Early Help Practitioner Toolkit aspiration | achievement | inclusion | participation | excellence
Our aim is simple - Success for all
Southend Children’s Partnership | Early Help Practitioner Toolkit
Contents Foreword
4
Our Shared Vision
5
Early Help
8
Integrated working processes Staged Model of Intervention Locality Map Information Sharing and Lead Professional Locality Information Sharing Network Meetings Different Stages of Need
8 11 12 13 15 16
1. Universal
17
1.1 Flowchart Universal to Vulnerable
21
2. Vulnerable/Targeted
22
2.1 The Early Help Assessment 2.2 Team around the Child and Family (TACAF)
26 30
3. Complex
33
3.1 Complex 3.2 Children and Family Panels
39 40
4. Specialist – Children’s Services
41
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Foreword
Foreword The concept of early help, or early intervention as it is sometimes known, reflects the widespread recognition that it is better to identify and deal with problems early rather than to respond when difficulties have become acute. Early help means providing help for children and families as soon as difficulties start to emerge or when there is a strong likelihood that challenges for the young person may emerge in the future. Although research shows that the greatest impact can be made during a child’s early years, early help is not just for very young children as problems may emerge at any point throughout childhood and adolescence. Early help includes targeted services designed to reduce or prevent specific problems from becoming entrenched. The Early Help Practitioner Toolkit outlines our approach and processes to provide early help work with families before problems escalate. It underpins our wish to continue to strengthen our targeted early help offer which will increasingly focus on achieving priority outcomes for those children, young people and/families needing extra help.
Simon Leftley Corporate Director for People
Vision
Delivering from a place of good understanding
Delivering through the strength of Southend
Foundation 5: Will be built on our courage.
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Foundation 4: Will be built in having the right conversations which actually achieve something and not talking about what might be done.
Foundation 3: Will be built in our belief in other peoples inherent abilities and capacity.
Foundation 2: Will be built in our quality of listening - emphatic listening to each other.
Getting these right will be fundamental to delivering Our Visions
Foundation 1: Will be built in trusting relationships - honest, open with our vulnerabilities, safe to speak out, daring to ask questions.
Delivering through ourselves
Ensuring agencies proactively seek out and respond to the views of
Our Vision
Delivering through partnerships
children and young people
Supporting families at the earliest
Keeping children and young people safe
Continuing to improve the life chances for looked after children and those on
the edge of care Supporting young people to prepare for employment
Supporting young people and families to live healthier lifestyles
opportunity to prevent their needs escalating and to help them transition through our services
Closing the divide between more advantaged and less advantaged children and families in Southend
Inspiring the belief that anything is possible Potential belongs to the child - our role is to fan it Success as determined by the child and family - not us Our role is to remove the barriers or injustices which prevent children from achieving
Success for all children. This means:
Southend Children’s Partnership | Early Help Practitioner Toolkit
Our Shared Vision Behaviours we all need to live
Principles underpinning our strategy Our strategy for Early Help and targeted services has its roots in ‘Success for all’. Children, young people and their families will be better able to realise opportunities to improve their lives. Families will be more self-sustaining and therefore less reliant on services provided by the Council. By prioritising the most vulnerable, and by intervening early, longer term, more costly and damaging problems will be avoided. We will be less embedded in family’s lives long term, yet sustaining the quality of our offer to children, young people and families.
The priority areas for the partnership to focus on for 2014-2015 are: 1. Closing the divide between more advantaged and less advantaged children and families in Southend 2. Supporting families at the earliest opportunity to prevent their needs escalating and to help them transition through our services 3. Keeping children and young people safe 4. Supporting young people and families to live healthier lifestyles 5. Continuing to improve the life chances for looked after children and those on the edge of care 6. Supporting young people to prepare for employment 7. Ensuring agencies proactively seek out and respond to the views of children and young people
Objectives Our objectives for early help and targeted services reflect these priorities by:
Reducing the number of children requiring intervention from statutory services; Build the capacity of vulnerable families to support their children effectively in achieving positive outcomes; Address child poverty and worklessness through better targeting; Target Council resources at those most in need of extra help with a consequent shift from funding universal activity and from subsidising those who can afford to pay.
Early Help for Children and Families Our analysis of what works in Early Help, told us that the critical features of an effective early help offer are: Simple, streamlined assessment processes A multi-disciplinary approach that brings a range of professional skills and expertise to support children and families A relationship with a trusted worker ( lead professional ) who can engage the child and their family, and coordinate the support needed from other agencies Practice that empowers families and helps them to develop the capacity to resolve their own problems A holistic approach that addresses children’s needs in the wider family context. Taking these features on board, we have an integrated approach for children and families aimed at identifying and dealing with problems early in order to prevent difficulties becoming acute and demanding action by more specialist services. This approach supports the development of capacity, independence and resilience of families, children and young people by engaging them in a way that builds on their strengths and that allows them to identify their own solutions and to take ownership and responsibility for the future.
Southend Children’s Partnership | Early Help Practitioner Toolkit
The Early Help integrated approach includes geographically based multi-disciplinary teams that bring together staff with appropriate expertise such as child and family support, early childhood development, educational psychology and family information service. The teams also have the capacity to include those workers employed by partners, such as Child and Mental Health Services (CAMHS) workers and health visitors. The teams work with those families who have needs below the threshold for statutory interventions under Children’s Act legislation, at Stages 2 and 3 of Southend’s Staged Model of Intervention, providing holistic support to a caseload of children, families and young people. The Lead Professional along with parents, carers, children and young people can together broker and commission solutions to improve behaviour, family relationships, emotional health and learning (including attendance). A Lead Professional will be responsible for co-ordinating a plan for the child or young person and their family, setting targets for delivery and outcomes. Crucially for parents, the Early Help offer provides a multi-agency collaborative approach by which children and their families can access additional support by telling their story once.
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To underpin the service, we have re-designed the processes for referral and assessment, and the systems that support them, so that they are simpler, more streamlined and easier to use.
Early Help Integrated Working Processes In Southend we believe that integrated working makes a real difference to the lives of children and young people. We are committed to integrated working and Southend is a place where everyone supporting children and young people work together effectively to put the child at the centre of all services in order to meet their needs and improve their lives. Children’s needs are identified at different stages in their lives and through different routes. Some children’s needs are identified pre-birth or soon after. These may be health needs, often enduring and life-long or support needs which may require short term intervention. Some children’s needs are identified at a later stage, either pre-school or when they are in the Reception class. These are typically educational needs. Some will be enduring but others, if addressed early enough, can be remedied to the extent that children can begin to access education at a pace and in a manner similar to their peers. For many children, their needs are closely linked to those of their family and these needs are typically identified through the assessment of social, emotional and behavioural concerns. Children’s needs do not fall into neat packages and very often, a child with a health or emotional need also has an educational need and vice versa. There are different plans linked to different potential routes into support which are aligned with our integrated approach. These are: A statutory social care plan which takes the form of a child in need plan, a child protection plan, a disabled person’s assessment, pathway plan or looked after child care plan An early help assessment, initiated by a practitioner as soon as it is identified that a child or young person is having difficulties in making progress socially, emotionally and/or behaviourally School Based Staged Assessment for Special Educational Needs, initiated by a SENCO as soon as it is identified that a child or young person is having difficulties making progress in learning An Education Health and Care Plan which will incorporate other plans in relation to education, health and care
Some children will inevitably have more than one plan — but our systems enable us to identify where this is the case and how the plans join up to best meet the individual child’s needs. Integrated working is achieved through collaboration and co-ordination at all levels and across all services to: Identify needs earlier Deliver a co-ordinated package of early help for the child/young person Help to secure better outcomes
Integrated Working
Southend Children’s Partnership | Early Help Practitioner Toolkit
We will be using the following integrated tools which will help to ensure that the child or young person and parents only has to tell their story once to get the support that they need: Staged Intervention Model – The foundation for effective integrated locality working is the staged intervention model. Staged intervention is a process which enables services to plan to meet the needs of individual children and young people. Staged intervention should assist in clearly setting out what support is available and when it should be offered. www.southendchildren.org The Early Help Assessment – a common approach and language to assess strengths and needs through 3 stages (full details page 26). Information Sharing – when and what to share (full details page 13). Lead Professional – can be any member of the children’s workforce, acts as a single point of contact for child/ young person and family co-ordinating the delivery of actions by services involved in support (full details page 13). Team around Child and Family – Professionals with expertise in the area of identified need work as a supportive team to collectively focus on meeting desired outcomes (full details page 30). Children and Family panels – Fortnightly multi-agency meetings to consider support packages for children and young people with identified complex needs (full details page 39). Locality Information Sharing Network meetings – Frontline practitioners coming together on a monthly basis to facilitate “joined up” practices around schools and settings to address the local needs of the community (full details page 15). Ship – The Southend SHIP, Southend’s Information Point and directory of services for adults, children and families to stay healthy and includes independent details of a range of activities and services and opportunities that help people enjoy independence in their own home.
Shared identity, purpose and vision Common values and language Behaviours focused on positive outcomes for children and young people High quality, appropriately trained staff Complementary roles focused around children and young people Capacity to deliver and keep children safe
in order to achieve the following 5 outcomes: 1: Be healthy 2: Stay safe 3: Enjoy and achieve 4: Make positive contribution 5: Achieve economic well-being
How do I fit in? As a member of Southend’s children’s workforce you have a responsibility to use the key tools of Integrated Working which are common across services and agencies to enable a common response to children, young people and families who need support at any stage.
