One Child One Team One Plan Practice Model

One Child One Team One Plan Practice Model
Training for the Pilots This is the Training Programme for staff participating in the pilot sites. Firstly, we provide information about the pilots themselves and then offer a training plan which consists of five main modules: The principal aim of NEWB The key components of the practice model How to do a targeted intervention How to do an intensive intervention Data security and data protection

The Pilots explained The next few slides discuss the pilot sites, purpose and operation of the pilots

The pilot sites Counties Galway and Mayo (32 schools, 7 SCP projects, 22 HSCL Coordinators, 6 EWS staff) Clonmel (5 schools, HSCL, SCP and EWS staff) East Tallaght (5 schools, 1 SCP, 2 HSCL, 1 EWS) Darndale Dublin 17 (2 schools, 1 SCP, 2 HSCL 1 EWS) Killenaule (Tipperary) (1 school, HSCL, SCP, EWS)

The pilot sites (Continued)
Limerick (3 schools, HSCL, SCP, EWS) EWS trialing a referral based service throughout the country 3 EWS pilots of One Child in Non DEIS areas

Management of the pilots
CEO Pilot Project Steering Group SMT member overseeing each of the pilot sites Regular audit Evaluation

Purpose of the Pilots To assess: Whether it can be demonstrated that NEWB service strands can work more effectively together Whether it can be demonstrated that outcomes for children and families have been enhanced, or whether there is potential for so doing (given a longer time frame to work in) Whether the practice model can actually deliver on each of its components using the proposed processes and documentation

Audit of records Audits at weeks 4, 8 and 12 of the pilot period on both targeted and intensive records and one semi-structured interview with key HSCL, SCP, EWS staff and at least one Principal in each of the pilot sites The purpose of the audits is to discover whether key participating staff are adhering to the processes as set out in the One Child operational guidance and to establish the extent to which all aspects of the practice model are being demonstrated through the recording of assessments, interventions and outcomes

Purpose of the Evaluation
To see if the practice model is showing early signs of success or failure, which will determine the need for further implementation, further testing or re-design To establish if there are improved outcomes for students (and families) through the implementation of the One Child practice model To see if the processes adopted in the One Child operational guidance are workable and impactful and can be deemed to be best practice

Q and A on Pilots

One Child One Team One Plan Practice Model
Module 1 Vision, Values and the principal aim of NEWB This module explores the NEWB Vision and Core Values and the principal aim of NEWB

NEWB: The Vision The vision is to provide excellent services through a “One Child” approach. This will enable children to experience the NEWB strands (where they work together) in a seamless and consistent way (whoever is providing the service) so that they can be helped to take full advantage from the education system and, hopefully, reach their potential. One Child approach is writ large in the Vision which, as can be seen, is to provide excellent services, so that children can reach their potential

NEWB Core Shared Values
We focus on children’s education and through our services improve their potential for learning and well-being We use evidence from research and best practice to develop our services We aim to work in an integrated way with our educational partners We seek to develop solutions by working in partnership with parents, children, young people and families We put children at the centre of everything we do We work in partnership with other providers which strengthens the delivery of our services We respond to need in a considered and proportionate manner We work with high performing teams who, through good quality leadership and management, are focused on improved outcomes for children The Vision leads nicely into the core values of the NEWB. Each strand of NEWB has their own values, but the Senior Management Team decided that it was really important for there to be core shared values that each of the senior managers could sign up to on behalf of the services for which they have a responsibility. Lets look at these Core Shared Values: Down the left hand side are values relating to children and families: a focus on education – improve learning and well-being; being solutions focused; responding to need giving just the right amount of service; respect for difference; working with mutual respect and integrity. On the right hand side are listed the values associated with the way NEWB works: by supporting staff; through high performing teams; offering quality leadership and management; working with other providers and with our educational partners and finally using evidence-based best practice to develop our services. And then, of course rightly, in the centre is the child. We put children at the centre of everything that we do. These are not just words on paper. Our core values expect us to demonstrate these each and every day. We have respect for children and families, embracing fairness and difference to promote equality We work together towards excellence and quality with integrity and mutual respect We support staff and nurture their potential

The principal aim of NEWB
Maximising Attendance Participation and Retention This has been quoted as the principal aim since 2011 and is often shown as the first or second slide in major presentations. All Strand staff are expected to play a part in achieving this aim. Some key Facts: Attendance Overall non attendance (2009/10): 6% in primary schools and around 8% in post-primary schools Attendance has improved slightly from previous years 122,371 children miss 20 days or more during the school year (2009/10) Over 56,000 students miss school each day, consisting of approximately 31,400 primary and 24,700 post-primary students. This equates to a loss of 11 school days per student per year in primary school and 13 days per year in post-primary school Some key facts: Participation Statistically significant improvements in maths and reading levels of pupils– at all levels Strong evidence that systematic planning processes have been taken on board at primary level Primary schools uptake of literacy and numeracy initiatives very good Effective literacy strategies at post-primary level 15,213 suspensions in 2009/10 Some key facts: Retention Highest ever number of students are completing second level The proportion of early school leavers in Ireland is 10%, down from 13% in 2004. The Leaving Certificate retention rate has increased by 6.4% in the eight years from 2001/02 to 2009/10 from 81.3% to 87.7% The number of young men staying in secondary school has risen dramatically by 11.4% in 8 years to 82.4% Average Leaving Certificate retention rate in DEIS schools increased 5 percentage points from 68.2% to 73.2% Summary: There are continuing signs of improvement but there is still a long way to go. The practice model is designed to try to improve outcomes in these key areas

QUIZ – Module 1 Question True False
NEWB has a vision to provide excellent services The core shared values put parents at the centre of everything we do NEWB’s principal aim is to maximise attendance One of our key values is to work in partnership with parents and children Attendance has declined over the years There has been an improvement in mathematics and reading levels for students at all levels There were less than 10,000 suspensions in the last year that records were kept Early school leavers has dropped since 2004 The number of male students staying in secondary school has stayed roughly the same over the past 8 years Now to the quiz: The answers: NEWB has a vision to provide excellent services TRUE The core shared values put parents at the centre of everything we do FALSE: Children are at the centre NEWB’s principal aim is to maximise attendance FALSE: attendance participation and retention One of our key values is to work in partnership with parents and children TRUE Attendance has declined over the years FALSE: it has improved slightly There has been an improvement in maths and reading levels for students at all levels TRUE There were less than 10,000 suspensions in the last year that records were kept FALSE: there were over 15,000 Early school leavers has dropped since TRUE: Improved from 13% to 10% The number of male students staying in secondary school has stayed roughly the same over the past 8 years FALSE: numbers have risen dramatically by 11.4% to 82.4%

QUIZ – Module 1 √ Question True False
NEWB has a vision to provide excellent services √ The core shared values put parents at the centre of everything we do NEWB’s principal aim is to maximise attendance One of our key values is to work in partnership with parents and children Attendance has declined over the years There has been an improvement in mathematics and reading levels for students at all levels There were less than 10,000 suspensions in the last year that records were kept Early school leavers has dropped since 2004 The number of male students staying in secondary school has stayed roughly the same over the past 8 years Now to the quiz: The answers: NEWB has a vision to provide excellent services TRUE The core shared values put parents at the centre of everything we do FALSE: Children are at the centre NEWB’s principal aim is to maximise attendance FALSE: attendance participation and retention One of our key values is to work in partnership with parents and children TRUE Attendance has declined over the years FALSE: it has improved slightly There has been an improvement in maths and reading levels for students at all levels TRUE There were less than 10,000 suspensions in the last year that records were kept FALSE: there were over 15,000 Early school leavers has dropped since TRUE: Improved from 13% to 10% The number of male students staying in secondary school has stayed roughly the same over the past 8 years FALSE: numbers have risen dramatically by 11.4% to 82.4%

Q and A on Module 1

One Child Practice Model
Module 2 The 9 key components of the practice model There are 9 key components of the practice model which we shall consider in turn

Component 1 We put children at the centre of everything we do
Child at the centre of everything that we do: The needs of the child are paramount for all NEWB service strands. This applies even if the focus is on the parents as the prime educator of their children. NEWB promotes the concept of the ‘’team around the student’ so that all the important adults and professionals involved with the pupil work constructively together to make sure the student’s needs are fully met. This will be demonstrated when we look in more detail at the model.

The Intervention continuum
Component 2 The Intervention continuum Services are provided to children and parents according and proportionate to need. NEWB use a three tier model and use a common language associated with these 3 tiers; services for ALL (universal/preventive); Services for SOME (targeted) and services for FEW (intensive).

One Child, One Team, One Plan: The Intervention Continuum
Attendance, Participation and Retention Encourage – Support – Reward – Advise – Influence – Encourage – Support – Reward – Advise – Influence Advocate – Contract – Pressure – Warn – Enforce Intervene proportionately to move children to the left The Intervention Continuum: There are some very important features to this diagram. As can be seen, there are two lines; one is red – indicating escalating service provision and the other is green – representing decreasing levels of intervention. The diagram itself therefore, represents a dynamic. Children and families are moving up and down the lines, either because of escalating problems or by virtue of intervention that is working or an improvement in their circumstances for other reasons. Semi-circular arrows link the escalating line with the decreasing one, indicating that at any stage on this continuum, children and families can move back towards universal support. The intention of intervention is that an appropriate choice and scale of service is given, firstly, to stop the situation worsening; secondly, to stabilize the problems and thirdly, to support a move back towards universal support. It should be noted that some families may always need some type of support or intervention, in order that their engagement with the school system can be maintained at an effective level. The problem-solving framework : called the Understand – Plan – Do – Review cycle is shown in the diagram. It is important to note that this process is not linear; it is indeed a continuous cycle within which, as needs change, so does the assessment and provision of support or intervention. Approaches to families: at the top of the diagram are shown the different kind of approaches which are made to families. These range from encouraging, supporting, rewarding to warning and enforcing. Experience shows that none of these approaches are mutually exclusive. Even when, in an extreme case, a parent may be being prosecuted for serious non-attendance of their child, they are constantly being supported and encouraged by all service strands in getting their child back to school. Where the strands sit: at the base of the diagram is shown where the 3 service strands mostly operate within the continuum. Best practice examples have shown that towards the intensive end of the continuum, all 3 strands may be working with the same student/family but have different roles. This is a standard approach to assessing needs Schools and the School Community In all Schools Educational Welfare Service Home School Community Liaison And additionally in DEIS Schools School Completion Programme

A Referral/request for service
Component 3 A Referral/request for service Having a request or referral for service provision: This includes targeted lists which are often set up by schools (and school-based services such as HSCL and SCP in DEIS areas), and referrals for Intensive Interventions. We will be considering both of these in the section on how to do targeted and intensive interventions

Component 4 The use of a problem-solving framework:
Understand – Plan – Do – Review The use of a problem-solving framework: Understand – Plan – Do – Review cycle: All targeted or intensive support or intervention provided by service strands is subject to the problem-solving framework. The scale of the Understand (assessment) stage will be determined by the seriousness and complexity of the needs presented. Similarly the Plan, Do and Review processes are expected to be proportionate to the needs of the child and the responses to be made.

