Coventry Safeguarding Children Board. Common Assessment Framework Guidance

Transcription

1 Coventry Safeguarding Children Board Common Assessment Framework Guidance

2 Contents Introduction.. 3 Policy Context..5 Procedures 8 Appendices 22 2

3 'Promoting Children and Young People's Well-being' in Coventry Introduction Early Help 1. Providing Early Help is more effective in promoting the welfare of children than reacting later. Early help means providing support as soon as a problem emerges, at any point in a child s life, from the foundation years through to the teenage years. 2. Effective early help relies upon local agencies working together to: Identify children and families who would benefit from early help; Undertake an assessment of the need for early help; and Provide targeted early help services to address the assessed needs of a child and their family which focuses on activity to significantly improve the outcomes for the child. Local authorities under section 10 of the Children Act 2004, have a responsibility to promote inter-agency cooperation to improve the welfare of children. Section 10 Section 10 of the Children Act 2004 requires each local authority to make arrangements to promote cooperation between the authority, each of the authority s relevant partners and such other persons or bodies working with children in the local authority s area as the authority considers appropriate. The arrangements are to be made with a view to improving the wellbeing of all children in the authority s area, which includes protection from harm and neglect. 1 It is with this in mind that In Coventry our vision is for children and young people to have positive, fulfilling lives that are safe from harm and characterised by high levels of achievement, good health and wellbeing and loving family relationships. As a city, we are committed to focusing our efforts on improving the lives of vulnerable children, young people and families; meeting their needs in an effective and timely way and ensuring they have a voice, in the decisions that impact their lives. In order to achieve this we have invested in a wide range of evidence based, early intervention services, which are used to intervene as early in a child s life as possible or early in the onset of a problem. 1 Working Together

4 The 'Promoting Children and Young People's Wellbeing model' has been instrumental in the success of those interventions, with the Common Assessment Framework, being utilised as a key tool to enable professionals and practitioners to engage with families early, and share information effectively. As a city we are committed to ensuring that children and young people have the best start in life, to fulfil their potential and it is on the delivery of improved outcomes that we will ultimately be judged." This update guidance and procedures were agreed by the Coventry Safeguarding Children Board on 21 st November

5 Policy Context 1 5

6 1.0 Policy Context 1.1 As a city we believe that the best way to ensure the protection of children and young people is to provide support to families at the earliest opportunity so that children and young people's wellbeing is promoted. This minimises the time in which they are suffering adversity and improves their long term outcomes. 1.2 There is compelling and sound research evidence that backs up our decision to invest in early intervention services. Reviews led by the Rt Hon Frank Field MP, Graham Allen MP and Professor Eileen Munro provide ample evidence of the effectiveness of early intervention with children and families. 1.3 The MP Frank Field's 2010 report on tackling child poverty endorses the role that early intervention can play, finding overwhelming evidence that children s life chances are most heavily predicated on their development in the first five years of life. He recommends that the Government prioritises funding to the early years and that this funding is weighted towards the most disadvantaged children. His report highlights the critical role that Health Services, Childcare providers and Children's Centres play through early intervention in a child's cognitive, language and social and emotional development. 1.4 Graham Allen's 2011 report on a review of early intervention, notes the cost of not intervening early in terms of low educational achievement, poor work aspirations, drink and drug misuse, teenage pregnancy, criminality and unfulfilled lifetimes on benefits. He concludes that a range of well-tested programmes, low in cost, high in results, can have a lasting impact on all children, especially the most vulnerable, stating that: "If we intervene early enough, we can give children a vital social and emotional foundation which will help to keep them happy, healthy and achieving throughout their lives and, above all, equip them to raise children of their own, who will also enjoy higher levels of well-being." (Foreword xi) 1.5 Eileen Munro's 2011 Child Protection report is unequivocal in its support for early intervention (or "early help" as she describes it) concluding that preventative services can do more to reduce abuse and neglect than reactive service. She states clearly that from a child or young person s point of view, the earlier help is received the better, not just in the early years but throughout childhood as problems develop. 1.6 This research reinforces the view that early intervention is best achieved through collective action by all partner agencies, which maximises resources and increases the potential for effective support and enables families to experience help in a co-ordinated way. In Coventry this is via the Promoting Children and Young People's Wellbeing model, in which the CAF is used as a key tool. 1.7 The recent 2013 revisions to 'Working Together' endorse the place that CAF has in identifying children's needs indicating that it is a "tool to enable early and effective assessment of children and young people who need additional services or support from more than one agency" (page 44). The guidance promotes the use of CAF in that it allows practitioners to record in a single place and in a structured and consistent way, every aspect of a child s life, family and environment. It also allows the identification of a child's additional needs and helps services to coordinate their provision for that child. 6

7 1.8 The responsibilities of the Local Safeguarding Children Board 1.8. The Coventry Safeguarding Children Board (CSCB) is responsible for monitoring and scrutinising policies and practices that impact on the safety of children and young people both in terms of early intervention and child protection planning. 1.9 Recent Serious Case Reviews have identified some key learning of early help services The effective delivery of the Common Assessment Framework and its associated processes supports the LSCB in delivering its responsibilities for monitoring and working together to ensure that local safeguarding is effective The Local Safeguarding Board will receive performance information relating to CAFs undertaken as part of its existing performance framework. The LSCB will continue to evaluate the effectiveness of CAF through this. A more detailed monitoring will be undertaken through the Promoting Children and Young People s Well-Being Board which, as a sub-group of the LSCB will provide updates to the Board. 7

8 Procedures 2 8

9 2.0 Procedures 2.1 The Promoting Children & Young People's Well-being Model is diagrammatically represented in Appendix 1. This Model sets out a single assessment, planning and review pathway for all children and young people, ensuring that needs are identified earlier and addressed on a multiagency basis. 2.2 Appendix 2. provides a flowchart of the basic stages of the procedures. 2.3 These procedures can be accessed from the Practitioner Portal which will be sited within the Coventry Parent Website. 3.0 Universal Service Provision Level One 3.1 All children and young people are entitled to receive support from those services which are available to everyone, irrespective of their needs. For example this includes: GPs, Health Visitors and School Nurses, Schools, Youth Service and Housing. 3.2 Within the Promoting Children & Young People's Well-being Model, universal needs are referred to as Level One. 3.3 Appendix 3. gives examples of what constitutes a child or young person who is likely to have good life chances and whose development is making good progress. This is not a definitive list, but is illustrative to help practitioners have a shared understanding of the whole needs of a child / young person. In almost all instances, the practitioner will have to make a judgement about whether or not the child 'fits' the broad definition. The majority of children / young people (estimated at 70% nationally) will have their needs met within their families and through universal service provision. These procedures primarily concern those children and young people who will have needs at some time in their life which will require additional support. 4.0 Children who May have poor life chances Level Two 4.1 Some children / young people will require support beyond that provided by their families and universal services. This may be due to: a physical or intellectual impairment or delay in their anticipated health and development; particular adverse family circumstances and factors in their environment which hinder their development. Whether or not each child will need support, will depend on the unique relationship between these three. Community Income Housing Family History Resources & Functioning Family's Social Integration Employment Wider Family 9

10 4.2 Any practitioner working with a child / young person or their family may identify, in the presentation or behaviour of a child / young person that they have additional needs, which may result in poor life chances unless additional support is provided. 4.3 Any identification of additional needs will be based initially on the CAF assessment and tools used by the practitioner's agency. The process, management and recording of these processes are the responsibility of the practitioner's agency. 4.4 Appendix 3. provides descriptors of the kind of evidence, which would indicate that a child / young person has additional needs. The extent and impact of the needs will depend on the Level identified. These are not definitive lists, but illustrative to help practitioners have a shared understanding of the whole needs of a child / young person. In all instances, the practitioner will have to make a judgement about whether or not the child / young person 'fits' the broad definition at each Level. 4.5 If the practitioner is unclear, or wants guidance on what steps to take, then they should discuss the situation with their line manager in the first instance and can seek advice from a CAF Coordinator (see Appendix 4. for contact details) who are able to act as an adviser and offer support. 4.6 Having identified that the child / young person has additional needs, the practitioner needs to use the level of needs plus the multi agency thresholds to decide whether these needs mean the child / young person is at immediate risk of significant harm. Please refer to Appendix 3. that sets out the levels of need. 4.7 Immediate risk of significant harm means that, without urgent action by Social Care and the Police, the child / young person is highly likely to be harmed to the extent that their health and development (or life chances) will be irrevocably damaged. All instances of alleged or actual physical abuse and sexual abuse fall within this category. In every other case, the practitioner will make the relevant initial judgement. 4.8 If the child / young person is at immediate risk of significant harm, then a referral must be made to Social Care using the Multi-Agency Referral Form (see Appendix 5.). This Form will require the referrer to provide basic information about the child / young person and to provide evidence as to why they believe the child / young person to be at immediate risk of significant harm. 4.9 If the child/young person is not at immediate risk of significant harm, then the practitioner needs to undertake a CAF to determine how best the Child or Young people's needs can be met by a single agency. If the practitioner judges that a multi-agency response is required, then they will need to convene a Team around the Family Meeting In all cases, children / young people and their families and carers must be kept informed of the actions being taken and their consent obtained to share information with another agency or service. The only exceptions to this are where sharing information without consent will protect the child / young person, or prevent a crime being committed. (See Appendix 12. regarding consent) 4.11 If the practitioner judges that the child / young person's needs can be met by referral to a single agency or service, then they should make that referral using the referral processes of the receiving agency or service Once the referral has been accepted, it is for the referring service and the receiving service to agree how the impact of the service will be reviewed. This will follow the existing processes and protocols in place in agencies. The child / young person and parent must be informed All service provision is subject to review. The purpose of the review will be to check whether the service is meeting the identified needs. The review outcomes are likely to be one of the following: 10 If the service continues to meet the identified need, then continue with the provision; If the service has met the need, then cease the provision; If the service does not meet the need because the wrong service was identified, identify a different service

11 If the child / young person has other needs, update the Common Assessment. 5.0 Children who WILL have poor life chances Level Three 5.1 Some children / young people will have more complex needs requiring a range of different services to be co-ordinated to ensure that their needs are met. If support is not provided, then these children / young people will have poor life chances. 5.2 Appendix 3. provides descriptors of the kind of evidence, which would indicate that, a child / young person has more complex needs. The extent and impact of the needs will depend on the Level identified. These are not definitive lists, but illustrative to help practitioners have a shared understanding of the whole needs of a child / young person. In all instances, the practitioner will have to make a judgement about whether or not the child / young person 'fits' the broad definition at each Level. 5.3 If the practitioner is unclear, or wants guidance on what steps to take, then they should discuss the situation with their line manager in the first instance and can take advice from a CAF Coordinator. 5.4 If the practitioner thinks the child / young person has more complex needs requiring a multiagency response, if a Common Assessment has not been completed it must be done or the existing Common Assessment must be updated. This may involve broadening the assessment to the whole family using the Family ecaf. 6.0 Obtaining Consent 6.1 Before undertaking a Common Assessment consent must be obtained from the family and where appropriate the child / young person. (See Appendix 12. for more detail) 7.0 Common Assessment 7.1 A Common Assessment and Lead professional role can be undertaken by any practitioner who is designated by their agency to carry out the function. This will usually be based on the following recognised factors: Appropriate skill base Level of experience Completion of CAF/LP training Managers in each agency will take responsibility for ensuring their designated staff are appropriately trained and supported. 7.2 It is important to establish whether a Common Assessment has already been undertaken to avoid unnecessary duplication using ecaf and in consultation with the CAF co-ordinator. 7.3 If there are children / young people of varying ages within the family and the practitioner who has identified the need for a Common Assessment should complete the assessment for the child / young person with whom they are involved. They should consult with the CAF Co-ordinator and convene the first Team around the Family Meeting inviting the relevant practitioners. The designated CAF Co-ordinator will attend the Team around the Family meeting and determine how best to provide whole family approach and involve the Children and Family first team and facilitate the allocation of a Children and Families First Key Worker if appropriate. 7.4 If the practitioner is unclear, or wants guidance on what steps to take, then they should discuss the situation with their line manager in the first instance and take advice from a CAF coordinator. 11

12 7.5 The Common Assessment is an assessment of the child / young person within the context of the family and community and provides the opportunity for practitioners and the family to gain a better initial understanding of the child / young person s/families needs. The Common Assessment must be recorded on the agreed pro-forma available via ecaf (see Appendix 6.). This ensures that: Information about the child / young person and family is collected; Consideration has to be given to the child / young person s development, the capacity of their parents to meet their needs, and environmental factors; The views of the child / young person and their parents and / or other significant carer have been considered; Information from other services involved with the family is taken into account (e.g. school, YOS, Health.); Evidence of need is provided; The child / young person's needs are clearly set out. 7.6 The Common Assessment must be completed within 10 working days of the decision to undertake it. The parents of the child / young person, and the child or young person themselves, taking into account their age and understanding, must be informed that a Common Assessment is being undertaken. 7.7 The Common Assessment should, as a minimum, involve: Information about the child / young person s home circumstances. This may often be based on a visit to the home. (See guidance note Appendix 7. on undertaking a Common Assessment); Discussion with the parent (s) and other significant carer ; Seeing the child / young person and seeking their views. 7.8 On completion of the Common Assessment, one of the following steps will be taken: No further action where no needs have been identified; Referral to a single service, where the assessment has clarified that the child / young person has additional needs which can be met by a single agency or service; Convene a Team Around the Family Meeting, where the assessment identifies a range of needs requiring a multi-agency response; Refer to Social Care using the Multi-Agency Referral Form, where the child / young person is at risk of immediate significant harm (see Para 4.8 above). 7.9 The completed Common Assessment record remains the responsibility of the originating agency to retain in accordance with each agency's own record-keeping procedures and must be recorded on ecaf A copy of the completed Common Assessment record should be given to the parents of the child / young person and the child / young person themselves, taking into account their age and understanding. Consent must be obtained to share the Common Assessment record with other practitioners and agencies as appropriate (see Appendix 12. regarding consent), except where it supports a referral to Social Care on the grounds that the child is at immediate risk of significant harm. It should also be attached to ecaf as a means of sharing information The process of undertaking a Common Assessment should not prevent services being provided as required. 12

13 8.0 Team around the Family Meeting (TAF) 8.1 A Team around the Family Meeting is convened whenever a Common Assessment identifies that the child / young person has more complex needs requiring the support of more than one agency or service. If consideration is being given to whether a specialist assessment is needed an appropriate representative of the relevant agency should be invited to the meeting. 8.2 A specialist assessment can be any of the following: Assessment under the Integrated Children s System. ASSET under YOS processes Assessment of Special Education Needs under the Education Act 1996 Specialist Psychological Assessment 8.3 A Team around the Family Meeting cannot be held without informing the parents of the child / young person and the child / young person themselves (taking into account their age and understanding). If it is considered inappropriate to inform the parents, then a strategy meeting should be convened under the Safeguarding Children Procedures. 8.4 A Team around the Family Meeting's purpose is to agree on a multi-agency basis: The identified needs of the child / young person; What needs to change (Outcomes) Delivery Plan to meet the needs of the child / young person; Whether any specialist or more comprehensive assessment is required [Practitioner Portal]; Who will be the Lead Professional/Key Worker if appropriate; When the Delivery Plan will be reviewed; Identify what needs cannot be met; 8.5 The practitioner and agency that completed the Common Assessment is responsible for convening the Team around the Family Meeting and for deciding who should be invited. Invitations must include: The parents and / or other significant carer; The child / young person, subject to their age and understanding; 8.6 The Team around the Family Meeting must take place within 10 working days of the completion of the Common Assessment. 8.7 Every agency invited to the Team around the Family Meeting must either attend the meeting, or else submit a written or verbal report identifying what needs they can meet, and whether they consider it is appropriate for them to take on the role of Lead Professional/Key Worker. 8.8 The practitioner completing the Common Assessment should begin discussions with the relevant practitioners before the Team around the Family Meeting with a view to exploring who would be most suitable to undertake the Lead Professional/Key Worker role. 8.9 The views of the parents and / or other significant carer, and of the child / young person, must be available at the meeting. It is the responsibility of the convening agency to ensure this happens. Meetings should be organised as far as practicable to facilitate parental attendance The Team around the Family Meeting will be chaired and recorded by the convening agency (unless agreed otherwise in advance). A record of the meeting should be available on ecaf within 10 working days of the meeting If agreement cannot be reached about whom should act as Lead Professional, there will need to be a discussion with the CAF coordinator who will assist in the negotiations. 13