Overview of Early Help We use the four staged model of intervention as a way of identifying need as universal, targeted, complex and specialist and are the foundation for effective integrated locality working. Staged intervention is a process which enables services to plan to meet the needs of individual children and young people. Staged intervention should assist in clearly setting out what support is available and when it should be offered. It should also allow for earlier
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We believe in six good practice principles for working with children and young people which are as follows:
intervention by changing the way services are provided, using our integrated process to ensure we have effective ways of identifying children and families at increased risk. If at any time you think a child is at risk of immediate/significant harm you must follow Southend, Essex & Thurrock’s child protection procedures immediately. Child protection referrals can be made over the phone to First Contact Team and should be followed up in writing as soon as possible. Children’s and families’ needs rarely fit into neat categories. Their needs often change over time and may cross different stages, i.e. high on one domain and low on another. These can be understood by referring to the universal stage descriptors. The aim of the Early Help Support process is to determine:
If a child is in need Her/his stage of needs Which needs must be met as a priority and Which is the most appropriate service to meet these needs
Universal services are key partners in the delivery of a preventive approach to improving outcomes for children and young people. They provide a range of support and interventions for those children and young people who need some additional help, usually provided when a parent or professional has a concern about a child or young person’s needs. Services delivered at the universal level meet the needs of the majority of children and young people. These ‘universal services’ are those services (sometimes also referred to as mainstream services) that are provided to, or are routinely available to, all children and their families. Universal services are designed to meet the sorts of needs that all children have; they include early years provision, mainstream schools as well as Health Services provided by GPs, Midwives and Health Visitors and the Family Information Service. Targeted support is reached when the needs of the child can no longer be fully met within Universal provision without additional support and an Early Help Assessment should be completed with the family and young person. At this point the Team around the Child and Family processes may commence if support is required by more than one professional service. Each locality will hold a Children & Family Panel to support complex cases, which are made up of professionals and services that work across all the localities. The panel has two functions: To discuss cases where significant progress has not been made at Team Around the Child & Family (TACAF) meetings. To discuss cases where the family has successfully worked with Children’s Specialist Services but still require intensive support.
Children’s Services will work with children and families who have acute needs, and with some who may be at risk of significant harm.
EARLY HELP CONTACT POINT
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universal services.
Personalised
professional.
services, co-ordinated by lead
child and family, alongside universal
Targeted multi-agency team around the
Panel and lead professional.
co-ordinated through Children and Family
child and family, alongside universal services,
Comprehensive multi-agency team around the
professional, alongside universal services.
through statutory processes and lead
Immediate child protection concerns should proceed to First Contact
Children & Family Panel
Children’s Services
Specialist services intervention co-ordinated
The Southend Staged Intervention Model Integrated Working Southend Children’s Partnership | Early Help Practitioner Toolkit
Staged Model of Intervention
www.southendchildrenspartnership.org.uk
23 24
22
21
7 8 9 10 11 12 13 13 14 15 16 17 18 19 20 20
1 2 3 4 5 6
Edwards Hall Primary School Heycroft Primary School Kingsdown School The Eastwood Academy Eastwood Primary School Prince Avenue Primary Foundation School & Nursery Fairways Primary School The St Christopher School Earls Hall Infant School Earls Hall Junior School Blenheim Primary School & Nursery St Thomas More High School For Boys Southend High School For Boys (Academy) Westcliff High School For Boys (Academy) Westcliff High School For Girls (Academy) Chase High School Lancaster School Priory School Belfairs Academy Darlinghurst Primary & Nursery School (Academy) Our Lady of Lourdes Catholic Primary School The Westborough Primary School and Nursery (Academy) West Leigh Infant School West Leigh Junior School
Schools
Chalkwell Infant School Chalkwell Junior School Leigh Infant School Leigh North Street Junior School
St Michael’s C of E Preparatory School St Pierre School St Hilda’s School Crowstone Preparatory School
YC1 Leigh Youth Centre
Connexions
HC1 Leigh Primary Care Centre HC2 Kent Elms Health Centre HC3 The Valkyrie Surgery
Health Centres
P2 P3 P4
P1
Private Schools
CC1 Sunnydays Children’s Centre CC2 Blenheim Children’s Centre
Children’s Centres
25 26 27 28 28
Attendance Officers, Education Psychologists, Locality Co-ordinator Extended School Co-ordinators, Family Support Co-ordinator Primary Health Worker, Parenting Co-ordinator (Shared Across Localities)
West Locality Office - Tel: 01702 483805
West Locality
CC7
43
42
35 36 37 38 39 40 41
33 34
29 30 31 32
Cecil Jones College (Upper School) Cecil Jones College (Lower School) Temple Sutton Primary School Bournemouth Park Primary School & Nursery St Mary’s C of E Primary School St Helen’s Catholic Primary School & Nursery Milton Hall Primary School St Nicholas School Hamstel Infant School & Nursery Hamstel Junior School Futures Community College Southend High School for Girls Sacred Heart Catholic Primary School & Nursery Porters Grange Primary School & Nursery Barons Court Infant Primary School & Nursery
Schools St Bernard’s High School and Arts College
Summer Court Children’s Centre Cambridge Road Children’s Centre Centre Place Family Centre Temple Sutton Children’s Centre
YC2 Focus Youth Centre YC3 Cluny Square
Connexions
HC4 Warrior House
Health Centres
CC5 CC6 CC7 CC9
Children’s Centres
44 44
Attendance Officer, Education Psychologists, Locality Co-ordinator Extended School Co-ordinators, Family Support Co-ordinator Primary Health Worker, Parenting Co-ordinator (Shared Across Localities)
Central Locality Office - Tel: 01702 618553
Central Locality
Westcliff-on-Sea Southend-on-Sea
55
54
LA1
YC5 Shoeburyness Youth Centre
Connexions
HC5 Thorpedene Clinic
Health Centres
P5 Thorpe Hall School P6 Alleyn Court Preparatory School
Private Schools
CC11 Friars Childrens Centre
Children’s Centres
Renown Centre for Learning
LA Provision 45 46 47 48 49 50 51 53 53
Bournes Green Infant School Bournes Green Junior School St George’s Catholic Primary School Thorpedene Infant School Thorpe Greenways Infant School Thorpe Greenways Junior School Thorpedene Junior School Shoeburyness High School Richmond Avenue Primary School & Nursery Hinguar Community Primary School & Nursery Friars Primary School & Nursery
Schools
Attendance Officer, Education Psychologist, Locality Co-ordinator Extended School Co-ordinator, Family Support Co-ordinator Primary Health Worker, Parenting Co-ordinator (Shared Across Localities)
East Locality Office - Tel: 01702 295085
East Locality
Thorpe Bay
Shoeburyness
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Southend Children’s Partnership Locality Map
Locality Map
Integrated Working
Southend Children’s Partnership | Early Help Practitioner Toolkit
Information Sharing Seven Golden Rules for Information Sharing 1. Remember that the Data Protection Act is not a barrier to sharing information but provides a framework to ensure that personal information about living persons is shared appropriately. 2. Be open and honest with the person (and/or their family where appropriate) from the outset about why, what, how and with whom the information will, or could, be shared, and seek their agreement, unless it is unsafe or inappropriate to do so. 3. Seek advice if you are in any doubt, without disclosing the identity of the person where possible. 4. Share with consent where appropriate and, where possible, respect the wishes of those who do not consent to share confidential information. You may still share information without consent if, in your judgement, that lack of consent can be overridden in the public interest. You will need to base your judgement on the facts of the case. 5. Consider safety and well-being: Base your information sharing decisions on considerations on the safety and well-being of the person and others who may be affected by their actions. 6. Necessary, proportionate, relevant, accurate, timely and secure: Ensure that the information you share is necessary for the purpose for which you are sharing it, is shared only with those people who need to have it, is accurate and up-to-date, is shared in a timely fashion, and is shared securely. 7. Keep a record of your decision and the reasons for it – whether it is to share information or not. If you decide to share, then record what you have shared, with whom and for what purpose.
A Lead Professional is a member of the children’s workforce in Southend who takes the lead to co-ordinate provision for a child or young person and their family. They act as a single point of contact when a range of different agencies are supporting a family to help make sure that effective integrated working, information sharing and sound holistic assessment takes place. A Lead Professional is required whenever a child or young person has had an assessment to identify additional needs to support planning and reviewing of the interventions. They also take the primary role in the Team Around the Child and Family. If the child or young person is being supported via children’s specialist services the Social Worker will automatically become the lead professional. It is however important to remember that child protection is everyone’s responsibility, and if there are child protection concerns the SET procedures should be followed. The Lead Professional is not a job title or a new role, but a set of functions to be carried out as part of the delivery of integrated support. These functions are to: 1. Act as a single point of contact for the child or family, who they can trust and who can engage them in making choices, help them work their way through the system and effect change. 2. Co-ordinate the delivery of the actions agreed by the practitioners involved, to ensure that children and families receive an effective service that is regularly reviewed. These actions will be based on the outcome of the assessment and recorded in a plan. 3. Reduce overlap and inconsistency in the services received.
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The Lead Professional
Here are some examples of the tasks a Lead Professional may need to carry out: Build a trusting partnership with the child and family (or other carers) to secure their engagement and involvement in the process. Be the single point of contact for the family and a sounding board for them to ask questions and discuss concerns. Agencies supporting the family must keep the Lead Professional informed of the support they are providing. Co-ordinate the effective delivery of an agreed set of actions possibly by a Team Around The Child and Family (TACAF) which provide a solution-focused package of support and a process by which this will be regularly reviewed and monitored by chairing family friendly meetings/discussions on a six weekly basis, distributing a copy of the plan after each meeting. Receive weekly feedbacks from supporting agencies/services. Regular reviews of the Early Help Assessment with parents and young people which identified achievements against desired outcomes and/or may identify services to meet any additional needs. Be the single point of contact for all practitioners who are delivering services to the child, including staff in universal health, childcare and education services to ensure that the child continues to access this support. Continue to support the child or family if more specialist assessments need to be carried out, reviewing and tracking outcomes for the child/young person. Support the child through key transition points but, where necessary, ensure a careful and planned “handover” takes place if it is more appropriate for someone else to be the lead professional.