Component 5 The use of a 4 Dimensional model to understand the needs of children and families for intensive service provision The use of a 4-dimensional model to understand the needs of children and families for intensive service provision: In cases where intensive intervention is likely to be needed, staff use a tool which considers the child: him/herself, in the family, in education, in the community. This will be looked at in more detail in the session dealing with intensive interventions

The provision of support and interventions to meet assessed need
Component 6 The provision of support and interventions to meet assessed need The provision of support and interventions to meet the assessed need: The support that can be provided to students with educational welfare needs is varied and can involve a single service or services working together seamlessly. The aim is to tailor support to meet the assessed needs of the student/family, subject to available resources.

Component 7 The use of an outcomes framework to assess the success or otherwise of the support or interventions provided The use of an outcomes framework to assess the success or otherwise of the support or interventions provided: A straightforward process has been designed to assist in the setting and reviewing of outcomes and a way of capturing whether or not outcomes have been achieved.

Recording proportionate to the interventions provided
Component 8 Recording proportionate to the interventions provided Recording proportionate to the interventions provided: For those students on targeted lists, the recording requirement is minimal. For those with more complex needs and those at crisis point, more detail is needed. A small number of these will lead to prosecution and therefore detailed recorded is critical

Component 9 Lead Worker Lead Worker:
All students who are receiving targeted or intensive support from more than one service strand should experience a ‘seamless’ service. In the best practice examples currently operated by HSCL, SCP and EWS, the lead responsibility changes both intuitively and without major discussion or disagreement. The person who coordinates the work is called the Lead worker. The lead worker, who is not responsible for other strands work, takes overall co-ordinating role for the plan and its implementation by: Liaising with other key professionals involved in the intervention Gathering/exchanging information Agreeing the plan in collaboration with all in the “One Team” Writing up the plan Monitoring and reporting progress Recording Target outcomes (5 for student, 2 for parents maximum) The Lead Worker may change over time

All of these components make up
The One Child Practice Model Those, then are the components which make up the One Child practice model. All of these will be described and explored further as we go through the training package

NEWB services are provided at 4 levels of intervention A completed referral form is needed prior to an assessment for intensive intervention Only intensive interventions are subject to the problem solving framework Understand – Plan – Do – Review There is a 4 dimensional model for the assessment of needs The outcomes framework will not be used for targeted interventions Recording for targeted interventions will be much less involved than for intensive interventions A lead worker approach is compulsory when more than one service strand is working with the same family Now to the quiz: The answers: NEWB services are provided at 4 levels of intervention FALSE: there are three level Support for ALL, for SOME and for FEW A completed referral form is needed prior to an assessment for intensive interventions TRUE Only intensive interventions are subject to the problem solving framework Understand – Plan – Do – Review FALSE: both targeted and intensive interventions are subject to this approach although at different levels of complexity There is a 4 dimensional model for the assessment of needs TRUE: the child him/herself, the child in the family, the child in education and the child in the community The outcomes framework will not be used for targeted interventions FALSE: Outcomes are set and monitored for all interventions Recording for targeted interventions will be much less involved than for intensive interventions TRUE A lead worker approach is compulsory when more than one service strand is working with the same family FALSE: The lead worker will emerge naturally if and when it is needed. It is advisable when two or more strands are working together

NEWB services are provided at 4 levels of intervention √ A completed referral form is needed prior to an assessment for intensive intervention Only intensive interventions are subject to the problem solving framework Understand – Plan – Do – Review There is a 4 dimensional model for the assessment of needs The outcomes framework will not be used for targeted interventions Recording for targeted interventions will be much less involved than for intensive interventions A lead worker approach is compulsory when more than one service strand is working with the same family Now to the quiz: The answers: NEWB services are provided at 4 levels of intervention FALSE: there are three level Support for ALL, for SOME and for FEW A completed referral form is needed prior to an assessment for intensive interventions TRUE Only intensive interventions are subject to the problem solving framework Understand – Plan – Do – Review FALSE: both targeted and intensive interventions are subject to this approach although at different levels of complexity There is a 4 dimensional model for the assessment of needs TRUE: the child him/herself, the child in the family, the child in education and the child in the community The outcomes framework will not be used for targeted interventions FALSE: Outcomes are set and monitored for all interventions Recording for targeted interventions will be much less involved than for intensive interventions TRUE A lead worker approach is compulsory when more than one service strand is working with the same family FALSE: The lead worker will emerge naturally if and when it is needed. It is advisable when two or more strands are working together

Q and A on Module 2

Module 3 Support for SOME The Operational Guidance The next series of slides describes and explores the operational guidance: Support for SOME (targeted interventions)

Who provides Support for SOME?
As part of their school development planning activity, all schools have policies and plans in place to address the needs of students who present with varying levels of difficulty across a range of school-related issues such as attendance, participation and retention. All schools deploy available staffing resources to the best of their capacity to address such matters. That is the critical day-to-day resource closest to the student and totally managed at school level. All schools have a designated EWO tasked with supporting students, families and school staff at appropriate junctures in dealing with school attendance matters for the most part, while recognising the important links to issues of participation/engagement and retention. The need for the EWO to target interventions most efficiently and effectively in critical cases presumes that the school’s own planning and activity around APR are used to optimum effect in addressing low-level and early concerns. In DEIS schools, the availability of HSCL and SCP personnel and programmes enhances capacity and provides further opportunities for the school to address growing concerns before engagement with the EWO becomes necessary.

Targeted Interventions
The term targeted intervention is used where NEWB strand staff become involved with individually named children and families where the presenting problem is likely to be resolved with either a one off piece of work which will help to solve the problems identified or time limited focussed support. Being on a ‘targeted list’ is the entry point for those requiring targeted support or interventions. Once a student joins the Targeted List and work begins with a NEWB strand, he/she becomes the subject of a Targeted Work Record, i.e. a summary of what targeted interventions have been provided. . Schools are likely to have a clear protocol for targeting those students needing more support than others, with named NEWB strand(s) (EWO, HSCL coordinator, SCP coordinator) identified for their particular school. It is suggested that each school will hold a list of those students, divided into Year groups, who require more assistance than can be provided under universal/preventative services. This ‘targeted list’ is the entry point for those requiring targeted support or interventions. Educational Welfare Officers often work with families where their child does not have a school place. These children will not be on any Targeted List, as they are not in school, but will require targeted assistance to secure appropriate educational provision nevertheless. In the past these types of interventions have been known as ‘brief interventions’. It is expected that the same approach and the targeted work record is used. Examples of Targeted Interventions Monitoring letters or letters to be sent home to inform parents of the consequences of continued non-attendance. This is when despite early assistance to the family, there has been no improvement and the family is failing to address the situation – EWS Advice on Section 29 appeals to both schools and families – EWS A series of visits are required to the family to help build the relationship with school. This is when a lack of communication between the parents and school is affecting a child’s attendance. – HSCL Additional help is put in place to help the child regain confidence when a child has become anxious about attending school because s/he feels s/he is falling behind in lessons. – SCP or referrals by HSCL to counseling services or behavioral intervention services e.g. PIPS (Psychologists in Primary Schools) Providing parenting programmes designed to support parents experiencing difficulties – HSCL Literacy and numeracy activities HSCL/ SCP/school Homework and/or breakfast clubs – SCP/school Tailor-made programmes for individual children – SCP Out of School support on an individual basis to a young person who is out of school for a substantial reason, e.g. illness, suspension or expulsion

For the One Child pilots Targeted interventions will focus only on those children who reach the threshold for ‘major concerns’ Major concerns: Child not reaching potential due to poor participation or attendance, possibility of withdrawal from school. Judgements will be made as to which students from the target lists meet this criteria and therefore provided with targeted support

How a student enters the
Targeted Work Record Someone (most likely a member of school staff but could be a parent or sometimes a student him/herself) has identified that Student (S) has additional/unmet educational welfare needs beyond the capacity of universal or preventative interventions (Support for ALL) to resolve. The concern here is ‘growing’ The person with the concern brings this, in the first instance, to the attention of the designated EWO (or in DEIS schools to HSCL and/or SCP coordinator) who will open a Targeted Work Record

An early task is to summarise the difficulty on the first sheet of the targeted work record. This can be done either by the person with the concern or by the EWO (or in DEIS schools by the HSCL or SCP Co-ordinator) If the EWO (or in DEIS schools HSCL and/or SCP coordinator) considers that this additional/unmet need is the within the remit of the NEWB service strands then s/he adds S’s name to the Targeted List for discussion at the next APR ‘meeting’ (see below) Where the information received is incomplete then the relevant NEWB service strand will source whatever information is required to assist them to reach as full as possible a picture of the factors that give rise to the identified difficulty/unmet need

If it is considered that the unmet need is within the remit of the NEWB, a Unique Identifying Number (UIN) is created made up of the school roll number + the initials of the name + date of birth. A Targeted Work Record (TWR) is begun for that student Where it is evident that a student’s need is wholly or partly outside the remit of the NEWB, this will be noted on the TWR and steps taken at school level to seek appropriate avenues of assistance that might be more relevant.

The Understand – Plan – Do – Review Cycle
Support for SOME Once a student has been accepted for targeted work the understand plan do review cycle applies albeit in a simplified form. The next series of slides explain and explore the the understand – plan – do – review cycle as it applies to Support for SOME.

