GIR PRACTICE DEVELOPMENT SESSION 6...Hayley [s poor attendance at school. Claire states she is struggling. With laires consent, Named Person at school contacts Health Visitor and Homestart

Getting it Right in Fife

Multi-Agency Practice Development

Session 6

February/March 2019

Information Pack

2

GIR Practice Development Programme

Session 6: February/March 2019

Agenda:

15:30 – 15:50 Registration

15:50 – 16:10 Presentation on Child’s Plan

16:10 – 17:00 Critique Child’s Plan

17:00 – 17:10 What’s Next …

17:10 – 17:15 Complete the post-training evaluation questions

Included in Pack:

Child Wellbeing Pathway Stage 2 flowchart Pg 1

Extract from Child’s Plan Guidance Pg 2

Outputs v’s Outcomes Pg 4

SMART Outcomes Pg 4

Hayley’s Plan for Critique

Session 6 Evaluation Form

1

Page numbers

refer to the

Child Wellbeing

Pathway

Guidance

2

Excerpt from Fife’s Child’s Plan Guidance for Practitioners:

The Children & Young People Act (2014) introduces a single planning

framework for children who require additional support that is not

generally available through universal services. The introduction of a

Child’s Plan builds on existing good practice across children’s services

in Fife, and will complement current single agency planning processes.

The overarching aim is to ensure that children, young people and their

families experience person centred, shared planning and review processes which ensure

services collectively assess, identify and respond to needs and risks through a single co-

ordinated planning process.

The Children & Young People Act (2014) also introduces the concept of a ‘Targeted

Intervention’. A Targeted Intervention refers to a service or support that is not universally

available to all as it is a more specialist / targeted approach to address a particular

wellbeing need e.g. a specific intervention from a health professional or following a social

work assessment which identifies a need for ongoing intervention.

Children’s Services in Fife have agreed that a Targeted Intervention will encompass all

situations where a child requires support to be provided by two or more Children’s

Services (including Fife’s Health and Social Care Partnership, Education Service,

Social Work Service, 3rd sector and Police Scotland) and where there is agreed need for

targeted support. A Child’s Plan should be agreed and prepared for those children who are

considered to require a targeted intervention in order to meet their identified well-being

needs.

How to write a Child’s Plan

Below are further excerpts from the Fife Child’s Plan Guidance. In practice the guidance

itself should be read in its totality, but for the purposes of today’s session we have

selected a small number of key sections to help you to carry out the group activity.

Fife’s Child’s Plan has been designed to record the agreed actions to improve a child’s

outcomes, as well as recording the assessment and analysis of their wellbeing needs.

Summary of shared assessment

In order to write a Child’s Plan there needs to be a robust shared assessment of wellbeing

gathered from relevant sources and services across different contexts (e.g. school, home,

community).

This shared assessment and the subsequent action plan should be proportionate to the

child/young person’s situation. Brief details of needs/risks and protective factors/ strengths

should be recorded with reference to the evidence supporting this.

3

Analysis of shared assessment:

Clarify the balance between needs/risks and protective factors/strengths in the

child’s life

Evaluate the impact of the child’s current situation on their wellbeing

Clarify immediate and emerging risks to the child/young person and the protective

factors which will ameliorate/reduce risks

Highlight any differences of opinion between professionals or parents/carers in their

understanding of the child’s needs.

The views of the Parent(s)/Carer(s) & Views of the Child/Young person.

These should be completed to reflect their views and whether they are in agreement with

shared assessment. Seeking and recording the views of parents/carers and the child/young

person is crucial in agreeing effective support planning.

For each wellbeing indicator (that it is appropriate to deliver an outcome) the following

information should be recorded:

Needs and Risks: Enter a brief description of the Need or Risk [this should be specific to the

child]

Desired Outcome: Enter the desired outcome of the work/support that will be undertaken

Outcomes must be:

Specific to the wellbeing indicator - focusing on what needs to change

Specific to the difficulties identified for the child in their current situation

Specific to the individual child - rather than the wider environmental factors, family

etc

Realistic and achievable - both within the timescales to be described and given the

support that will be available.