14 9.0 Delivery Plan 9.1 A Delivery Plan will specify what action will be taken by all those involved detailing who has responsibility and what outcome is expected from the action. Actions must be timely, taking into account the fact that children grow up and that delays can have a significant impact on development (Appendix 10. pro forma for recording Team around the Family Meetings). The record of the Delivery Plan remains the responsibility of the originating agency to retain in accordance with each agency's own record-keeping. 9.2 The Delivery Plan should be completed and circulated to the parent, child / young person and all practitioners involved within 10 working days and can be attached to ecaf with consent as a means of sharing information. 9.3 The Lead Professional/Key Worker will convene further Delivery Plan reviews as often as necessary, but at a minimum of every 3 months. The family can request a review at any time as can any practitioner involved in the family. Reports must be submitted to the Team around the Family Meeting by any service that cannot be represented at the meeting in person. 9.4 The Review must ensure that: 14 Each action specified in the Delivery Plan is reviewed against the stated desired outcome; The views of the child or young person and their parents and / or other significant carer have been considered; The outcome of any specialist assessment is considered; The plan is revised; Any identified unmet needs are recorded and reported to the CAF coordinator. 9.5 The Delivery Plan must be updated and made available on ecaf Lead Professional/Key Worker within 10 working days (see Appendix 10) Lead Professional 10.1 The Lead Professional is responsible for: Co-ordinating the Delivery Plan at Level 2; Acting as key contact person for the child / young person and family; Convening and chairing the Team Around the Family Review Meeting; Acting as link person for all services involved with the family. Consult with the CAF Co-ordinator as required Although the Lead Professional will usually have the fullest ongoing picture of the child / young person s needs and the impact of the Delivery Plan, it is the responsibility of all practitioners involved to ensure that the child / young person is protected from significant harm. Therefore, if any practitioner believes the child / young person is at immediate risk of significant harm (see Para 4.8), they must make a referral to Social Care using the Multi-Agency Referral Form. Where they think the child / young person is at risk of significant, but not immediate, harm, they must advise the Lead Professional. It will be the responsibility of the Lead Professional to discuss the concerns with all those involved including the CAF Co-ordinator and to either: Convene a Delivery Plan Review Meeting; or Make a referral with support from the CAF Co-ordinator to Social Care using the Multi- Agency Referral Form The Lead Professional is not an advocate for the child / young person or the family The Lead Professional role ends when the child / young person; No longer requires a multi-agency Delivery Plan to meet their needs. Needs escalate and require allocation and require the allocation of a Children and Families First Key Worker Safeguarding issues require the allocation of a key worker in social care

15 10.5 The Lead Professional role can be undertaken by any practitioner who is designated by their agency to carry out the function. This will usually be based on the following recognised factors: Appropriate skill base Level of experience Completion of CAF training 11.0 Key Worker 11.1 Key Worker Role Where the needs of a child/family have been identified as being level 3, a key worker (Children and Families Worker or Children and Families (Schools) Worker) is assigned case holding responsibilities. The role of the key worker includes the following: Has the primary relationship with the whole family (with the child central) Is a gateway of support to family with responsibility for assessment & family plan Has case holding responsibility Has clear accountability for change in the family support and challenge Has clear performance management and targets for change Has a clear tool-box set of competencies, skills and methodology Has a clear tool-box of information and advice, services and support Where other agencies are involved, the key worker (through their line management arrangements) holds them to account for the way they enable a family to change Co-ordinating Delivery plan at Level 3 Convening and chairing Team around the Family Meetings 11.2 Key Worker Attributes Key Workers need to demonstrate the following attributes and approaches: Assertive Works with the Whole family Persistent Flexible Outcome focused Has a Multi Agency Approach Although the Key Worker will usually have the fullest ongoing picture of the child / young person s needs and the impact of the Deliver Plan, it is the responsibility of all practitioners involved to ensure that the child/young person is protected from significant harm. Therefore, if any practitioner believes the child/young person is at immediate risk of significant harm (see Para 4.8), they must make a referral to Social Care using the Multi-Agency Referral Form. Where they think the child/young person is at risk of significant, but not immediate, harm, they must advise the Key Worker The Key Worker's role ends when the child / young person; No longer requires a multi-agency Delivery Plan to meet their needs. Safeguarding issues require the allocation of a social worker in social care 12.0 Children at Risk of Significant Harm or Being Removed from Home Level Four 12.1 Social Care has a legal duty to take the lead role in all cases where a child/young person is in the child protection system or the care system. This means that the Lead Professional/Key Worker role is carried out by the Social Care Social Worker. Referral to Social care is based on agreed multi-agency thresholds as stated in the interagency safeguarding procedures. 15

16 12.2 Social Care are required to use the assessment, planning and review tools of the Integrated Children's System whenever a child or young person enters the child protection system or the care system Social Care will not admit a child or young person to local authority care unless: a. They are abandoned as defined by section 20(b) of the Children Act 1989; or b. They are in need of immediate protection from significant harm and there is no alternative place of safety for them; or c. All of the following apply; 1. A Delivery Plan has been in place, 2. A Team around the Family Review Meeting has been held at which Social Care were present, 3. There is no alternative care arrangement; and 4. Admittance to care has been assessed as the only remaining way to meet the child's needs 12.4 A Common Assessment will contribute to the Assessment for the purpose of the Integrated Children's System Diversions, Step Up and Step Down Processes 1. The Early Help Hub has been established as a bridge between CAF and Social Care and is based at the Referral and Assessment Service (RAS). CAF Coordinators from the Children and Families First Service are based with Social Workers and work jointly together in ensuring that children, young people and their families receive the most appropriate service at the first point of contact. The Levels of need and thresholds are used to determine whether a referral will be accepted or assessment undertaken as part of the CAF process 2. Once a referral is accepted, Children s Social Care will carry out an assessment to identify the child s level of need and risk, and decide on an appropriate plan of action and services to be offered depending on this assessment. The referrer will be notified of the outcome of the assessment. 3. Where the threshold is not met and a CAF is deemed appropriate, the CAF coordinator will provide advice and practical assistance on the completion of the CAF at Level 2 in order to ensure that the referrer is appropriately supported. Any decisions will be recorded on ecaf 4. Alternatively, cases at Level 3 will be taken for allocation within the appropriate CFF Team 5. Referring professionals should seek reasons for decisions made by Children s Social Care so that they are able to update their own files. 16 Where there is an immediate risk of significant harm, or suspicion of immediate risk of significant harm a referral to social care should always be initiated by the relevant professional as per safeguarding procedures ( (Please see Appendix 18. Protocols in respect of Interface between Children's Social Care Services and Common Assessment Framework (CAF) Process) Diversions from RAS into CAF Level 2 and Level The Social worker within the Early Help Hub at RAS will screen all contacts to identify whether the case meets threshold for social care intervention. This decision is based on the agreed LSCB agreed levels of need / thresholds and will include previous history used to determine the levels of risk or need. This will include previous contact/referrals or periods of Social Work Intervention Where the case meets agreed threshold for social care intervention it will be accepted as a referral.

17 15.0 Case Diversions into CAF arena (Level 2 or 3) from Referral and Assessment Service 15.1 Where a case is open as a CAF, the CAF Co-ordinator will pass information to the Lead Professional or Key Worker and assists in reviewing effectiveness of intervention. Where agreement for a case diversion has been reached, the Social Worker within the Early help Hub will immediately pass this onto the CAF Coordinator within the Early Help Hub who will work with the referrer to advise and assist in the completion of the CAF at Level 2 This will be entered onto the e-caf System for tracking Where a CAF is in place, and the case does not meet social care thresholds but additional support is needed via a Key Worker, the CAF Coordinator will take this to the relevant Children and Families First team for allocation The CFF allocation will be determined based on the age, geographical area and/or school setting of the child/young person. Each CAF Coordinator will be linked to designated schools. ALL referrals from members of the public (including anonymous referrals) will be screened by social care. If the child/young person is not opened to CAF the case will be accepted as a referral If the case is open as a CAF Level 2, the CAF Coordinator will support the Lead Professional in assessing the level of intervention required and attend the next TAF meeting 16.0 Step up procedures 16.1 Step up from CAF Level 2 to Level 3 (CFF) Where the family have been receiving support at Level 2 and the Lead Professional and the TAF determine the needs have increased and key worker support is needed at level three the step up process is via the designated CAF Co-ordinator Step up from CAF Level 2 to Level 4 (RAS) Cases stepping up into RAS from CAF arena where there is not a risk of immediate significant harm. Where the Lead Professional or Team Around the Family has evidence that the needs are increasing towards Level 4, the Lead Professional will liaise with the relevant CAF Coordinator to review the level of need and alternative sources of intervention to stop escalation. Where agreement is reached that the case meets Level 4 threshold the Lead Professional will telephone RAS to refer and follow up using a multi-agency referral form and a Social Worker will review applying thresholds 16.3 Step up from CAF Level 3 to Level 4 (RAS) Cases stepping up into RAS from CFF where there is not a risk of immediate significant harm. The Key Worker will consider threshold status and level of need and review the case with their Team Manager. The Team Manager will then agree one of the following: 17

18 Key Worker makes referral to RAS using Multi Agency Referral Form and CAF as support Team Manager to discuss with CFF Service Manager and maintain in CFF Key worker to co-work with Social Worker to maintain in CFF 17.0 Step down procedures 17.1 Step down from Level 4 (RAS) to CAF Level 2 Following a social care assessment, where it is agreed between the Social Care Worker and the Team Manager at RAS that there is no further need for social care intervention but there are further identified needs that could be supported by the CAF, consultation should take place with the CAF Coordinator in the Early Help Hub to initiate Step Down into the CAF arena The Social Worker will complete all assessments & transfer summary in preparation for transfer, which will be endorsed by their Team Manager The Step down referral will be passed through to the CAF Co-ordinator in the relevant neighbourhood area. Where it is agreed that the case will step down into the CAF arena, the social worker and CAF Coordinator will conduct a joint home visit with the family to explain that social work intervention will be ending but on-going support will be provided through the CAF and a Team around the Family (TAF) meeting will be arranged to facilitate this. At the joint home visit, the Children and Family Assessment will be shared with the family including what on-going support may be provided. The CAF Coordinator will oversee and facilitate the stepping down of all cases from RAS: This will include: arranging the Team Around the Family Meeting liaising with people who are involved with the family to invite them to the TAF meeting explore who would be the most appropriate Lead Professional 17.2 Step down from Level 4 (RAS) to CFF - CAF Level 3 Where a case is identified for step-down into CAF Level 3, the Team Manager in RAS will liaise with the Team Manager in CFF and discuss the step-down whilst reviewing the case on Protocol. Once step-down is agreed, in principle, the Social Worker will complete all assessments & transfer summary in preparation for transfer, which will be endorsed by their Team Manager The case will then be taken to CFF allocation and the CAF-Coordinator in the Early Help Hub will oversee step-down on ecaf If there is disagreement the CFF Team Manager and the RAS Team Manager will resolve keeping in mind the threshold criteria If the disagreement is not resolved the case will be escalated to the Service Manager Once allocated, the CFF Key worker will liaise with the social worker to arrange a handover meeting with the family (through home visit or at the TAF). The Assessment will pull through to ecaf and the Key worker will complete the revised intervention plan. 18

19 17.3 Cases stepping down into the CAF arena (Level 2 and Level 3) from CDT The Team Manager in CDT s cases to be stepped down to the CAF Team Manager one week before meeting CDT Team Manager, CAF Team Manager & relevant CAF Cos to attend a monthly meeting at CDT to agree cases to be stepped down The following is the process for those cases agreed for CAF level 3: Once allocated, the CFF Key worker will liaise with the social worker to arrange a handover meeting with the family (through home visit or at the TAF).The Assessment will pull through to ecaf and the Key worker will complete the revised intervention plan. The following is the process for those cases agreed for CAF level 2: Where it is agreed that the case will step down into the CAF (Level 2), the social worker and CAF Coordinator will conduct a joint home visit with the family to explain that social work intervention will be ending but on-going support will be provided through the CAF and a Team Around the Family (TAF) meeting will be arranged to facilitate this. At the joint visit the Children and Family assessment will be shared with the family and consent requested to pull through information from the social care assessment into a CAF assessment The CAF Coordinator will liaise with people who are involved with the family to invite them to the TAF meeting and to explore who would be the most appropriate Lead Professional Consultation Process 18.1 "If in doubt, consult" is a maxim of the Promoting Children & Young People s Well- being Model in Coventry. Consultation/seeking advice across services and professional disciplines is seen as essential if the right response is to be provided at the right time in the right way by the right people A team of CAF Co-ordinators are available for advice, support and Guidance. Support in helping to determine whether a CAF is needed. Support in gaining consent from the family for CAF. Support with completion of assessment. Support with analysis of need to identify outcomes. Support convening Team around the Family Meeting Attend Team around the Family Meeting Help determine the Delivery Plan/interventions. Chair difficult Team around the Family Meetings. Support where families are not engaging with the Delivery Plan. Signpost to agencies and resources. Support with ecaf. Home visits with schools/agency colleagues. Regular half-termly meetings with school and Children and Family First Worker Schools colleagues to review existing CAF's and identify concerns for children and young people which require CAF intervention. 19

20 Support with; Step up o Level 2 3 o Level 2 4 Step Down o Level 3 2 o Level How to handle disagreements Discussion with the Lead Professional/ Key worker to explore the issue and seek resolution. Where resolution can not be achieved. o Escalated through the line management process within each agency for further resolution. o Include CAF team Leader and strategic lead for CAF as appropriate. (See Appendix 4.) 18.4 Failure to engage Where professional fail to progress agreed actions/intervention or persistently fail to engage with the process then Lead profession/key worker should; Discuss with Professional and raise concerns Restate agreed actions If there is no improvement; Escalated through the line management process within each agency for further resolution Consent to Sharing Information 19.1 All statutory agencies have signed up to the Coventry Information Sharing Protocol. This governs the sharing of personal and sensitive information between agencies. It requires consent to be obtained in all cases, unless the sharing of information without consent will protect an individual from harm or aid the prevention or detection of a crime In all cases where one agency considers that it will need to share information with another in order to promote the well-being of the child / young person concerned, it must seek consent to do so Consent should be obtained from a parent or other person with parental responsibility for all children and young people under the age of 16 years (please see 13.6 for more information). An exemplar parental consent form is provided in Appendix 12. Every signatory agency of the Protocol has agreed to have a consent form, which meets the standards of this exemplar Consent must be obtained every time an episode of working with the family begins All young people have the right to know how information about them will be treated and shared. An exemplar leaflet, explaining the 'permission promise', is provided at Appendix 13. Every signatory agency of the Protocol has agreed to have a consent form, which meets the standards of this exemplar. It is expected that practitioners will talk through this leaflet with every young person so that the young person understands how information will be used Any young person aged 16 years or over has the right to give or withhold consent, independent of their parents' views. Any young person under 16 years of age may wish to give or withhold consent to the sharing of information, independent of and in contradiction of their parents' views. 20

21 This wish should be acceded to where the young person is deemed to be of sufficient age and understanding to give informed consent. It is for the practitioner working with the young person to make that judgement, applying the Fraser principles (see Appendix 15.) and advice can be sought from the designated officers for that agency. An exemplar young person's consent form is available at Appendix 14. Every signatory agency of the Protocol has agreed to have a consent form, which meets the standards of this exemplar Consent must also specify with which agencies information can be shared; it cannot be assumed that a person is willing to share information simply because they have not stated to the contrary. Provision for this is made in the exemplar Where a parent / young person refuses to give consent to share information with a particular agency, information must not be shared unless one of the following applies: (a) Failure to share information will result in harm to the child / young person; (b) Failure to share information will result in a crime being committed; (c) Failure to share information will result in a crime not being detected; (d) The young person is deemed of insufficient age and understanding to withhold consent, and therefore cannot override parental consent; (e) The young person is deemed of sufficient age and understanding to override the parental refusal to give consent The withholding of consent in itself may on occasion constitute a concern. Practitioners will need to make a judgement as to whether the withholding of consent, coupled with the original concern, increases the level of need / risk to the extent that the requirement to override consent under the relevant criteria is necessary. It may be necessary to refer to the interagency safeguarding procedures for information on working with resistant families Every signatory agency to the Coventry Information Sharing Protocol has designated officers with a specific responsibility to give advice and guidance about the operation of the Information Sharing Protocol. Whenever a practitioner is unsure of what steps to take, they should seek advice from the designated officers The child / young person's records must always clearly show whether consent has been obtained to share information. A copy of the consent form should be sent to the agency receiving the information so they can confirm the extent of permission It should be noted that, if agency A obtained consent to share information with agencies B, C and D, it does not follow that agency B has permission to share information with A, C and D. 21

22 Appendices 3 22

23 Appendices Page 1. Model Diagram Flow Chart Descriptions of need Level 1 4 and Thresholds List of Designated CAF Co-ordinators Multi agency referral form CAF assessment form CAF Guidance note Domains of the Assessment What makes a well completed CAF Top Tips 55 Effective information Sharing 55 Information gathering 56 Team around the Family Meetings 57 Lead Professionals Objectives of Family Support Exemplar of parental consent form Exemplar of permission promise for children & young people & privacy statement Exemplar of young people's consent form Fraser principles Parenting Website Glossary of practitioners Thresholds and the Interface between Social Care Services and Common Assessment Framework Glossary of terms 78 23

24 24 APPENDIX 1.