Understand Identifying Needs
Next the ‘team around the child’ begins to form, either from a position of no previously identifiable person or group supporting the student/family OR, most likely, building upon an existing support structure within the school for vulnerable students on the Targeted List, referred to here as the Attendance, Participation and Retention (APR) process The APR process may have different titles or take different forms across schools (e.g. school care team meetings). In some schools there may not be face-to-face meetings but the targeted list can be complied/up-dated by phone or The function of the APR process is to confirm the placing of the student/family on the Support for SOME targeted list and to plan the support and assistance to be provided. How the APR process is managed within a school can vary – it might be coordinated by the Principal, or a nominated post-holder, or the leader of a care team (or in the case of a DEIS school, the HSCL or SCP coordinator) or even by the EWO. The most important thing is that all of the relevant ‘team around the child’ are aware of the process. The Targeted List is compiled and retained by the school The APR process may consider several students at a time, as this is considered most efficient. Some members of the ‘team’, for instance, a Head of Year, might engage in the process in relation only to students for whom s/he is responsible; others might be core members of the process for all targeted students This can often be a cyclical process. Certain students will be discussed for the first time in this process and certain students will be reviewed (i.e. update meeting in respect of students who already have intervention plans associated with them). Some students’ needs can be met by a one-off targeted intervention. Others will require longer term interventions. On behalf of the APR process, the relevant NEWB service strand completes the Targeted Work Record as far as ‘Plan’. S/he bases the judgement about the Needs identified and the prioritisation of Outcomes to be achieved on the information gleaned so far. The student (where practicable and particularly if s/he is at post primary school) and her/his parents should be asked their understanding of the difficulty. The One Child framework is always ‘done with’ rather than ‘done to’ the child and the involvement of students and their parents is seen as critical. If at any time during Support for Some intervention a serious non-attendance problem is identified, the option of escalation to Support for Few (intensive Intervention) should be discussed with the EWS. All NEWB service strand staff and school personnel need to be alert to situations where, in addition to educational welfare needs identified, other concerns about a student’s welfare become apparent which require a multi-agency response.

The threshold is reached for referral for a Meitheal
When the student/their family have needs (in addition to the educational welfare needs) in the following categories and it is clear that a multi-agency response is needed: Housing, employment and finance Parental health or mental health problems which impact on the child’s development and well-being Child’s health or mental health problems that have an impact on their development and well-being issues Substance misuse that impacts on the child’s health and development A child’s self care and independence Risk taking behaviour Children involved in anti-social behaviour, low level offending It is crucial that all NEWB service strands are clear about their legal responsibility to alert other agencies when the student faces problems that cannot be dealt with by the NEWB alone and s/he could be exposed to risk of harm. There are 2 avenues: Meitheal is the term used for early interventions by multiple agencies for children in need or referral to the HSE where there are Child Welfare and Child Protection concerns HEALTH WARNING: The common assessment framework (the Meitheal) only exists in a few places currently. It may be that the Limerick pilot can test out the pathways to and from Meitheal. This is yet to be agreed. But the process is there just in case.

The threshold for referral due to Child Welfare and Child Protection concerns
Making a referral for child welfare concerns is recommended if other needs in addition to educational welfare needs emerge where it is clear that a social work/ multi-agency response is needed. Child Welfare Making a referral for child welfare concerns is recommended if other needs emerge in the following categories where it is clear that a social work/ multi-agency response is needed: Chronic or acute neglect Educational neglect Child exposed to contact with individuals who could pose a risk of physical or sexual harm to children Parents/carers instability affects capacity to nurture Parents/carers provide inconsistent boundaries or present a negative role model which seriously impacts upon their child’s development Domestic abuse where the risk to the victim is assessed as medium to high risk and their child is present within the home during incidents Parent/carer involved in possession, use of, sale of a controlled substance in the presence of their child Child potentially at risk of sexual exploitation Child potentially at risk of behaviours which could put them at risk of harm Other issues which, in the judgment of staff require an initial assessment Defined as ‘patterns of the same acts or omissions that extend over time or recur over time’ Types of educational neglect include: (1) Permitted, chronic truancy – permitting habitual absenteeism from school averaging at least 5 days a month if the parent or guardian is informed of the problem and does not attempt to intervene. (2) Failure to enrol or other truancy – failing to home school, to register or to enrol a child of mandatory school age, causing the child to miss at least one month of school without valid reasons. (3) Inattention to special education needs – refusing to allow or failing to obtain recommended remedial education services, or neglecting to obtain or follow through with treatment for a child’s diagnosed learning disorder or other special education need without reasonable cause. Child Protection The Children and Family Services of the HSE should always be informed when a person has reasonable grounds for concern that a child may have been abused, or is being abused, or is at risk of abuse. The following examples would constitute reasonable grounds for concern: A specific indication from the child that he or she was abused; An account by a person who saw the child being abused; Evidence, such as an injury or behaviour, that is consistent with abuse and unlikely to be caused in another way; An injury or behaviour that is consistent both with abuse and with an innocent explanation, but where there are corroborative indicators supporting the concern that it may be a case of abuse. An example of this would be a pattern of injuries, an implausible explanation, other indications of abuse and/or dysfunctional behaviour; Consistent indication, over a period of time that a child is suffering from emotional or physical neglect.

Getting the One Team in place
The Plan Getting the One Team in place The relevant NEWB service strand establishes from the nature of the student’s difficulty which people in the local network, both inside school and externally, are necessary and appropriate to resolve the problem. These people make up the ‘One Team’ working together to address the difficulties by their combined, concerted effort. NEWB interventions are tailor-made to fit the individual needs of each student. Taken together, they form the intervention Plan. The Plan should be devised with the contribution of the student and his/her parents as without their involvement/agreement the plan is unlikely to succeed. They become part of the ‘One Team’ Liaison takes place between the NEWB service strand and the others thought to have a contribution to make to devise a plan. Liaison might take place within a structured meeting, by phone or . The method does not matter; what is important is that there is communication and agreement about how to proceed.

Identifying planned outcomes
The Plan Identifying planned outcomes and who does what when The plan should identify up to 3 key needs to be met and up to 5 priority outcomes to be achieved for the student and, where appropriate, 4 outcomes for parents. There are 22 outcomes related to students and 13 related to parents. Later in the process at the review stage there will be a measurement of whether these outcomes have been successfully achieved. The concept of a baseline is helpful here as it provides a point from which improvement can be measured. This approach works very well with attendance but can work for other difficulties too. Where the outcome is about “improvement in ….” or “reduction in ….” it is expected that a baseline measurement is taken and the expected improvement or reduction agreed with the various members of ‘the team’. This is written in the appropriate free text box. The plan should explore: Who will contribute What each person will do How long the intervention will be in place When it will be reviewed The drop-down boxes assist service strand staff to complete this information

The potential for identifying a lead worker
The Plan The potential for identifying a lead worker It is likely that the nature of the difficulty presented will indicate who will have the greatest involvement at this stage. In non-DEIS schools, this will either be the schools own support mechanisms (e.g. Care team) or, where appropriate, the designated EWO. In DEIS schools where it is clear that one NEWB service strand will play a dominant, coordinating role in the plan, with the other/s in a supporting role, then there may be agreement that one is the Lead Worker. Which NEWB service strand will undertake this may be determined by: The child’s difficulties originate within the family = HSCL The issue surrounds the child in the school environment and the parents are considered as secondary to this = SCP A potential for statutory work around attendance = EWS Other factors, such as, a worker who has established a rapport with a family, or the absence of a worker in another strand etc. = EWS, HSCL, SCP The Lead Worker is responsible for the overall coordination of the plan whilst s/he occupies this role.

What is an outcome? An outcome is a measurable result from an action or activity (intervention) designed to bring about some change The key words in this slide are: Something measurable Arising from actions or activities which are designed to bring about some change

Improvement in punctuality (A) C 2 Improvement in attendance (A) C 3
No Outcomes for children C 1 Improvement in punctuality (A) C 2 Improvement in attendance (A) C 3 Reduction in suspensions (A) C 4 Preventing expulsions (A) C 5 Improvement in readiness to learn (P) C 6 Improvement in behaviour (P) C 7 Reduction in bullying others (P) C 8 Reduction in withdrawn and non-engaged behaviour (P) C 9 Improvement in social interaction with peers/staff (P) C 10 Improvement in self-esteem and emotional awareness (P) C 11 Improvement in test scores and attainment levels (P) C 12 Attendance at agreed clubs or groups (P) C 13 Home Tuition being provided (P) C 14 Access to and use of additional services e.g. alcohol/drugs services (P) C 15 Successful transition from home to first school place (R) C 16 Transfer from class to class successful (R) C 17 Transfer from primary to post primary successful (R) C 18 Mainstream education placement secured after alternative placement (R) C 19 Child moved to alternative educational setting (R) C 20 School place secured for a child who has none (R) C 21 Sitting the Junior or Leaving Certificate exams (R) Other The outcomes to be achieved will almost always represent distance to be travelled; “improvement in” or “reduction in” (i.e. the target). It is expected therefore that a baseline measurement is taken and the expected improvement or reduction agreed with the student and/or parent as part of the plan. Some examples are provided in the box below.

No Outcomes for Parents P1 Ensuring that child attends school punctually and regularly (A) P2 Responding to a monitoring letter in a positive way (A) P3 Responding to a SAN in a positive way (A) P4 Responding to a summons in a positive way (A) P5 Trust developed which improves relationships between home and school and greater engagement which impacts positively on the child (P) P6 Gaining increased knowledge and skills, by attendance at courses and completion of same, receiving completion of course certificates (P) P7 Reaching targets or goals set, being accredited for attaining levels of competence in Maths and English (and other courses), by attending or participating in courses or groups (P)

P8 Improvement in self-esteem and sense of role which enables: friendships to flourish and improved engagement with the school; greater involvement in and supporting their child’s education and learning; dialogue around child’s progress with teacher; monitoring child’s work; assisting with child’s homework; attendance at P/T meetings (P) P9 Reaching targets or goals set, being accredited for attaining levels of competence in Maths and English (and other courses), by attending or participating in courses or groups (PDG) P10 Being involved as a resource in the classroom supporting literacy, numeracy and other curricula areas (PDG) P11 Being involved in developing school policies: codes of behaviour; attendance; anti-bullying and in curricula planning (PDG) P12 Offering parent to parent support (PDG)

Do Implementing the plan
The next stage is for the plan to be implemented. There are a wide range of interventions that can be used, dependent on the particular circumstances of S’s difficulty. It is expected that each of the parties providing interventions do so according to the plan Several interventions may be used simultaneously. Where there are two or more NEWB services working in parallel, one with the student and another with the family, there needs to be agreed ways of exchanging information to ensure that there is full integration with the various strands of the plan, all working to a common ‘One Plan’, and no duplication of effort. Within the targeted record, the Day to Day Record Sheet is used to record actions or events that have occurred. By this means others in ‘the team’ can be up-dated. For instance, if a HSCL coordinator has carried out a home visit this is where it is recorded. This supports the NEWB’s accountability in demonstrating how it has responded to a particular student’s needs.

rationale, preparation, involvement of students and parents
Review rationale, preparation, involvement of students and parents After the set amount of time agreed at the Plan stage (usually not more than 6 weeks or mid-term) there will be a review of the work undertaken. An earlier review date can be decided, either as part of a plan or in response to a crisis, if this is considered advantageous Regular reviews are important because, by this means, students who have achieved the desired outcome may be able to move back to universal and preventative support to make way for others with greater needs The review stage requires liaison and communication between all those who were instrumental in devising the plan. Whether this is within a face-to-face meeting, by phone, or by other methods is decided by agreement among the team. Each school will work out the optimum way for the review process to be carried out, dictated by circumstances on the ground. Where the student is at post primary and his/her parents have been involved in the plan then they should also be involved in the review process Where possible, S’s progress should be measured by ‘distance travelled’ from the baseline determined in the planning stage.