[Remember, the outcome is for the child not the parent, there may be actions the parent

needs to take to help achieve the outcome for the child]

Action: Enter what action(s) will be undertaken

Person Responsible: Enter who/whom will deliver these actions - name and role. This may

be a professional or member of the family or child/young person themselves.

Timescales: Enter the timescales for delivery/completion of the action e.g. 4 weeks or by a

specific date

It is important to be realistic and set an achievable timescale that is within a time frame

that the child and family consider appropriate. There is again space to record the views of

the parent(s)/carer(s) and the child/young person. This section will record, in brief, their

views of the outcomes and actions that have been agreed and their role in undertaking

these.

4

From IRISS ‘Leading for Outcomes: Children and Young People’

“An outcomes-focused approach to providing support to people who use social services

means thinking about the difference an intervention will make to the person’s life.

Outcomes are not actions, inputs or outputs but things that matter to an individual. It is

important to understand what the different terms mean.

Outcomes are the specific changes, benefits, learning and effects that actually

happen or are expected to happen as a result of your activities. Outcomes can be

wanted, unwanted, expected or unexpected (Cupitt and Ellis,2007 p6). Outcome

indicators are used to measure to what extent you have achieved change. How much

difference have you made?

Outputs are all the detailed services and tangible products that your organisation

actually delivers. Output indicators are used to measure to what extent you have

delivered your services and quantify the activities that you have delivered.

Inputs are the resources to make the project work

Activities are what is done to achieve the change.”

Outcomes in a Child’s Plan must be SMART:

Specific – What exactly are we going to do? With/for whom? What is the specific

outcome for the child? This must be well-defined and clear. At the end of the

planned activities, what will have changed for the child/family?

Measurable – How will you know when the outcome has been achieved? How will

you measure progress towards the outcome? For example through self-report,

observation of behaviour, feedback, discussion etc.

Achievable – Can we realistically get this done in the timeframe/ do we have the

resources needed? Outcomes should not be beyond the person’s or the service’s

capabilities.

Realistic – Is the outcome relevant and proportionate? Is it within reach and

possible? Consider the plan as a whole e.g is it ‘likely’ that the parents will do this?

Time-limited – By when do we want to achieve change? When is an action to have

been done by? Set specific timescales for each stage and avoid the use of ‘ongoing’

and ‘ASAP’.

Outcomes should not be too general, too vague or immeasurable.

Fife Child’s Plan – December 2017 Hayley Dunphy (Training purposes only) 1

CRITIQUE PLAN

Current address/placement address 123 New Street, Notown, KY1 1AB

SURNAME OF CHILD/YP Dunphy FORENAME OF CHILD/YP Hayley

Relevant Authority Fife Date of previous child’s plan NA

Date of current Childs Plan 02/10/2018 Date of Child’s Plan closed

Date of Next Review 5/11/18

Core Information

Date of Birth/EDD 30/07/12 Gender Female Religion none

Age 6 years Ethnicity British 1st language English

C CHI number 3007126681

SCN number

SW SWIFT 123456

Parent/Carer#1 Parent/Carer#2

Surname Dunphy Dunphy

Forename Claire Phil

Date of Birth 04/03/89 03/09/85

Relationship to child Maternal mother Adoptive father

Home address with postcode 123 Anystreet, Notown,

KY1 1AB

123 Anystreet, Notown,

KY1 1AB

Parental Rights and

Responsibilities Yes Yes

Full names of other adults and children living in

the household (except Foster Care information)

DOB Gender

(M/F)

Ethnicity Relationship to

the child

Luke Dunphy 10/01/18 M British sibling


Name of any PARENT or sibling who

does not reside with the child

(Include all known names)

Address & telephone

number DOB

Gender

(M/F) Ethnicity

Has Parental

Rights &

Responsibilities

Y/N/not known

Alex Dunphy (step-sibling) 45 Old Street, Notown,

KY9 8ZY

26/09/

05

M British No

Duane Bailey (biological father) Unknown Unkno

wn

M British No


NAME (please print) ROLE

IN ATTENDANCE BY REPORT

COPY OF SCP

TO BE

PROVIDED?