25 CAF Pathway APPENDIX 2. If immediate risk of significant harm at ANY point of the process, fast track to Child Protection Step Up to Level 4 Refer to RAS (Social Care Level 4) YES Lead Professional liaise with CAF Co-ordinators to discuss CFF support LEVEL 3 Lead Professional Calls TAF Meeting 10 days Case Allocated Key Worker TAF Meeting to devise Delivery Delivery Plan Intervene TAF Review Meeting (Update Plan) Plan 6 weeks Need Identified (by agency) Is child at risk from significan t harm? NO Review threshold document to determine level of need Can needs can be met by single agency? NO Initiate CAF gaining consent, Complete CAF on ecaf system & define level of need May Step Up Step Down to Level 2 YES LEVEL 2 Call TAF Meeting Delivery Plan Intervene Review 10 days 6 weeks Identifying agency responds to need or makes single appropriate referral Regular review by identifying agency End/Universal 25

26 APPENDIX 3 LEVEL 1 These are children and young people who make good overall progress in all areas of development. Broadly, these children receive appropriate universal services, such as health care and education. They may also use leisure and play facilities, housing or voluntary sector services. Child's Developmental Needs: Health, e.g. Physically well Adequate diet/hygiene/clothing Developmental checks/immunizations up-to-date Regular dental and optical care Health appointments are kept Developmental milestones met Speech and language development met Education, e.g. Skills/interests Success/achievement Cognitive development Access to books/toys, play /leisure Emotional and Behavioural Development, e.g. Feelings and actions demonstrate appropriate responses Good quality early attachments Able to adapt to change Able to demonstrate empathy Parenting Capacity: Basic Care Provide for child's physical needs, e.g. food, drink, appropriate clothing, medical and dental care Ensuring Safety Protect from danger or significant harm, in the home and elsewhere Emotional Warmth Show warm regard, praise and encouragement Stimulation Facilitates cognitive development through interaction and play Enable child to experience success Guidance and Boundaries Stability Provide guidance so that child can develop an appropriate internal model of values and conscience Ensure that secure attachments are not disrupted Provide consistency of emotional warmth over time Identity, e.g. Positive sense of self and abilities Demonstrates feelings of belonging and acceptance A sense of self An ability to express needs Family and Social Relationships, e.g. Stable and affectionate relationships with care givers Good relationships with siblings Positive relationships with peers Social Presentation, e.g. Appropriate dress for different settings Good level of personal hygiene Self-care Skills, e.g. Growing level of competencies in practical and emotional skills, such as feeding, dressing and independent living skills Family and Environmental Factors: Family History and Functioning Good relationships within family, including when parents are separated Few significant changes in family composition Wider Family Sense of larger familial network and good friendships outside of the family unit Housing Accommodation has basic amenities and appropriate facilities Employment Income Parents able to manage the working or unemployment arrangements and do not perceive them as unduly stressful Reasonable income over time, with resources used appropriately to meet individual needs Family's Social Integration Family feels integrated into the community Good social and friendship networks exist Community Resources Good universal services in neighbourhood 26 Common Assessment Framework Guidance v2

27 LEVEL 2 These are children and young people whose needs require some extra support from a targeted service. Child's Developmental Needs: Health, e.g. Defaulting on immunizations/checks Is susceptible to minor health problems Slow in reaching developmental milestones Minor concerns re diet/hygiene/clothing (low level neglect) Starting to default on health appointments Young Person/Teenage pregnancy Child of Young Person/Teenage pregnancy Low level self-harm Education, e.g. Have some identified learning needs that place him/her on "School Action" or "School Action Plus" of the Code of Practice Poor punctuality Pattern of regular school absences % Not always engaged in learning, e.g. poor concentration, low motivation and interest Not thought to be reaching his/her educational potential Reduced access to books/toys Emotional and Behavioural Development, e.g. Some difficulties with peer group relationships and with adults (within family, school and neighbourhood settings) May experience stigma/bullying within school or neighbourhood after parent is imprisoned Some difficulties with peer group relationships and with adults Some change in behaviour/demeanour Parenting Capacity: Basic Care Parental engagement with services is sporadic / inconsistent Parent requires advice on parenting issues Professionals are beginning to have some concerns around child's physical needs being met Ensuring Safety Some exposure to dangerous situations in the home or community Parental stresses are starting to affect ability to ensure child's safety Emotional Warmth Inconsistent responses to child by parent(s) Slow to develop other positive relationships Stimulation Spends some periods of e time alone, e.g. watching television Child is not often exposed to new experiences Guidance and Boundaries Stability Can sometimes behave in an anti-social way in the neighbourhood, e.g. petty crime Parent/carer offers inconsistent boundaries Key relationships with family members not always kept up May have different carers Starting to demonstrate early difficulties with attachments Could be experiencing anxiety due to parental separation of parent being imprisoned Some low level criminal and/or anti-social behaviour Some early indicators of sexual activity or inappropriate sexual behaviour / relationships Can find managing change difficult Starting to show difficulties expressing empathy Could become withdrawn or express different patterns of behaviour after witnessing arrest or imprisonment of family member More than the minimal alcohol consumption below the age of 15 years old. Some use of illegal drugs including cannabis. Association with others involved in unsupervised alcohol consumption. Excluded from school for a drug/alcohol related incident. Identity, e.g. Some insecurities around identity expressed, e.g. low self-esteem for learning May experience bullying around "difference" Family and Social Relationships, e.g. Some support from family and friends Has some difficulties sustaining relationships Social Presentation, e.g. Can be over-friendly or withdrawn with strangers Can be provocative in appearance and behaviour Personal hygiene starting to be a problem Self-care Skills, e.g. Not always adequate self-care, e.g. poor hygiene Slow to develop age-appropriate self-care skills Family and Environmental Factors: Family History and Functioning Some family conflicts that involve the children and have an emotional impact (current of historic domestic violence) Has experienced loss of significant adult, e.g. through bereavement or separation May be needed to look after younger siblings (Young carers) or assume role of carer for parent following imprisonment of other parent Parent has physical/mental health difficulties Drug / alcohol issues Fluid household Wider Family Some support from friends and family Housing Adequate/poor housing Family seeking asylum or refugees Transient families Families in temporary accommodation Accommodation could be threatened due to change in circumstance when family member is imprisoned Employment Income Periods of unemployment of the wage earning parent(s) Parents have limited formal education Parents starting to feel stressed around unemployment or work situation Low income / poor financial management. Change to family income Family's Social Integration Family may be new to the area Some social exclusion experiences Community Resources Adequate universal resources but family may have access issues Common Assessment Framework Guidance v2 27

28 LEVEL 3 These are children and young people whose needs are more complex. This refers to the range of needs and depth or significance of the needs. Child's Developmental Needs: Health, e.g. Concerns re diet, hygiene, clothing (neglect) Has some chronic health problems Missing routine and non-routine health appointments Overweight/underweight (eating disorders)/enuresis/soiling Smokes, substance /alcohol misuse Developmental milestones are unlikely to be met Some concerns around mental health Early teenage pregnancy Instances of self-harm Education, e.g. Identified learning needs and may have a Statement of Special Educational Needs Not achieving key stage benchmarks Poor school attendance and punctuality (i.e. below 85% attendance) Some fixed term exclusions No interests/skills displayed NEET (16/18 Not in Employment/Education/Training) Emotional and Behavioural Development, e.g. Finds it difficult to cope with anger, frustration and upset Disruptive/challenging behaviour at school or in neighbourhood and at home (anti-social and/or criminal behaviour) Basic Care Cannot manage change e.g changes to family unit Unable to demonstrate empathy Inappropriate sexual behaviour / relationships Changes in behaviour and demeanour Parenting Capacity: Difficult to engage parents with services Parent is struggling to provide adequate care (neglect) Parental experience of being in care Professionals have serious concerns of care Ensuring Safety Perceived to be a problem by parents May be subject to neglect Experiencing unsafe situations Emotional Warmth Receives erratic or inconsistent care Has episodes of poor quality of care Parental instability affects capacity to nurture Has no other positive relationships Stimulation Not receiving positive stimulation, with lack of new experiences or activities (lack of constructive leisure/play activities) Guidance and Boundaries Erratic or inadequate guidance provided Parent does not offer a good role model, e.g. by behaving in an anti-social way Stability Has multiple carers/been looked after by Local Authority Has attended Accident and Emergency dept. due to intoxication. Disclosure of self-medication to deal with mental health problems. Identity, e.g. Is subject to discrimination, e.g. racial, sexual or due to disabilities Demonstrates significantly low self-esteem in a range of situations Family and Social Relationships, e.g. Has lack of positive role models Misses school or leisure activities Peers also involved in challenging behaviour Involved in conflicts with peers/siblings Regularly needed to care for another family member (young carer) No contact with imprisoned family member Social Presentation, e.g. Is provocative in behaviour/appearance Clothing is regularly unwashed Missing from home /risk of sexual exploitation Hygiene problems Self-care Skills, e.g. Poor self-care for age, including hygiene Precociously able to care for self Family and Environmental Factors: Family History and Functioning Incidents of domestic violence (current or historic) Acrimonious divorce/separation Breakdown of family unit due to parent/family members imprisonment or offending behaviour Family have serious physical and mental health difficulties and/or drug/alcohol related use. Fluid household Wider Family Housing Family has poor relationship with extended family / little communication / is socially isolated Poor state of repair, temporary or overcrowded Temporary accommodation Asylum seeking/refugee/newly arrived/transient families Employment Parents stressed due to unemployment / "overworking" Parents lack skills to obtain employment. Income Serious debts/poverty impact on ability to meet needs Family's Social Integration Parents socially excluded Lack of a support network Community Resources Poor quality universal resources and access problems to these and targeted services 28 Common Assessment Framework Guidance v2

29 LEVEL 4 These are children and young people whose needs are complex and enduring and cross many domains. Child's Developmental Needs: Health, e.g. Has severe/chronic health problems Persistent substance / alcohol misuse/smoking Developmental milestones unlikely to be met Early teenage pregnancy Serious mental health issues / alcohol / drug dependency Concern about Female genital mutilation Non organic failure to thrive Education, e.g. Is out of school persistent absence below 85% Permanently excluded from school or at risk of permanent exclusion Has no access to leisure activities NEET (16/18 Not in Employment / Education / Training) Emotional and Behavioural Development, e.g. Regularly involved in anti-social/criminal activities witnessing the arrest of family member Puts self or others in danger, e.g. missing Suffers from periods of depression Self-harming or suicide attempts Inappropriate sexual behaviour / relationships prostitution Identity, e.g. Experiences persistent discrimination, e.g. on the basis of ethnicity, sexual orientation or disability Is socially isolated and lacks appropriate role models Family and Social Relationships, e.g. Periods of being accommodated by the Local Authority Family breakdown related in some way to child's behavioural difficulties Subject to physical, emotional or sexual abuse or neglect Is main carer for family member Concern about forced marriage Social Presentation, e.g. Poor and inappropriate self-presentation Missing from home /risk of sexual exportations Self-care Skills, e.g. Neglects to use self-care skills due to alternative priorities, e.g. substance misuse Basic Care Parenting Capacity: Parents unable to provide "good enough" parenting that is adequate and safe Parents' mental health problems or substance misuse significantly affect care of child Parents unable to care for previous children Ensuring Safety There is instability and violence in the home continually Parents involved in crime or in prison Parents unable to keep child safe Parents have drug / alcohol dependency Victim of crime Trafficked Child Parent unable to prioritise child s need above their own Emotional Warmth Parents inconsistent, highly critical or apathetic towards child Poor / disorganised attachment Stimulation No constructive leisure time or guided pay Lack of toys Guidance and Boundaries No effective boundaries set by parents Regularly behaves in an anti-social way in the neighbourhood Stability Beyond Parental control Has no-one to care for him/her Family and Environmental Factors: Family History and Functioning Significant parental control discord and persistent domestic violence Poor relationships between siblings Family has serious / chronic mental health issues Wider Family No effective support from extended family Destructive / unhelpful involvement from extended family Housing Physical accommodation places child in danger Transient Temporary accommodation Employment Chronic unemployment that has severely affected parents' own identities Family unable to gain employment due to significant lack of basic skills or long-term difficulties, e.g. substance misuse Income Extreme poverty / debt impacting on ability to care for child Family's Social Integration Family chronically socially excluded No supportive network Community Resources Poor quality services with long-term difficulties with accessing target populations Common Assessment Framework Guidance v2 29

30 APPENDIX 4. The CAF Team The CAF Co-ordinators Team are key contacts for dealing with questions about the CAF process. Their contact details are shown below: Meriel Barnes CAF Strategic Lead Children and Families First Team South 312 Charter Avenue Coventry CV4 8DA Tel: Karen Weaver CAF Team Manager Children and Families First Team South 312 Charter Avenue Coventry CV4 8DA Tel: North East Based at CFF NE Moat House Leisure Centre Winston Avenue Coventry CV2 1EA North West Based at CFF NW Coundon Neighbourhood Centre 82 Moseley Avenue Coventry CV6 1AB South Based at CFF South 312 Charter Avenue Canley Coventry CV4 8DA Tel: Tel: Tel: CAF Co-ordinators: Stacey Lowell Fiona Wiggins Sue Wilson CAF Co-ordinators: Katie Rendall Jeanette Walsh Lyndsey Harper /Lindsay Tallis CAF Co-ordinators: Kerrie Holdback Steve Turner 30 Common Assessment Framework Guidance v2

31 APPENDIX 5. Promoting Children & Young People's Well-being Multi-Agency Referral & Initial Information Form This form should always be used to provide written confirmation to Social Services of referrals within 48 hours. Please complete as much information as you can, it will be helpful to the person receiving it. Please put not known or not applicable as appropriate in any section you are unable to complete. (Social Services staff MUST complete shaded areas) To Office Fax/Address Name Key Referral Information Date and time of Referral : Is this a re-referral? Yes If yes, does the reason for the re-referral indicate that the response to the original referral did not appropriately address the service user's needs? Yes No No A re-referral is defined as a referral about the same child/young person within twelve months of a previous referral to the same council (where the case is closed) Name of Person / Professional making referral and relationship to child young/person Name: Contact details of referrer Address: Relationship: Postcode: Telephone Number: Address: Child/Young Person's Details Surname: Forename: SURFACS Number: Please record all names the child and parents/carers have been known by. Also known as: Date of Birth: Gender: Male Female This is the child / young person's usual or home address. Where the parents have shared care, the child / young person may have two addresses. Common Assessment Framework Guidance v2 31