Decisions and monitoring outcomes,
Review Decisions and monitoring outcomes, The review will decide on 1 of 6 options selected from the drop down list on the Targeted Work Record Need met, cease support Successful, continue support for longer Not working, give it more time Not working, re-think plan Not working, move to intensive intervention Cessation of intervention for other reasons If the 5th option, ‘Not working, move to intensive intervention’ is selected then the Support for Few operational guidelines will apply from this time. This tier of work is reserved for the ‘Few’ who have the most complex and severe difficulties that cannot be resolved at the targeted level. If the decision is to cease the intervention/s then all those involved, particularly the person who first identified the additional/unmet need, should be informed so that they know that the targeted work, for the moment, has ceased. It should be emphasized that if, at any point in the future, additional support is again required then a named link person should be identified to start this process. Next, those in involved in the plan will consider which Outcomes have been met. These are recorded on the Targeted Work Record Each outcome that was identified as part of the plan can now be rated as: Fully achieved Partially achieved Not achieved

Where the child has no school place
Educational Welfare Officers often work with families where their child does not have a school place for a variety of reasons. These children will not be on any school-based Targeted List, as they are not in school, but nevertheless will require targeted assistance from the NEWB’s Educational Welfare Service strand to secure appropriate educational provision. These (and other EWS types of intervention are known to EWOs as ‘brief interventions’ and are now included in their ‘Support for SOME’ activity, using the Targeted Work Record approach

Being provided with targeted interventions from NEWB service strands is the same as being on a targeted list If child welfare or child protection concerns become apparent a referral should be made to social work services Assessing needs for targeted interventions is a complicated process Up to 5 outcomes can be chosen for children and up to 3 for parents A Lead Worker is always chosen for targeted interventions The Day to Day Record Sheet is used to record actions or events that have occurred. By this means others in ‘the team’ can be up-dated A Student’s progress should be measured by ‘distance travelled’ from the baseline determined in the planning stage Now to the quiz: The answers: Being provided with targeted interventions from NEWB service strands is the same as being on a targeted list FALSE: the targeted list is an entry point and students may be on the list but not be receiving interventions from NEWB that necessitates a targeted work record being opened. If child welfare or child protection concerns become apparent a referral should be made to social work services TRUE: concerns should be reported using the Standard report Form Assessing needs for targeted interventions is a complicated process FALSE: There is a drop down box to help staff see what the needs might be. Up to 3 can be chosen for intervention Up to 5 outcomes can be chosen for children and up to 3 for parents TRUE: but the number will depend upon the circumstances of the family, the needs assessed and the interventions which can be offered A Lead Worker is always chosen for targeted interventions FALSE: In DEIS schools where it is clear that one NEWB service strand will play a dominant, coordinating role in the plan, with the other/s in a supporting role, then there may be agreement that one is the Lead Worker. The Day to Day Record Sheet is used to record actions or events that have occurred. By this means others in ‘the team’ can be up-dated TRUE A Student’s progress should be measured by ‘distance travelled’ from the baseline determined in the planning stage TRUE

Being provided with targeted interventions from NEWB service strands is the same as being on a targeted list √ If child welfare or child protection concerns become apparent a referral should be made to social work services Assessing needs for targeted interventions is a complicated process Up to 5 outcomes can be chosen for children and up to 3 for parents A Lead Worker is always chosen for targeted interventions The Day to Day Record Sheet is used to record actions or events that have occurred. By this means others in ‘the team’ can be up-dated A Student’s progress should be measured by ‘distance travelled’ from the baseline determined in the planning stage Now to the quiz: The answers: Being provided with targeted interventions from NEWB service strands is the same as being on a targeted list FALSE: the targeted list is an entry point and students may be on the list but not be receiving interventions from NEWB that necessitates a targeted work record being opened. If child welfare or child protection concerns become apparent a referral should be made to social work services TRUE: concerns should be reported using the Standard report Form Assessing needs for targeted interventions is a complicated process FALSE: There is a drop down box to help staff see what the needs might be. Up to 3 can be chosen for intervention Up to 5 outcomes can be chosen for children and up to 3 for parents TRUE: but the number will depend upon the circumstances of the family, the needs assessed and the interventions which can be offered A Lead Worker is always chosen for targeted interventions FALSE: In DEIS schools where it is clear that one NEWB service strand will play a dominant, coordinating role in the plan, with the other/s in a supporting role, then there may be agreement that one is the Lead Worker. The Day to Day Record Sheet is used to record actions or events that have occurred. By this means others in ‘the team’ can be up-dated TRUE A Student’s progress should be measured by ‘distance travelled’ from the baseline determined in the planning stage TRUE

Q and A on Module 3

Module 4 Support for FEW The Operational Guidance The next series of slides describes and explores the operational guidance: Support for FEW

It starts with a Referral
The need for a referral The completion of a straightforward referral form is required if the pupil’s needs are such that they require intensive support or intervention. This applies whether it is a new referral from a school or whether a pupil who has been receiving targeted services, now needs a more intensive arrangement. The referral will ordinarily come from schools or from HSCL, SCP (in DEIS areas) when the threshold for intensive interventions has been met. That is: when, in the professional judgment of the HSCL or SCP Coordinator, in the case of identified children/families, previous interventions have not worked or there has been no improvement in attendance or participation or a child has complex needs that require more in-depth assessment, planning and intervention by any of the 3 service strands. School’s Pre-referral Checklist Before a school makes a formal referral for intensive services to the NEWB strands, it is expected that the school will have made attempts to resolve the issue. The Pre-referral Checklist (Part A) details the steps that should have been taken prior to a referral. Non-schools referrals Where there is a concern regarding a student’s educational welfare, an external source (i.e. an agency other than a school) may submit a referral to the NEWB. Where for example information is received by phone contact, by , by letter or by face to face, the initial details should be completed by NEWB strand staff. All requisite details should be probed by the NEWB to ensure that the referral form is completed as far as possible.

The Understand – Plan – Do – Review Cycle
Support for FEW The next series of slides explain and explore the the understand – plan – do – review cycle; discuss the participation of children and parents explore the 4 assessment dimensions; explain how a plan is constructed, consider the concept of Lead Workers; discuss the expectations about reviewing interventions and explore the types of interventions which can be offered.

NEWB approach to providing support
Understand (Stage 1) Child Focussed Interventions Review (Stage 4) Plan (Stage 2) NEWBs approach to intervention is simply stated as understand – plan – do – review The complex problems faced by children where there are problems of poor attendance, participation and /or retention are made up of a combination of factors that come together to influence a child’s functioning in school in a negative way. Their families are sometimes chaotic with unpredictable life styles and shifting relationships. The seemingly intractable nature of these difficulties means that each of the players whether they be NEWB strands, schools, or other agencies working in isolation stand less of a chance of making any lasting, meaningful change. To make a real difference a co-ordinated, structured plan is necessary which involves all those who are likely to be able to contribute to a resolution of the problem; hence One Plan. All stages of the UNDERSTAND- PLAN - DO – REVIEW cycle should be open and transparent. Parents and children (plus all other relevant parties) should always be given copies of Plans to keep. The style of language will need to be accessible to all and it is preferable to avoid jargon. But first the importance of participation Do (Stage 3)

Participation of students and Families
Actively encourage and enable participation ‘Done with, not done to’ Be as un-intrusive as possible, minimise the numbers of people working directly with the child/family Treat the interview as a forum for change Learn what the recipient wants Focus on creating small changes Offer choices Avoid creating stigma Remember the role that is (could be) played by parents who do not live with their children Respect children and their families as people worth doing business with Recognise that cooperation and the provision of welfare is possible even where enforcement is necessary The centrality of the engagement and participation of children and their families in the Understand – Plan – Do – Review cycle is of fundamental importance. The ethos of this model is that the work is ‘done with’ rather than ’done to’ them. It is expected that families and children will be encouraged and enabled to actively participate all of the work of the NEWB where it affects them. All work should consider how many and which strands can contribute, and ensure the roles of each worker are clear to the family. In general, it would be best to be as un-intrusive as possible, and to minimise the numbers of people working directly with the child/family. Keep in mind the key messages from this slide. When working with parents who live apart but both have responsibility for the child it is essential to involve both parents, not just the parent with whom the child is living. There is research evidence that suggests that fathers are marginalised by education/child care organisations and thereby a potential source of assistance is untapped

Participation activities will include:
Provision of verbal information and written information Opportunities to express their views and have these recorded Being encouraged to participate in planning meetings and at subsequent reviews Identification of strengths within families as well as areas where further help may be needed Early identification of any special needs of the child or relevant family members to enable any support needs to be addressed, such as interpreting, advocacy etc. Careful selection of assessment tools, methods and approaches that will aid participation There are many aspects to participation – some of which are mentioned on this slide: These range from the provision of information, opportunities for parents and children to express their views through discussion with strand workers or through planning meetings. Key learning points: This model is strengths based and therefore every opportunity must be taken to identify the strengths and to build them into the assessment and planning phases. There needs to be early identification of any special needs of the child or relevant family members to enable any support needs to be addressed, such as interpreting, advocacy etc. Choose assessment methods carefully to respond best to a child/family’s needs.

Understand (Stage 1) What is the presenting problem?
Questions to pose What are the barriers to attendance? What are the barriers to participation? What are the risks to retention? Questions to pose Is it do with the child himself? Is it to do with the family? Is it to do with the school? What does the child (and the family) say about the problem Who could support the Child? What are the child’s strengths? Here is the assessment phase shown diagrammatically See how the child’s strengths play into the equation as does the importance of speaking to the child him/herself. Important to the assessment of need and to the planning process is a question about who is around to support the child in addition to parents; grandparents? Godparents? Uncles, Aunts, Cousins, other friends of the family? etc. Critically at the bottom of the diagram see the question: what is the analysis of the problem and the potential solution(s)? What is the analysis of the problem and the potential solution

Understanding: an Assessment
Objective: bring together and analyse information to understand the factors that prevent the child getting the most from their education When: For all intensive interventions Presenting issue: is it to do with attendance/participation and engagement or retention? Reasons for the presenting problem: has it to do with the child him/herself, with the family/with the school? Recorded on Part C of NEWB Service Provision Record The objective of the assessment is to bring together and analyse information to identify and understand the factors that prevent the child attending school, participating in school life or staying in school to undertake the Leaving Certificate. This informs the plan, which we will discuss in a moment. An NEWB written assessment is undertaken only when the decision to begin a a intensive intervention has been made. An NEWB written assessment is undertaken only when it is thought that an Intensive Intervention will be needed. An assessment is a way of understanding and analysing the information which has been gathered from discussions with the child or young person, their family and also provided by schools and other agencies. There are 2 sets of key questions to pose. The first set has to do with the presenting issues: Is it to do with attendance? Is it to do with participation and engagement? Is it a retention issue? The second set relates to the possible reasons for the presenting problem: has it to do with the child him/herself, with the family/with the school? The child is expected to be seen and listened to as part of the understanding process. It is vital that the strengths of the child and his/her supports are identified as those aspects will be built upon by the Interventions.

