right time. 6. High standards of co-operation, joint working and communication where more than one agency needs to be involved, locally and across Scotland. 7. A Named Person within universal services to address needs and risks at the earliest possible time. 8. A Lead Professional to co-ordinate and monitor multi-agency activity where necessary. 9. A confident and competent workforce across all services for children in Glasgow for children, young people and their families. 10. The capacity to share demographic, assessment, and planning information electronically within and across agency boundaries 7

8 2.2 The Child at the Centre Getting it right for every child aims to have a support in place so that children and young people get the right help at the right time. This will always include family and/or carers and universal health and education services where involved, who will meet most needs. Only when support from the family and community and the universal services can no longer meet their needs will targeted and specialist help be called upon. Only when voluntary measures no longer effectively address the needs or risks will statutory measures be considered. Getting it right for Glasgow s children and young people builds on the expectation of good practice: The child or young person is at the centre of assessment and planning. The child or young person is considered as a whole person (not a case ). The individual and family feel confident about the help they are getting. Children and their families understand what is happening and why. They have been listened to carefully and their wishes have been heard and understood. They are appropriately involved in discussions and decisions that affect them. They can rely on appropriate help being available as soon as possible. They will experience a coordinated response when required. Practitioners are required to: Use resources and techniques that are child-friendly when eliciting children s views. Prepare children to take part, as far as possible, at their meeting. 8

9 2.3 Shared Professional Standards Further expectations shared across discipline boundaries are: Practitioners in each agency respect the professional concern of colleagues in other agencies and engage in joint discussions. Assessment and interventions should not be intrusive; they will be proportionate and relate to the circumstances of the child. Practitioners need to ask themselves the Getting it right for every child five questions, when they are concerned about a child or young person: What is getting in the way of this child's or young person's well being? Do I have all the information I need to help this child or young person? What can I do now to help this child or young person? What can my agency do to help this child or young person? What additional help, if any, may be needed from others? 2.4 The Well-being Indicators The Well-being Indicators are a set of concepts that all Glasgow agencies have agreed to use. Each practitioner is expected to: consider each of the headings for every child and young person they work with Consider areas of unmet need. Take responsibility for identifying possible areas of need and taking steps to ensure they are met. 9

10 The Scottish Government s aspiration is that all our children and young people are fully supported as they grow and develop into successful learners, confident individuals, effective contributors and responsible citizens. The sectors of the Well-being Indicators wheel are sometimes referred to as SHANARRI because of the acronym formed by their first letters: Safe Healthy Achieving Nurtured Active Respected Responsible... Included protected from abuse, neglect or harm experiencing the highest standards of physical and mental health, and supported to make healthy, safe choices receiving support and guidance in their learning boosting their skills, confidence and self-esteem having a nurturing and stimulating place to live and grow having opportunities to take part in a wide range of activities helping them to build a fulfilling and happy future to be given a voice and involved in the decisions that affect their wellbeing taking an active role within their schools and communities getting help and guidance to overcome social, educational, physical and economic inequalities; accepted as full members of the communities in which they live and learn 2.5 The Named Person Role The Scottish Government briefing paper on every child and young person will have a Named Person this will be someone in Health or Education; depending on the age of the child. The Named Person will act as the first point of contact for children and families. The purpose of the Named Person is to provide children and families with one contact to enable them to access assistance more easily. This is an essential feature of a child centred approach to early intervention. The Named Person will be there for each child and the role will be part of day-to-day work. It may be that a child or family wish to contact their Named Person if they are worried about something. The Named Person may have concerns about the child s well-being that suggests further action is needed. Other individuals or agencies may have concerns about the child s well-being that they wish to bring to the attention of the Named Person. Once a concern has been brought to the attention of the Named Person, it is the Named Person s responsibility to take action to provide help or arrange for the right help to be provided to promote the child s development and well-being. The Early Years Joint Support Team (EYJST) model is currently being rolled out across the city. The EYJST should be viewed as hub where requests for assistance are made for those families who are not receiving a statutory service, but deemed to be Just Coping. Requests for presentation to the EYJST should come through the Health Visitor as they will be the Named Person for the children from birth to age 5. Available in Appendix 5 is a copy of the EYJST Operational Guidance for further information. 10