Whatever the practitioner’s background, set down below is a key set of knowledge and skills needed to deliver the Lead Professional functions:
Knowledge knowledge of the Early Help Assessment (EHA) and integrated working knowledge of local and regional services and how to access them or where to go for information – eg. local service directories understanding of the child or young person’s strengths and needs understanding of information sharing, consent and issues around confidentiality understanding of child protection in relation to EHA and Lead Professional role understanding of the boundaries of their own skills and knowledge
Skills Knowledge and skills are underpinned by key skills in: effective communication, eg: providing information giving and receiving feedback offering clarification interpretation and challenge empathy diplomacy sensitivity negotiating encouraging the child or young person and family’s self-directed problem solving planning, organisation and co-ordination critical and innovative thinking
Ability to: establish a successful and trusting relationship with the child or young person and family support the child or young person and family to achieve their potential empower the child or young person and family to make decisions including challenging them when appropriate convene effective interagency meetings and initiate discussions with relevant practitioners work effectively with practitioners from a range of services
Integrated Working
Southend Children’s Partnership | Early Help Practitioner Toolkit
Locality Based Information Sharing Networks Locality Information Sharing Network meetings Practitioners from a range of services and settings will come together on a regular basis within their locality. This group of practitioners will discuss current provision, needs and new service opportunities whilst facilitating good “joined up” working practices as well as leading to the development of a shared understanding of local community needs and priorities. A regular meeting cycle can provide Lead Professionals with an opportunity to report on good practice within integrated working and lead to the identification of key concerns and themes across the locality, they can then be addressed strategically and collectively. Locality Based Information Sharing Networks will ensure early intervention and prevention whilst improving outcomes for service users. The team will consist of: Locality Manager Child and Family Early Intervention Officer Educational Psychologists Health Visitors/School Nurse Children’s Centre Managers Child & Mental Health Service Worker Locality Information Officer Police Integrated Youth Support Service Community Service Volunteer
Locality Information Sharing Networks will result in a more positive approach to service provision. The Locality Information Sharing Networks can result in more effective, efficient and economic service provision for providers which will provide better outcomes for children, young people and their families. The benefits of Locality Information Sharing Networks provision from the user’s perspective include: to create a better understanding of each partner service provider’s objectives, ethos and constraints to share information through closer working relationships between service providers and setting practitioners and childcare managers co-located team to share administrative costs and greater staffing operational efficiencies which also, from the customer’s perspective, are actually better services to increase income through greater use of assets both during the day and in the evening to transmit and share multi-provider skills, capacity and capability to learn lessons for future co-location projects and joint working to provide more joined-up and better informed strategic planning of services to provide more motivated staff who feel good about the difference they can make to share training opportunities and their costs
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School Improvement Team
Improved outcomes for different service users a one-stop shop of accessible public and voluntary services available to children and their extended families, adults, the local community and other members of the public an increase in take up and a broader range of services and activities brought to local communities who might otherwise not experience them acceleration of the delivery of services greater customer satisfaction with services services which are more outcome than provider based greater educational attainment better preparation of young people for life and the world of work a holistic view of a child’s life and environment resulting in more joined–up services which are tailored to its needs better linkages between local authority and health led services in the early years of life; libraries; childcare; school and health care which develops good parenting for now and the future a wider range of leisure and work related courses and skills improvement opportunities for adults holistic services and activities for adults encompassing physical and mental wellbeing and greater family learning opportunities
Different Stages of Need Our staged approach is about progressive universalism and meeting the needs of children at the earliest point and lowest possible stage. What follows is a description at each stage of need along with tables, flowcharts and matrices to support practitioners in looking at and understanding the Southend stages of need and how they might be met. Tables also use colour coding for stages and thresholds, for easy identification and for the practitioner to establish where they are on the staged model of intervention. The thresholds should be used as guidance and are not an exhaustive list and should not be used in isolation. The matrices are designed to assist practitioners and managers to think about the needs of children in a holistic and standardised way. They are indicative rather than definitive, but should help to provide an evidence base for decision-making. The matrices are based on domains and dimensions and the descriptions given are examples. Professional judgement is always the key: does the child fit the broad initial definition of need, and if so, in which domain? The matrices cannot reflect sudden changes in a child’s needs, but it should be assumed that any rapid deterioration in a child’s presentation is a cause for concern. Similarly, the age of a child will have an impact on how the matrices are interpreted. For example, a child aged two without opportunities to play can be seen as more of a concern than a child aged thirteen, as the two year old may not have any opportunities for social contact whereas the thirteen year old will have this need partially met at school. Finally, a lack of impact as the result of involvement with services should also be noted as a concern. Thus, a child who has received input to meet learning needs and whose needs remain has a higher stage of need than a child whose needs have just been identified.
Southend Children’s Partnership | Early Help Practitioner Toolkit
1. Universal Universal services are key partners in the delivery of a preventive approach to improving outcomes for children and young people. They provide a range of support and interventions for those children and young people who need some additional help, usually provided when a parent or professional has a concern about a child or young person’s needs. Services delivered at the universal level meet the needs of the majority of children and young people. These ‘universal services’ are those services (sometimes also referred to as mainstream services) that are provided to, or are routinely available to, all children and their families. Universal services are designed to meet the sorts of needs that all children have; they include early years provision, mainstream schools as well as Health Services provided by GPs, Midwives and Health Visitors. Infants, children and young people within universal are those 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. The Southend Children’s Partnership Success for All Children group views parenting support as a priority. We recognise that being a parent is a very challenging job and with high levels of poverty, transience and complex family difficulties including domestic abuse, mental health problems and drug and alcohol use all affecting outcomes for children. The majority of parents in Southend are doing a great job. All parents are entitled to good information and support and to be consulted in their children’s learning and development. We want to improve outcomes for children and young people in partnership with parents so that they are all able to meet their responsibilities.
Southend-on-Sea Borough Council has on online directory (SHIP) for adults, children and families to increase opportunities for early help by providing information, advice and guidance on: Childcare and Pre-school Education
Looking for something to do with the children?
Holiday Playschemes and activities
Need advice or support?
Leisure activities
Want to find childcare?
Meeting the costs of childcare Financial guidance for new parents Family services and parenting support Local offer for families with SEN
Then come aboard SHIP www.southendinfopoint.org Many different choices of services, activities and clubs local to where you live in Southend
Childcare
Children’s Centres
Activities
Disabilities and SEN
Family Services
Money Matters
Education, Training & Employment
Health
To contact the Family Information Service about SHIP or to add your service to the site please email
[email protected]
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Family Information Service / SHIP
Universal
Teenage Parents 16+ As with any young person who may present with additional needs, a check should be carried out to establish if a Early Help Assessment is already in existence for the young person by contacting the single point of contact, the Early Help contact point, who will be able to confirm this. 16+ teenage parents presenting to any professional should be assessed via the pre-assessment check list to establish if the young person requires any additional support. If all the needs can be met via the setting that the young person is accessing, the pre-assessment should be sent electronically to the relevant Early Help contact point with a copy of the pre-assessment sent to the professional’s line manager. The pre-assessment should record evidence that no additional support is required. However, if the pre-assessment evidences that there are additional needs that cannot be met within the setting, a full EHA should be completed and the normal processes as laid out in the toolkit should be followed.
Children Out of School, Elective Home Education, Young Carers, Lesbian, Gay, Bisexual and Transgender Specific vulnerable groups such as children and young people who are of statutory school age but do not have a school place, young carers, lesbian, gay, bisexual and transgender children and young people should be assessed via the pre-assessment checklist to establish if the young person requires any additional support. If all the needs can be met via the setting that the young person is accessing, the pre-assessment should be sent electronically to the relevant Early Help contact point with a copy of the pre-assessment sent to the professional’s line manager. The pre-assessment should record evidence that no additional support is required. However, if the pre-assessment evidences that there are additional needs that cannot be met within the setting, a full EHA should be completed and the normal processes as laid out in the toolkit should be followed.
Universal
Southend Children’s Partnership | Early Help Practitioner Toolkit
STAGE 1 (UNIVERSAL): These are infants, 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 Domain: DEVELOPMENT OF THE BABY, CHILD OR YOUNG PERSON – Stage 1 A child’s developmental needs at a universal stage should be age appropriate. Professionals should be nonjudgemental in their analysis and consideration should be given to what’s good enough i.e. a child may not meet every developmental stage below but progress can be maintained within their setting without requiring additional services.
Emotional & Social Development Demonstrates appropriate responses in feelings and actions Good quality early attachments Able to adapt to change Able to demonstrate empathy Behavioural Development Able to take age appropriate responsibility for own behaviour Responds appropriately to boundaries and constructive guidance Interacts positively with peers in unstructured play contexts Enjoys positive relationships with peers
Identity, including Self-Esteem and Self-Image and Social Presentation Positive sense of self and abilities Demonstrates a sense of belonging and acceptance by others Generally positive and wants to accomplish things Appropriate dress for different settings Good stage of personal hygiene Confident in social situations, but can discriminate between safe and unsafe contacts Family and Social Relationships Stable and affectionate relationships with caregivers Able to socialise appropriately Good relationships with siblings Positive relationships with peers Self-Care Skills and Independence Growing stage of competencies in practical and emotional skills, such as feeding, dressing, developing independence and independent living skills Learning, including Understanding, Reasoning and Problem Solving, Participation, Progress and Aspirations Has appropriate access to books and toys, and to play contexts Acquires a wide range of skills and interests Enjoys and participates in learning activities Has experience of success and achievement Sound links between home and school Cognitive and language development are within normal expectations Planned progression and aspirations beyond statutory education
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Health, including general health, physical development and speech, language and communications development Physically well Adequate and nutritious diet Adequate hygiene/clothing Developmental checks/immunisations up to date Regular dental and optical care Health appointments are kept Developmental milestones appropriate Motor skills within normal range Appropriate height and weight Opportunities for play & exercise Sexual activity appropriate for age Good state of mental health
Domain: PARENTS & CARERS – Stage 1 At universal parenting capacity would evidence that the child is growing up in circumstances consistent with the provision of safe and effective care.