Some guidance on assessment
An NEWB written assessment is undertaken only when it is thought that an Intensive Intervention will be needed. The assessment will involve the gathering of information and analysis of discussions and contributions. The assessment will identify barriers to attendance, participation and retention and serve as a key input to the education conference and the formulation of the intervention plan. The student (particularly if s/he is at secondary school) and her/his parents should be asked their understanding of the difficulty, as the involvement of students and their parents is seen as fundamental. Multi-agency liaison is often necessary when working intensively. This is because the students’ problems may not be limited to their life in school and there may be a causal link with family and/or social factors. It is important to understand these in order to plan effectively. Agencies such as HSE, Child and Adolescent Mental Health Services, Barnardos, Family Support Agency, NBSS, NCSE, NEPS etc. may be identified as potential partners. All assessment information should be recorded. Note: The assessment should be based on evidence, not opinion. Ideally the assessment should comprise of a description of the problem, the evidence for it and an analysis of the factors that contribute to it. Particularly for students with poor attendance, but also for other difficulties, it is advisable to establish a baseline from which progress can be measured. This assists with the logging of outcomes later in the process.

Aids to understanding Explore areas around the immediate concern, look behind the presenting issues From the emerging information, a hypothesis may develop that starts to explain the barriers experienced by the child. This should be checked out/verified with others If there are discrepancies in accounts given by different people consider the reasons why it might be so In the analysis, draw on theories and research evidence, i.e. on attachment, separation anxiety, the impact on young people with caring responsibilities etc. The analysis of the information gathered requires an evaluation to be made. The impact of the factors that have a bearing on attendance, participation and retention should be weighed up and initial conclusions reached In the overall conclusions identify the plan: what changes are wanted, how change can happen and what actions need to be taken On this slide it is important to focus on the following: look behind the presenting issues a hypothesis may develop that starts to explain the barriers experienced by the child In the analysis, draw on theories and research evidence, i.e. on attachment, separation anxiety, the impact on young people with caring responsibilities In the overall conclusions identify the plan: what changes are wanted, how change can happen and what actions need to be taken

Assessment: Dimension 1
The child: The child’s views should always be sought. Consideration should be given to the best setting for this to happen i.e. school/home. Also, who should be present: parent, teacher, advocate or, where appropriate, the child alone with parental consent. These decisions will depend in part on the age/cognitive ability of the child. The child’s view about what are the barriers to attendance, participation or retention needs to be listened to carefully to establish how those barriers may be overcome. The approach should be one of non-blame, but at the same time establishing what needs to happen to alter the presenting situation. It should be noted that the reasons for non- attendance/participation will be unique to the child being considered but will probably be able to be categorised as: social, emotional, behavioural, motivational, illness-related, fear or phobia, lack of role model and maybe others as well. It is important to identify all the positive factors, resilience and strengths also on which the plan will be able to build. Highlight: The child’s views should always be sought. Consideration should be given to the best setting for this to happen i.e. school/home. Also, who should be present: parent, teacher, advocate or, where appropriate, the child alone with parental consent. These decisions will depend in part on the age/cognitive ability of the child. The child’s view about what are the barriers to attendance, participation or retention needs to be listened to carefully to establish how those barriers may be overcome. The approach should be one of non-blame, but at the same time establishing what needs to happen to alter the presenting situation. It should be noted that the reasons for non- attendance/participation will be unique to the child being considered but will probably be able to be categorised as: social, emotional, behavioural, motivational, illness-related, fear or phobia, lack of role model and maybe others as well. It is important to identify all the positive factors, resilience and strengths also on which the plan will be able to build.

The child in the family: It is important to establish the pattern of attendance/participation/retention of other siblings in the household and the parents’ views on education and learning generally and, more specifically, their views on the school attendance/participation of the child in question. Other elements when thinking about the family could include: family functioning; the mental health or learning disability of the parent(s), alcohol or substance use/misuse; domestic violence; concerns about the safety/protection of the child; sick or disabled siblings etc. and how such things impact upon the child’s attendance/participation (if such information is available). It might be that a specialist assessment will be needed The consideration should also consider the capacity and motivation of the parent(s) to follow through any agreed plan to improve attendance. Highlight: The child in the family: It is important to establish the pattern of attendance/participation/retention of other siblings in the household and the parents’ views on education and learning generally and, more specifically, their views on the school attendance/participation of the child in question. Other elements when thinking about the family could include: family functioning; the mental health or learning disability of the parent(s), alcohol or substance use/misuse; domestic violence; concerns about the safety/protection of the child; sick or disabled siblings etc. and how such things impact upon the child’s attendance/participation (if such information is available). It might be that a specialist assessment will be needed The consideration should also consider the capacity and motivation of the parent(s) to follow through any agreed plan to improve attendance.

The child in education: Information about this dimension will mostly come from school staff but parents and the child may also make a contribution. The information provided could cover: educational attainment and ability; relationships with teachers, other staff and peers; particular subject interests or talent; specific learning challenges; out of school activities and hobbies. It could also consider the impact of bullying (if any) on the child, travel to school issues etc. Establishing exactly what has been done by school staff to try to maintain attendance by the child will inform the assessment, specifically those methods which have been seen to bring some results, should be highlighted. Highlight: The child in education: Information about this dimension will mostly come from school staff but parents and the child may also make a contribution. The information provided could cover: educational attainment and ability; relationships with teachers, other staff and peers; particular subject interests or talent; specific learning challenges; out of school activities and hobbies. It could also consider the impact of bullying (if any) on the child, travel to school issues etc. Establishing exactly what has been done by school staff to try to maintain attendance by the child will inform the assessment, specifically those methods which have been seen to bring some results, should be highlighted.

The social context within which a child lives can play a major part in his/her functioning at school. The assessment may identify resources that can be tapped to promote and support education. For the most vulnerable children and families the seemingly intractable nature and severe level of difficulty faced means that single agency responses are less likely to be effective. The synergy of agencies working in partnership provides the foundation to vigorously address the problems faced and achieve lasting change. It will be necessary to explore with a family what support they received and any gaps. Some families will be unaware of full range of services from other agencies and community organisations on offer and will benefit from being guided as to how to access such resources. Highlight: The child in the community The social context within which a child lives can play a major part in his/her functioning at school. For the most vulnerable children and families the seemingly intractable nature and severe level of difficulty faced means that single agency responses are less likely to be effective The synergy of agencies working in partnership provides the foundation to vigorously address the problems faced and achieve lasting change.

Referrals for Child Welfare or Child Protection concerns
Guidance Child Welfare and Child Protection concerns If, during the assessment process, it becomes evident that the needs go beyond educational welfare matters then the guidance set out below should be followed. Making a referral for child welfare concerns and potentially for social work support is recommended if, in addition to educational welfare needs, other needs emerge in the following categories where it is clear that a social work/ multi-agency response is needed: Chronic or acute neglect (Defined as ‘patterns of the same acts or omissions that extend over time or recur over time’) Educational neglect (Types of educational neglect include: (1) Permitted, chronic truancy – permitting habitual absenteeism from school averaging at least 5 days a month if the parent or guardian is informed of the problem and does not attempt to intervene. (2) Failure to enrol or other truancy – failing to home school, to register or to enrol a child of mandatory school age, causing the child to miss at least one month of school without valid reasons. (3) Inattention to special education needs – refusing to allow or failing to obtain recommended remedial education services, or neglecting to obtain or follow through with treatment for a child’s diagnosed learning disorder or other special education need without reasonable cause.) Child exposed to contact with individuals who could pose a risk of physical or sexual harm to children Parents/carers instability affects capacity to nurture Parents/carers provide inconsistent boundaries or present a negative role model which seriously impacts upon their child’s development Domestic abuse where the risk to the victim is assessed as medium to high risk and their child is present within the home during incidents Parent/carer involved in possession, use of, sale of a controlled substance in the presence of their child Child potentially at risk of sexual exploitation Child potentially at risk of behaviours which could put them at risk of harm Other issues which, in the judgment of staff require an initial assessment How to make a referral for child welfare services The Standard Report Form should be used by staff when reporting child welfare concerns to the Children and Family Services of the HSE. This form should be completed and forwarded to the HSE. (Press Ctrl and click the link below) The form should be sent to the local office of the social work service. Once the form is received by the duty social work team, the information provided will be considered and a decision will be made as to whether or not the welfare concerns outlined meet the threshold criteria for a service. If they do, a service will be provided. If not, either: The referral will be treated as an inappropriate and not actioned, or A recommendation will be made for a Meitheal referral Making a referral for child protection services Children First: National Guidelines for the Protection and Well being of Children, gives the following guidelines for staff in this regard: The Children and Family Services of the HSE should always be informed when a person has reasonable grounds for concern that a child may have been abused, or is being abused, or is at risk of abuse. The following examples would constitute reasonable grounds for concern: A specific indication from the child that he or she was abused; An account by a person who saw the child being abused; Evidence, such as an injury or behaviour, that is consistent with abuse and unlikely to be caused in another way; An injury or behaviour that is consistent both with abuse and with an innocent explanation, but where there are corroborative indicators supporting the concern that it may be a case of abuse. An example of this would be a pattern of injuries, an implausible explanation, other indications of abuse and/or dysfunctional behaviour; Consistent indication, over a period of time that a child is suffering from emotional or physical neglect. In any of the circumstances outlined above, staff must report their child abuse concerns without delay to the Children and Family Social Services of the HSE. A report can be made in person, by telephone or in writing. Contact numbers for all HSE offices nationwide are available through HSE LoCall Tel and on the HSE website: (Press Ctrl and click the link below). Under no circumstances should a child be left in a situation that exposes him or her to harm or to risk of harm pending HSE intervention. In the event of an emergency where you think a child is in immediate danger and you cannot get in contact with the HSE, you should contact the Gardaí. This may be done through any Garda station. The Standard Report Form should be used by staff when reporting child protection concerns to the Children and Family Social Services of the HSE. If a report is made by telephone, this form should be completed and forwarded subsequently to the HSE. (Press Ctrl and click the link below to access the form)

Plan (Stage 2) Questions to pose Is it practical support?
Is it social/emotional support? Is it behavioural support? Is it academic support? Who will do what? How will it be done? When will it start? List the interventions Plan (Stage 2) How will they be monitored Set the Outcomes which are to be met There are some fundamental questions that need answering in order to draw up a plan; what kind of support is needed – is it practical support? Is it social/emotional support? Is it behavioural support? Is it academic support? Once these questions are answered the interventions can be listed which then brings a further 3 questions – Who will do what? How will it be done? When will it start? Agree Lead worker

The Plan Developing a cohesive, well co-ordinated and structured plan can make a real difference to students who are facing difficult and complex situations in their personal, home and school life. In some instances the plan will relate to a single strand’s interventions, in others – all 3 strands could be involved and in yet others there could be several additional agencies providing support as part of the plan. Developing a cohesive, well co-ordinated and structured plan can make a real difference to children who are facing difficult and complex situations in their personal, home and school life. In some instances the plan will relate to a single strand’s interventions, in others – all 3 strands could be involved and in yet others there could be several additional agencies providing support as part of the plan.