11 In his or her own agency, the Named Person will: Be the first point of contact for the child and his or her parents/carers seeking information or advice, and for any practitioners wishing to discuss a worry about the child; Make sure that the views of children and families are sought and recorded at every stage; Be the person who makes sure children and families are fully involved in decisions that affect them; Make sure, when information needs to be shared that children and families know why this information should be shared, and that consent has been given and recorded, unless, in exceptional circumstances, there is good reason not to; Ensure that core information about the child in their agency is up to date and accurate; Record any concerns that children, families, or practitioners in their own or other agencies bring to them about a child s well-being; Consider any concerns in the light of the child s history and current circumstances and assess if anything needs to be done and any extra help needs to be provided; Record any decisions or actions taken, including what immediate help, if any, has been put in place; When a child needs extra help, prepare a plan for the child based on appropriate and proportionate information. This plan should identify which of the eight well-being indicators of safe, healthy, achieving, nurtured, active, respected, responsible and included are being impaired and need to be addressed. He or she should review any other knowledge held within their agency, gather and analyse any other information needed to identify what might be causing the problems, bearing in mind the My World Triangle. Be aware of risks and needs and identify concerns that suggest a child may be at risk of significant harm, arising from observations or information received, for example, where there is a worrying pattern over time of incidents or concerns and use appropriate child protection procedures to report these; Lead on implementing and keeping under review the outcome and effectiveness of the single agency plan. 2.6 The Lead Professional Role The Lead Professional is the second key role in the Getting it right for every child approach. It is seen alongside the role of the Named Person. There are some circumstances where children s needs involve two or more agencies working together delivering services to the child and family. Where this happens, in all cases, a Lead Professional will be needed. The Lead Professional becomes the person within the network of practitioners supporting the child and family who will make sure that the different agencies work together and the help they are all offering fits together 11

12 seamlessly to provide appropriate support for the child and family. The Lead Professional will have a significant role in working with other agencies to coordinate a multi-agency Child s Plan. The role of the Lead Professional is: Using the National Practice Model, the Lead Professional will co-ordinate the assessment that is needed, including information from any specialist assessments, make sense of that information and lead on constructing the Child s Plan Usually be the point of contact with the child and family for the purpose of discussing the plan and how it is working, as well as any changes in circumstances that may affect the plan Be a main point of contact for all practitioners who are delivering help to the child to feedback progress on the plan or raise any issues; Make sure that the help provided is consistent with the Child s Plan, that services are not duplicated. Work with the child and family and the practitioner network to make sure that the child and family s views and wishes are heard and properly taken into account and, when necessary, link the child and family with specialist advocacy Support the child and family to make use of help from practitioners and agencies; Monitor how well the Child s Plan is working and whether it is improving the child s situation Co-ordinate the provision of other help or specialist assessments which may be needed, with advice from other practitioners where necessary, and make arrangements for these to take place Arrange for the agencies to review together their involvement and amend the Child s Plan when necessary Make sure the child is supported through key transition points and ensure a careful and planned transfer of responsibility for these roles when another practitioner becomes the Lead Professional, for example if the child s needs change or the family moves away, or the named person resumes responsibility for the child when a multi-agency Child s Plan is no longer needed Ensure effective transfer of information when another Lead Professional takes over, or when the family moves away or when the multi agency Child s Plan is no longer needed. The Lead Professional will be responsible for ensuring an agreed multi-agency Child s Plan is produced. The Child s Plan will: Be based on an assessment of needs and risks and will incorporate any current single agency plans. Identify when a review is needed. The Lead Professional will arrange for the production of materials for the review, if this is to take place at a meeting. Materials will be circulated to everyone involved, especially children and families. 12