Domain: FAMILY AND ENVIRONMENTAL ELEMENTS – Stage 1 Family and Environmental factors at a universal level should not impact on a child’s development or the capacity to parent.
Basic care, ensuring safety and protection Provide for child’s physical needs, e.g. food, drink, appropriate clothing, medical and dental care Protection from danger or significant harm, in the home and elsewhere
Family history, functioning and well-being Good relationships within family, including when parents are separated Few significant changes in composition
Emotional warmth and stability Shows warm regard, praise and encouragement Ensures that secure attachments are not disrupted Provides consistency of emotional warmth over time Guidance, boundaries and stimulation Facilitates cognitive development through interaction and play Enables child/young person to experience success Provides guidance so that child can develop conscience Child/young person accesses leisure facilities as appropriate to age and interests
Wider family Sense of larger familial network and good friendships outside of the family unit Housing, employment and financial considerations Accommodation has basic amenities and appropriate facilities, and can meet family needs Parents/carers 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 Social and community elements and resources, including education Family feels integrated into the community Good social and friendship networks exist Community is generally supportive of families with children/young people Good universal services in neighbourhood
Threshold matrix for key services Universal Service Provision: Health visitor, GP, Early Years Setting, Children’s Centre, School, School Nursing Service Stage 1: Universal
Examples of KEY Service Interventions
Restrictions to provision of service: Age, location, access
Unborn babies, infants, 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.
These children may also access Children’s Centres, play and activity sessions, Integrated Youth Support Service, Further Education Providers and Voluntary sector services.
None; these are universal services.
Universal
Southend Children’s Partnership | Early Help Practitioner Toolkit
Universal to Targeted
START
Concern by Professional
Need met at Universal Level
Pre-Assessment
Needs cannot be met by Universal
Early Help Contact Point to identify if Early Help Assessment has been completed
Possible child protection concerns identified
Follow SET procedures Refer to First Contact
No Early Help Assessment
Early Help Assessment in existence
Complete Early Help Assessment as referral not assessment
Approach family (both parents if they have Parental Responsibility) to carry out assessment
Link with existing Lead Professional and Agencies involved as part of Team Around the Child and Family
Seek guidance from First Contact regarding parental signature/consent
If family have past /current involvement with Services, seek permission to involve them in assessment where appropriate
Lead Professional to co-ordinate review
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Form to be sent electronically to Early Help Contact Point
Early Help Assessment assessor to co-ordinate Service involvement. Early Help Assessment to be sent to Locality Early Help Contact Point
Team Around the Child and Family meeting takes place within six weeks
Lead Professional identified by Team Around the Child and Family. Agencies to report back to Lead Professional monthly as agreed
Six weekly review called by Lead Professional with Team Around the Child and Family
Review information sent after each meeting to Early Help Contact Point and agencies supporting within five days
Review, needs met, support ceases, Early Help Assessment closes, support to continue at universal level and family level
Review , needs not being met after three months, liaise with Locality Manager to discuss at Children and Family Panel
SEN Needs EHC
2. Vulnerable/Targeted The need for a targeted intervention is reached when the needs of the child or young person cannot be met within their setting and support is required from other professionals with expertise in the area of need. It is at this point that an Early Help assessment would need to be undertaken and forwarded electronically to the relevant Early Help contact point, the Lead Professional should keep the signed copy of the Early Help Assessment. Once this has been processed by the Early Help contact point the Lead Professional can commence with the Team Around the Child and Family (TACAF), within six weeks. Once this has taken place the Lead Professional will complete the review form linking outcomes to the aims and send a copy of the review plan to the Early Help contact point within 5 days of the meeting. TACAF reviews should take place on a six weekly basis, this process will continue until the unborn baby, infant, child or young person is supported back into Universal provision. Additionally the unborn baby, infant, child or young person’s needs may increase which will mean that the Lead Professional will need to update the Early Help Assessment and discuss accessing support at Complex stage.
Vulnerable/Targeted
Southend Children’s Partnership | Early Help Practitioner Toolkit
STAGE 2 (TARGETED): Identified within this stage are babies, children and young people whose needs require some extra support from a targeted service or services. Children who “would benefit from additional support from public services to make the best of their life chances”. This may involve a targeted intervention. Domain: DEVELOPMENT OF THE BABY, Infant, CHILD OR YOUNG PERSON – Stage 2
Emotional & Social Development Some difficulties with family relationships Some difficulties with peer group relationships and with adults, e.g. “clingy” anxious or withdrawn Some evidence of inappropriate responses and actions Child can find managing change difficult Starting to show difficulty expressing empathy Behavioural Development Not always able to understand how own actions impact on others Finds accepting responsibility for own actions and responses difficult Responds inappropriately to boundaries and constructive guidance Finds positive interaction difficult with peers in unstructured contexts
Identity, including Self-Esteem and Self-Image and Social Presentation Some insecurities around identity expressed e.g. low self esteem May experience bullying around difference May be perpetrating bullying behaviour Child can be over friendly or withdrawn with strangers Child/young person may be provocative in behaviour/appearance e.g. inappropriately dressed for school or not age-appropriate; makeup May be over-friendly or withdrawn Personal hygiene starting to be a problem Family and Social Relationships Some inconsistencies in, or lack of support from, relationships with family and friends Lack of positive role models Child has some difficulties sustaining relationships Unresolved issues arising from parents divorce, step parenting, or death of parent or carer Child choosing not to talk in some environments Self-Care Skills and Independence Disability limits amount of self-care possible Not always adequate self-care, e.g. poor hygiene Child slow to develop age-appropriate self care skills Learning, including Understanding, Reasoning and Problem Solving, Participation, Progress and Aspirations Have some identified learning needs that place him/her on education, health and care plan Identified language and communication difficulties Poor punctuality/pattern of regular school absence Not always engaged in play/learning, e.g. poor concentration, low motivation and interest, no equipment Not thought to be reaching his/her educational potential Reduced access to books/toys Home/School links not well established Limited evidence of progression planning At risk of making poor decision about progression
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Health, including general health, physical development and speech, language and communications development Inadequate diet, e.g. no breakfast or unbalanced Defaulting on immunisations/checks Child is susceptible to persistent minor health problems or accidents, perhaps resulting in reduced attendance at school Slow in reaching developmental milestones Minor concerns re diet, hygiene, clothing Weight not increasing at rate expected, or obesity Dental care not sufficient Starting to default in health appointments Vulnerable to emotional problems, perhaps in response to life events such as parental separation e.g. child seems unduly anxious, angry or defiant Early sexual activity or awareness Experimentation with tobacco, alcohol or illegal drugs Frequent accidents or A&E attendance
Domian: PARENTS & CARERS – Stage 2
Domain: FAMILY & ENVIRONMENTAL ELEMENTS – Stage 2
Basic care, ensuring safety and protection Basic care is not provided consistently Haphazard use of safety equipment e.g. fireguards Parent/carer engagement with services is poor Parent/carer requires advice on parenting issues Practitioners are beginning to have some concerns around child’s physical needs being met Inappropriate childcare arrangements and/or too many carers May experience some exposure to dangerous situations in the home or community Inappropriate frequent visits to doctor/ casualty Parent/carer stresses starting to affect ability to ensure child’s safety; insufficient awareness of dangers to child/young person
Family history, functioning and well-being Parents/carers have some conflicts or difficulties that can involve the child/young person A child or young person has experienced loss of significant adult, e.g. through bereavement or separation Parent/carer has physical/mental health difficulties A child/young person is taking on a caring role in relation to their parent/carer, or is looking after younger siblings Privately fostered Adopted
Emotional warmth and stability Inconsistent responses to child/young person by parent/carer Parents struggling to have their own emotional needs met Child/young person not able to develop other positive relationships Child/young person’s key relationships with family members not always kept up Starting to demonstrate difficulties with attachments Guidance, boundaries and stimulation Parent/carer offers inconsistent boundaries Lack of routine in the home Child/young person spends considerable time alone, e.g. watching television Child/young person is not often exposed to new experiences; has limited access to leisure activities Child/young person can behave in an anti social way in the neighbourhood, e.g. petty crime
Wider family Limited support from friends and family Child looked after by many different adults Housing, employment and financial considerations Poor housing Some problems over basic facilities Family seeking asylum or refugees Periods of unemployment of the wage earning parent/carer Parents/carers have limited formal education Parents/carers starting to feel stressed around unemployment or work situation Low income Financial/debt problems developing Social and community elements and resources, including education Family may be new to the area, with limited contact with community members Some social exclusion or conflict experiences; low tolerance Community characterised by negativity towards children/young people Adequate universal resources but family may have access issues
Vulnerable/Targeted
Southend Children’s Partnership | Early Help Practitioner Toolkit
Threshold matrix for targeted services Threshold at Key Stage: 2
Examples of KEY Service Interventions
Restrictions to provision of service: Age, location, access
Children and young people whose needs require some extra support from targeted service(s). They are children who “would benefit from professional expertise in order to make the best of their life chances”.