CHILD/YOUNG PERSON Hayley Dunphy Child No Yes No

PARENT / CARER Claire Dunphy Mother Yes Yes

PARENT / CARER Phil Dunphy Father Yes Yes

REVIEWING OFFICER Yes / No

LEAD PROFESSIONAL Michael Moore Headteacher Yes Yes

NAMED PERSON Michael Moore Headteacher Yes Yes

MINUTE TAKER Kirsty Miller Health Visitor Yes Yes

OTHER PROFESSIONALS Fiona Leitch Homestart Yes Yes

Cheryl Smith Childminder No Included in education No

Sandra Wilson Social Worker Yes Yes


Information Gathering

Is this child Looked After or likely to become looked after? Yes No x

Legislative details and any attached measures

Is this child in Kinship Care? Yes No x

Legislative details and any attached measures

Is this child being considered for permanence away from

home? Yes No x

Date Permanence agreed:

Route to Permanence PO: POA: Other:

Is this child’s name on the Child Protection Register? Registered Not Registered x

De-registered

If registered, detail Areas of Concern

Is the child/young person considered to be affected by

disability? Yes No x

Have options for SDS been offered

Are there any restrictions or concerns about the child

having contact with any person? Yes No x


Information Gathering

Date of Event Significant Event Action Taken Agency & Outcome if Known Age of child at

time of incident

(years & months)

30/07/12 Hayley born. Parents separated during pregnancy and mum (Claire

Dunphy) has care of Hayley. Duane Bailey, father, is not

included on the birth certificate. (Health)

newborn

01/05/17 Claire married Phil Dunphy. Due to marriage Phil Dunphy now has parental rights and

responsibilities for Hayley. (Education)

3yrs 10 mths

08/06/18 Named Person at School raised concerns with Claire about

Hayley’s poor attendance at school.

Claire states she is struggling. With Claire’s consent, Named

Person at school contacts Health Visitor and Homestart to

ensure support is arranged. (Education)

5yrs 11mths

15/08/18 Childminder is supporting getting Hayley to and from school. Hayley’s attendance at school improves. (Education) 6yrs and 1mth

24/09/18 NOC received from Health Visitor: Hayley’s childminder raised

concern that Hayley has disclosed her mum cries a lot and that

she (Hayley) is physically caring for her baby brother Luke

(9mths old) frequently while her mum is sleeping.

Anonymous call to Social work Contact Centre raising concerns

that Hayley was seen walking her baby brother Luke in his pram

around the street where they live. Luke can be heard crying a

lot and the curtains of the home can remain closed for days.

The bins in the garden are overflowing with rubbish.

Additional information gathered from Hayley’s school,

Homestart and childminder.

Home visit for assessment.

Dad due home tomorrow from working offshore,

safeguarding measures put in place and arranged to return

tomorrow. (Social Work)

6 yrs 2 mths

25/09/18 Dad arranges time off work to care for children. Due to the culmination of concerns a Child Wellbeing

Meeting is arranged for 2/10/18. (Social Work)

6 yrs 2 mths

Please refer to the ‘Single and Multi-Agency Child Chronology: Good Practice Guidance’


Summary of Shared Assessment

Identified Concerns, Risks and Protective Factors

SAFE

Concern/Risk(s):

Lack of appropriate parental supervision at home and in the community placing Hayley and Luke (younger sibling) at potential risk of harm. Claire has acknowledged this is the result of recent mental health issue she’s experiencing

Instances of cancelled health appointments (failure to reschedule) and perceived reluctance to engage with services/support

Protective Factor(s):

Claire is acknowledging she needs support and she has been a conscientious parent to Hayley until recently.

Phil is able to offer good support and provides stability when he’s home. He has arrange ‘work leave’ and will be at home for the next 8-9 weeks.

Childminder in place and providing good care and support to Hayley. Both Claire and Phil are happy and supportive of this arrangement.

HEALTHY

Concern/Risk(s):

Claire’s own mental health effecting her ability to support Hayley’s physical and emotional health

Caring role for Luke impacting on Hayley’s opportunities for appropriate play

Has presented as tired at school.

Hayley can present as quiet or emotionally removed in school. She can become upset easily, although this has improved, and can struggle to maintain or engage in peer relationships.


Phil at home for prolonged period now- able share the parenting role (home for the next 8-9 weeks)

Childminder in providing appropriate play opportunities

Family open to more support.