13 2.7 Glasgow s Approach to the Name Person and Lead Professional Most children and young people will get all the help and support they need from their families, the universal services of Education and Health and the provision available to everyone within their neighbourhoods and communities. However, at various times in their childhood and adolescence, many children and young people will need some extra help that can be provided from universal services. The Named Person may have concerns about the child s well-being that suggest further action is needed. Other individuals or agencies may have concerns about the child s well-being that they wish to bring to the attention of the Named Person. Once a concern has been brought to the attention of the Named Person, it is the Named Person s responsibility to take action to provide help or arrange for the right help to be provided to promote the child s development and well-being. Health, Education and Social Work Services are currently working through the practicalities of the role of the Named Person and Lead Professional this detail will be added to this guidance via web links when available and internal briefing sessions. However, we are all currently working in a culture where there is a natural role for agencies to take over the care and transfer of a child to another agency, we just haven t called this activity the Named Person, before. Therefore, we are not creating new tasks, but simply ensuring that we are working in a consistent way. Based on this understanding, the Senior Officers from all three agencies within the Improving Children s Service Group have agreed the following broad outline relating to Named Person and Lead Professional: Age and Stage Pre-birth to 14 days old Children aged 0 5 Children aged 5 16 All looked after children Children with complex health needs Named Person Maternity Services Health Visitor Education Staff Lead Professional Social Work Services Specialist Health Services What this table means is that Maternity services are responsible for the mother and child pre-birth and up to the baby is 14 days old. Pre-primary school the Named Person for the child will be from universal Health Services. However, staff in Early Years Education will play a vital role and work closely with the Named Person in Health to ensure the well-being needs of every child are being met. Education Heads of establishments and child development officers have a vital role in reinforcing the parent s and/or carer s contribution to well-being and in monitoring the progress of the child. Once a child starts primary school Education Services takes on the role of Named Person and they become professionally responsible until the child or young person leaves secondary school. In most cases, the Named Person will not have to do anything more than they normally do in the course of their day-to-day work. The major difference will be that they use the National Practice 13

14 Model as a starting point for recording both routine information about a child or young person and for when they have particular concerns. All such information will be recorded within the single agency chronology and Pupil Planning area in Seemis Additional Support Needs The head teacher or head of establishment has overall responsibility for assessing and identifying need. Teachers and support staff who work on a daily basis with children and young people will have a good understanding of need and are vital to the assessment and planning processes as well as the delivery of educational planning to meet a child s additional support needs. It is important that all staff in schools and establishments are involved and aware of this process. Education has a staged intervention approach to meet additional support needs. This is underpinned by the Additional Support for Learning Scotland Act (2004) and is already familiar to education staff. This ensures every child and young person has a planned and progressive educational experience in line with Curriculum for Excellence and GIRFEC principles Enhanced Support within Education Most children and young people get all the help and support they need from their families, from teachers and health practitioners, and from their wider communities. But some may need extra help and that s where the named person comes in. A differentiated classroom approach is likely to address many additional needs. Child development officers, class and subject teachers will deploy classroom strategies to support children across the eight indicators of well being and a single agency assessment will not be required for children whose needs can be met in the classroom. However some children will require a more individualised response. This will be determined by a single agency assessment which will be completed by the named person and will be held within the Pupil Planning area of Seemis. Education staff should use the staged intervention approach as described in the Every Child is Included Policy A Tiered Approach To Children s Services in Glasgow. The table below details the tiered approach that is used when a child or young person has been identified as requiring extra help or additional support, to improve their development, well-being and fulfilling their potential. 14

15 Tier 4 Lead Professional the child or young person requires specialist services Tier 3 Very Specialist Services i.e. Specialist Child Health Services, Child Protection, Looked after Away from Home, Permanency and Looked After at Home. Via Integrated Support Group (ISG) to Specialist Services i.e. CAMHS, SNIPs, Addiction Teams and MST Integrated working the child or young person requires input from a number of agencies Tier 2 Joint working the child or young person requires additional support from an additional service Tier 1 Universal services the child or young person requires additional support within Health and Education Via Early Years Joint Support Team (JST) to Targeted Services i.e. Family Support Services, PACT, Parenting Support, Vulnerable 2s Strategy, Education Nurture Groups, Health Support Team (HST) Universal Services i.e. Maternity Services, Nurseries, schools, Out of School Care, Family Nurse Partnerships, GPs, Health Visitors, Kinship Care, Police 2.8 Assessment There is a shared understanding among professionals in Glasgow that assessment is a continuous process that informs planning and reviews the impact of interventions. Assessment takes place through the gathering and analysis of information. It does not necessarily imply direct work with a child or young person, or the use of formal or standardised tests. Assessment information can come from observation in a range of settings, discussion with parents and other practitioners, checklists, questionnaires, etc. The purpose of assessment is to inform a plan to maximise outcomes so we are interested in how things work best for the child or young person. The assessor is looking at what kind of intervention might be most helpful and appropriate in the circumstances. Practitioners in Glasgow have developed skills in applying the concept of an integrated assessment, where information from many sources is shared and discussed. Practitioners recognise the value of sharing information in this way, rather than writing separate reports. At it 15