The Seabrook College
Work with school age children; service in term times
Behaviour Support Teachers
Work with school age children; service in term times
Educational Psychology Service (EPS)
0-19 years; and under 25 (SEN)
This is the threshold for a Early Help Assessment with the emphasis on the assessment process.
Integrated Youth Support Service (IYSS) Voluntary and independent sector services
These will vary, some will target specific needs; specific user groups; and some operate in particular geographic areas
Child and Family Early Intervention Officer
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Child and Mental Health Services (CAMHS)
The Early Help Assessment (EHA) A Holistic Assessment The Early Help Assessment has been developed to enable multi-agency practitioners to use a common approach and language to assess the wide variety of needs that an individual baby, infant, child or young person (0-19) might have. Practitioners are encouraged to look at family strengths and needs through three key domains: Child’s development needs Parents and Carers Family and environmental factors
The Early Help Assessment is a tool/process to: Improve the lives of babies, children and young people Identify children and young people with difficulties at an earlier stage Holistically assess comprehensive individual and family needs Plan appropriate pro-active interventions Carry out effective solo or multi-agency interventions Share information with colleagues Create a better service experience for children, young people and their families
Enabling: Discussion with a child, young person and/or their parent/carer A chance to identify and agree needs and strengths A way of recording this discussion A means of sharing information with consent A pathway to providing effective and appropriate support as quickly as possible for the whole family Review An important part in the assessment is the full and active involvement of children, young people and their families in the process which involves including their views and taking these into account during the assessment. As a result, families will no longer have to tell and re-tell their stories to multiple practitioners with different ways of working.
Who can offer an Early Help Assessment The Early Help Assessment can be offered by any practitioner in the children and young people’s workforce, childcare and those staff working with the family. This includes practitioners and managers in early years services, for example, education; health; social, family and community support; youth services; justice and crime prevention; sport and culture, voluntary sector. A child, young person, parent or carer can request that the Early Help Assessment process is undertaken. All practitioners undertaking Early Help Assessment, or receiving assessment information, need to have enhanced level DBS.
Vulnerable/Targeted
Southend Children’s Partnership | Early Help Practitioner Toolkit
When to do an Early Help Assessment The Early Help Assessment is a tool to be used by a single agency or by multiple agencies to decide on desired outcomes for children and young people and plan specific action in the form of support or intervention to meet those outcomes. Please ensure that you check with the Early Help contact point to ascertain whether an Early Help Assessment already exists. It should be initiated by the practitioner as soon as it is identified that a child or young person might have difficulties or struggle to overcome challenges in making progress towards the five Every Child Matters priority outcomes: Stay Safe, Be Healthy, Enjoy and Achieve, Make a Positive Contribution and Achieve Economic Well-being, which cannot be met within universal provision. Examples: When there are concerns about how well a child or young person is progressing. These concerns might be about their health, welfare, behaviour, progress in learning or any other aspect of their well-being. When parents/carers may have raised their own concerns and be asking for help, support or guidance. When the child or young person’s needs are unclear or cannot be met within the setting. When an EHA would help identify needs and/or get others to meet them.
The Early Help Assessment that has been in place and reviewed is a requirement for a statutory assessment of a child or young person’s special educational needs together with other evidence of learning needs – see guidance on implementing the SEN Code of Practice. You must check with the Early Help contact point prior to initiating an Early Help Assessment, as one may already exist. The Early Help Assessment can be located via the Southend Children’s Partnership website (www.southendchildren.org) and/or through your Early Help contact point.
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If it is unclear whether an assessment is needed, practitioners can use the Pre-Assessment Checklist. This could be a helpful tool in preparing your assessment and to use in your discussions with parents/carers. If, after completing the Pre-Assessment Checklist, you consider that you can meet the needs of the child and in your professional judgement a Early Help Assessment is not required, monitor and review the situation as appropriate. Locality Based Information Sharing Network Meetings allow for discussions with childcare and school services as to how to access support for families requiring targeted or complex support.
The Process of Assessment
ASSESSMENT What are the strengths and needs in different domains? What is the level of need?
REVIEW AND EVALUATE
PLANNING
How can the needs be responded to? Have agencies fulfilled their commitments? Is further action required?
How can the needs be responded to? Can the assessing agency meet the needs? Who else needs to be involved?
IMPLEMENTATION Agreed agency action and involvement
What makes a good assessment? The Early Help Assessment is not just a form. It is a process which allows practitioners to assess needs, identify service delivery requirements and check that needs are being addressed as part of a structured framework. The Early Help Assessment process involves the assessment of the child or young person’s strengths and needs, which is undertaken through discussion with the child or young person and/or their family, and the identification of what actions should be taken to address those needs. Time and care must be taken to ensure the assessment is based on good communication and undertaken with respect for all parties. A good quality Early Help Assessment process should be: Empowering – engaging the child or young person and/or their parent/carer, and supporting them to participate in, and take responsibility for, their contribution to a collaborative assessment developmental – supporting the child or young person and parent/carer to adopt a self-determining, solution-focused approach to the discussion accessible – for all concerned, including the efficient use of time and access to the means needed to undertake the assessment (e.g. equipment, interpreter, venue) transparent – the purpose of the assessment is clear, the discussion is open and honest and there is no hidden agenda.
Vulnerable/Targeted
Southend Children’s Partnership | Early Help Practitioner Toolkit
A good-quality assessment provides an analysis of the child or young person’s strengths and needs. The principles underpinning it should include: accuracy – the assessment provides an accurate representation of the strengths and needs of the child or young person clarity – the assessment is clear, concise and understandable by all those involved and any practitioners who may get involved or take responsibility for the child or young person’s case at a later stage inclusive – the assessment represents the views and opinions of the child or young person and/or family; this is reflected through their language and expressions equal opportunity – the assessment is not biased and gives positive expression to the opinions and experiences of the child or young person and/or their parents/carers without prejudice or discrimination (“All About Me” support tool for practitioners to use with children/young people to express their wishes) authenticity – the assessment is an accurate, evidence-based record of the discussion professionalism – the assessment is non-judgemental and follows organisational codes of practice for recording/writing public documents solution-focused – the assessment promotes an approach that focuses on what the child or young person and their parents/carers want to achieve practical – the assessment identifies the strengths and needs clearly and specifically to allow for identification of appropriate action.
The Early Help Assessment includes an action plan. The four stages of action planning move from information gathering, to undertaking the assessment, analysis and developing a plan. The initial action plan identifies the desired outcomes and immediate actions that people present at the assessment will take (including the child or young people and family). Where a multi-agency response is required, a Team Around the Child and Family (TACAF) will be adapted and formed and a delivery plan will be agreed by the Team Around the Child and Family (TACAF) members. Good action planning builds on strengths to help meet needs. It is insightful, comprehensive and strategic. You therefore need to develop a holistic understanding of the child or young person’s strengths and needs, not just in terms of your own service interests. Effective action planning requires a thorough assessment and analysis of the situation based on asking critical questions and actively listening to answers. Good action planning requires a methodical process that clearly identifies the components and steps needed for improved outcomes. This process should be: comprehensive – considering all significant options and impacts efficient – not wasting time or resources inclusive – the child or young person, their parent/carer and other people affected by the plan must be involved and encouraged to take on actions themselves where appropriate informative – decisions are understood by the people involved focused – short-term decisions support long-term goals logical – each step leads to the next within a broad strategic framework of SMART objectives and solutionfocused outcomes transparent – everybody involved understands how the process works.
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What makes a good action plan?
The plan should include the anticipated outcomes. These will be measured and state clearly what is to be done, by when and by whom and detail how the plan will be monitored, reviewed and evaluated.
Early Help Assessment Review Form The Early Help Assessment identifies any unmet or additional needs for the child or young person’s smooth transition between universal, targeted and specialist services. In the case of multi-agency responses, this will involve further multi-agency meetings and liaison between the members of the Team Around the Child and Family (TACAF). Effective integrated working is underpinned by good practice in information sharing and effective communication. Action plans/review forms which relate to Targeted support (TACAF) should be reviewed on a six weekly basis and copies of the review should be sent to members of the team, family and to the relevant Early Help contact point. Action plans/review forms which relate to Complex support (Children and Family Panels) should be updated with the family and agencies and sent to the Early Help contact point prior to the support being reviewed at Panel. Agencies supporting a family, regardless of the level of support, are expected to feed back to the Lead Professional on a regular basis.
The Team Around the Child/Young Person and Family (TACAF) The Lead Professional has a significant role in ensuring practitioners work well together. The Lead Professional should help to ensure that team working: is centred around the needs of the child and family is encouraging, positive and supportive to all members gives all members a voice arrives at a collective agreement acknowledges differences of views and negotiates workable solutions The membership of the Team Around the Child and Family will change as the needs of the child and family change. The Team Around the Child and Family operates as a supportive team, rather than just a group of practitioners and parents. In this way there is a direct benefit to parents who have new opportunities to discuss their child and family with key practitioners all in one place and to practitioners who might otherwise feel isolated and unsupported in their work with the child and family. Parents should have an active role in the process and their contribution should be recognised as they have a central role in meeting the needs of the child. Some parents may need to be supported to achieve this due to their own unmet needs. Practitioners involved in the Team Around the Child and Family should consider solutions, which should include family strengths, and involves universal children’s services, as well as statutory services (using the service directory as appropriate).