ACHIEVING

Concern/Risk(s):

Attendance issue and late to school – this has impacted on Hayleys learning and she is behind in both her literacy and numeracy. Home work is not returned from home.

Lack of contact/support from home at times (Educational impact info to be added)


Attendance has improved. – Childminder supporting Hayley to attend school in the mornings.


School are monitoring Hayley’s learning needs and she is receiving some short term additional support in class.

NURTURED

Concern/Risk(s):

Hayley is not receiving appropriate levels of nurture or dedicated time with Claire due to a young baby in the home and Claire’s low mood.

Hayley also being expected to provide inappropriate care role for Luke at present

Hayley’s Grandmother previously provided a caring role to Hayley and supported Claire within the home. Her recent ill health has had a significant impact on Claire’s ability to cope and removed some much needed care and nurture for Hayley


Phil is now home and providing additional nurture at home for the next 8-9 weeks

Childminder and Homestart support in place and will continue to support both Claire and Hayley.

Claire is stating she will now except more help from agencies.

ACTIVE

Concern/Risk(s):

Hayley appears to be active however her caring role for Luke is impacting on her opportunities for age appropriate play/activity.

Lack of opportunity to access outdoors and local community with appropriate supervision – freedom to play


Phil is now home and providing appropriate support at home for the next 8-9 weeks

Childminder proving appropriate play opportunities when Hayley is there.

Family are financially stable and able to afford appropriate childcare when required

RESPECTED &

RESPONSIBLE

Concern/Risk(s):

Claire has acknowledged that Hayley needs are not being considered or listen to enough at home.

Hayley has an inappropriate level of responsibility placed on her in and around home life. Caring duties for her brother are too great and not appropriate for her age and stage of development.

Hayley also placing a level of responsibility upon herself in caring for Luke – this is impacting on her own anxiety/stress levels and causing her to worry about Claire and Luke when she is in school.


Phil is now home (for the next 8-9 weeks) and providing appropriate parental support for Luke reducing Hayley’s role in caring for her brother.


Childminder proving appropriate care and play opportunities when Hayley is there.

INCLUDED

Concern/Risk(s):

Due to the cumulative impact of her carers role, her non-attendance at school and previous issue ‘detaching’ from her mum in primary 1 Hayley has struggled to form consistent peer relationships. Often seeks company or attention of adults and can appear on the periphery of peer task in school.

Hayley has missed out on opportunities to attend her peers party’s and peer activity within the community as a result of Claire’s poor health since Luke was born. This has led to Hayley becoming slightly isolated from her peer group in school and within the local community area.


Hayley is building peer relationships when at childminders.

School are working to support Hayley to develop and manage her peer relationships in class and in the playground

Childminder proving appropriate play opportunities with peers when Hayley is there.


Analysis

Views of Parent(s) / Carer(s)

Parents did not disagree with any areas

Views of Child / Young Person

Hayley is too young to give views


Analysis

Analysis / Summary of Strengths and Concerns

Concerns/risks:

Claire’s current mental health issue has impacted significantly on Hayley and, as a result,

she is providing an inappropriate level of care for Luke, placing both children at potential

risk of harm.

There is concern from professional around the level of nurture Haley is receiving at

home due to Claire’s current health and the impact of a new baby within the household.

Claire and Phil have both acknowledged this to be the case.

The cumulative effect of the risk outlines have also impacted on Hayley’s attainment in

school and her peer relationships and inclusion in appropriate activities.

Haley’s grandmother, who was previously a positive and protective factor within the

family, is ill and no longer able to provide this support to Hayley and the family.

Phil’s job means he cannot provide consistent support to the family unit

Strengths:

Claire clearly demonstrated capacity to provide appropriate parental care for Hayley

prior to Luke’s birth.

When Phil is home he provides significant stability and support. This allows the family to

function effectively.

The family are clearly recognising the issues they are experiencing now and are open to

the support being made available.

Family are financial stable and will continue to ensure appropriate childcare

arrangements remain in place.

Hayley present as a resilient and mature little girl who has positive emotional connection

with her siblings and parents.

Signed by Chairperson: Kirsty Miller, Health Visitor

Date: 2/10/18


Actions

Needs and Risks

SAFE

Desired Outcomes

Action

Person Responsible

Timescales

Mum is not providing

appropriate care for Hayley

Mum will receive support

for low mood to get her

able to provide the care for

Luke so Hayley doesn’t

need to do this.