16 results in a deeper understanding of the situation for a child or young person as the impact of any issues are seen in the context of their wider lives Assessment and the My World Triangle The My World Triangle is one of the Scottish Government s national practice tools provided to ensure that all factors influencing a child s well-being are considered when integrated assessments are being made. The practitioner is prompted to inquire into: how the child or young person is growing and developing what the child or young person needs from the people who look after him or her the impact of the child or young person's wider world of family, friends and community For more detail on My World assessment triangle and questions to consider see Appendix 1. Section 3 Information Sharing 3.1 Introduction If a professional has concerns regarding a child s welfare or protection, information should always be shared with Social Work Services via the Notification of Concern Form, except for the Police who use their own documentation. If the child is considered to be in imminent danger the Police should be contacted. The child or young person s welfare is paramount. The sharing of information between agencies and between staff within agencies is crucial to help safeguard children or young people and facilitate appropriate assessment/care management. If a practitioner/professional is concerned that the young person may potentially be at risk of future harm, then relevant information should be shared with appropriate agencies to enable a single/multi agency assessment to take place. 3.2 Implications of Sharing Information Where there is a need for a multiagency approach to the assessment and a child s plan is required the Named Person or Lead Professional should obtain consent form the child and their family for the assessment process being initiated and discuss the need to share information across agencies. It is essential that child s right to privacy is considered at the heart of any decisions that are made about them. Where the child is able to consent they should be asked to do so before any information is shared about them. If the child is unable to consent then the parents should be asked to do so on his/her behalf. 16

17 If the child withholds consent against parental agreement then the wishes of the child should be considered paramount, so far as this does not affect their care or endanger them in any way. If however, the child and / or the parent refuse but there is an evidenced view that the child is in need and/or at risk, then the Lead Professional should initiate formal child protection procedures. This will lead to the assessment being completed following consideration of any immediate risks to a child. If any agency has concerns that a child is suffering significant harm or will do so in the future, immediate action needs to be considered using the Notification of Concern form. Such concerns should be immediately referred to Social Work Services or the Police. 3.3 Glasgow Practice Model Regardless of our different professional backgrounds, all practitioners are striving for the best outcomes for the children and young people they work with. The Getting it Right agenda recognises that practitioners share the same values and principles, and are interested in developing ways of working that transcend the boundaries of distinct disciplines. This section of the Guidance deals with the contributions at practitioner-level from all disciplines to Getting it right for every child. Examples of the good practice inherent in Getting it right for every child are: Maintaining the child at the centre Sharing information Reducing the number of meetings/appointments for families Keeping assessment and intervention proportionate and relevant to the concerns Working with children and families rather than doing things to them Empowering individuals to take effective control of their own lives. The national practice model highlights the following good practice for all professionals working with children and young people: the child/young person is central to the process and their perspective is taken account of, unless this places them or others at additional risk. the assessment is proportionate and relates to the child s circumstances There are 6 parts in the Glasgow practice model. Practitioners endeavour to address all of these parts in the way most appropriate to the child or young person s needs. Recognising this shared agenda makes it easier for practitioners from different disciplines to work collaboratively. 17

18 Regardless of where the concern originates, a practitioner: Needs to ask whether there may be unmet needs beyond the scope of their own service. Can contact other professionals who may be able to contribute to a discussion that will determine whether a child has unmet needs. If it becomes apparent that there is not an unmet need beyond the scope of the single service already implemented, then the assessment and planning continues as a single service or single agency plan. The tools used to examine concerns and determine unmet needs are those of the Scottish Government s National Practice Model (The Well-being indicators, My World Triangle, and Risk/Resilience matrix) which are universally applicable. The following flowchart shows the system that has been developed in Glasgow for recognising, sharing and processing concerns regarding children and young people. The majority of concerns will be about children who require support rather than protection, and who need universal or additional services rather than compulsory intervention. We are therefore focusing on the central and left sections (blue and white boxes) of the flowchart. Getting it right for every child shapes the culture for all children s services, within which the more specific elements of legislation for small groups of children applies. Glasgow Practice Model 1. Using the Well-being Indicators to record and share information that may indicate a need or concern. 2. Using the My World Triangle (and any specialist assessments that are relevant) to construct a holistic picture of the child or young person: his or her strengths, the strengths in his or her caring and wider environment and the pressures that are impacting on him or her. Reference should be made to the National Risk framework where appropriate. 3. Analysing this information to make sense of the child s needs, using the Resilience Matrix where necessary. 4. Summarising the child s needs using the Well-being Indicators as an organising tool and identifying the intended outcomes for the child. 18