Vulnerable/Targeted
Southend Children’s Partnership | Early Help Practitioner Toolkit
In summary, the functions of the Team Around the Child and Family include: Listen to the child and parents Agreeing the Lead Professional Reviewing and agreeing the information shared through the team Develop and adapt a plan together Planning, agreeing and monitoring progress against outcomes with actions and timescales Identifying solutions, allocating tasks and appropriate resources Reporting, as required, to other review meetings or resource panels Identifying gaps and informing planning and commissioning
Team Around the Child/Young Person and Family meetings led by Lead Professionals involve a range of different practitioners working together to support an individual child and family. Priority should always be given to arranging the meetings at a place and time convenient and suitable for the child and parent in order to ensure their attendance. Since information is shared at these meetings a process should be followed to ensure confidentiality in line with the information sharing protocol and guidance. The TACAF approach: encourages active participation of the parent/carer and child/young person at meetings
A Team Around the Child and Family is formed whenever practitioners from more than one service become involved Practitioners who make up the team usually work with the Early Help Assessment Other members may join the team as a result of decision taken at the initial/ subsequent meeting A Lead Professional needs to be in place
The team focuses on children or young people with additional needs who fall within stages of need 2 and 3.
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involves a range of different practitioners at different times to support different children
The TACAF approach should ensure that there is: A meeting initiated within six weeks of the Early Help Assessment being sent out to the Early Help contact point Representation and good partnership with from parent(s), carer(s) and child An appropriately identified Lead Professional A co-ordinated, multi-agency assessment Appropriate and effective provision of services and resources An agreed time frame for “joined up” interventions A clear Review Plan with evaluation and outcomes (to be sent to the Early Help contact point within 5 working days of the last meeting) A six weekly progress review (through an actual or “virtual” team meeting) If after 3 months significant progress has not been made, liaise with the Early Help contact point to discuss at Children and Family panel (stage 3) Team Around the Child and Family meetings happen on a monthly basis as arranged by the Lead Professional. The Review form should be used in the meetings to co-ordinate the work of a Team Around the Child and Family through planning actions and reviewing outcomes.
Transition to a different setting Any child or young person who has an active Early Help Assessment/episode who is moving to a new setting (Early Years, School, post-16 provider) should be supported through this by their current Lead Professional calling a TACAF prior to transition, inviting new setting and current TACAF practitioners. The purpose is that a new Lead Professional should be identified – appropriate information is shared, outcomes/ actions continue to take place and co-ordination of plan continues. The existing Lead Professional retains responsibility for the family until a new Lead Professional is formally agreed at the Team Around the Child and Family meeting.
Early Help Assessment (EHA) Leads Each setting has identified a Early Help Assessment Lead, whose function is to maintain an overview of the assessments that are being completed in their setting; they should act as a single point of contact for the Early Help contact point and for staff in their setting to discuss any concerns that they may have regarding a young person and the potential need for an assessment, or the interventions that are taking place. The Early Help Assessment Lead also has the responsibility to quality assure the assessments that are coming out of the setting.
Complex
Southend Children’s Partnership | Early Help Practitioner Toolkit
3. Complex Children and young people whose needs are more complex, that refers to the range, depth or significance of the needs. These are needs that cannot be met by the Team Around the Child and Family process and significant progress has not been made against expected outcomes. Alternatively, significant progress has been made through working with Children’s Specialist Services and so the child/young person no longer needs to remain at stage 4. The child/young person can move into stage 3, if the family have complex needs and require intensive multi-agency support through the Children and Family Panel. If a child or young person’s needs are complex, it is because their needs are not fully met due to the range, depth or significance of their needs. The needs of a child or young person which have not been met via TACAF Following six months of support through TACAF and significant progress towards desired outcome has not been met, the Lead Professional should have a discussion with the Locality Manager to consider if there is a need for more intensive support through the Children and Family Panel. Direct access to Children and Family Panel via Early Help Assessment There may be times when following the completion of the assessment, the complexities of the needs are such that direct access into Children and Family Panel may be sought from the Locality Manager in order to clarify and plan actions.
Significant progress has been made through working with Children’s Specialist Services. The children and family no longer need to remain at Stage 4, however the family’s needs still remain complex so require intensive multiagency support through the Children and Family Panel.
Integrated Youth Support Services (IYSS) Access to some IYSS will be through the Children and Family Panel through the IYSS representative or directly from partner agencies. “Onset” is the risk assessment tool used to assess the likelihood of a Young Person going on to commit an offence and to identify what areas of work need to be undertaken to reduce this risk.
Streets Ahead Streets Ahead provides a multi-agency response to eligible families based on the government’s troubled families programme. Families must meet at least two of the following criteria in order to receive support: Families with children under 18 who have offended in the last 12 months Family members involved in anti-social behaviour Children who are not in education, have low attendance levels or have received 3 or more fixed term exclusions Families out of work and in receipt of benefits
Streets Ahead provide families with the means, confidence and skills to help themselves and to reduce their dependency on the state. Families are allocated a key worker who is able to deliver a broad and adaptable range of support. This project works in partnership with families to engage them in an assessment process and identify agreed areas of intervention. The project also ensures that vulnerable and potentially vulnerable children and families are identified at an early stage and receive the appropriate advice and support to help prevent escalation.
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Moving down from Specialist needs (Stage 4)
Key Worker approach - that is flexible, tenacious and not afraid to challenge. Whole Family Assessment involving individual family members and professionals Action Planning – development of one integrated family plan A ‘Triple Track’ Approach - challenge, support, enforcement Motivational transformational training Support with wider issues that may include – emotional/mental health, drug and alcohol, long term physical health conditions, teenage pregnancies, domestic abuse, children who go missing.
Community engagement If any project is to have a significant impact in improving the lives of the families it engages, it must also engage the communities who live with them. Streets Ahead is therefore committed to facilitating transformational change at a community level. The project works with communities to establish change for those families identified and those that live in the neighbourhoods around them. Fully integrated services that are designed and wrapped around the family Streets Ahead works to integrate existing services and further develop provision to enable a truly bespoke approach that is tailored to each family’s needs. Services are provided using a scaled approach to ensure interventions are based on an assessment of their risks and needs and will determine whether a family receives a standard, enhanced, or intensive service. These levels determine the degree and frequency of contact and support, the type of intervention and the multi agency involvement needed to improve the experience of both the family and the communities in which they live. Streets Ahead work across stage 2, 3 & 4 and are accessed via the Early Help Assessment, TACAF, Specialist service Assessment, Police or self referral by parent.
Community Service Volunteers (CSV) CSV Volunteers in Child Protection recruit and train volunteers from the local community to provide additional support to families whose children are in the greatest need. These families could be subject to a Child Protection Plan or referred by the Locality Panel. Volunteers are only involved with families who have agreed to the additional support. The aim of the project is to achieve positive outcomes for the children to keep the family together. The volunteer is asked to: Visit the family and children to an agreed timetable, which will depend on the needs of the family Build up a relationship of trust and mutual respect through tasks they do and their contact with the family Support the family and help them make contact with useful local resources Assist the family with practical activities Help the family to be independent CSV volunteers are able to make use of their experience of family life and can offer the benefit of that experience to the families they support. Volunteers visit the family in their own homes, supporting them by listening, advising and giving practical help and frequent contact. We ask all volunteers to commit to supporting a family for an agreed period of time, usually for at least six months from the introductory meeting.
Southend Children’s Partnership | Early Help Practitioner Toolkit
Children In Need referrals Section 17 of the Children Act 2004 places a general duty on every Local Authority to safeguard and promote the welfare of children living within their area who are in need and to promote the upbringing of such children, wherever possible by their families, through providing an appropriate range of services. The definition of a child in need under Section 17 of the Children Act 1989 states that a child should be considered as a child in need if: She/he is unlikely to achieve or maintain, or have the opportunity of achieving or maintaining a reasonable standard of health or development without the provision of services under this section of the act. His/her health or development is likely to be significantly impaired, or further impaired without the provision of services. Referrals from professionals will be through the Children and Family Panel which will decide if a stage 4 interventions may be required and refer the case onward to the First Contact Team (FCT) if appropriate. The referral should be accompanied by a completed Early Help Assessment form. Where the referral is not made through a Children and Family Panel but through family, friends, neighbours or the Emergency Duty Team, the First Contact Team will usually first need to find out what attempts have been made by other professionals to fully engage the family and what action has previously been taken. The First Contact Team Manager or other suitably qualified social worker will consult with the appropriate Locality Manager at this stage. Whatever the referral route, within 24 hours of receiving the referral, managers at First Contact will decide upon on the three following forms of action: That a social work assessment will be completed within 35 working days by a qualified social worker.
Where the level of complexity necessitates a more in depth assessment the assessment will be completed within 40 working days of commencement. That information and advice will be given. That Section 47 procedures will be initiated and a social work assessment will be undertaken If the response to the referral is that, following a social work single assessment, the child’s needs will not best be met through provision of stage 4 services, First Contact Team will inform the referrer verbally and confirm in writing the reason why the referral did not meet the eligibility criteria. Where the assessment identifies needs that require a co-ordinated response or additional needs that have not previously been identified, the First Contact Team will send the social work assessment to the Early Help contact point and the Locality Manager to follow up as appropriate. A response to all referrals will be made within 24 hours. Referrals where information and advice is given may not necessarily lead to onward referral. All key professionals involved in the individual case will be kept informed as to the outcome of a social work single assessment. These people include the relevant Locality Manager and any Lead Professional and the person who has completed the Early Help Assessment. Where a child or young person is subject to a child protection plan following assessment and a conference, the inter-agency management of the case will be through the child protection processes as defined in the SET procedures. A multi-agency risk management process is in place for cases where a child or young person’s behaviour poses a high and complex risk to themselves or others. The purpose of this is to ensure that the support from all agencies is co-ordinated and that high risk behaviour is managed in an open manner which is supportive to front line workers. The social worker will with parental consent send the single social work assessment and children and family panel consent form to Early Help contact point.
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Social work assessments will be reviewed by a manager no later than 10 working days from the commencement of the assessment to determine further action.