32 Address: Resides with 1. Relationship 1. Postcode: Telephone Number: Parental Responsibility / Residence Order Yes No Yes No TURN OVER Language and Communication Child's first language: Parent / Carer's first language: Yes No Is an interpreter required? Other communication needs (BSL, Makaton etc): Yes No Special Needs or Disability Does the child and/or parents/carers have any special needs which need to be taken into consideration when responding to this referral? Child: If yes, specify: Yes No Parent / Carer: Yes No If yes, specify: On disability register? Yes No On disability register? Yes No School or Nursery 32 Common Assessment Framework Guidance v2

33 Name: Address: Postcode: Main Contact: Telephone Number: Reason for Referral / Request for Services Please record brief details about the reason for referral, or services requested by or on behalf of the child. It is important to record details even when services cannot be provided immediately or at all. Common Assessment Framework Guidance v2 33

34 Referral awareness Is the child aware of the referral? Is the Parent / Carer aware of the referral? Yes No Yes No Child's response to referral: Parent / Carer's response to referral: h Risk to staff Is there any information which suggests that there may be a potential risk to workers visiting this child/family? Yes No If yes, specify: Child / Young Person's Ethnicity White Mixed Asian or Asian British Black or Black British Other Ethnic Groups The child / young person or the child's parents White British White & Black Caribbean Indian Caribbean Chinese should be asked which ethnic group the child belongs to. White Irish Any other White background White & Black African White & Asian Pakistani Bangladeshi African Any other Black background Any other ethnic group Not given This information on ethnicity will enable local authorities to complete statistical returns eg. SSDA903 return, child in need census Any other Mixed background Any other Asian background If other, please specify Child / Young Person's Religion None Christian Buddhist Hindu Jewish Muslim Sikh Any other religion Not given Signature of referrer: Print Name: Date: Form 1A will be used to inform you of the outcome of this referral 34 Common Assessment Framework Guidance v2

35 Important File Information Need Code: Use the Referral Reason list to identify the correct codes for this referral Primary N Secondary S Check File Indicator: Is there additional information recorded on the case file which should be checked before any contact is made with the client? Yes No Immigration Status Asylum Seeking Refugee Status Exceptional leave to remain Nationality (if not British): EU citizens are not required to register with the Home Office Home Office registration number: Statutory Status CHILD PROTECTION The child / young person referred is on the Child Protection Register in Coventry Yes Yes No No The Child Protection Registration categories set out in Working Together (1999) are Physical Abuse, The child / young person referred is on the Child Protection Register of another Local Authority Social Services department Yes No Sexual Abuse, Emotional Abuse, and Neglect. The child / young person referred has been registered previously on a Child Protection Register by any Local Authority Social Services department These categories are different from the previous WorkingTogether (1991). Name of Local Authority: Date of registration: Date of de-registration: Category: Please record all episodes of the child's name being on the child protection register. Common Assessment Framework Guidance v2 35

36 LOOKED AFTER The child / young person referred is Looked After by Coventry Social Services The child / young person referred is Looked After by another Local Authority Social Services department Yes Yes Yes No No No Where child welfare concerns are raised about a child who is looked after, the Local Authority where the child is living has responsibility for the child's safety and welfare until that responsibility is transferred to the responsible Authority. The child / young person referred has been Looked After previously by any Local Authority Social Services department Name of Local Authority: Start date: End date: Please record all episodes of the child being looked after Legal Status / Orders Date made To whom Duration (days) Key Agencies Please give name and contact details of all key professionals involved with the family Health Visitor Address: Tick if parental consent to contact obtained Date consent obtained The name of key professionals from all agencies currently involved with the child and family should be recorded. This includes agencies working with parents. Name: Tel/Fax/ Parental permission to contact other agencies should be obtained unless permission seeking may itself place a child at increased of significant harm (Paragraph 5.6, Working Together) GP Name: Address: It should be ascertained whether other professionals agree to the information they are asked to provide being shared with the child and/or family. Tel/Fax/ Paediatrician Address: Name: Tel/Fax/ 36 Common Assessment Framework Guidance v2

37 Midwife Address: Name: Tel/Fax/ School Nurse Address: Name: Tel/Fax/ Nursery / SureStart Address: Name: Tel/Fax/ Education Welfare Officer Address: Name: Tel/Fax/ Mental Health Address: Name: Tel/Fax/ CAFCASS Address: Name: Tel/Fax/ Probation Services Address: Name: Tel/Fax/ Common Assessment Framework Guidance v2 37

38 Voluntary Organisations Address: Name: Tel/Fax/ Other Address: Name: Tel/Fax/ 38 Common Assessment Framework Guidance v2

39 Form 1A: Outcome of referral information / feedback form Further Action: To be completed by Team Manager, Social Services Provision of information / advice: Refer to other agencies (please specify): Initial Assessment No further action: (to be completed within 7 days) Reason for further action and details of case allocation: Child / Young Person informed of action taken: Parent / Carer informed of action taken: Yes No Yes No Social Worker (print name) Signature: Date: Endorsed by (Team manager): Feedback on Action taken by Social Services should be given within 48 hours by returning a copy of this form to the referrer. If the action taken does not correlate with the expected outcome on the referral telephone contact MUST be made with the referrer. Feedback to referrer Name of children: Home Address: Form completed by: Postal Address: Initial Action taken by Social Services: Commenced Section 47 inquiry / Assessment Commenced Child in Need Initial Assessment Date: Date: Re-directed to (please give details) No further action Signature of Team Manager Print Name Date: Common Assessment Framework Guidance v2 39

40 APPENDIX 6 CAF Assessment for.., age.. Personal Details Family Name DOB Ethnicity Given Names Gender Primary Language Assessment Date CAF Assessment started Date CAF Assessment completed Identifying details Name & Gender NHS Number Unique Pupil Number Former Unique Pupil Number Title Surname Forename Gender Name & Gender Date of Birth / Expected DOB OR Approximate Age Unborn Child Deceased? Date of Death Locality Locality Locality Notes Other Information 40 Common Assessment Framework Guidance v2

41 Identifying details Other Details Information Sharing Consent Is the child of the age & understanding to make his/her own decisions? If the above answer is yes, has the child agreed to the CAF? Does the person with parental responsibility agree to CAF? Method of Consent Date of Consent Consent Date Expiration Date Fair Process Notice issued? Person Giving Consent Person giving consent (if not the Child) Relationship to the child Further Details Other Details Comments Document Reference Schedule 2 Justification Code Schedule 3 Justification Code Assessment Information The reasons why a CAF is being completed. Reason for doing an assessment Has someone with parental responsibility for the child/young person given consent to the CAF assessment being undertaken? If consent was not sought, explain why. Was the Child/Young Person seen during this assessment? Who contributed to the assessment, who has been seen and spoken to and whether any difficulties arose or additional assistance (e.g. interpreter) has been needed. If the child/young person wasn't seen and/or spoken to during the assessment, why. How the assessment was carried out and who was involved Common Assessment Framework Guidance v2 41

42 Assessment Information Details of person(s) undertaking assessment Name Address Postcode: Contact tel. no. Role Organisation Name of lead professional (where applicable) Lead professional's contact number Lead professional's address Multi-Agency Consultation Agencies consulted and information gathered School / Children's Centre Name Address Telephone Number Name of Worker Date Information Gathered Health Visitor Name Address Telephone Number Name of Worker Date Information Gathered School Nurse Name Address Telephone Number Name of Worker Date Information Gathered GP Name Address Telephone Number Name of Worker 42 Common Assessment Framework Guidance v2

43 Assessment Information Date Information Gathered Police Name Address Telephone Number Name of Worker Date Information Gathered Children & Families First / CAF Name Address Telephone Number Name of Worker Date Information Gathered CAFCASS Name Address Telephone Number Name of Worker Date Information Gathered Other Local Authority Name Address Telephone Number Name of Worker Date Information Gathered Other Agencies Name Information Gathered Circumstances including Family History Summary of child and family history, including any previous support the family has received Childs Developmental Needs Summary of the child/young Common Assessment Framework Guidance v2 43

44 Circumstances including Family History person's health, well-being and development School Attendance (%) Below 85% 85% to 95% Above 95% Not applicable due to child/young person s age Parental Capacity Parental Factors Identify any factors applicable to the parent/carer which may affect Parenting Capacity (answer every question) Are there concerns about domestic abuse towards (answer every question) Summary of how any parental factors impact on the parent/carers capacity to meet the child's needs. Family history A member of the household experienced a stressful childhood (e.g. childhood abuse; period in care) The family suffered a traumatic loss or crisis which is unresolved (e.g. bereavement) Family functioning The child s difficulties have a negative impact on siblings The child s difficulties affect the parent(s)/carer(s) capacity to care for the child Does another member of the household experience (answer every question) Is there a known history domestic abuse by.. (answer every question) Poor mental health Yes No Poor physical health Yes No Physical disability Yes No Learning disability Yes No Sensory impairment Yes No Problem alcohol use Yes No Problem drug use Yes No Parent/Carer (subject of) Yes No Another person living in Yes No the household (subject of) Yes Yes Yes Yes No No No No There are frequent family rows Yes No Poor mental health Yes No Poor physical health Yes No Behaviour problem Yes No Physical disability Yes No Learning disability Yes No Sensory impairment Yes No Problem alcohol use Yes No Problem drug use Yes No Parent/Carer (perpetrator) Yes No Another person living in the Yes No household (perpetrator) 44 Common Assessment Framework Guidance v2

45 Circumstances including Family History Summary of how the family and environmental factors impact on the child and parents'/carers' capacities to respond to their child's needs. Family & Environmental Factors Are the family receiving out of work benefits? The household has one or more persons under 18 with a proven offence The household has one or more members with an anti-social behaviour order or injunction The household has been subject to a housing-related anti-social behaviour intervention during the previous 12 months Summary of the child / young person's home and community factors Yes Yes Yes Yes No No No No Solutions and Actions What are the key aims the child, young person and/or family would like to address? Strengths Needs Agreed Actions (in order of priority) Desired Outcomes (as agreed with child, young person and/or family) Action Who will do this? (Name of professional and agency) By when? Common Assessment Framework Guidance v2 45

46 Management Oversight Manager comments Signatures Name of Practitioner completing assessment Signature Name of Manager Signature 46 Common Assessment Framework Guidance v2

47 Guidance note on completing a Common Assessment APPENDIX 7 Principles underpinning effective assessment Understanding what is happening to a child with needs in the context of his family and community cannot be achieved as a single event. It must necessarily be a process of gathering information from a variety of sources and making sense of it with the family and often with several other professionals involved with the child and its family. Key stages in undertaking an assessment Identifying that an assessment is required: This can be by the parent or child / young person requesting help or another practitioner identifying a potential need for a child / young person. It is important to be as clear as possible early on about the presenting need. Very often in the course of undertaking an assessment other needs become apparent. Consent to undertake the assessment and share information: Consent needs to be obtained from the parent / carer and the child / young person based on their age and understanding. The consent stage is very important as it establishes the basis for what information can be shared with whom and will assist in the development of a partnership approach between the practitioner and the family. Planning the assessment: It is necessary for the practitioner undertaking the assessment to think about how they will conduct the assessment. Who needs to be spoken to? Whether there are any barriers to communication e.g. is an interpreter required? When and where they will be spoken to? What aspects of the domains are likely to be relevant for discussion? How and where they will engage with the child / young person? What additional information they may need to seek from other sources. Whether or not the home circumstances will need to be assessed and how to achieve this? This may be done in the course of a home visit. For some practitioners home visits will not be part of their normal working practices and so they may have to seek information about the home circumstances from another practitioner who has visited the home. Gathering information: This is achieved by talking to the child / young person and their parents and carers. It may be necessary for them to be seen separately on occasions. The relevant domains of the framework should be explored with the parent / carer and child / young person i.e. Developmental Needs including Learning, Parenting Capacity and Family and Environmental Factors. (See below for further details). It will be necessary to talk to other interested parties. This may include any other practitioner involved with the child / young person e.g. school; Youth Worker. It is also important to remember that there may be practitioners who are involved with the parent / carer that have information to contribute to the assessment e.g. CPN, Probation Officer. Common Assessment Framework Guidance v2 47

48 Observation: This is a crucial aspect of information gathering and can give valuable insight into physical circumstances, personal relationships and relationships between groups e.g. physical presentation of a child may be indicative of levels of physical care or self-care. Analysis: This requires the practitioner to make sense of the information that has been gathered and come to a judgement about the presenting needs and how to meet them. The practitioner should list the areas of strengths, concerns and any areas of uncertainty and draw a conclusion about how best to meet the presenting needs. Sharing the assessment: Make sure the parent, child and young person receive a copy. Drawing up a Delivery Plan: This should be completed at the Team around the Family Meeting and should specify the desired outcomes, actions required to achieve them, by whom and within what time scale. This Delivery Plan should be drawn up with the child / young person (in line with their age and understanding) and the parent and carer. Reviewing progress: The progress should be reviewed regularly and the action plan amended accordingly. It is the responsibility of the Lead Professional/Key Worker to convene the Delivery Plan Review Meeting. 48 Common Assessment Framework Guidance v2

49 APPENDIX 8 Domains of the Assessment Developmental Needs including Learning Health: This includes the current health condition and relevant conditions including growth and development as well as physical and mental well-being. The impact of any genetic factors and of any impairment should be considered. It also involves receiving appropriate health care when ill, an adequate and nutritious diet, exercise, immunisations and developmental checks where appropriate, dental and optical care, number and frequency of hospital admissions and accidents. For older children appropriate advice and information on issues that have an impact on health, including sex education and substance misuse. Also the management of any health conditions such as asthma or diabetes. Physical Development: This is concerned with the means of mobility, level of physical or sexual maturity/delayed development. It also includes consideration of being well nourished, being active, rested and protected, and gaining control of the body acquiring physical skills; vision and hearing, fine and gross motor skills, crawling, walking, running and climbing, participation in football or other games, ability to draw pictures, do jigsaws etc. Speech, Language & Communication Development: Is concerned with the ability to communicate effectively, confidently and appropriately with others. Also includes preferred means of communication; use of first language; ability to gain attention and make contact, access positive relationships, be with others, encourage conversation; the impulse to communicate, exploring, experimenting, labelling and expressing, describing, questioning, representing and predicting, sharing thoughts, feelings and Ideas; listening and paying attention to what others say, making playful and serious responses, enjoying and sharing stories, songs rhymes and games; learning about words and meanings; ability to communicate meaning, influence others, negotiate and make choices, understanding of others; vision and hearing; language for communication; linking sounds and letters; reading and writing; willingness to communicate; articulation skills and language structure; vocabulary and comprehension; fluency of speech and confidence; appropriateness of social and communication skills, for example, body language, excessive use of expletives or inappropriate language, for example brusque manner. Emotional and Social Development: This is concerned with the emotional and social response, initially to parents and caregivers and as the child grows older to others beyond the family. It includes the Importance of being special to someone, being able to express feelings, developing healthy dependence, developing healthy independence; nature and quality of early attachments, self-harm or risk of self-harm; phobias or psychological difficulties; temperament, coping and adjusting abilities for example, after experiencing domestic violence, bereavement or family relationship breakdown; disposition, attitude and motivation to change. Behavioural Development: This is concerned with the behavioural development of the child. It includes lifestyle and self-control (including participation in reckless activity and Common Assessment Framework Guidance v2 49