Claire will attend GP

appointment to discuss her

low mood.

Mum

As soon as possible

Needs and Risks

HEALTHY

Desired Outcomes

Action

Person Responsible

Timescales

Hayley needs to be

physically and emotionally

healthy.

Hallie will be happy

Reassurance and age

appropriate explanation given

to Hayley regarding the

problems the family are

having.

Mum After meeting today

Needs and Risks

ACHIEVING

Desired Outcomes

Action

Person Responsible

Timescales

Hayley needs to attend

school regularly and be able

to concentrate on her

school work. A drop in

Hayley’s overall attainment

has been noted due to

Hayley will be attending

school regularly, ready to

learn and focused on her

school work.

Family to continue use of

childminder to support

regular attendance on time at

school

Claire & Phil Dunphy

Cheryl Smith, Childminder

Every school day


previous absences, being

tired and unfocused.

Hayley to be encouraged to

discuss any worries and given

reassurance and support.

Hayley will be given additional

support from Pupil Support

Assistant on areas identified

from Class Teacher.



Vivien Boylan, Class Teacher

Michael Moore,

Headteacher

Vivien Boylan, Class Teacher

Nancy Robertson, PSA

Anytime Hayley seems

distracted

Starting w/b 22/10/18

Needs and Risks

NURTURED

Desired Outcomes

Action

Person Responsible

Timescales

Claire has post natal

depression and is not

nurturing her children.

Hayley to consistently feel

loved and cared for from

adults who show an

interest in her and her daily

life.

Mum and dad to spend more

time with Hayley.


Daily

Needs and Risks

ACTIVE

Desired Outcomes

Action

Person Responsible

Timescales

Hayley needs to have

regular opportunities to

play outside and be with

friends. This is at risk due

to Claire’s low mood and

Hayley will be supported to

pursue her own interests and

be reassured her brother is

being cared for in her

absence.

Different activities to be

discussed with Hayley to

identify options.


Family Support Worker

Within 4 weeks


the level of responsibility

Hayley feels for her

brother.

Needs and Risks

RESPECTED

Desired Outcomes

Action

Person Responsible

Timescales

Hayley needs to be able to

talk openly about her

thoughts and feelings with

her parents. Hayley has

been worried that she will

upset her parents by doing

this.

Hayley will be talking

openly about her feelings

and views with her parents.

Claire and Phil will encourage

Hayley to be open with them

about her views and provide

opportunities to do this.


Daily from today

Needs and Risks

RESPONSIBLE

Desired Outcomes

Action

Person Responsible

Timescales

Hayley has an inappropriate

level of responsibility for

her age and stage of

development. Hayley needs

to be confident that her and

her brother’s needs are

being met by the adults.

Hayley and her brother’s

needs are being met

consistently by her parents

and the other adults in her

life.

Hayley and her brother will be

given appropriate adult

supervision at all times.

Meal and bedtime routines

will be re-established to

provide consistency.



Fiona Leitch, Homestart


Daily from today

Daily from today


Needs and Risks

INCLUDED

Desired Outcomes

Action

Person Responsible

Timescales

Ensure future meetings are

timed for when dad is home

from working offshore.

Claire and Phil will be

attending meetings so they

are making sure all that is

needed to be done for their

children has happened.

Lead professional to ensure

both parents invited to

meetings.

Lead professional to ensure

dates of future meetings

coincide with dad being

home.

Lead Professional

Lead Professional

2 weeks prior to date

Ongoing


Action

COMMENT PAGE

Parent’s/Carer’s view of Action Plan

COMMENT PAGE

Child/Young Person’s view of Action Plan

Both Claire and Phil were involved in the development of this plan.

