Protecting Children from Harm: What Practice Model Will Work & How Do We Build & Deliver It?

Colin Green – Director Of Children’s Services

Coventry City Council

April 2009

Aims of the Session

• What is wrong with the CP system

• To take a systemic view

• To present an organisational model

• What is needed to improve?

• How do we build and deliver an effective practice model?

What is wrong with the CP system?

• Serious systems failures still occur• Procedural & target driven approach has made system

safer for agencies but how effective for children and YP?• We have mostly ensured a baseline of practice but does

it promote excellence?• The approach is very expensive but is it VFM?• We can show we follow procedures but why are the

same errors repeated as shown in SCRs?• We keep children safe in care but why could we not

prevent so many being developmentally impaired?• Is it child & young person centred?

A Systemic View

• Systemic – what is meant

• CP/CIN an open system– e.g. procedural change changes the task,

Assessment Framework changes structures,

who gets blamed when a child dies changes the system.

An Organisational Model

Guiding Philosophy, Values & Beliefs

Charterers – the people who give an organisation its purpose The Environment

Purpose

Mission

Objectives

Structure

Work

People Reward

Decision & Information Processes

FIT

Results Achieved

The Model and CP System

• Role of Charterers

• Purpose – are we clear?

• Mission – do we have it?

• Objectives – clear & understood?

• Philosophy, Values & Beliefs - Culture

Organisational Design – Work & Structure

• The Work – We need to know what it is– ECM – does it define the work clearly enough?

• Structure– Consistent with purpose & objectives– Reflects the task– Accountability clear– Effective leadership key– Gives clarity on tasks, roles and responsibilities

Rewards

• Rewards - What motivates?– Value client contact

– Value the skills RIP shows deliver

– Value the work – making a difference to children and families

– Pay & status

Decision & Information Processes

• Very highly developed but do they– Develop analysis?– Enable autonomy in practice?– Focus on users?– Help audit the outcomes?– Give Information on performance?– Promote learning and not blame?– Fit with people, rewards, the work and the

structures?

People - right people, knowledge, skills, capabilities and experience

• Human Factors – grossly underdeveloped– Why questions about behaviour not asked– Impact of organisational change and transition

management– Procedures fit for people to implement– Staffing levels– Training and competence– Autonomy– Expect error– Compliance with safety critical procedures– Learn or blame– Communications

Fitting it Together

• Take a systemic view

• Be clear on purpose

• Use the research & knowledge base

• Learn from others

• Invest in all elements

What needs to change?

• Systemic view• Rebalance to focus on people• Focus on outcomes• Focus on practice – what is done with children, YP & their families –

stop meeting the 10 pitfalls• Practice is evidence based• Practice is relationship based• Practice is multi-disciplinary• Practice is reflective and based on “thinking about” the child/family • SW as lead professional needs to be knowledgeable, skilled and

competent within multi-disciplinary team• Knowledge and method needs to be embedded in SW professional

training not a procedure manual• Organisations capable of supporting this approach

Is anyone doing this?

• Hackney - Reclaiming Social Work Model

– Values based

– Systemic

– Focus on task – clarity of purpose

– Clarity of method – evidence based

– People focus in Multi-disciplinary teams

– Clarity of roles and authority/decision making

– Evaluation and learning built in

What can we do about it

• Never ask for more guidance• Focus on practice and outcomes • Advocate with DCSF for fuller development of systemic

ECM specialist model• Promote SW as a professional discipline• Recognise how weak the professional base has

become• Case studies of success • Develop critique of procedurally based practice• Articulate alternative models of practice based on

values and professional competence