50 50 need for excitement); behaviour in class or other environments where the child comes into contact with their peers; substance abuse/misuse; anti-social behaviour e.g. destruction of property, aggression towards others; harm or risk of harm to others; sexually inappropriate behaviour and attempts to manipulate or control others; offending behaviour and risk of (re) offending; violent or aggressive behaviour at home or school and attitudes to offending. Identity, Including Self-esteem, Self-image and Social Presentation: This is concerned with the child's growing sense of self as a separate and valued person. This includes growing self-awareness and realisation of separateness and differences from others, recognition of personal characteristics and preferences, finding out what they can do; importance of gaining self-assurance through a close relationship, becoming confident In what they can do, valuing and appreciating their own abilities, feeling self-assured and supported, a positive view of themselves; knowledge of personal and family history; access to recognition, acceptance and comfort, ability to contribute to secure relationships, understanding they can be valued by and important to someone, exploring emotional boundaries; sense of belonging, being able to join in, enjoying being familiar and trusted by others, valuing individuality and contributions of self and others, having a role and identity within a group, acceptance by those around them; race, religion, age, gender sexuality and disability may all be affected by bullying or discriminatory behaviours; understanding of the way in which appearance and behaviour are perceived and the impression being created. Family and Social Relationships: This is concerned with the ability to empathise and build stable and affectionate relationships with others, including family peers and the wider community. It includes stable and affectionate relationships with parents or care givers; sibling relationships; involvement in helping others; age appropriate friendships; association with predominately pro-criminal peers or lack of non-criminal friends; understanding of others and awareness of consequences; association with substance misusing friends/peer groups. Self-care & Independence: This concerns the acquisition of practical and emotional and communication competencies to increase independence. It also includes consideration of discovering boundaries and limits, learning about rules, knowing when and how to ask for help, learning when to say no and anticipating when others will do so; discovering and learning about their body, demonstrating individual preferences, making decisions, becoming aware of others and their own needs; early practical skills for example coping with routine such as washing, dressing and feeding including swallowing, chewing and weaning, in the case of the very young; opportunities to gain confidence and practical skills to undertake activities away from the family; independent living skills for older children for example, appropriate use of social problem solving approaches. Learning - including Understanding, Reasoning and Problem Solving - The ability to understand and organise information, reason and solve problems. This also includes consideration of the impact of any disability or impairment or special needs and of any potential for these outcomes; making connections through the sense of movement, finding out about the environment and other people, becoming playfully engaged and involved, making patterns, comparing, categorising, classifying; being creative, exploring and discovering, experimenting with sound, other media and movement, developing competence and creativity, being resourceful; being imaginative, imitating, mirroring, moving, imagining, exploring and re-enacting, playing imaginatively with materials using all the senses, pretend play with gestures and actions, feeling and relationships,ideas and words; exploring, Common Assessment Framework Guidance v2

51 experimenting and playing, discovering that one thing can stand for another, creating and experimenting with one's own symbols and marks, recognising that others may use marks differently; play and interaction; demonstrating a range of skills and interests; numbers as labels and for counting; calculating; shape, space and measures; progress in learning, including any special educational needs identified; knowledge and understanding of the world. Participation in Learning, Education and Employment: This is concerned with the degree to which the child or young person has access to and Is engaged in education and/or work based training and, if he/she is not participating, the reasons for this. Also includes consideration of attendance; the degree to which prior non-participation has led to current needs and circumstances; access to appropriate and consistent adult support; access appropriated educational sources for example, books. Progress and Achievement in Learning: This addresses the child or young person's educational achievements and progress, including in relation to their peers. Also includes consideration of adult interest in the child or young person's educational activities and achievements, progress e.g. measured against prior attainment in learning, national curriculum levels achieved, and their peers; basic skills - the ability to read, write and speak in English and use mathematics at a functional level; key skills- the ability to learn, work with others, carry out tasks; participation in opportunities to take part in activities in the community and I or develop particular strengths or skills e.g. in sports, arts or vocational training; special educational needs - whether the child or young person has significantly greater difficulty in learning than the majority of children or young people of their age; whether the child needs to catch up when education has been disrupted, disability - whether the child has a disability and reasonable adjustments are being made to support their access to the curriculum and school life generally. Aspirations: This is concerned with ambitions of the child or young person, whether their aspirations are realistic and they are able to plan how to meet them. Note there may be barriers to a child or young person's achievement of their aspirations e.g. the child or young person's other responsibilities in the home. Also includes consideration of the child or young person's view of progress; motivating factors; the child or young person's level of selfconfidence and perseverance. Parents and Carers Basic Care & Ensuring: Is concerned with extent to which physical needs are met and protection from harm and danger including self- harm. This includes provision of food, drink, warmth and shelter, clean and appropriate clothing and adequate personal hygiene; level of engagement in securing universal services e.g. doctor, dentist, optician; provision of a safe environment, where family members and other carers act to safeguard the safety and welfare of the child; not being exposed to domestic violence, substance abuse/misuse, sexual exploitation or other abusive experiences; recognition of hazards and danger both in the home and elsewhere; quality of care; parental substances abuse/misuse. Emotional Warmth: Is concerned with ensuring the child's emotional needs are met and giving the child a sense of being specially valued and a positive sense of own racial and cultural identity. It includes parent or carer's feelings about looking after their child; ensuring Common Assessment Framework Guidance v2 51

52 the requirements for secure, stable and affectionate relationships with significant adults are met, appropriate sensitivity and responsiveness to the child or young person's needs; appropriate physical contact, comfort and cuddling sufficient to demonstrate warm regard, praise and encouragement; maintenance of a secure attachment to the primary caregiver(s) in order to ensure optimal development; ensuring the Infant, child or young person keeps in contact with important family members and significant others, when it is safe to do so; frequency of moves of house and/or early years provision, school or place of employment. Guidance, Boundaries & Stimulation: Enabling the child to regulate their own emotions and behaviour while promoting their learning and intellectual development through encouragement and stimulation and promoting social opportunities. This includes modelling appropriate behaviour and control of emotions and interactions with others provision of clear, consistent and appropriate guidance, boundaries and discipline such that a Infant, child or young person can develop a positive Internal model of value and conscience; appropriate stimulation of learning; effective discipline; ensuring the Infant, child or young person's safety while encouraging independence and avoiding overprotection; encouraging their children to participate in and benefit from education and leisure activities; supporting children's personal and social development so they are independent, self-confident and able to form positive relationships with others. Family and Environmental Factors Family History, Functioning and Well-being: is concerned with the impact of family situations and experiences. This includes consideration of the culture, size and composition of the household - including changes in the people living in the accommodation since the child/young person's birth; family history - including any concerns about inheriting illnesses from a parent; family routines; disorganised/ chaotic lifestyle; failure to show care or interest in the child or young person; impact of problems experienced by other family members such as physical illness, mental health problems, bereavement or loss; the child/young person witnessing violent behaviour, including domestic violence (both physical and verbal); involvement in criminal activity/anti-social behaviour; experience of abuse; family relationships including all people important to the child or young person e.g. the impact of siblings, absent parents and any serious difficulties in the parents' relationship; history of family breakdown or other disruptive events; parental physical and mental health (Including depression) or disability; involvement in alcohol misuse; involvement in substance abuse/misuse and whether anyone in the family presents a risk to the child/young person. Wider Family: is concerned with the family's relationships with relatives and non-relatives. This includes formal and informal support networks for the child or young person; formal and informal support networks for the parents or carers; wider family roles and responsibilities e.g. including employment and care of others and appropriate level of support from family members. Housing: This is concerned with the living arrangements. Does the accommodation have basic amenities and facilities appropriate to the age and development of the child and other resident members? This includes who has the child or young person been living with; the exterior of the accommodation and immediate surroundings; the interior of the accommodation with specific reference to the child or young person's individual living 52 Common Assessment Framework Guidance v2

53 arrangements; water, heating, sanitation, cooking facilities, sleeping arrangements, cleanliness, hygiene, safety and reasons for homelessness Employment: is concerned with who is working in the household, the pattern of their work and any changes. It includes the impact of work upon the child or young person; how family members view work or absence of work; how does work affect the family's relationship with the Infant, child or young person? Financial considerations: is concerned with the income available over a sustained period of lime. This includes the family's entitlement to and receipt of benefits; sufficiency of income to meet the family's needs; the ways in which the family's income is used; how the family's financial circumstances affect the child or young person e.g. inadequate legitimate personal income; whether the family is suffering financial hardship clue to an emergency, e.g. loss of possessions/homelessness Social and Community Factors and Resources including Education: This involves an exploration of the wider context of the local neighbourhood and community and its impact on the child or young person and parents, including any facilities and services available. This also includes the neighbourhood characteristics e.g. levels of crime, disadvantage, employment, high levels of substance abuse/misuse, trading of illegal drugs, etc; relationship with neighbours; availability and accessibility of universal services, including schools, day-care, primary health care, places of worship, transport, shops and leisure activities and family support services; quality of the learning environment and educational support services; physical access to facilities and services; degree of child or young person's social integration or isolation; the influence of peer groups, friendships and social networks e.g. substance abuse/misuse. It is important to remember The assessment centres on the child or young person and the whole spectrum of their potential needs rather than on the policy focus and statutory obligations of a particular service. It is geared towards the practical delivery of practical and appropriate solutions to a child or young person's unmet needs, whether within the remit of the service through which the common assessment is initiated or by others including the child or young person and their family. It involves the child and young person and their family at all stages, wherever possible enabling them to take the lead in the assessment, particularly in goal setting and developing solutions to meeting needs. Ensure that they have a copy of the relevant documentation. Subject to normal rules about consent, enables and encourages information held by agencies to follow the child or young person e.g. as they get older, change schools or move house. Supports and enhances on-going and effective communication within and between agencies. Common Assessment Framework Guidance v2 53

54 APPENDIX 9 WHAT MAKES A WELL COMPLETED CAF? Quantity of information Full holistic assessment consideration made on all three domains. Enter all clear detailed concise information known and shared. Information sources are clear and comments attributed and clearly explained for example the comment "Mum says." (This also indicates involvement). Jargon/sector specific acronyms avoided. Where possible be specific regarding frequency/duration of identified needs; for example Mum has appeared to be under the influence of alcohol on two occasions. Approach Reason for assessment clarified A focus on strengths alongside needs Build rapport to enable trust and support engagement Include detail necessary and relevant Evidence fact and observation Non judgemental Owned by the family Child focussed/age appropriate involvement Child's view are clearly represented Indicate information not known from not relevant Analyse evidence to support conclusions that are clear and outcome specific Solution focussed approach Action Planning A clear delivery plan of agreed actions with names and date to indicate responsibility, inclusive of the family. 54 Common Assessment Framework Guidance v2

55 APPENDIX 10 Top tips for Effective Information Sharing We can legally and confidently share information when it is in the child or young person's best interest (risk of harm) Consent should always be sought before sharing information unless to do so would increase the risk of serious harm to a child You need to understand why information has to be shared, which information is involved and with whom it will be shared You need to be clear with parents and children / young people about whom you will be sharing information with and what information Young people under the age of 16 are able to consent to information sharing if they are fully able to understand what is involved Fraser Competency If consent is denied then information cannot be shared, unless the practitioner believes that a failure to share the information could result in a child or young person suffering or being likely to suffer serious harm You need consent to share sensitive information. If possible consent should be in writing Always check information is up to date and accurate Make sure that you distinguish between fact and opinion You may need to check with the person who gave you the information before you can share it Check you have recorded that the information was shared Make sure you share information in a secure way Seek consent to undertake a common assessment, verbal / written, share information. Make sure the parent and child / young person understands what is involved Common Assessment Framework Guidance v2 55

56 Top tips for Gathering Information Make sure that the basic information you gather is accurate and up to date e.g. date of birth, name, address and family members' details, phone numbers and spelling Always check to see whether a common assessment has already been completed by contacting the CAF Coordinator. Remember to look at the records that you own agency holds Be clear about what information you want from other agencies this should relate to the relevant domains e.g. if school attendance is a problem then you will want information from the Children and Families (Schools) Worker about numbers and frequency of absences. Whether these are authorised or unauthorised you may also want to seek the school's understanding of the reason for absences Establish rapport with the parent / child / young person to enable productive discussion about needs and strengths within the family Use open questions when discussing domains with the parent, child or young person. e.g. tell me about.. What do you think.. Speak to the parent in private without distractions. They may want to tell you information that is not for sharing in front of the children. This means asking for the TV to be turned off or down for a while and children occupied so that you can speak if you are seeing them at home Ask to talk privately with the child / young person Observe interactions between the child / young person and their parents if possible Observe how the child / young person presents physically, in terms of general well-being and presentation e.g. clean and appropriate attire Observe how the child presents emotionally e.g. are they withdrawn, happy, talkative, reserved etc. Observe how the parent / carer presents both physically and emotionally Consider absent parents who may or may not have contact Check out the background history of the parent with them if relevant 56 Common Assessment Framework Guidance v2

57 Top Tips for Team around the Families (TAF) Meetings Think about the meeting in three sections: Preparation The meeting What happens next Preparation Be clear about the purpose of the meeting Consider who needs to attend and invite them Consider the involvement of Parent and child / young person when setting the time and venue Do parents work? Are there younger children who need childcare? Are there any barriers to parental and child / young person's participation e.g. language, hearing, accessibility of venue? Balance between pressures to convene the meeting quickly with the availability of people to attend Ask people who are unable to attend to send a written report Prepare the parent and child / young person Is the venue suitable private, accessible and comfortable? Don't forget to book it! Give consideration to who might be the most appropriate person to act as Lead Professional The Meeting Do introduction Explain the process and the objectives of the meeting Check that the parent and child / young person understand what is happening Follow pro-forma for meeting Common Assessment Framework Guidance v2 57

58 Top Tips for Lead Professionals Always ensure that the family and the other workers involved in the TAF have your contact details Set a review date at the first TAF meeting Plan your contacts with the child / young person and family so they know that you will be actively involved Establish rapport with the child and family Remember that you are part of a team working with the family and are not expected to do everything! Work collaboratively with other practitioners Make sure you have contact details of the other practitioners who are providing support to the family Be clear with other practitioners who are contributing to the TAF about how you will maintain contact with them. If by phone, how often will you phone them? Be clear about the circumstances when other practitioners will need to contact you e.g. if the family is not co-operating with an aspect of the plan that they are responsible for Check how the support package is going with the child / young person and parents. Is it working? Don't wait for a review to find out Be prepared to reconvene a review meeting if the plan isn't working Don't be afraid to ask other practitioners who are providing support as part of the plan for their views If another practitioner is not carrying out their contribution to the plan as agreed raise this with them and find out the reason: hopefully this will focus them back on the plan If this continues then raise it with your manager and they will speak to the practitioner's manager 58 Common Assessment Framework Guidance v2

59 APPENDIX 11 Objectives of Family Support To: Change attitudes Improve parenting skills Improve coping skills Increase knowledge and understanding Improve parent's confidence and self esteem Build family relationships Recognise parents' own needs Empower parents Share views, ideas and information with others Raise child's self esteem Improve quality of life for parents and child Improve two-way communication Develop child's abilities Promote positive parenting Improve nurturing Advise about family relationships Make choices May also help to: Change parent's behaviour Change child's behaviour Understand and respect child's needs Be more child centred Manage difficult behaviour Change parenting style Encourage parents to value and praise children Improve home-school links Prevent abuse Allow parents to recognise their own skills Provide support in a crisis Allow parents to look after their life/child/family in 'another way' Provide practical support e.g. when a new baby arrives Handle stress Develop problem solving skills Provide appropriate information e.g. child with special needs Understand teenage years Understand grandparents and their role Common Assessment Framework Guidance v2 59