Stage 3 (COMPLEX): Children and young people whose needs are more complex. This refers to the range, depth or significance of the needs. More than one service is likely to become involved, with the support of the Children and Family Panel Domain: DEVELOPMENT OF THE BABY, CHILD OR YOUNG PERSON – Stage 3 Health, including general health, physical development and speech, language and communications development Concerns re diet, hygiene, clothing Child has some chronic/recurring health problems; not treated, or badly managed Missing routine and non-routine health appointments Weight gain becoming a cause of concern – below third centile Limited or restricted diet e.g. no breakfast; no lunch money Concerns about developmental progress, e.g. overweight/underweight; enuresis Developmental milestones are unlikely to be met Dental decay Smokes/other regular substance misuse “Unsafe” sexual activity Learning significantly affected by health problems Significant speech/language difficulties/ delay or disordered development Child has significant disability Mental health issues emerging e.g. conduct disorder; ADHD; anxiety; depression; eating disorder; self-harming
Identity, including Self-Esteem and Self-Image and Social Presentation Child subject to persistent discrimination, e.g. racial, sexual or due to disabilities Demonstrates significantly low self-esteem/ confidence in a range of situations May be victim of crime Signs of deteriorating emotional wellbeing/ mental health May not discriminate effectively with strangers Clothing is regularly unwashed or ill-fitting Presentation (including hygiene) significantly impacts on all relationships Child lacks confidence or is watchful or wary of carers/people May be aggressive in behaviour/ appearance
Emotional & Social Development Poor peer relationships/difficulty sustaining relationships Child/young person finds it difficult to cope with or express emotions, e.g. anger, frustration, sadness; atypical grieving Underage sex Significant difficulties with managing change Child appears regularly anxious, stressed or phobic
Self-Care Skills and Independence Disability prevents self-care in a significant range of tasks Poor self-care for age, including hygiene Child takes little or no responsibility for self-care tasks compared with peers Child lacks a sense of safety and often puts him/ herself in danger
Behavioural Development Does not accept responsibility for own actions; finds it hard to understand how own actions impact on others or learn from consequences Disruptive/challenging behaviour at school, home or in the neighbourhood Starting to commit offences/re-offend Interacts negatively with peers in learning and play contexts Child/young person is withdrawn, isolated/ unwilling to engage
Family and Social Relationships Relationships with carers characterised by inconsistencies Child has lack of positive role models Child appears to have undifferentiated attachments Misses school or leisure activities Peers are also involved in challenging behaviour Involved in conflicts with peers/siblings Lack of friends/social network May have previously had periods of LA accommodation
Learning, including Understanding, Reasoning and Problem Solving, Participation, Progress and Aspirations Not achieving key stage benchmarks Persistent absence at nursery/school/childcare Poor home/nursery/school link Some fixed-term exclusions Very limited interests/skills displayed Not educated at school (or by agreement at home by parents) Limited participation of young person in education, employment or training
Southend Children’s Partnership | Early Help Practitioner Toolkit
Domain: PARENTS & CARERS – Stage 3
Domain: FAMILY & ENVIRONMENTAL ELEMENTS – Stage 3
Basic care, ensuring safety and protection Parent/carer is struggling to provide adequate care Parents have found it difficult to care for previous child/young person Young, inexperienced parents Inappropriate care arrangements Instability and domestic violence in the home Parent’s mental health problems or substance misuse significantly affect care of child/young person Non-compliance of parents/carers with services Practitioners have serious concerns Experiencing unsafe situations Child/young person caring for siblings/parent Child/young person perceived to be a problem by parents Child/young person may be subject to neglect Child/young person previously looked after by LA
Family history, functioning and well-being Incidents of domestic abuse between parents/ carers Acrimonious divorce/separation Family have serious physical and mental health difficulties
Emotional warmth and stability Child receives erratic or inconsistent care Child has episodes of poor quality care Parent/carer instability/emotional needs affects capacity to nurture Some relationship difficulties Child has no other positive relationships Child has multiple carers; may have no significant relationship to any of them Child has been “Looked After” by the LA Guidance, boundaries and stimulation Erratic or inadequate guidance provided Parents struggle/refuse to set effective boundaries, e.g. too loose/tight/physical chastisement Child/young person behaves in anti-social way in the neighbourhood Parent/carer does not offer a good role model, e.g. by behaving in an anti-social way Child not receiving positive stimulation, with lack of new experiences or activities Child/young person under undue parental pressure to achieve/aspire
Wider family Family has poor relationship with extended family or little communication Family is socially isolated Housing, employment and financial considerations Poor state of repair, temporary or overcrowded, or unsafe Living in interim accommodation Experiencing frequent moves Intentionally homeless Parents/carers experience stress due to unemployment or “overworking”; may be impacting on other aspects of family life e.g. marital relationship Parents/carers may not see enough of children due to working hours Parents/carers find it difficult to obtain employment due to poor basic skills Serious debts/poverty impact on ability to have basic needs met Low income plus adverse additional factors, e.g. up to borrowing limit of Early Intervention Fund Rent arrears put family at risk of eviction or proceedings initiated Social and community elements and resources, including education Parents/carers socially excluded/isolated Lack of a support network Low community support network Low community support for families Acrimonious relationships within community Poor quality universal resources and access problems to these and targeted services
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Complex
Threshold matrix for key services Threshold at Stage: 2
Examples of KEY Service Interventions
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.
Integrated Child and Adolescent Mental Health Services (CAMHS) (2, 3)
Restrictions to provision of service: Age, location, access
Children with learning difficulties or disabilities (LDD) Child and Family Early Intervention Service Education & Psychology Service (EPS)
0-19 years; and under 25 (SEN)
Seabrook College pathway for longer term placements
Primary schools; service in term times; school exclusions
Youth Inclusion & Support Panel (YISP)
Up to 18, at risk of or involved in anti-social or criminal behaviour. Transfer to Probation Services at 18.
Integrated Youth Support Service (IYSS)
Up to 25, at risk of or involved in anti-social or criminal behaviour. 10-16 years; at risk or involved in anti-social or criminal behaviour.
Community Service Volunteers (CSV)
Support children and families by guiding the work of volunteers through CIN planning in locality panels and through child protection planning in child protection conferences to prevent the need for escalation through the stages of intervention and to speed the rate of de-escalation down the stages of intervention
Domestic Abuse Service
Complex
Southend Children’s Partnership | Early Help Practitioner Toolkit
Complex S T A R T
Complex needs identified
SEN Needs EHC
If significant concerns re safeguarding follow SET
Parent does not agree to CFP
Family have successfully worked with Social Care and no longer at risk of intermediate/significant harm
Lead Professional explains CFP process and function
Family have successfully worked with IYSS. Anti-Social and risk taking behaviour reduced
Social Worker/ IYSS worker (current LP) initiates TACAF
Parent agrees to information sharing and support via CFP
TACAF reconvened
Targetted support identified
Locality Manager and Lead Professional agree CFP date
Return to universal/vulnerable flowchart
Lead Professional presents case at CFP Action Plan devised
Lead Professional seeks family agreement and consent to support
Lead Professional informs Locality Manager who then sends out to agencies for actions
All agencies with actions must report back weekly to Lead Professional
Family returns to TACAF
Significant progression being made against outcomes
Reviewed at 4-6 weekly intervals
Significant progress against desired outcomes not being achieved / safe guarding concerns
Refer to Specialist Services - Stage 4
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At 6 month TACAF review significant progress has not been made
Children and Family Panels Who is represented and why? Child and Family Early Intervention Team
Local Church
Health visitors (0-5)
Housing
School Nurse
Integrated Youth Support Service (IYSS)
Educational Psychology Service
Early Years childcare (under 5’s) / Children’s Centres
Primary Mental Health Care Worker
Specialist Domestic Abuse Service
Police
Young People’s Drug and Alcohol Team (YPDAT)
Schools
Community Service Volunteers (CSV)
Social Care
Learning Difficulties and Disabilities service (LDD)
Streets Ahead
Children with Disabilities Team
Child and Adolescent Mental Health Team Children and Family Panels operate in each locality. The purpose is to consider the needs of children and young people. After the three month period the Team Around the Child and Family review and if significant progress has not been made the family may require intensive support at the Children and Family Panel. The Children and Family Panel will also consider the needs where the family have successfully worked with Specialist Services and IYSS, but still require intensive multi-agency support. The representatives will be provided with a copy of the Early Help Assessment prior to the meeting. Representatives must bring any information that they may hold relating to the family so that the full picture of the family’s needs is made clear and appropriate support can be offered. The Lead Professional will be agreed at the Children and Family Panel and may change from Lead Professional at Stage 2. Their role is to act as a link between the family and other agencies and to ensure that the family are fully involved in the process and needs are being met. The Lead Professional will arrange to meet with the family following the Children and Family Panel to explain the suggested actions on the plan and gain their agreement. They will then ensure that the support begins and monitor progress. All agencies supporting the family must feed back to the Lead Professional. A progress report from the Lead Professional is presented at 4-6 weekly intervals when the case is reviewed. The service representatives, who attend Children and Family Panels, need to have the authority to make decisions on the day on behalf of their service. All Universal settings have identified an Early Help Assessment Lead who is expected to attend the Children and Family Panel when a young person who attends their setting is being discussed. It is the responsibility of the Early Help Assessment lead to introduce the current support they are providing at a Universal stage, and which outcomes have been difficult to achieve prior to the meeting. Following engagement with Children and Family Panel plan, the Panel can decide that the support and continued review of the Plan should be managed on Stage 2 via Team Around the Child and Family (TACAF). The case will then close to Children and Family Panel and Team Around the Child and Family (TACAF) processes should be followed. If at any time there are child protection concerns, refer to First Contact team following SET procedures.