The Plan NEWB plans are tailor-made to fit the individual needs of each Student. The NEWB service strand member, who received the referral ad undertaken the assessment, identifies (from the nature of the difficulty) those in the local network, both inside school and externally, necessary to resolve the problem. These people make up the ‘One Team’; hand-picked to all work together to address the difficulties by their combined, concerted effort. The Plan should be devised with the contribution of the Student and his/her parents as, without their involvement and/or agreement, the plan is less likely to succeed. They become part of the ‘One Team’. It is recognised that one person from the team may play a greater role because the nature of the problem steers that way or because of others factors. This slide describes the need to pick the correct team to respond to the assessed needs

The Lead Worker An explanation
It is recognised that one person from the team may play a greater role because the nature of the problem steers that way or because of others factors. The lead worker, who is not responsible for other strands work, takes overall co-ordinating role for the plan and its implementation by: Liaising with other key professionals involved in the intervention Gathering/exchanging information Agreeing the plan in collaboration with all in the “One Team” Writing up the plan Monitoring and reporting progress Recording Target outcomes (5 for student, 2 for parents maximum) The Lead Worker role may change over time

Agreeing the Plan The Plan can be developed at any forum where this is appropriate, i.e. Care Team, APR ‘Meeting’ etc. They need to be suitable if the student and his/her parents are to be included. A NEWB Conference (NC) places the contribution of the student and parents centrally and has proved very beneficial and is the preferred means of creating the Plan. They are scheduled and facilitated by the NEWB. To support the scheduling of NEWB Conferences (NCs) a number of template letters should be completed. The Plan should be recorded on Part D A meeting is likely to be preferable, but where there are prohibiting factors such as distance, information for the NC could be gathered by phone, etc. and the conference can take place via video link or teleconferences if available

What is an outcome? An outcome is a measurable result from an action or activity (intervention) designed to bring about some change The key words in this slide are: Something measurable Arising from actions or activities which are designed to bring about some change

Outcomes and Activities: the difference
A child attending 6 sessions of a homework club is taking part in an activity. If, however as a result of the activity a child hands in homework on time to an acceptable standard – this is an outcome. If previously, homework was not done either at all or to a very poor standard, the outcome can also represent distance travelled from a baseline This is the difference between outcomes and activities. Read the slide slowly, thinking whether there are any examples that spring to mind

Setting Outcomes Outcomes are set during the planning stage of intensive Interventions. They need to take account of what has been stated in the referral and what has been revealed through the assessment. Often, the choosing of one outcome from the standard list will be sufficient but, if not, it is recommended that no more than 5 outcomes are chosen. Because NEWB is trying to standardise practice, it is recommended in the first instance, that only those provided in the list are used. The list will be reviewed as part of the on-going evaluation of the practice model. The outcomes to be achieved will almost always represent distance to be travelled; “improvement in” or “reduction in” (i.e. the target). It is expected therefore that a baseline measurement is taken and the expected improvement or reduction agreed with the student and/or parent as part of the plan. A Plan has to reference the outcomes which the activities are intended to influence. So it is critical to think hard about the baselines on which the plan is trying to impact. Thus; improvement in, reduction in etc. Reference should be made to the outcomes list for both children and parents If attendance is the issue it is measured as can be seen as: attendance in the 4 weeks prior to point of referral. % or days missed Some examples of baseline and targets are: 1. Outcome: Reduction of non-attendance Baseline: 60% attendance in past term Target: 80% in next 6 weeks 2. Outcome: Improvement in punctuality Baseline: student late more than 15 minutes, 4 days per week for the past 5 weeks Target: weeks one and two – no more than 2 days late, week three – no more than 1 day late; week 4 – no days late 3. Outcome: Improvement in behaviour: Baseline: class teacher has reported that on average the student has been aggressive 3 times per week Target: reduction of aggressive behaviour to nil per week over next 4 weeks

Improvement in punctuality (A) C 2 Improvement in attendance (A) C 3
No Outcomes for children C 1 Improvement in punctuality (A) C 2 Improvement in attendance (A) C 3 Reduction in suspensions (A) C 4 Preventing expulsions (A) C 5 Improvement in readiness to learn (P) C 6 Improvement in behaviour (P) C 7 Reduction in bullying others (P) C 8 Reduction in withdrawn and non-engaged behaviour (P) C 9 Improvement in social interaction with peers/staff (P) C 10 Improvement in self-esteem and emotional awareness (P) C 11 Improvement in test scores and attainment levels (P) C 12 Attendance at agreed clubs or groups (P) C 13 Home Tuition being provided (P) C 14 Access to and use of additional services e.g. alcohol/drugs services (P) C 15 Successful transition from home to first school place (R) C 16 Transfer from class to class successful (R) C 17 Transfer from primary to post primary successful (R) C 18 Mainstream education placement secured after alternative placement (R) C 19 Child moved to alternative educational setting (R) C 20 School place secured for a child who has none (R) C 21 Sitting the Junior or Leaving Certificate exams (R) Other The outcomes to be achieved will almost always represent distance to be travelled; “improvement in” or “reduction in” (i.e. the target). It is expected therefore that a baseline measurement is taken and the expected improvement or reduction agreed with the student and/or parent as part of the plan. Some examples are provided in the box below.

No Outcomes for parents
Responding to 1-1 support/intervention in a positive way (attendance improved) P 2 Responding to a monitoring letter in a positive way (attendance improved) P 3 Responding to a SAN in a positive way (attendance improved) P 4 Responding to a summons in a positive way (attendance improved) The outcomes to be achieved will almost always represent distance to be travelled; “improvement in” or “reduction in” (i.e. the target). It is expected therefore that a baseline measurement is taken and the expected improvement or reduction agreed with the student and/or parent as part of the plan.

In summary, the plan should define: Is it practical support?
Is it practical support? Is it social/emotional support? Is it behavioral support? Is it academic support? Who will do what? How will it be done? When will it start? How will it be monitored? What are the intended outcomes? The Plan is recorded on Part D

The Plan for intervention is agreed and will include:
Overall objective of the plan for the student/parent in question Target outcomes (5 maximum for student, and 4 maximum for parents) Proposed interventions Those staff responsible for Interventions When interventions should start and be reviewed Lead worker

Provide the interventions
Keeps all relevant others informed Lead worker monitors progress Records kept Ensures Input from colleagues Provide the interventions agreed So, here is the “Do” diagram. The ‘do’ stage of the cycle is the implementation of the Plan and delivering relevant supports or intervention. NEWB provides interventions through its own services, but also in conjunction with schools and other providers. Several interventions are likely to be used simultaneously. It is critical that the interventions that have been agreed are actually provided. It is the responsibility of all those individuals and/or agencies listed in the plan to ensure that they carry out the actions agreed, to monitor the progress being made through the interventions and to keep relevant parties informed. There needs to be agreed ways of exchanging information to ensure that there is full integration of all parties to the ‘One Team’, all working to a common ‘One Plan’. The Up-date sheets are designed for this purpose. Unexpected events might occur that require a re-think of the Plan and a change of direction. Where this is a significant change the details should be communicated to all the ‘One Team’ via the Lead worker or the person who received the news of the change of circumstance. These are recorded on up-date sheets. Do (Stage 3)

Some Examples of Intensive Interventions
Providing advocacy on behalf of the student; 1-1 or group work helping to modify behaviours, attitudes or actions that are creating an impediment or barrier to a student’s attendance, participation or retention in school; developing contracts between students and the school to try to ensure retention; informing parents of their legal obligation under the Education Welfare Act (EWA) and the possible consequences of their noncompliance; coaxing parents and schools to be compliant with the provisions of the EWA to provide for the entitlement of every child a certain minimum education, even when in the court process; to help parents understand that the best outcome is the return of their child to education rather than any penalties being imposed; keeping up the pressure regarding timekeeping and attendance; being prepared to warn of consequences if persistent attendance or poor behaviour continues, either informally by letter or formally (Statutory Attendance Notice); prosecution through the court process for parents who are noncompliant under sections 14 and 17 of the EWA; ensuring the availability of support for those pupils who return to school following intensive interventions.

Review (Stage 4) Intervention finished – back to
Universal/preventative Questions to be asked Have the services agreed been provided Have the outcomes been met Has the problem been resolved Is there a need for further intervention What action is needed Who needs to be involved When is the next review date Further plan to be drawn up Review (Stage 4) The provision of intensive interventions is subject to active monitoring. That is; assessing whether the intervention is delivering the desired results. This is active involvement. Checking on progress on the outcomes is vital. In a case where attendance, engagement or participation is poor, the NEWB service strands and the school will need to work out a system for regular exchange of information on the child’s performance. In addition, regular telephone calls or meetings with the parents and checks with other parties, that can help influence the outcome, are necessary. After the set amount of time agreed at the plan stage (usually not more than 6 weeks or mid-term) there will be a NEWB Review Conference (NRC) of the work undertaken. An earlier review date can be decided, either as part of a plan or in response to a crisis, if this is considered advantageous. Regular reviews are important because, by this means, students who have achieved the desired outcome can move back down the continuum towards targeted/preventative/universal to make way for others with greater needs. The review stage requires liaison between all those who were instrumental in devising the plan. Ideally this is at a face to face meeting, such as, NEWB Review Conference (NRC), or alternatively by phone, or other methods. It is left to the discretion of the Lead Worker, in agreement with the ‘One Team’ as to how best this should happen. Each school will work out the optimum way for the review process to be carried out, dictated by circumstances on the ground. Where S is at post primary and his/her parents have been involved in the plan then the student and parents should also be involved in the review. Where possible full information about S’s progress should be obtained to measure ‘distance travelled’. For example, this might be a comparison of the baseline of attendance at the point that S entered the Targeted List to now. Interventions agreed Lead worker appointed Support provided

NEWB Review Conference (NRC)
At the NEWB Review Conference (NRC) it is necessary to consider: Have the outcomes been met? Has the problem been resolved? Can the intervention be stopped? Is there a need for further intervention? What action is needed? Who needs to be involved? When is the next review date?