60 APPENDIX 12 Coventry Exemplar Document Parent Consent Form Data Protection Act 1998 In order that we at (Agency Name) can provide the best support for your son/daughter we may need to share information that you or they have given to us with other professionals and people working with you and your child. Child's Name DOB I, the Parent/Guardian of the child mentioned above agree that any relevant information that is currently held, or that may be gained about my child in the future, can be shared between the following agencies: Please tick any organisations which you DO NOT wish to share your information with. Early Years: Under Fives Day Care Early Years: Children's Centres Family and Community: Family Services Family and Community: Family Justice Education: Schools Education: Further Education and Sixth Form Colleges Education: Adult and Community Education Education: Local Preventative Services Education: Special Educational Needs/support for learning Health: Primary and Community Health Health: Secondary and Tertiary Health Health: Mental Health Health: Sexual Health Family and Community: Child Protection Family and Community: Housing Family and Community: Employment and careers Family and Community: Leisure and play Justice and Crime Prevention: Offender and victim services Justice and Crime Prevention: Secure Accommodation Justice and Crime Prevention: Police Sports and Culture Additional Services Health: Drugs and Alcohol Youth: Information Advice and Guidance Youth: Youth Workers Name:. Parent/Guardian (Please Print) Signature:.. Date:. Any information that is shared will be done so in accordance with the Data Protection Act In line with Coventry's information sharing protocols. 60 Common Assessment Framework Guidance v2

61 APPENDIX 13 Coventry Exemplar Document Sharing Information The Permission Promise What is it about? - We want to provide great services for you and other young people in Coventry. In the past you may have told many people your concerns over and over again before you got help. It was hard enough to tell someone once and I got upset having to repeat it over again - Sam aged 15 To stop this, lots of organisations, which support young people have agreed to share your information - but only with your permission. Who will be given my information? - We will only tell organisations who are going to help you. For example if we are worried that you are ill, we can pass your information to the school nurse or your doctor. If you are being bullied, we can pass your information to a counsellor to support you. What will you tell them? Your name and how to contact you Your concerns The type of help you need The Rules say that most of the time we will only pass on information if you say it is OK to do so. But if we think you are in danger, to make sure you are safe we can tell someone immediately without your permission. We can also do this if you are involved in crime. We will only pass your information to people who have agreed to The Permission Promise. They will only use your information to help you. How do I let you know its okay to share my information? - If you are over 16 you can sign The Young Person's Permission Form. This means that you agree that we can share your information. We will regularly check that we can still pass information on. If you are under 16 we may need to get your parents or carers to sign the permission form. What if I don t say it's okay to share my information? - We will still help you. Sometimes it may mean you wait longer for help. We can pass on some bits of your information and not others if you prefer. We will tell you all of the information that we are passing on about you. What if the Permission Promise is broken? - Each organisation that has agreed to the Permission Promise must stick to the rules. If you believe that the Permission Promise Rules have been broken, tell someone you trust so that this can be checked out. Common Assessment Framework Guidance v2 61

62 Privacy Statement Most of the agencies you visit will have information about you, for example your doctor and school. They are allowed to look after this information as long as they follow the rules of the Data Protection Act One of these rules means that they cannot tell other people about you without your permission. The exception is if they think you are in danger of being hurt or you are involved in crime. Another rule means you can ask to see the information they have about you. Agencies keep two types of information: Basic information - your name, address and phone number. Personal or sensitive information which you have told us about yourself. The Permission Promise means that we will look after your information and only share it with other organisations once we have checked with you first. Have a look at the leaflet, The Permission Promise, which has more information to help you Schools, Schools, Doctors Doctors and and other other people people help help young young people people keep keep information information about about you you You You can can always always see see They They can can only only your your do do this this if if they they information. stick stick to to the the rules rules 62 Common Assessment Framework Guidance v2

63 APPENDIX 14 Coventry Exemplar Document Young Person s Permission Form In order that we at. (agency name) can find the best service to support you, we may need to share some of the information you have given us to professional and people who will support you. If we do, we agree to stick to the Permission Promise rules. Full name of young person: D.O.B:.. Address Home Phone number.. Postcode... Mobile Number... Name of parent/carer... Mobile/Work number of parent or carer... I (name of young person) agree that information held about me can be shared with other agencies. I understand that my information can be shared without my consent if I am at Risk of being harmed or I am involved in Crime. I understand that these agencies will also stick to 'The Permission Promise' rules that have been explained to me. Signature Date.. If you are under 16, we may ask your parent or carer to sign an additional permission form. Common Assessment Framework Guidance v2 63

64 Please describe below, the information you are willing to share. If you have any worries, please tell someone you trust that you are not happy with how your information is being used. Below is a list of agencies that have signed up to keep your information safe if we pass it to them. Please tick any organisations which you DO NOT wish to share your information with. Early Years: Under Fives Day Care Early Years: Children's Centres Education: Schools Education: Further Education and Sixth Form Colleges Education: Adult and Community Education Education: Local Preventative Services Education: Special Educational Needs/support for learning Health: Primary and Community Health Health: Secondary and Tertiary Health Health: Mental Health Health: Sexual Health Family and Community: Family Services Family and Community: Family Justice Family and Community: Child Protection Family and Community: Housing Family and Community: Employment and careers Family and Community: Leisure and play Justice and Crime Prevention: Offender and victim services Justice and Crime Prevention: Secure Accommodation Justice and Crime Prevention: Police Sports and Culture Additional Services Health: Drugs and Alcohol Youth: Information Advice and Guidance Youth: Youth Workers Please remember that your information can be shared without your consent if you are at Risk of Harm or involved in Crime. I have signed this form after.. (name of worker) from (agency) has explained what information will be shared about me and why. Professional Declaration: I have explained to the person named on this form details about confidentiality and they understand what this means: Signed: Agency: Name:.. Date:. Please list here any information that you do not want to be shared. 64 Common Assessment Framework Guidance v2

65 APPENDIX 15 Fraser Competency This competency is used to consider the ability of children and young people under the age of 16 to give informed consent. It originally addressed the question of the rights of children / young people under the age of 16 years of age to consent to treatment on their own behalf and was reviewed by the courts in 1985, in connection with contraception (The Fraser ruling). In the case of Gillick V West Norfolk and Wisbech Area Health Authority in 1986, the House of Lords reviewed the issue of consent with regard to young people under the age of 16, and ruled that they could give valid consent to medical treatment, as long as they had sufficient understanding and intelligence to appreciate fully what is proposed, and are capable of expressing their own wishes. Lord Scarman identified the principle that parental rights yield to the young person s rights to make their own decision when they reach a sufficient understanding and intelligence to be capable of making up their own minds on such matters. This principle has been extended beyond consent to medical treatment and has been used in subsequent legislation e.g. Children Act Common Assessment Framework Guidance v2 65

66 APPENDIX Common Assessment Framework Guidance v2

67 Agency : Health Role Description APPENDIX 17 Health Visitor Learning Disability Services Occupational therapist Physiotherapist General Practitioner GP Midwife Paediatrician Community Children's Nurse The Health Visitor, as a member of the Primary Health Care team, provides preventative care to families and individuals in the community. The prime purpose is to assess health needs in a defined population, enabling families and individuals to achieve their optimum state of physical, social and mental well-being. Key Purposes: 1. Improve health and well being in the population. 2. Prevent disease and minimise its consequences 3. Reduce inequalities in health Learning Disability Services provide support to both children and adults who have a diagnosed learning disability. Children aged between 0-16yrs (19 if still at school) Adults aged 18 to 65 years. The service includes Challenging Behaviour Teams, Respite Care and Treatment and Assessment. The service is multi-disciplinary and comprises the following professionals. Registered Nurse Learning Disabilities Psychological Services Speech and Language Therapists Occupational Therapists Physiotherapists Dietetics Psychiatry Support Workers Occupational Therapy Service offers assessment and intervention to children (0 to 19 years) and adults who have physical, learning and/or sensory disabilities affecting occupational performance. This includes self-care, productivity (such as play/work, leisure and education) and behaviour. The service consists of children's and adult's teams. Both services contribute to the multidisciplinary assessment. Clients are seen in a variety of settings including clinics, home environment, schools, nursery assessment centres, residential homes and other community venues. Intervention offered can consist of direct treatment with the individuals or consulting to assist carers and educational staff to meet therapy objectives. The Children s Physiotherapist works within Multi Disciplinary and Interagency Teams to meet the needs of children referred to the service. Referrals are accepted from Health Professions, for children who have a Coventry GP. Children from 0 18 years (19years if they attend Special Schools) are seen in a variety of community settings including the Special Care Baby Unit at Walsgrave Hospital, the child s home, nurseries and schools, as well as the Child Development Unit and Physiotherapy Department at River House, Gulson Hospital. Children are referred for assessment, to identify their needs and an individual treatment programme is developed. This programme will be adapted so that it can be implemented by the family / carers and other members of the team who work with the child. Programmes are designed to develop or restore the child s ability to move, maintain posture, balance and co ordination, so that the child maximises their ability to be independent. Activities are fun and child led. Specialist equipment including standing frames, wheelchairs, therapeutic chairs and mobility aids are prescribed to chairs and mobility aids are prescribed to support the child achieve their goals. Provides first contact health services to those individuals registered with the practice A specialist in the delivery of maternity care; to assess health needs, provide health care, support and education to pregnant women on a range of issues to achieve optimum of physical, social and mental well-being for mother and Infant. Based either in hospital or in community. The community midwife is part of the Primary Health Care team. Doctor specialising in health of children & young people. Work in both hospital and community. This service is based centrally and provides a citywide service to sick children being cared for in their own homes, residential establishments and special schools. They provide skilled nursing expertise, advice and support to parents/carers facilitating hospital discharge of children in need of sophisticated clinical treatments for specific medical conditions. They provide 24hour on call system out of hours for parental support. The Community Children s Nurses act as a link with other agencies and community health staff in relation to identified children 67

68 School Nursing Service Speech and Language CAMHS School nurses work in teams and have responsibility for children across several schools. Their main role is to address public health issues and also individual health needs for school age children where this may have an impact on their education. School nurses are also a resource for education staff. A School nursing service for children attending special schools in Coventry and also support to children with complex medical needs accessing mainstream schools. Close liaison with education staff and therapists to set up individual care plans for children. A large part of their role includes training of carers to enable individual children to maintain optimum inclusion and participation in their education. Speech and Language Therapists work with children and their families in homes, health clinics, schools, nurseries and a variety of other community settings. Children are seen at a frequency, which enables the Speech and Language Therapists to assess, provide treatment and review their progress. Speech and Language Therapists liaise with other professionals particularly within health and education, to improve outcomes for children. Children & Adolescent Mental Health Service functions as a specialist resource to provide assessment and treatment interventions for young people and their families who live in Coventry, where these young people for whatever reason have mental health problems that have not been resolved at the level of Tier 1 Services, (e.g. GPs, Health Visitors, School Nurses, Field Social Workers, Education Workers etc). Services are offered in a clinic, home or hospital setting. Agency : Education Role SENCO Child Protection Link Teacher Learning Mentor Educational Psychologist Youth Worker 68 Description Special Education Needs Co-ordinator. All schools must have a teacher with responsibility to co-ordinate special education needs provision. This is a teacher or senior manager within school who is designated to oversee child protection issues within the school. Learning Mentors provide an additional service to teachers and pastoral staff in schools to help children overcome barriers to learning, both inside and outside the school, and to achieve their full potential. They work closely with teachers, classroom assistants, special needs assistants and classroom volunteers to identify children who are making less progress than their potential, and develop action plans to meet learning goals. They then support the children to help them achieve these goals. Mentors may work with children in a one-to-one relationship, or with small groups. Most of their work involves working with these children to help them progress in the classroom or other school activities, e.g. breakfast clubs, lunchtime activities, homework clubs and other out-of-hours activities. They may provide support with truancy/absence, in the playground or developing social and emotional skills. They also keep in contact with the children's family or carers to try and get support and involvement from them in meeting the child's needs and helping their progress. Learning Mentors often, on behalf of their school, liaise with other agencies, courses, organisations, activities or individuals about the children they are supporting. Contacts could be with social and youth services, education welfare services, probation and careers services, out of school study support and business and community volunteer mentors. They need to share information between all the different people and organisations involved in supporting the children they are mentoring. Educational Psychologists provide advice to the Local Education Authority on the special education needs of children who are the subject of statutory assessment under the 1996 Education Act. A youth worker has a responsibility to develop and deliver programmes of nonformal education for young people aged 11to19 years that respond to their needs. This role includes providing advice and information and the opportunities for young people to gain the skills that will enable them to have more control over their lives and reach their potential. Workers work with groups and individuals and in a variety of locations. They can be located in neighbourhood youth centres, schools or work on the streets with young people. There are Youth workers located in school based

69 youth work teams, who with project Officers, develop a multi-agency response to young people, within these schools, who require additional support. There are also Youth workers with a city wide brief to: deliver work with disabled young people; work on sexual health and drugs related issues; develop work with African/Caribbean Young people; ensure that young people have a voice; provide advice and information at the One Stop Shop for young people; support the development of the accreditation of young people's learning. Early Years Support Coordinator The Early Years Co-ordinator manages the multi-agency pilot programme to provide Key Worker support and co-ordinated access to services for families of pre-school children with disabilities. Agency : Further Education Role Personal Tutors College Counsellor Student Welfare Student Liaison Additional Support Manager Description Personal tutors help students with their studies and are someone to talk to if they are worried about anything. Counselling is an opportunity for students to talk through any problems, to try to understand and work things out in a supportive environment. Gives support to students on issues such as housing and benefits. Works closely with the Student Union. They work closely with students and help with any problems they might have. Helps students with any additional need or learning support. Agency : Social Care Role Social Worker Residential Worker Registration and Reviewing Officers RRO Perform two main roles Conference Chair Independent Reviewing Officer Description Social Workers work in a variety of settings. In Locality Services they are required to undertake assessments of needs and plan appropriate strategies for supporting families. They investigate concerns of child abuse and oversee child protection plans when a child has been placed on the child protection register. Where concerns are extreme they present cases to Court and initiate Care Proceedings. They case manage children who have become Looked After by the Local Authority and are not able to live at home and make appropriate plans for them. Some Social Workers work with children who are going through the adoption process. Social Workers in the Family Placement Service work to recruit assess and support Foster carers and adoptive parents. Look after children in residential care. Independent chair for Child Protection Case Conferences on behalf of the ACPC Independent Chair for Looked After Reviews 69

70 Agency : Police Role Operational Command Unit OCU Community Safety Bureau CSB Public Protection Team CPT Domestic violence Officer DVO Young Person s Officer YPO Description Operational Command Unit, these are the offices that cover the Coventry area and responsible for policing, there are three in Coventry, Little Park Street, Stoney Stanton Road and Chace Avenue. Community Safety Bureau, these are located in each of the OCU's and contain a number of specialist sections that support officers and outside agencies. They offer advice, support and guidance on a number of diverse issues, ensuring best practice is developed, recognised and adopted, and act as contact point for external organisations. A small team of police officers that cover the whole of Coventry headed by a Detective Inspector, working together with Social Care and other agencies however having the lead responsibility to investigate crimes against children that are 'intra familial'. Domestic Violence Officer located in each CSB, Police Officers with admin support, to provide advice, guidance and support to Police Officers on all issues relating to domestic violence including inter-agency working specific responsibility to target repeat offenders/perpetrators, protect children, arrange injunctions and restraining orders, liaising with the Police Child Protection Team where appropriate. Young Person Officer. Located in the CSB co-ordinates efforts in reducing crime committed by persons under 18, gathering intelligence on offenders and making officers aware of targets and patterns. They are a central link for outside agencies to help divert young people from anti social behaviour/offending, also used as a support for young victims. Agency : YOS Youth Offending Service YOS consist of multli-disciplinary teams with workers from a range of professional background who work with young people involved with the Court process because of their offending behaviour. The service undertakes assessment for the court and provides a range of services as part of the sentencing process of the court. Agency : CAFCASS Family Court Advisors perform two main roles Children and Family Reporters in Private Law Proceedings Children s Guardian in Public Law Proceedings They undertake assessments of families going through private law proceedings. They advise the Court in respect of issues of contact and residency relating to children whose parents and carers are separating or divorcing. Make an assessment of the best interest of children going through public law proceeding s e.g. Care Proceeding and advice the Court accordingly. 70