19 Getting it Right for Every Child 19

20 3.4 Integrated Assessment Triggers Most children and young people will never require this type of assessment. Generally, the needs of children and young people are met by universal services. A critical part of this process is the decision by a single agency professional that an integrated assessment is required. The following paragraph attempts to clarify when an integrated assessment of a child s needs must be undertaken. An integrated assessment should be undertaken: Where there are child protection concerns or a child is on the child protection register A child has complex, additional learning or practical needs requiring substantial support from a number of services Where a professional observes a significant change or worrying feature, which could impact on the child s or young person s health or well-being. Such circumstances could include either singly or a combination of Misusing substances Abuse or neglect Presenting challenging or difficult behaviour Unaccompanied young people seeking asylum Young offender Domestic abuse Homelessness Affected by disability Physical or mental ill health Young carers Bullies or bullied themselves Suffering family breakdown or bereavement Young parents Difficulty in learning Non attendance at school Missing from school and untraceable 3.5 What do we mean by an Integrated Assessment? No one professional can do an integrated assessment. It is not about collecting more information, but about putting different kinds of information together. Integrated assessment does not mean a longer list of things we know, it is about more useful information because we are better equipped to identify needs clearly and to plan effectively using strengths and strategies that are likely to work. Getting it right for every child assumes that the assessment information gathered from a number of sources will lead to the formation of the written Integrated Assessment and Child s Plan. 20

21 Practitioners should be thinking about: The added value of integrating information from various sources (such as different viewpoints) is that the whole is greater than the sum of the parts. How one bit of the jigsaw affects another bit and how these things combine to impact on the child or young person. Seeking the child or young person s view, taking this into account and including this as part of the jigsaw. This synergy should help us answer the big So what? questions about all the bits of assessment information: What does that tell us? Why does that matter? How does that help us move forward? 3.6 Multi-agency Assessment and Planning It is essential that decisions in the assessment process are evidenced based. This refers to the process by which practitioners gather relevant information about what is happening to a child and use their knowledge from research findings, theoretical ideas and practical experience (including the use of appropriate tools) to arrive at a greater understanding of a particular child and family experience. Practitioners and family members need to discuss who is best-placed to take on the Lead Professional role Assessment information from a range of practitioners is brought together Contributors jointly consider the impact of the various strengths and challenges facing the child or young person. Contributors may refer to data they have gathered through tests, surveys, and other investigations. Outcome is a jointly produced Integrated Assessment and a related Child s Plan. The shared assessment leads to a shared approach to meeting the child or young person s needs. The National Practice Model and other tools shown below should be used by all practitioners to ensure good practice and continuity of activity to assess the needs of a child or young person across the City: 21

22 3.6.1 The National Practice Model 22

23 3.6.2 Information Sharing between Services in Respect of Children and Young People To provide clarity the Information Commissioner s Office has provided the following advice on 28 th March 2013: The Information Commissioner s Office (ICO) is contacted regularly by practitioners seeking advice and guidance on whether they can share professional concerns about their clients/patients and, if so, what level of information may be shared. Often, the Data Protection Act 1998 (the Act) is viewed as preventing such sharing and it can be fear of non-compliance that becomes a barrier, even though there may be a concern about a child s or young person s wellbeing. While it is acknowledged that practitioners need to be sure their actions comply with all legal and professional obligations, fear that sharing genuine concerns about a child s or young person s wellbeing will breach the Act is misplaced. Rather, the Act promotes lawful and proportionate information sharing, while also protecting the right of the individual to have their personal information fairly processed. Most practitioners are confident about appropriate and necessary sharing where there is a child protection risk. The problem can be where the circumstances do not yet reach the child protection trigger yet professional concerns exist, albeit at a lower level. Getting It Right For Every Child (GIRFEC) introduced eight indicators of wellbeing: safe, healthy, achieving, nurtured, active, respected, responsible and included (SHANARRI). In many cases, a risk to wellbeing can be a strong indication that the child or young person could be at risk of harm if the immediate matter is not addressed. As GIRFEC is about early intervention and prevention it is very likely that information may need to be shared before a situation reaches crisis. In the GIRFEC approach, a child s Named Person may have concerns about the child s wellbeing, or other individuals or agencies may have concerns that they wish to share with the Named Person. While it is important to protect the rights of individuals, it is equally important to ensure that children are protected from risk of harm. Where a practitioner believes, in their professional opinion, that there is risk to a child or young person that may lead to harm, proportionate sharing of information is unlikely to constitute a breach of the Act in such circumstances. The Act requires that an individual s data be processed fairly and lawfully and that specific conditions/justifications for processing are met. The Act provides several conditions/justifications for processing, only the first of which rely on consent and, where required, it should be fully informed and freely given. However, the issue of obtaining consent can be difficult and it should only be sought when the individual has real choice over the matter. Where circumstances exist such that consent may not be appropriate, for example where an assessment under the SHANARRI principles raises concerns, the Act provides conditions to allow sharing of this information, such as for the exercise of any other functions of a public nature exercised in the public interest by any person or in the legitimate interests of the data controller or the third party to whom the data are disclosed so long as it is not prejudicial to the child, and procedures should be clear about those circumstances which may necessitate processing without consent. It is vital that data controllers put appropriate and relevant protocols in place and that they are conveyed to practitioners to provide them with a support mechanism for the decision making process. It is also vital that a recording process is included in the protocol so that the decision including the rationale behind making it is formally recorded. Such protocols will assist in providing confidence to practitioners in the event the decision is challenged. It is very important that the practitioner uses all available information before they decide whether or not to share. Experience, professional instinct and other available information will all help with the decision making process as will anonymised discussions with colleagues 23