Too young to give comment or views


Specialist

Co-ordinated Support Plan (CSP) Additional Information

To be used only when a CSP is in use or to be established

Education Objectives

Additional Support required

Additional Support provided by

Nominated school

Name of school

Address (incl postcode)


Telephone no. e-mail address

Name of Headteacher VOIP

Name of CSP Co-ordinator VOIP

Name of Parental Advice and Information Officer

VOIP

Date CSP opened

Date of review


GIR PRACTICE DEVELOPMENT SESSION 6

Specialist

To be completed in the event of a Child Protection Case Conference:

Name and Age of Person(s) perceived to be responsible for Alleged Abuse or source of potential risk to child, if

known. (If more than one, indicate which (if any) is primary). If age is unknown, give estimate:

Name:

Age

(if unknown, give

estimate):

Tick to indicate if primary

alleged abuser:

Relationship of person perceived to be Primary Alleged Abuser or source of potential risk to Each Child (use code list):

First

Child

Second

Child

Third

Child

Fourth

Child

Fifth

Child

Sixth

Child

Codes:

01 - Birth Mother 08 - Grandfather 15 - Other Relationship (Male) please specify

02 - Birth Father 09 - Aunt 16 Other Relationship (Female) please specify

03 - Step-mother 10 - Uncle 17 - Relationship Not Known (Male)

04 - Step-father 11 - Sister 18 - Relationship Not Known (Female)

05 - Female Co-Habitee

12 - Brother 19 - Adoptive Mother

06 - Male Co-Habitee 13 - No Relation (Male) 20 - Adoptive Father

07 - Grandmother 14 - No Relation (Female) 21 - Other (please specify)

Person perceived to be Alleged Abuser or source of potential risk moved? Yes No


GIR PRACTICE DEVELOPMENT SESSION 6

SIGNATURE PAGE

Note that this Signature Page should be completed by all relevant parties and attached to the Child's Plan

Child's Name: Hayley Dunphy DOB: 30/07/2012

Date of Meeting which drew up the Child's Plan: 02/10/2018

FOR THE CHILD TO COMPLETE:

I have received a copy of my Child's Plan.

My comments on the plan are (if you disagree with the Plan, please state what you disagree with and give reasons):

Name: ………………………….. Signature: …………………………………… Date: ……………

I have received a copy of my Child's Plan (Parent 1)


Name: Claire Dunphy Signature: Claire Dunphy Date: 09/10/18

I have received a copy of my Child's Plan (Parent 2)


Name: Phil Dunphy Signature: Phil Dunphy Date: 09/10/2018

I have received a copy of the Child's Plan (Lead Professional)


Name: …………………………………………………….. Title/Role: ……………………………………………

Signature: ………………………………………………….................. Date: ……………………………………..

I have received a copy of the Child's Plan (Named Person)


I’m confident that this plan will support Hayley

Name: Michael Moore Title/Role: Headteacher

Signature: Michael Moore Date: 4th October 2018

GIR Practice Development Session 6 (February / March 2019)

Evaluation Questionnaire

Name ……………………………………….…………… Course Date …………………

(Your name is needed to record your feedback on our learning and development system)

Job Title.…………………………………………………………………………………….

Agency/Service …………………………………………………………………………..

Please rate yourself on a scale of 1 – 4 against the following statements where

1 = strongly agree 2 = agree 3 = disagree 4 = strongly disagree

Please complete the PRE column before the training starts and the POST column at the end of the

training

Session Aim and Learning Outcomes PRE POST

I have an understanding of what is required of me in preparing or

contributing to a Child Plan

I have an understanding of how to write ‘SMART’ outcomes with a

Child Plan

I am able to ensure that the planning remains child centred at all

times.

I feel confident involving children, young people and their

parents/carers in the planning process

I feel confident sharing my professional views and judgments during

the preparation of a Child’s Plan and its outcomes.

Please turn over for additional questions / comments

Please indicate how strongly you agree or disagree with the following statements

1 = strongly agree 2 = agree 3 = disagree 4 = strongly disagree

RATING

The content of the session was relevant to me

I found the multi-agency discussions useful

The case study was realistic and supported practice discussions

I feel attending this session was a good use of my time

The session has increased my confidence in my day to day work

Please tell us any areas of practice you would like future sessions to focus on:

………………………………………………………………………………………………….

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..

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General comments about the session:

…………………………………………………………………………………………………..

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Thank you!

Documents

GIR PRACTICE DEVELOPMENT SESSION 6...Hayley [s poor attendance at school. Claire states she is struggling. With laires consent, Named Person at school contacts Health Visitor and Homestart