71 Agency : Children and Families First Role Description Where the needs of a child/family have been identified as being level 3, a key worker (Children and Families Worker or Children and Families (Schools) Worker) is assigned case holding responsibilities. The role of the key worker includes the following: Has the primary relationship with the whole family (with the child central) Is a gateway of support to family with responsibility for assessment & family plan Has case holding responsibility Children and Families Worker (Key Worker) Has clear accountability for change in the family support and challenge Has clear performance management and targets for change Has a clear tool-box set of competencies, skills and methodology Has a clear tool-box of information and advice, services and support Where other agencies are involved, the key worker (through their line management arrangements) holds them to account for the way they enable a family to change Co-ordinating Delivery plan at Level 3 Convening and chairing Team around the Family Meetings Children and Families Worker Schools (Key worker) Children Centre Worker The Service works in partnership with schools and the Local Education Authority to promote and improve school attendance. Children and Families Worker Schools provide advice, support and guidance to parents/carers, pupils and schools in all matters relating to attendance issues. Children and Families Worker Schools work directly in partnership with schools and provide intensive support and sanctions including prosecution, parent contracts and parenting orders. Delivers activities and support to family support plan to families with children of early years age. 71

72 APPENDIX 18 Step up/down processes between Social Care Services and Common Assessment Framework 72

73 Flowcharts for Social Care and CAF Interface Case Diversions into CAF arena (Level 2 or 3) from Referral and Assessment Service Where case does not meet thresholds for social care, case is passed to the CAF Coordinator in the Early Help Hub or the Children & Families worker in CDT Where CAF is not in place, CAF Coordinator (or Children & Families Worker in CDT) works with referrer to complete CAF at Level 2, offering support and guidance. Where a case is open as a CAF at Level 2, the CAF Coordinator will support the Lead Professional in assessing the level of intervention required If additional support is needed via a Key Worker in the CFF Team, the CAF coordinator will take the case to the relevant CFF team for allocation 73

74 Cases stepping down into CFF arena (Level 3) from Referral and Assessment Service The Team Manager in CDT s cases to be stepped down to the CAF Team Manager one week before meeting The Team Manager in RAS will liaise with the Team Manager in CFF and discuss the step-down whilst both reviewing the case on Protocol. CDT Team Manager, CAF Team Manager & relevant CAF Cos to attend a monthly meeting at CDT to agree cases to be stepped down Once allocated, the CFF Key worker will liaise with the social worker to arrange a handover meeting with the family (through home visit or at the TAF). The Assessment will pull through to ecaf and the Key worker will complete the revised intervention plan. Once step-down is agreed, the Social Worker will complete all assessments & transfer summary The case will be taken to CFF allocation and the CAF- Coordinator in the Early Help Hub will oversee step-down on ecaf If there is disagreement the CFF Team Manager and the RAS Team Manager will resolve keeping in mind the threshold criteria If the disagreement is not resolved the case will be escalated to the Service Manager 74

75 Cases stepping down into CAF arena (Level 2) from Referral and Assessment Service and CDT If the step-down is agreed, the CAF-Coordinator will oversee and arrange the step-down The social worker and CAF Coordinator will conduct a joint home visit with the family and explain that on-going support will be provided through the CAF and a Team Around the Family (TAF) meeting will be arranged to facilitate this. At the joint visit the Children and Family assessment will be shared with the family and consent requested to pull through information from the social care assessment into a CAF assessment The CAF Co-ordinator will facilitate the step down of the case from RAS/CDT and will Arrange the TAF meeting Liaise with the family to invite relevant professionals Explore who would be the most appropriate Lead Professional Once the TAF has taken place, the Social worker will close the case on the Protocol System 75

76 Cases stepping down into CAF Level 2/Level 3 from Neighbourhood Social Care Teams The Service Manager from the Neighbourhood Social Care team and Service Manager from CFF should have regular meetings to review cases that will require step down from Neighbourhood social care into prevention services On termination of Child Protection Plans, where appropriate, consideration should be given to cases being stepped down into CFF. Key Worker should attend Review Child Protections conference. Conference should give clarity on the focus of work and potential triggers for re-engagement of Social Care A period of co-working (up to 3 month) between Social care and CFF to occur where neighbourhood team rather than RAS are made contact 76

77 Cases Stepping Up into RAS/CDT from CAF Level 2 or Level 3 Where there is evidence that needs are increasing towards Level 4 CAF is open at Level 2 CAF is open at Level 3 The Lead Professional will liaise with the relevant CAF Coordinator to review the level of need and alternative sources of intervention to stop escalation. Key Worker considers threshold status and reviews the case with their Team Manager who will agree one of the following: Where agreement is reached that the case meets Level 4 threshold the Lead Professional will telephone RAS to refer and follow up using a multi-agency referral form and a social worker will review applying thresholds. Proceed referral to RAS Maintain in CFF arena If there is uncertainty they will liaise with RAS Team Manager Where there is an immediate risk of significant harm or suspicion of immediate risk of significant harm, a referral to social care should be initiated by the relevant professional (as per safeguarding procedures) 77

78 Glossary APPENDIX 19 A - B ACCOMMODATED - Children who are looked after by the Local Authority, either through the agreement with themselves and / or their parents, or because they are subject of a court order. ACUTE HEALTH SERVICES - Medical and surgical treatment provided mainly in hospitals. Acute Trusts are management units in charge of hospitals providing these services. ADD - Attention Deficit Disorder. ADHD - Attention Deficit Hyperactivity Disorder. ADOPTION - This is the process by which all parental rights and responsibilities for a child are permanently transferred to an adoptive parent by a court. As a result, the child legally becomes part of the adoptive family. ADVOCACY - Advocates support and argues the case for a service user to help them put across their point of view. They are usually employed in social care, or in the voluntary sector supporting disadvantaged groups such as people with a mental illness, learning disability or physical disability. ASBO - Anti-Social Behaviour Order. ASD - Autistic Spectrum Disorder ASPIRES (Part of COMPASS) - provides an early intervention service that delivers personalised behavioural change support to young people identified as being at risk of substance misuse, poor sexual health, poor/coercive/abusive relationships and teenage pregnancy to avoid the escalation of risks that may require greater levels of intervention at a later stage. ASSESSMENT - Measuring the circumstances of an individual, family, group or community against one or more benchmarks, leading to an informed analysis of the circumstances, so that appropriate services can be provided. ASSET - This provides a common, structured framework for assessment and is used by the Youth Offending Service. It is a standard assessment of the risk factors contributing to a young person s offending behaviour and also the positive factors that may help the young person avoid re-offending. CAF - Common Assessment Framework provides a standardised holistic approach to assessing the needs of children/ young people in need. All children s services practitioners can use it. It helps to identify what additional support and help may be required by a child / young person and their family and should encourage early intervention to prevent needs becoming more acute. CAF CO-ORDINATOR - Designated Manager who has overall responsibility for overseeing the completion of common assessments across agencies. CAFCASS - Children And Family Court Advisory and Support Service: Undertakes assessments of the welfare of children going through legal proceedings. This can be relating to issues of residency or contact in private law proceedings or relating to making of care orders in public law proceedings. CALDICOTT GUARDIAN - A designated health or social care professional (usually a senior manager) responsible for ensuring the Caldicott principles, governing the sharing of patient-identifiable information, are adhered to within that organisation. CAMHS - Children & Adolescent Mental Health Service is made up of Multi-disciplinary teams of psychiatrists, social workers, community psychiatric nurses, psychologists and therapists. They provide assessment and care outside hospitals for children and young people with complex mental health problems. Services are offered in a clinic, home or hospital setting. C 78

79 C CARE MANAGEMENT - This term introduced in the NHS and Community Care Act 1990, refers to the management of the care of anyone in receipt of a care plan. CARE ORDER - A court order, provided under Paragraph v1 of the Children Act 1989, that directs that a child be placed in the care of a specific local authority and gives shared parental responsibility to that council. It is granted when a court decides that a child is suffering, or might suffer significant physical or emotional harm or educational problems as a result of receiving poor care at home. A care order stops when it is discharged by the court, an adoption order is made or lapses when a young person reaches the age of 18. CARE PLAN - A plan to provide social care to an individual. The plan should be based on the analysis of an assessment and include the views of service users, carers and their families, as well as all relevant professionals. CARER - A person who provides care on a regular basis, who is not employed to do so by an agency or organisation and is usually a friend or relative. CASS- Coventry Autism Support Service CHILDMINDERS - People paid by parents to care for children in their own homes for more than two hours a day. Childminders are registered and annually inspected by local authority inspectors under the Children Act CHILDREN AND FAMILIES FIRST Coventry s Early Intervention and Prevention Service including: Early Years, Children s Centres, Parenting, Children and Families First Teams (formerly MDTs) and Children s Disability Team. The service aims to identify need and neglect early and to provide early support to children and their families. CHILD PROTECTION - Safeguarding Children is everybody s business parents, carers, communities and all professionals in the public services. Child protection is still the term used when children who have suffered significant harm or who are at risk of suffering significant harm are identified. They are protected through a multiagency protection plan drawn up at a child protection conference. CHILD PROTECTION CONFERENCE - This is a formal multi-agency meeting (with a social worker, health visitor, nursery worker, teacher, GP, Police etc). Its aim is to share information so that a robust protection plan can be developed. It will also agree upon the category for registration of that Child/ young person. CHILD PROTECTION PLAN - A detailed multi-agency plan setting out what must be done to protect a child from further harm, to promote the child s health and development and if it is in the best interest of the child, to support the family to promote the child s welfare. The plan is agreed in outline at the first child protection conference and developed by the key worker, core professionals and where possible, the child and family. CHILD PROTECTION REVIEW CONFERENCE - A review case conference is held within six months of a child being placed on the child protection register (CPR). The meeting should review the work being done with the child and its family and consider any developments, which may have decreased any risk to the child. The conference can recommend that the child s name be removed from the register if it decides that he or she faces no further serious risk. CHILDREN ACT I989 - This Act gives every child the right to protection from abuse and exploitation and the right to have inquiries made to safeguard their welfare. Its central tenant is that children are best looked after within their family, with both parents playing a full role ad without having to resort to legal proceedings. Children should always be consulted about what will happen to them and their family should, wherever possible, continue to be part of their lives. CHILDREN ACT This Act introduces a range of initiatives to support the change agenda as outlined in Every Child Matters. Some of the key aspects are the creation of a Commissioner for Children, creation of Children's Directorates, establishment of Children's Trust, and duties under sections 10 & 11 for agencies to share information about vulnerable children and the establishment of a child index data base as outlined in section 12. CHILD IN NEED - Under section 17 of the Children Act 1989, these children are children who are disabled or unlikely to reach or maintain a satisfactory level of health and development. The term also covers children whose health and development will be significantly impaired without the provision of support services. 79

80 CHILDREN S TRUSTS - Children s Trusts are strong local partnership arrangements which aim to improve children's well-being. They work to plan, commission and finance jointly commissioned children s services, bringing together partners from the Local Authority, NHS and the third sector with a focus on education, health and social care outcomes. Since 2010, Children's Trusts have become non statutory with the Government revoking the duty for partners to cooperate and the requirement for local authority to produce a Children's Plan. However, the Government have reiterated the need for local partnerships delivering innovative solutions. CHILDREN & YOUNG PEOPLE S STRATEGIC PARTNERSHIP - Coventry's Children and Young People's Strategic Partnership is Coventry's Children's Trust (i.e. a strong local partnership which aims to improve children's well-being) The vision of this partnership is for "Coventry children and young people to have supportive families, live safe from harm, their level of achievement, health and wellbeing improves and they have positive and fulfilling lives. The partnership together the City Council, Schools, NHS colleagues, and voluntary organisations involved in improving outcomes for children and Young people. The partnership is chaired by Martin Reeves, Chief Executive of the City Council. CHI - (Commission for Health Improvement) is a national body set up in April 2000 to support, oversee and inspect the quality of governance and clinical services of health trusts, produce an annual report on the state of the NHS. CDT - Community Drugs Team provides support and advice to adults who use drugs. CDT - Children Disability Team is part of Social Care locality services and provides assessment and case management to children who have severe disabilities. CDVAP - Coventry s Domestic Violence and Abuse Partnership works to ensure a co-ordinated, multi-agency approach to tackling domestic violence and abuse that encompasses prevention and early intervention, support services, justice, learning and development. CHILDREN'S CENTRE Children's Centres provide a variety of targeted advice and support for parents and carers. Their services are available from pregnancy right through to when children go into reception class at primary school. Children s centres are developed in line with the needs of the local community so no one children s centre is the same. Services include: C Child and family health services, ranging from health visitors to breastfeeding support; Most centres offer high quality sessional care and early learning - those that don t can help advise on local childcare options; Advice on parenting, local childcare options and access to specialist services for families like speech therapy, healthy eating advice or help with managing money; and Help for you to find work or training opportunities. CHILDREN S GUARDIAN - An adult (not a solicitor) appointed by the court to act on behalf of a child or young person in legal proceedings. Formally known as guardian ad litem. CHILDREN'S SERVICES DIRECTORATE - These are the local authority departments in England and Wales responsible for the provision of a range of services to Children, Young People and their Families. Established under the 2004 Children Act they combine the parts of former Social Services and Education Departments providing services for Children and Young People into one directorate, under the management of a Director of Children's Services. In Coventry this is the Children, Learning and Young People's Directorate. CISP - Coventry Information Sharing Protocol is an agreed protocol across agencies, which sets out the basis on which information can be legally shared. CMHT - Community Mental Health Team. These are multi disciplinary teams made up of a mix of psychiatrists, social workers, community psychiatric nurses, psychologists and therapists. The team provides assessment, treatment and care outside hospital for individuals with severe and enduring mental health problems. 80

81 C CODE OF PRACTICE FOR SPECIAL EDUCATIONAL NEEDS (REVISED 2001) - Sets out guidance for schools and LEAs on how to assess and manage special educational needs. COMMISSIONING - The process by which the needs of the local population are identified, priorities set, then appropriate services purchased and evaluated. CONNEXIONS This service provides a single point of access for all year olds to help them prepare for the transition to work and adult life. A network of personal advisers act as gateways for young people to get confidential information and advice on a wide variety of subjects. They can help with anything that might be affecting school, college, work, personal or family life. Young people can use Connexions whether they are in school, in college, at work, in training or if they are unemployed. Young people with special needs can use Connexions until they are aged 24. COMPASS Specialist structured treatment to young people with problematic drug, alcohol and volatile substance use. The service provides a programme of 1-1 and/or group based supportive interventions as part of a wider care plan agreed with the young person and referring organisation, as well as signposting and joint work with other specialist health services (e.g. CAMHS) CORE GROUP - This is the group of key professionals involved in the delivery of the child protection plan. The core group is usually identified at the child protection conference and is co-ordinated by the key worker. COVENTRY PARENT WEBSITE The Coventry Parent website is an online resource that gives Coventry families access to a range of information, advice and guidance to help them tackle all their everyday parenting challenges. It includes access to parenting courses, help with common issues parents face and links to films with Coventry parents talking about the best and worst things about being a parent. It allows parents to quickly find the information they need to make informed choices, or talk to people who can help them. CPS - Crown Prosecution Service CRASAC Coventry Rape And Sexual Abuse Centre. Since 1981 CRASAC has provided a confidential support and counselling service run by women for those who have been raped, sexually abused or assaulted. CRASAC are a free and confidential service that provides support for survivors who have experienced any kind of sexual abuse of any kind at any time in their life. CIS Crisis Intervention Service providing support to young people and families in crisis on the edge of care to stop people going into care. Available to 11pm and weekends. CVSC - Council for Voluntary Service is the local umbrella body for voluntary organisations, charities, and campaign groups in a particular area. D - E DfE - Department for Education. The Department for Education has national responsibilities for education and children s services. DIRECT PAYMENTS - money given to individuals to pay for care services on the basis of a community carer needs assessment. EARLY SUPPORT PILOT - The Early Support programme is a pilot multi-agency initiative to deliver better coordinated services for families of pre-school children with disabilities. The programme provides high quality information and support materials, together with a designated Key Worker approach, to ensure that families and professionals are well informed about how best to meet the needs of young children with disabilities before they begin school. Through training and awareness raising, the programme is also extending the provision of Portage home-based learning programmes for pre-school children with additional needs. 81