Recording outcomes achieved
During every review the staff member responsible is required to record distance travelled in respect of the outcomes chosen at the planning stage. Logging the success or otherwise of the outcomes at review is done by clicking one of three boxes in the drop down selection: not achieved; partially achieved; fully achieved.

Review of serious non attendance
Reviews at 8, 16 and 24 weeks If open at 24 weeks: Close the case Issue a School Attendance Notice (SAN) Issue court proceedings Seek permission not to prosecute (this would usually be because of mitigating factors, such as, illness, family bereavement, child protection concerns, medical condition etc) In very exceptional circumstances, for the case to remain open where this is deemed to be appropriate Serious non-attendance In the case of serious non-attendance an EWO will be responsible for managing the interventions as the Lead worker. In these cases the following monitoring programme should be followed: 8 week intervention review If the case remains open at 8 weeks, the plan of intervention should be reviewed by the Lead Worker either in supervision or in a NEWB APR Meeting and the next stage of the plan should be agreed, along with the new attendance targets. A NEWB Review Conferences (NRC) should be held in all but exceptional cases. Where distance is a prohibiting factor a telephone review might be an option. Where the joint decision is taken not to hold a NRC the reasons should be recorded. This review should give consideration to issuing a School Attendance Notice (SAN) 16 week intervention review If the case remains open at 16 weeks, it should be further reviewed as previously. A further plan of intervention is then devised. 24 week intervention review If the case remains open at 24 weeks a case synopsis with a recommendation from the EWO in consultation with the SEWO will be prepared. Consultation should take place with the Regional Manager, where possible, to consider the progress on the case to date and to jointly decide which option of those set out on the slide to take:

Factors that may indicate the need for legal action
The parents avoid contact with EWS staff and do not respond to the plan, letters or invitations to meetings EWS have tried a number of different approaches to engagement with no success Parents decline to work in partnership or to co-operate with the agreed intervention for their child Parents are openly hostile and /or verbally aggressive towards EWS staff and it proves impossible to engage them in any further positive action or intervention for their child It is deemed to be in the best interests of the child/young person It is believed that the parent is capable of doing more to enable the child to attend One of the strings in the EWS bow is to take legal action. The list on the slide shows the factors that may come into play to help determine whether such action should be taken or not. Take some time to read through this list.

The review will decide on 1 of 6 options selected from the list below:
Need met, cease intensive intervention, move back to targeted/ preventative/universal support Successful, continue support for longer Not working, give it more time Not working, re-think plan Not working, escalate to approach for students with serious attendance issues (see next slide) Other

Moving down the continuum from Intensive Interventions to
Targeted, Universal/Preventative or cessation It is acknowledged that for many students in receipt of targeted services, interventions will be on-going and maybe adjusted to a greater or lesser extent. Experience shows, however, that this is not the same for intensive interventions. During reviews, consideration should be given to whether the interventions can be ceased and replaced by lesser interventions. Before any intensive intervention is ceased or replaced, the Principal should be consulted to ensure that there is nothing happening within the school related to the pupil that would suggest that this should not happen. When the intervention is replaced by targeted, lesser interventions or none, the responsible EWO, SCP or HSCL worker should notify the parents and the school and any other relevant parties. It is important to note that NEWB may re-commence intensive interventions in the future if the need arises and the threshold criteria are met. Ordinarily an intensive intervention will be ceased or replaced when the actions or activities have succeeded in meeting the outcomes agreed or the student can be maintained by universal/preventative and targeted services to a satisfactory level. In limited circumstances, some interventions may be ceased or replaced without a successful resolution of the factors that have led to the student not attending or participating in school. The NEWB may decide that it has done all it can and that the intensive interventions will stop, despite little or no improvement of the situation. Decisions on these cases should be referred to NEWB Decision Maker, where they are contrary to the expectations of the legislation. The reasons for this decision should be recorded. In the event of a student being provided with an alternative school place or where a student has moved to another jurisdiction this should be noted and the intervention ceased. Cessations of intensive interventions are detailed on Part F: Conclusion

Understand – Plan – Do – Review
Recording in the Understand – Plan – Do – Review cycle The next 2 slides outline the principles and purpose of recording.

Overarching principles of recording
Recording is an integral part of a NEWB strand worker’s core activity If work is necessary then there must be a recording of it. For targeted interventions accurate use of codified actions, activities and outcomes are required but only minimal narrative is needed Recording for intensive interventions should be clear, accurate, factual, concise, and up to date. It does not have to be extensive, but sufficient for a reader with no prior knowledge of the circumstances to understand what was done and why. It should contain evaluation and analysis, not just narrative. It should include fact, third party information, assessment, analysis and professional judgment The distinction between fact and professional judgment should be made clear and the source of information recorded The security and confidentiality of information held on record files (electronic or paper) must be maintained at all times.

The purpose of recording
Keeps the child at the centre Enables understanding of the student’s needs and the service provided by NEWB strands Enables NEWB strand workers to reflect on the service that has been provided and to plan any future service Enables continuity of service, regardless of individual staff availability Enables management oversight Provides documented evidence for example, in court, complaint investigations; Provides management information regarding whole service performance.

It is not always necessary to have a referral to start an intensive intervention Children and families are always encouraged to participate in the understand plan do review cycle It is essential to discover the child’s strengths and who is around to offer support An NEWB written assessment is undertaken only when it is thought that an Intensive Intervention will be needed NEWB can offer an intensive intervention only if agreed by a principal NEWB offers a 3 dimensional assessment of a child The assessment is focused on and will identify barriers to attendance, participation and retention Processes are in place for referring on both child welfare and child protection concerns The Plan can only be developed at the NEWB Conference (NC) Now to the quiz: The answers: It is not always necessary to have a referral to start an intensive intervention FALSE. A referral is always needed as is a pre-referral checklist if the referral is from a school Children and families are always encouraged to participate in the understand plan do review cycle TRUE: It is fundamental to the practice model It is essential to discover the child’s strengths and who is around to offer support TRUE: This is a strengths based model of practice An NEWB written assessment is undertaken only when it is thought that an Intensive Intervention will be needed TRUE Attendance NEWB can offer an intensive intervention only if agreed by a principal TRUE: if the request for support comes from a school NEWB offers a 3 dimensional assessment of a child FALSE: it is 4-dimensional: child him/herself; child in the family; child in education and child in the community The assessment is focused on and will identify barriers to attendance, participation and retention TRUE: The assessment is principally concerned with AP and R Processes are in place for referring on both child welfare and child protection concerns TRUE: There is a standard reporting form which must be used The The Plan can only be developed at the NEWB Conference (NC) FALSE: The Plan can be developed at any forum where this is appropriate, i.e. Care Team, APR ‘Meeting’, NC etc. They need to be in suitable places if the student and his/her parents are to be included.

It is not always necessary to have a referral to start an intensive intervention √ Children and families are always encouraged to participate in the understand plan do review cycle It is essential to discover the child’s strengths and who is around to offer support An NEWB written assessment is undertaken only when it is thought that an Intensive Intervention will be needed NEWB can offer an intensive intervention only if agreed by a principal NEWB offers a 3 dimensional assessment of a child The assessment is focused on and will identify barriers to attendance, participation and retention Processes are in place for referring on both child welfare and child protection concerns The Plan can only be developed at the NEWB Conference (NC) Now to the quiz: The answers: It is not always necessary to have a referral to start an intensive intervention FALSE. A referral is always needed as is a pre-referral checklist if the referral is from a school Children and families are always encouraged to participate in the understand plan do review cycle TRUE: It is fundamental to the practice model It is essential to discover the child’s strengths and who is around to offer support TRUE: This is a strengths based model of practice An NEWB written assessment is undertaken only when it is thought that an Intensive Intervention will be needed TRUE Attendance NEWB can offer an intensive intervention only if agreed by a principal TRUE: if the request for support comes from a school NEWB offers a 3 dimensional assessment of a child FALSE: it is 4-dimensional: child him/herself; child in the family; child in education and child in the community The assessment is focused on and will identify barriers to attendance, participation and retention TRUE: The assessment is principally concerned with AP and R Processes are in place for referring on both child welfare and child protection concerns TRUE: There is a standard reporting form which must be used The The Plan can only be developed at the NEWB Conference (NC) FALSE: The Plan can be developed at any forum where this is appropriate, i.e. Care Team, APR ‘Meeting’, NC etc. They need to be in suitable places if the student and his/her parents are to be included.

QUIZ – Module 4 (Continued)
Question True False An outcome is a measurable result from an activity Outcomes can be set in any part of the understand plan do review cycle It is not possible to set baselines for outcome measurement Once the outcomes have been agreed in the plan, the interventions can be chosen to ensure that the outcomes are met It is the responsibility of all those individuals and/or agencies listed in the plan to ensure that they carry out the actions agreed The provision of intensive interventions is subject to active monitoring via a review process The review rarely considers whether an intervention should be stopped The review always considers distance travelled from the baseline In the case of serious non-attendance an EWO will be responsible for managing the interventions as the Lead worker Now to the quiz: The answers: An outcome is a measurable activity from an activity TRUE Outcomes can be set in any part of the understand plan do review cycle FALSE. Outcomes are always set at the planning stage. They are reviewed and reset if necessary at the review stage and assessed before closure It is not possible to set baselines for outcome measurement FALSE: It is possible; examples have been provided as part of the training session Once the outcomes have been agreed in the plan, the interventions can be chosen to ensure that the outcomes are met TRUE: There should be a correlation between outcomes set and the interventions It is the responsibility of all those individuals and/or agencies listed in the plan to ensure that they carry out the actions agreed TRUE The provision of intensive interventions is subject to active monitoring via a review process TRUE: Much more than “keeping an eye on things” The review rarely considers whether an intervention should be stopped FALSE: The review always considers whether an intervention has met it’s objectives and can be stopped The review always considers distance travelled from the baseline TRUE In the case of serious non-attendance an EWO will be responsible for managing the interventions as the Lead worker TRUE: There will be an increased level of intervention from EWS under these circumstances