24 about the case. If there is any doubt about the wellbeing of the child and the decision is to share, the Data Protection Act should not be viewed as a barrier to proportionate sharing. Dr Ken Macdonald Assistant Commissioner Scotland & Northern Ireland Information Commissioner s Office 24

25 Section 4 Risk Assessment and Risk Management 4.1 Background The National Risk Framework (hyperlink) supports and complements the Glasgow GIRFEC practice model and assists practitioners at all levels, in every agency/service, to approach the task of risk identification, assessment, analysis and management with more confidence and competence. This generic risk framework can be used by any practitioner in any circumstance where agencies are exploring a child s needs. Any assessment of a child s circumstances should always consider the child s need to be safe and protected. Where the assessment process identifies concerns, the framework can support practitioners to explore potential risk in greater detail. It can assist in deciding whether a single agency response will meet the child s needs or whether there is a need for a multiagency approach that may ultimately require intervention under child protection. 4.2 Glasgow Approach Glasgow has developed a range of specific assessment tools and processes to support practitioners in assessing a child s needs and well-being. (Appendix?) Practitioners require to be familiar with the National Risk Framework which contains Step by Step Guidance to assessing and managing risk (section2) and a set of tools to assist in the gathering and analysis of information (Section 3) The Framework and tools are not to be viewed as prescriptive and practitioners need to consider how and when the tools can be used in each individual circumstance. The tools seek to support and compliment existing single and multi agency assessment processes within the City. The Framework has three key risk components (3 R s) that build upon the GIRFEC practice model - Risk, Resilience and Resistance. These three factors require to be considered when undertaking any assessment of need/risk. It is the complex interplay and weighting of these three factors that requires close exploration to help reach a clear understanding of risk. In addition, any assessment of risk must also consider the following: Source of the Risk Who or what presents the danger/threat to the child s well-being? Where does the abuse occur at home or in the wider community? What is the level of intent is the abuse an act of commission or omission? Is the harm isolated to a single event or cumulative, reflecting more than one risk factor? What is the actual or likely impact of any harm? Capacity of the parent/carer to effect the necessary changes Does the parent have insight into self, child and the circumstances? Is there a shared understanding of professional concern/s by the family? What is the parents/carers understanding of the need for change is change possible? Do they sincerely want to change? Are they able and willing to work with services to effect change? Do we have the resources to help address needs/risk(s) and to build child and family resiliencies? How long is it likely to take to effect change? 25

26 Can they maintain the change required? The assessment information can then be used to help determine, if a child is safe, what agency resources are needed to keep the child safe with their family and where the risks are such that a child may need to be removed from immediate family. 4.3 A Staged Approach to Risk Assessment The framework supports practitioners to take a staged appraoch to assessment, analysis and risk management and sets out a range of tasks and activities that can be undertaken within each stage. As noted previously, risk is dynamic and as such practitioners will often move between these stages as information and circumstances change. New information may also come to light that requires practitioners to revisit the assessment and revise their interventions with a family and reshape the Child s Plan. This staged approach to assessment is supported by specific tools that assist and support workers in their task. Stage 1, Gathering Information - this stage is supported by a set of Generic Risk Indicators (Hyperlink) which have been developed around the My World Triangle and focus on the child, parent/carer and the child s wider world. Below is a brief extract which shows the indicator sheet populated for four children. The sheets are completed noting those risk factors that are relevant to each child. Practitioners are then asked to consider the Question What is the information telling me? 26