82 E EDT -Emergency Duty Team provides emergency Social Care assistance out of hours. ecaf Electronic Common Assessment Framework this is Coventry s electronic recording system delivered by Liquid Logic for CAF where practitioners record assessment information, delivery plans and other key information about a child and their family. EDUCATION SUPERVISION ORDER - An Education Supervision Order is imposed when it is proved to the Court that a child is not being educated according to his age, ability and aptitude, taking into account any educational needs he/she may have. During the period of the Order, a review will be held at which the child, parent, supervisor, and member of the Education Welfare Service discusses whether the Order is working and what future plans need to be made. EOTAS - Education Other Than At School. This term refers to the monitoring and management of the education of pupils who are unable to attend school for a variety of reasons and in Coventry is delivered by the Hospital Education Service and the Secondary Support Service and includes: PRUs Hospital schools Home tutors children excluded and waiting for a new school, or pupils too sick to attend or pupils who are pregnant. Case managed pupils pupils with very individual education programmes Alternative KS4 provision- e.g work experience, college placement EPO - Emergency Protection Order. A court order granted under section 44 of the Children Act 1989 on the grounds that a child will suffer significant harm, unless they are removed to council accommodation or moved away from where they are currently living. FAMILY GROUP CONFERENCE - a family-centred tool to enable families to resolve their own difficulties with the support of partners. This approach has been developed over time and over the past few years has been used successfully in the UK as a response to the need to provide more effective services to children/young people and their families. It is based on the belief that families can usually find their own solutions to the difficulties they are facing, and that children and young people have the right to have their families fully involved in their future planning. FNP Family Nurse Partnership. Is a preventative program for first time mothers which offers intensive and structured home visits delivered by specially trained nurses (family nurses) from early pregnancy until the child is 2. Aims are to improve pregnancy outcomes, child health and the parents economic self sufficiency. FPS - Family Placement Service is part of Social Care and recruits and supports foster carers. TAF Team around the Family. This is meeting which brings together the key agencies and the child and parent to construct a support plan to help meet the needs identified in the common assessment. This is not a child protection meeting and should be kept informal and inclusive of parents and children / young people as possible. There will be a requirement to produce a written action plan from this meeting. FRASER COMPETENCY - A test upon which decisions as to a young person s ability to give informed consent will be based. F 82

83 G - H - I GMC - General Medical Council is a regulatory body that licences doctors to practice medicine in the UK. HLTA Higher level teaching assistant IAPT Improving Access to Psychological Therapies is an NHS programme rolling out services across England offering interventions approved by the National Institute of Health and Clinical Excellence (NICE) for treating people with depression and anxiety disorders. ICS - Integrated Children s System is an assessment, planning implementation and review framework for children receiving social care services. It brings together the Children in Need Assessment Framework and Looked After Children processes and documentation and is required to be delivered electronically. INTENSIVE FAMILY SUPPORT Intensive support is provided to families who may be in crisis or to avoid crisis. The staff working within intensive support help families to sort out problems. This service aims to avoid family breakdown. IYSS - Integrated Youth Support Services is made up of Connexions, Youth Service and Youth Offending Service, working in partnership to help young people in Coventry and Warwickshire. K KEY STAGE - is a stage of the state education system in England. setting the educational knowledge expected of students at various ages. KS1 - Key Stage 1 Pupils aged 5-7 who are in year 1 and 2, which is the infant phase. KS2 - Key Stage 2 Pupils aged 7-11 who are in year 3 to 6, which is the junior phase. KS3 - Key stage 3 Pupils aged who are in year 7 to 9, which is lower secondary. KS4 - KEY Stage 4 Pupils aged who are in year 10 and 11, who are following exam courses. KEY WORKER - Where the needs of a child/family have been identified as being level 3, a key worker (Children and Families Worker or Children and Families (Schools) Worker) is assigned case holding responsibilities. The role of the key worker includes the following: L Has the primary relationship with the whole family (with the child central) Is a gateway of support to family with responsibility for assessment & family plan Has case holding responsibility Has clear accountability for change in the family support and challenge Has clear performance management and targets for change Has a clear tool-box set of competencies, skills and methodology Has a clear tool-box of information and advice, services and support Where other agencies are involved, the key worker (through their line management arrangements) holds them to account for the way they enable a family to change Co-ordinating Delivery plan at Level 3 Convening and chairing Team around the Family Meetings. LEAD PROFESSIONAL - The Lead Professional will have responsibility for overseeing and co-ordinating the plan to deliver family support service to a family. The Lead Professional can be from any agency and will be identified at the family support meeting. They may also be contributing to the family support action plan. Each agency offering a service to the family as part of the family support action plan retains accountability for delivering that service. The Lead Professional role is one of monitoring and oversight. They will: act as a single point of contact that children, young people and families can trust, and who is able to support them in making choices and in navigating their way through the system ensure that children and families get appropriate interventions when needed, which are well planned, regularly reviewed and effectively delivered reduce overlap and inconsistency from other practitioners 83

84 LEARNING MENTOR - Learning Mentors provide an additional service to teachers and pastoral staff in schools to help children overcome barriers to learning, both inside and outside the school, and to achieve their full potential. They work closely with teachers, classroom assistants, special needs assistants and classroom volunteers to identify children who are making less progress than their potential, and develop action plans to meet learning goals. They then support the children to help them achieve these goals. Mentors may work with children in a one-to-one relationship, or with small groups. Most of their work involves working with these children to help them progress in the classroom or other school activities, e.g. breakfast clubs, lunchtime activities, homework clubs and other out-of-hours activities. They may provide support with truancy/absence, in the playground or developing social and emotional skills. They also keep in contact with the children's family or carers to try and get support and involvement from them in meeting the child's needs and helping their progress. Learning Mentors often, on behalf of their school, liaise with other agencies, courses, organisations, activities or individuals about the children they are supporting. Contacts could be with social and youth services, education welfare services, probation and careers services, out of school study support and business and community volunteer mentors. They need to share information between all the different people and organisations involved in supporting the children they are mentoring. Level 1 Needs - These are children and young people who make good overall progress in all areas of development. Broadly, these children receive appropriate universal services, such as health care and education. They may also use leisure and play facilities, housing or voluntary sector services. Level 2 Needs - These are children and young people whose needs require some extra support from a targeted service. Level 3 Needs - These are children and young people whose needs are more complex. This refers to the range of needs and depth or significance of the needs. Level 4 Needs - These are children and young people whose needs are complex and enduring and cross many domains. These children are high risk of significant harm due to protection issues or family breakdown. LAC - Looked After Children LOCAL SAFEGUARDING CHILDREN BOARD (LSCB) - Every local authority has a Local Safeguarding Children Board (LSCB). LSCBs are responsible for local arrangements for protecting children and young people, and provide inter-agency guidelines for child protection. LSCB's are a statutory. The roles and responsibilities of LSCBs and the agencies that are represented on them are set out in the government guidance Working Together to Safeguard Children (2006). SATS - Standard Assessment Tests are taken by pupils at the end of KS1, 2 and 3. L M - N MAPPA - Multi-Agency Public Protection Arrangements. This is the process by which high risk offenders are monitored and managed in the community. MARAC - Multi-Agency Risk Assessment Conference. This is a forum to assess and manage the risk of adult perpetrators of domestic abuse. MST Multi Systemic Therapy (MST) is a short term intensive way of working with families where there is a young person living at home aged years whose behaviour (at home, school and/ or in the community) is of concern which could include: Aggressive behaviour; Disrespect and disobedience; Not going to school or other problems at school; Running away or not coming home; Using drugs and/or alcohol; In trouble with the law. To prevent being taken into care or custody NHS DIRECT - Telephone help line and web site that gives 24-hour nurse advice and health information. NSF - National Service Framework set out minimum standards of clinical quality and access to services for a series of major care areas and disease groups. NSPCC - National Society for the Prevention of Cruelty to Children 84

85 O - P PALS - Patient Advice and Liaison Services. Pals provide on the spot help and guidance about NHS services to patients. This could be about how to access services, complain or how to contact local medical condition support groups. Pals are based in each Acute Trust and Primary Care Trust. PARENTING CONTRACT - A Parenting Contract is a voluntary agreement entered into by the parent or parents of children who have been found to have committed acts of anti-social behaviour in and around their community. These Parenting Contracts which work alongside Acceptable Behaviour Contracts (ABCs) are designed to incorporate the parents in any rehabilitation and prevention of such offences occurring again. PARENTING ORDER - A parenting order is a court order which compels a parent to attend parenting classes and to fulfil other requirements as deemed necessary by the court for improving their child's behaviour or attendance PATHWAY PLAN - Under the Children (leaving care) Act 2000, all Looked After Children (LAC) should have a pathway plan set up by their 16th birthday. The plan should set out the support that the young person will receive in transition to independent life and should cover the period up to the age of 18, or when they are living independently. PCT - An NHS primary care trust (PCT) is a type of NHS trust, part of the National Health Service in England. PCTs commission primary, community and secondary care from providers. Until 31 May 2011 they also provided community services directly. Collectively PCT are responsible for spending around 80% of the total NHS budget. Primary Care Trusts are scheduled for abolition on 31 March PC&YPW - Promoting Children & Young People s Well being Model is Coventry s approach to integrated working and brings together the national requirements to undertake common assessment and identify Lead Professionals. PEP - Personal Education Plan, is a plan to address the educational needs of a Looked After Child. PPP - Police powers of Protection PARENTING - Parenting (or child rearing) is the process of promoting and supporting the physical, emotional, social, and intellectual development of a child from infancy to adulthood. Parenting refers to the aspects of raising a child aside from the biological relationship. Parenting is usually done by the biological parents of the child in question, although governments and society take a role as well. In many cases, orphaned or abandoned children receive parental care from non-parent blood relations. Others may be adopted, raised in foster care, or placed in a care home. PRACTITIONER PORTAL an on-line one-stop shop for practitioners where Children and Families First guidance, procedures and support is available. PENALTY NOTICE - A Penalty Notice is an alternative to prosecution. It requires the parent to pay a fixed amount as a fine for the child's non-attendance and avoids a court appearance. It is intended to secure better attendance without taking legal action through the courts. Payment is 100 to be paid within 42 days. The 42 days starts two days after the date of issue as shown on the notice. If the fine is paid within 28 days, payment reduces to 50. The fine will apply to each parent for each child who fails to attend regularly and punctually. For example, in a family where there are two parents who fail to ensure proper attendance of their two children, the fine would be 200 for each parent. PPRCs People posing risk to children PR - Parental Responsibility is the term used to describe all the rights, duties, powers, responsibility and authority which by law a parent of a child has in relation to the child and his property. Children Act 1989 section 3(1). A care order allows the local authority to share parental responsibility with a parent for a child but does not remove it from the child s parents. PRU - Pupil Referral Unit Educational facility for pupils who have specific needs and are unable to attend school. Usually with part-time or temporary placements, often following several exclusions from school, but also to include children with mental health problems. Q - R REFERRAL - a request for help for someone in need of assessment, usually written down. Can be a self referral or a referral by a third party. REGISTERED CHILD-CARE PROVISION - Child-care provision registered and inspected by OFSTED. All providers must meet the fourteen day care standards, these providers are pre-schools, playgroups, school providing child care under the extended schools programme, after schools and holiday clubs, childminders, day nurseries, crèches. All provision providing child-care for more than two hours for children 0-8 years must be registered and are inspected regularly. 85

86 SCHOOL ATTENDANCE ORDER - A School Attendance Order is issued if your child is not on roll at any school and the local authority is worried that you have not made arrangements to provide an alternative, suitable, full-time education. SAOs are used to direct you to send your child to a specified school. Before serving an SAO, Children s Services Officers should make every effort to discuss the situation with you. If it is not possible to persuade you to make suitable arrangements for your child s education, then you will be served with a notice stating that you are failing in your duty to provide your child with an education SECTION 17 - Under section 17 of the Children Act 1989 local authorities have a duty to safeguard and promote the welfare of children in need in their area. SECTION 47 - Under section 47 of the Children Act 1989, local authorities must make inquiries about children suspected of being at risk, so they can decide whether they need to take further action to protect the child s welfare. SINGLE AGENCY WORKING - Where only one agency is involved with a person or project. May still be the consequence of multi-agency decision-making. SOCIAL EXCLUSION - This term is used to describe people or areas that suffer from a combination of factors that include unemployment, high crime, low incomes and poor housing. The government s approach to regeneration is based on tackling the problems posed by social exclusion as a whole rather than just focussing on its individual elements. Work is co-ordinated by the social exclusion unit. STATEMENT - A legal document that sets out a child s special educational needs and the provision that is required to meet them. STATUTORY SERVICES - An organisation that is required by law, to provide public services and receives central or local government funding for example health authorities and local authorities. SUPPORTED HOUSING - Catch all term for accommodation for vulnerable people with care needs. Examples include sheltered housing for older people, homeless hostels and accommodation for people with learning difficulties. S SUPPORTING PEOPLE - regime for funding the running costs of housing for vulnerable people. TA - Teaching Assistant T - U TROUBLED FAMILIES National government initiative aimed at turning around families are characterised by there being no adult in the family working, children not being in school and family members being involved in crime and anti-social behaviour. UHCW - University Hospitals Coventry & Warwickshire NHS Trust. Provides maternity services (obstetrics) and health services to babies, children and young people (neonates & paediatrics). Services are delivered currently from 3 hospital sites, Coventry & Warwickshire and Walsgrave Hospitals in Coventry and St. Cross Hospital in Rugby. Services for children include: paediatric A&E and assessment unit; medical and surgical wards; out-patient clinics; special care baby unit (SCBU). Maternity services include Community and Hospital midwives providing antenatal care, clinics and screening, labour, delivery and postnatal care. These services can be delivered either in the community or in hospital. Community midwives are employed by UHCW but are based out in the community and work with GP s and other service providers. V-Y VOLUNTEERS Volunteering is generally considered an altruistic activity, intended to promote good or improve human quality of life. It is considered as serving the society through own interest, personal skills or learning, which in return produces a feeling of self-worth and respect, instead of money. Volunteering is also famous for skill development, to socialize and to have fun. It is also intended to make contacts for possible employment or for a variety of other reasons. YOUNG CARERS - There are two young carers projects in Coventry, one is under the umbrella of social care and is based at Stoke House, and the other is at the Carers Centre in the City Arcade. Both groups offer respite to young carers in creative ways, support in school and counselling. YOUTH COURT - A magistrate's court sitting for the purpose of holding trials for children and young people, other than those relating to the most serious offences. 86

87 V-Y YOUTH JUSTICE BOARD - Set up under the Crime and Disorder Act 1998, the Youth Justice Board advises the home secretary on the operation and performance of the youth justice system. Its work includes monitoring the youth court, youth offending teams and secure accommodation and disseminating good practice. YOUTH SERVICE - The Youth Service is located within the Education and Libraries Directorate provides programmes of non-formal education for young people years. Young people take part in these programmes voluntarily and they operate from a variety of venues within neighbourhoods: Youth Centres, Schools and detached work on the streets. The Youth Service also has a variety of staff, who have a city wide brief, who support young people's development: the Sexual Health and Drugs Outreach Work Team Shadow; The Youth Workers based in the One Stop Shop an advice and information Service for young people; The Democracy Project involving young people in decision making; A worker with responsibility for supporting and developing work with young people with disabilities; A worker with responsibility for work with African Caribbean Young People; and an Accreditation Officer. 87

88 Version History Version Status Date Authors 1 Approved 200 PCW Board 2 Approved 2012 PCW Board 3 Approved 2013 M Barnes, K Weaver I Ghag, D Carter Reviewers Name Role Department & Directorate Management Approval Name Date Department & Directorate 88