QUIZ – Module 4 (Continued)
Question True False An outcome is a measurable result from an activity √ Outcomes can be set in any part of the understand plan do review cycle It is not possible to set baselines for outcome measurement Once the outcomes have been agreed in the plan, the interventions can be chosen to ensure that the outcomes are met It is the responsibility of all those individuals and/or agencies listed in the plan to ensure that they carry out the actions agreed The provision of intensive interventions is subject to active monitoring via a review process The review rarely considers whether an intervention should be stopped The review always considers distance travelled from the baseline In the case of serious non-attendance an EWO will be responsible for managing the interventions as the Lead worker Now to the quiz: The answers: An outcome is a measurable activity from an activity TRUE Outcomes can be set in any part of the understand plan do review cycle FALSE. Outcomes are always set at the planning stage. They are reviewed and reset if necessary at the review stage and assessed before closure It is not possible to set baselines for outcome measurement FALSE: It is possible; examples have been provided as part of the training session Once the outcomes have been agreed in the plan, the interventions can be chosen to ensure that the outcomes are met TRUE: There should be a correlation between outcomes set and the interventions It is the responsibility of all those individuals and/or agencies listed in the plan to ensure that they carry out the actions agreed TRUE The provision of intensive interventions is subject to active monitoring via a review process TRUE: Much more than “keeping an eye on things” The review rarely considers whether an intervention should be stopped FALSE: The review always considers whether an intervention has met it’s objectives and can be stopped The review always considers distance travelled from the baseline TRUE In the case of serious non-attendance an EWO will be responsible for managing the interventions as the Lead worker TRUE: There will be an increased level of intervention from EWS under these circumstances

Q and A on Module 4

Module 5 Data security and data protection The next series of slides describes and explores issues around data security and protection providing good advice based on best practice

Data Protection Law Slides provided by: Catherine Allen
Partner, Mason Hayes & Curran

Data Protection Basics
Key definitions The Eight Data Protection Principles (incl. video) The Conditions for Processing Data Protection and the OCOTOP Model Data Security Subject Access Requests & Anti-virus software Q&A The agenda for this module – a brief summary.

Key Definitions: “personal data”/ “data subject”
“relevant filing system” – the temp test “personal data” –defined in s. 1 of the Act. Must be a living individual. Does not apply to knowledge in your head, paper not in relevant filing systems, private information for personal use, anonymised or statistical information. “data subject” – residence or nationality of the person concerned is irrelevant. Parents, children and teachers are all data subjects. “relevant filing system” – if you employed a temporary administrative assistant, would they be able to extract specific information about an individual without any particular knowledge of your type of work or the documents you hold? Best practice would be that all OCOTOP Model information is held in a relevant filing system.

Key Definitions: “processing” “data controller” / “data processor”
“processing” – very wide definition and it is probably without limit. It could include anything that can be done with data. It covers opening and reading a manual file, and extends to calling up or reading a piece of information on a computer screen. It also extends to the storage of information on a computer hard drive, server, CD ROM, USB stick or any portable memory device. “data controller” – personal data may at any one time be processed by a wide number of data controllers. DPA covers persons established in Ireland – (i) individual and resident in Ireland (ii) company incorporated under Irish law (iii) a partnership or other unincorporated entity formed under Irish law. The National Educational Welfare Board is a data controller, as are all schools. “data processor” – a person who processes personal data on behalf of a data controller but does not include an employee of a data controller who processes such data in the course of his employment.

Key Definitions: “sensitive personal data”
“sensitive personal data” means personal data as to- The racial or ethnic origin, the political opinions or the religious or philosophical beliefs of the data subject, Whether the data subject is a member of a trade union; The physical or mental health or condition or sexual life of the data subject, The commission or alleged commission of any offence by the data subject, or Any proceedings for an offence committed or alleged to have been committed by the data subject, the disposal of such proceedings or the sentence of any court in such proceedings. It is likely that the personal data of a child involved in the OCOTOP Model will contain at least some “sensitive personal data”. This means it can only be processed under strict conditions.

Data Protection Principles
Obtain and process personal data fairly and lawfully Keep it only for one or more specified purposes Process it only in ways compatible with the purposes for which it was given to you originally Keep it safe and secure At the time of providing personal information, individuals are made fully aware of: the identity of the persons who are collecting it (though this may often be implied) to what use the information will be put the persons or category of persons to whom the information will be disclosed. Secondary or future uses, which might not be obvious to individuals, should be brought to their attention at the time of obtaining personal data. Individuals should be given the option of saying whether or not they wish their information to be used in these other ways. If a data controller has information about people and wishes to use it for a new purpose (which was not disclosed and perhaps not even contemplated at the time the information was collected), he or she is obliged to give an option to individuals to indicate whether or not they wish their information to be used for the new purpose. Conditions for processing – see later slide. You may not keep information about people unless it is held for a specific, lawful and clearly stated purpose. It is therefore unlawful to collect information about people routinely and indiscriminately, without having a sound, clear and legitimate purpose for so doing.

Data Protection Principles
Keep it accurate and up-to-date Ensure it is adequate, relevant and not excessive Retain it no longer than is necessary for the specified purposes or purposes Give a copy of his/her personal data to any individual, on request

Conditions for Processing
Different conditions for sensitive and non-sensitive personal data Non-sensitive personal data: Consent of the data subject Contractual necessity Non-contractual legal obligation of data controller Vital interests of the data subject Functions of a public nature Legitimate interests of the data controller These are the conditions which must be fulfilled to process non-sensitive personal data. There is no need to discuss this slide in detail – it’s just to show why a data processing deed is needed.

Conditions for Processing
Sensitive personal data: Explicit consent of the data subject Compliance with employment law obligations Vital interests of the data subject Processing by a not-for-profit organisation Information made public by the data subject Public functions (administration of justice, etc.) Legal advice and establishing/defending legal rights Medical purposes Statistical compilation and analysis Legitimate political activities Substantial public interest (Regulations only) Taxation Benefits, pensions, assistance and allowances These are the conditions for processing sensitive personal data. Again, there is no need to discuss this slide in detail.

Data Protection and the Practice Model
Why do I need to sign a data processing deed? With whom can I share data? When are there restrictions on sharing data? When are there no restrictions on sharing data? Need to sign Data Processing Deed as otherwise would have to fulfil one (or two, for sensitive personal data) of the conditions listed above. This would make your work difficult and sometimes impossible; Your obligations as a data processor are to keep the data safe and secure and to process personal data only on the instructions of the NEWB/school; And to share only with those parties involved in the OCOTOP Model team around the child, i.e. parents, child, schools, other appropriate HSCL, SCP and EWO staff; Child safeguarding concerns can be shared with the HSE and the Gardaí; Any other required sharing must be done by the NEWB or the school.

Data Security Data Security:
What do I have to do to keep the data under my control secure? What should I do if I lose personal data? Data Security – talk through checklist. Data Security Breach – This is where Personal Data are processed unlawfully or without authorisation, or where Personal Data are accidentally lost, destroyed or damaged. It can happen for a number of reasons: Loss or theft of data or equipment on which data is stored; Inappropriate access controls allowing unauthorised use; Equipment failure; Human error; Unforeseen circumstances such as a fire or flood; Hacking attack; ‘Blagging’ offences where information is obtained by deceiving the organisation who holds it. As a data processor, your responsibilities are very simple – you must immediately notify the NEWB (and the school, if appropriate) and co-operate with any inquiries by the NEWB, school, the Gardaí and/or the Data Protection Commissioner.

Subject Access Requests & Email
What is a subject access request? What do I do if I receive one? What do I do if the NEWB (or school) receives one? What else should I think about? One of the DP rights is that any individual can access his/her personal data upon making a request in writing. This right is separate to the right of access to files under the OCOTOP Model. As a data processor, your responsibilities are: If you receive a subject access request, you should pass it to the NEWB for further processing; If the NEWB (or a school) receives a subject access request and you hold Personal Data about the requester, you must pass that Personal Data to the NEWB/school. Remember, requests can be made by anybody, e.g. teachers or other persons involved with a child/school, not just parents and children. The s which you write in a professional context can be made available following a Data Protection (or Freedom of Information) access request so – think before you ink!

Safe Practice Helpful hints on safe practice The sending of emails
Password protecting Anti-Virus firewalls and spyware

The Data Protection Acts only apply to records held on computer. I can store my records using Dropbox. I can share information about child safeguarding concerns with the HSE/Gardaí without restriction. All data breaches must be reported immediately to the NEWB. I should change my computer password regularly. I should always lock my computer screen when I am away from my desk. It is a good idea to store records indefinitely, in case they are needed. I can share information about a child with Barnardos. s that I send in a work context are always completely private. Now to the quiz: The answers: FALSE: The Data Protection Acts apply to records held in computer and to paper files stored in a “relevant filing system”. FALSE: Cloud storage, such as iClould, Dropbox, Google Drive or similar should not be used to store Personal Data as they are not secure enough. TRUE: Child safeguarding concerns should always be disclosed as explained earlier. TRUE: It is a requirement of the Data Processing Deed that data breaches be reported to the NEWB within 24 hours, so as to allow it to comply with its legal obligations. TRUE: Changing your password regularly helps to keep your computer secure. TRUE: Locking your computer screen prevents inadvertent unauthorised disclosure. FALSE: Personal Data should not be kept “just in case”. After a file has been closed, all records (paper and electronic) should be returned to the school or NEWB as appropriate, for storage in accordance with their records management policies. FALSE: Barnardos and other similar children’s organisations are private organisations – they do not have statutory functions in relation to child protection. FALSE: s written in a professional context can be made available on foot of a data protection or freedom of information request.

The Data Protection Acts only apply to records held on computer. √ I can store my records using Dropbox. I can share information about child safeguarding concerns with the HSE/Gardaí without restriction. All data breaches must be reported immediately to the NEWB. I should change my computer password regularly. I should always lock my computer screen when I am away from my desk. It is a good idea to store records indefinitely, in case they are needed. I can share information about a child with Barnardos. s that I send in a work context are always completely private. Now to the quiz: The answers: FALSE: The Data Protection Acts apply to records held in computer and to paper files stored in a “relevant filing system”. FALSE: Cloud storage, such as iClould, Dropbox, Google Drive or similar should not be used to store Personal Data as they are not secure enough. TRUE: Child safeguarding concerns should always be disclosed as explained earlier. TRUE: It is a requirement of the Data Processing Deed that data breaches be reported to the NEWB within 24 hours, so as to allow it to comply with its legal obligations. TRUE: Changing your password regularly helps to keep your computer secure. TRUE: Locking your computer screen prevents inadvertent unauthorised disclosure. FALSE: Personal Data should not be kept “just in case”. After a file has been closed, all records (paper and electronic) should be returned to the school or NEWB as appropriate, for storage in accordance with their records management policies. FALSE: Barnardos and other similar children’s organisations are private organisations – they do not have statutory functions in relation to child protection. FALSE: s written in a professional context can be made available on foot of a data protection or freedom of information request.

Q and A on Module 4

One Child One Team One Plan Practice Model

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