27 Stage 2, Analysis - Practitioners can refer 12 Risk Prompts that help practitioners to ensure that they have covered all areas to be assessed and are able to clearly identify risks and protective factors relating to the child and their family. The Resilience/Vulnerability Matrix (hyperlink) supports the analysis process and a set of Matrix Specific Indicators (hyperlink) can be used by professionals to aid the identification of individual and family resilience / vulnerabilities and to highlight areas of adversity and those protective factors that may counter the impact of adverse experiences. Stage, 3 - Risk Management and Reduction - this is the stage where the Child s Plan/Protection Plan is constructed around the identified need. Glasgow is working to the GIRFEC principal of one child, one plan used by all agencies. The plan is outcome focused and there is a need to ensure that outcomes are realistic and measurable and that all actions/activities are understood by professionals, the family and the child (age appropriate). The plan must be regularly reviewed and the timescale for review will be dependent on the nature of the plan (eg. Child protection, LAAC, child in need) In What Circumstances Can the Framework be used? The Framework, thus, aims to inform practitioners across the spectrum of needs and risks to help identify what may be of concern and then better record and communicate incidents or circumstances of concern. The Framework and tools can be used within the following circumstances Single agency assessment of need to assist identifying issues of concern which require to be addressed within a single service assessment Child protection investigation to help obtain initial multi-agency understanding and agreement on the level of actual and potential risk/s and the initial action/s that may be necessary to support and protect the child An accumulation of concerns such as in cases of domestic abuse and neglect where practitioners require a better shared understanding of the multi-dimensional nature of the concerns, the level of risk and whether change is possible within the family context Child protection registration where a comprehensive assessment of need and risk requires to be undertaken to inform the child protection plan and risk management/reduction strategies 27

28 Where circumstances have improved and services remain involved the Framework can still usefully support on-going assessment and intervention Single and multi-agency assessments will be informed, in the first instance, by the Glasgow GIRFEC Practice Model and identified risk factors explored in greater detail by the use of the Generic Risk Indictors and Matrix Related Indicators Single Agency Generic Assessment Where single agencies begin to have concerns about a child, but are not at the point of seeking additional service involvement, the Framework can help practitioners work out whether the child s needs may be met within their own organisation or if there is a need for other agencies to be involved. Having gathered all the relevant available information (using the My World Triangle) about the child, the parent/carer and the child s wider environment, the Generic Risk Indicators can then be used to help identify the key risk factors and the level and type of service required. The worker can then consult with their line manager to screen concerns and agree whether their single service can satisfactorily meet and address the needs of the child or whether there is a need to share concerns with and involve another agency. Where it is thought that the level of concern may require multi-agency involvement on a child protection basis these should be immediately shared with social work services and/or the Police Multi-Agency Risk Assessment This may be conducted in response to an accumulation of concern, as part of a child protection initial investigation where decisions have to made quickly and often with limited information, or where a child is already identified as in need/at risk and whose name is on the Child Protection Register where the assessment may be planned and undertaken over a period of time. Where concerns are being considered under child protection the Lead Professional will be a social worker and they will have the responsibility for collating the comprehensive multi-agency view of the risks and needs facing the child or young person, along with any strengths/resilience factors that exist to minimise risk and maximise their future safety. A generic risk assessment may however also identify the need for further specialist assessment around areas such as neglect. Where Specialist tools such as the Graded Care Profile may be used to explore in greater detail the level of neglect and the aspects of parenting that require to be improved to ensure the child s safety and well-being The GIRFEC Assessment The GIRFEC assessment will bring together all aspects of the child s life, will define needs and risks and will identify what supports may be necessary to address these. The assessment will be informed by the tools used by the professional during he course of the assessment (Generic and Matrix Specific Indicators, Chronologies, Eco Maps, Genograms etc) However, while tools are helpful in the gathering and analysis of information, ultimately professionals will require to use their individual or collective professional judgement to decide on the level of need and risk and what action is required to ensure the future safety and well-being of the child. 28