Specialist - Children’s Services
Southend Children’s Partnership | Early Help Practitioner Toolkit
4. Specialist - Children’s Services Children’s Specialist Services encompasses Social Care: First Contact, Care Management (Care Management 1, Care Management 2, Care Management 3 and Care Management 16+), Children with Disabilities Team (CWDT); Integrated Youth Support Service (Youth Offending); Special Schools; Children and Family Consultation Service (CFCS),
Stage 4 Thresholds for First Contact Team: Children with acute needs including those in need of protection (please refer to SET procedures and Children and Learning CIN and LAC Procedures). A very small number of children for whom targeted support will not be sufficient will have more significant and acute needs which meet the threshold for Stage 4 intervention. This includes children who are experiencing significant harm or where there is a likelihood of significant harm and children at risk of removal from home. When a referral comes in an assessment is made as to whether the needs presented are acute and therefore at this point requires an immediate Stage 4 response. The decision to undertake an assessment of need or to instigate Section 47 Procedures will be made by a Team Manager or an appropriately qualified and experienced Social Worker deputising for the Manager such as a Practice Manager or a Senior Practitioner. There is often a further stage of oversight and scrutiny by the Service Manager in order to check that thresholds are being appropriately and consistently applied. Whatever the referral route, within 24 hours of receiving the referral, managers at First Contact will decide upon the four following forms of action:
That a social work assessment will be completed within 40 working days by a qualified social worker That information and advice will be given That Section 47 procedures will be initiated and a social work assessment will be undertaken In the event that Stage 4 intervention is not appropriate other services will be signposted and referrers advised in writing of the decision, reasons why and any action taken. The Stage 3 Locality Manager will receive a notification/ recommendation for Stage 3 intervention. Social work assessments will be reviewed by a manager no later than 10 working days from the commencement of the assessment to determine further action. Where the level of complexity necessitates a more in depth assessment the assessment will be completed within 40 working days of commencement. The presence of one of the indicators on the next page will not necessitate intervention on every occasion. Each set of circumstances are individual and an assessment will need to be made on a case by case basis while ensuring consistent responses which takes into account historical factors about the family in addition to the current situation they are experiencing.
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That a social work assessment will be undertaken by a qualified social worker
Possible Indicators/Descriptors to be determined by assessment: Children who have been physically sexually and/or emotionally abused. Children whose life is endangered; they are suffering from significant injury or illness; they are experiencing exploitation or abuse Children who are left alone under the age of 8 years. Children who suffer from severe mental health problems or whose parents do Children who have been abandoned or who are missing from home regularly or for long periods Children with a substantial learning or physical disability whose needs cannot be met by the family Children whose parents are unable to meet their physical, emotional, intellectual, social or behavioural needs, including children who have frequent minor injuries and there is a delay in seeking medical attention by their primary care giver. Unaccompanied children who are refugees or seeking asylum Children who are unlikely to achieve or maintain a reasonable standard of health and development without the provision of services Significant concerns about hygiene, clothing and diet (inorganic failure to thrive) Children whose lives are threatened or impaired, resulting in likelihood of significant harm, by: Their offending behaviours Behaviour from themselves which presents a risk to themselves and/or others, including risk of sexual exploitation. Living in a household where parents/carers are experiencing all, or a combination, of the following problems: poor mental health, substance/alcohol dependency and domestic violence to a degree which may lead to significant harm for the child. Household members subject to Multi-Agency Public Protection Arrangements (MAPPA) or Multi-Agency Risk Assessment Conference (MARAC) meetings Children who are Privately Fostered Teenage parents under 16
Teenage Parents under 16 Under 16s by nature of their age, should be discussed with social care to decide if there are any safeguarding concerns. Dependant on the outcome of this discussion, a referral into social care should be made and advice and guidance followed or an Early Help Assessment should be completed to ensure that additional needs are met. If the decision is that an Early Help Assessment should be completed you must follow the normal guidance as set out in this toolkit.
Transferring Children and Young People from Children and Family Services to Children and Family Panels To ensure that we make reasoned decisions as to whether a child or young person’s needs can be appropriately met via referral to Children and Family Panels and to ensure that a consistent protocol is followed in relation to this.
Specialist - Children’s Services
Southend Children’s Partnership | Early Help Practitioner Toolkit
Who can be considered? Any family who is being worked with as Children in Need under Section 17 of the Children Act 1989 can be considered for referral to Children and Family Panels. Children must be resident in Southend. Families who require additional support above that offered by Targeted Services should be considered for referral to Children and Family Panels.
Who can not be considered? Looked After Children, Children subject to Child Protection Plans and families where we are considering pre-proceedings work under the Public Law Outline cannot be referred to Children and Family Panels. Children previously subject to Child Protection Plans or previously Looked After should not be considered for referral for at least 3 months following the Child Protection Plan ceasing or the Child ceasing to be Looked After.
What is the role of the Social Worker The Social Worker will remain the Lead Professional for any child or young person until such time as they begin to receive services via the Children and Family Panel or TACAF and a new Lead Professional is appointed. The Social Worker will be required to discuss the Children and Family Panel with the family to seek their views and begin discussions with as to who will be the Lead Professional for the family. The Social Worker will be required to attend the Children and Family Panel to discuss the family’s needs. As child protection information is highly sensitive, it may be necessary for the Social Worker to remove certain information from the Social Work Assessment prior to sharing with Panel. The Social Worker will complete a joint home visit with the designated Lead Professional following the Children and Family Panel to gain parental agreement to the plan. At this point the involvement of Stage 4 services will cease. Venerable families who already have an identified team of services working with the child and family, should be deescalated to stage 2 / Team around the Child and Family: the social worker will discuss and agree the new stage 2 plan with parents, child and services at the closing CIN meeting. if it was not possible to agree this at the last CIN meeting the Social Worker is responsible for arranging a TACAF meeting inviting the child, parents and all active services working with the family. the plan is completed using the TACAF template and once completed, is agreed and signed by parents and child, ensuring that consent to share with identified services has been added to the plan, parents and child’s views are sought by the social worker and included on the plan. A new lead professional is agreed during the meeting and identified on the TACAF plan. once signed by parents the SW forwards a copy of the single social work assessment, closing the plan and a newly agreed TACAF plan to the Early Help Contact point, identifying the date and names of signatures.
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The Social Worker must also gain consent from the family to be discussed at Children and Family Panel.
Children with Learning Difficulties and Disabilities Children with Learning Difficulties or Disabilities (LDD) have needs that will cross the four tiers of intervention dependant on the severity of their needs. The CWD Team work at Stage 4. The Children with Disabilities Team work to the definition of a disabled child outlined in s17 (11) of the Children Act 1989.
“a child is disabled if he is blind, deaf or dumb, or suffers from a mental disorder of any kind or is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be prescribed”
The CWD Team will accept a referral where a child or young person has: A substantial/severe learning disability A long term or permanent physical disability which seriously limits activities of daily life A chronic or life threatening/life limiting illness A significant hearing impairment, or a significant visual impairment A significant developmental delay. Where there is evidence that the child’s activities, physical, social or educational are seriously limited A diagnosis of Autistic Spectrum Disorder (ASD). Where the ASD significantly affects the child’s developmental progress or their ability to access education, “normal” family life or where the condition significantly interferes with everyday activity Multiple disabilities/difficulties. Where a child has a combination of disabilities, which, on their own may not be regarded as severe
For children and young people who fall outside the above criteria input from the CWD team will be limited to the provision of advice, information and signposting to other services. The CWD team will not routinely work with: A child who has a diagnosis of ADHD unless this is linked to specific learning difficulties or other impairment Children with a medical condition which is not permanent or severe Children with social, emotional and behavioural difficulties.
In order for professionals to access services provided by the CWD Team an Early Help Assessment must be completed unless there are child protection concerns relating to a child with a disability. The level of severity of the child’s impairment is not the sole factor influencing eligibility – the family’s ability to provide appropriate care (practically, environmentally and emotionally) and their own needs as carers must be part of any individual assessment. Additionally, assessment cannot be a “one off” process as stress factors within families are constantly changing. The level of assessment will be proportionate to the level of need – this means that services can be organised through information from a complete Early Help Assessment or following a Social Work Assessment. The CWD Team will assess and ‘stepdown’ children to Children and Family Panels or TACAF in the same manner as other children’s social care teams.
Specialist - Children’s Services
Southend Children’s Partnership | Early Help Practitioner Toolkit
Integrated Youth Support Service A multi-agency risk management process is in place (see separate guidance) for cases where a child or young person’s behaviour poses a high and complex risk to themselves or others. The purpose of this is to ensure that the support from all agencies is co-ordinated and that high risk behaviour is managed in an open manner which is supportive to front line workers. The Youth Offending Service has a statutory responsibility to supervise Young Offenders made subject to Triage Bail Assessment following an offence. “Asset” is the statutory Youth Justice Assessment tool for young people involved in the Youth Justice System. The objective is to significantly reduce the risk of further offending by facilitating positive change and to protect the public from harm by providing interventions that focus specifically on criminogenic needs.
This document is published by Southend-on-Sea Borough Council in partnership with agencies and organisations who work with children and young people in Southend. You can download this publication from: www.southendchildren.org
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Following a reduction in risk or towards the end of supervision, referrals to other agencies may be made so that non-criminogenic needs can be addressed. This may include referral to IYSS, Family Support and Schools/ Children’s Centres as appropriate through the Children and Family Panel. The Referral document used would be the relevant parts of the “Asset” or “Onset”.
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Southend Children’s Partnership | Early Help Practitioner Toolkit
This document is published by Southend-on-Sea Borough Council in partnership with agencies and organisations who work with children and young people in Southend. You can download this publication from: www.southendchildren.org
