Laura Johnston West Midlands ADCS Chair Welcome & Introduction What difference have we made this year?
Perspectives from CXs, LMs & LSCB Chairs Setting the context for SLI in the region
Gail Quinton West Midlands ADCS Performance & SLI Lead Emerging themes from peer challenge of self-assessments
Activity on challenging, supporting and learning Development of transparent & accurate performance data Protocol to support early support and challenge How well do we know ourselves?
Looking forward to 2015/16 Embedding of self-assessment regional process and robust peer challenge offers Focus on prevention and early support – having the courageous conversations Bespoke support to councils identified as being at risk of dipping performance as well as universal offers Systems Led Improvement – Systems Led Leadership Sharing learning of evidence informed practice A high quality workforce
Effective safeguarding Better outcomes for looked after children, care leavers and adoption Early help for stronger families Educational achievement Readiness for SEND reforms Strategic Priorities
11:00am – 11:15am Refreshment Break
Introduced by Gerard Bowles Assistant Director – Transformation, IEWM Group Discussions Leadership across the system - taking this forward for 2015/16
Children’s Sector Led Improvement SYSTEMS LEADERSHIP AND GOVERNANCE Ged Bowles, IEWM
Systems Leadership Systems Leadership in Children’s Services - aligned with collaborative working in Health Service and systems leaders in Education
Systems Leadership Systems Leadership in Children’s Services aligned with collaborative working in Health Service and systems leaders in Education Increasingly complex operating environment
Systems Leadership Systems Leadership in Children’s Services aligned with collaborative working in Health Service and systems leaders in Education Increasingly complex operating environment Requires a new style of leadership based on systems thinking principles
Systems Leadership Systems Leadership in Children’s Services aligned with collaborative working in Health Service and systems leaders in Education Increasingly complex operating environment Requires a new style of leadership based on systems thinking principles Yet -
Systems Leadership … we still, in large part, adopt traditional top down command and control management
Systems Leadership … we still in large part adopt traditional top down command and control management How Not To Do It!
Systems Leadership … we still in large part adopt traditional top down command and control management Lucy's Famous Chocolate Scene Amusing, but -
Systems Leadership … we still in large part adopt traditional top down command and control management Lucy's Famous Chocolate Scene Amusing, but – …… what if the chocolates were children?
Systems Leadership Systemic - not piecemeal or divided into isolated silos, Participative - involving many people’s ideas, energy, talent, and expertise, Emergent - able to move and adapt nimbly in a minefield of uncertainty
What systems leaders do (1) lead ‘without authority’, relying on influence rather than position, driven by a sense of moral purpose, motivated by a clear value system (rather than power or profit), distribute leadership beyond a senior leadership team in order to encourage as many people as possible to take responsibility and generate innovative solutions,
What systems leaders do (2) build systems and processes which encourage intelligence to flow horizontally as well as vertically, put coaching and mentoring at the heart of line management arrangements, establish a learning culture, which is tolerant of conscientious error, open to possibilities, and constantly changing in response to experience, develop a skilled, rather than compliant, workforce by managing talent and promoting initiative.
What attributes and skills do systems leaders require? (1) Role and Purpose – a commitment to a sense of public value and moral purpose, – the importance of building personal resilience throughout the organisation, – an unwillingness to settle for anything less than the highest quality of provision, – confidence about outcomes, and ambition for the wider community.
What attributes and skills do systems leaders require? (2) Personal qualities – a sense of what it means to have impact without marginalising other people, – the ability to create a compelling narrative, which is engaging and inspirational, – the kind of creativity that generates innovative solutions to intractable problems.
Questions to ask ourselves Why, as a group of leaders do we need to move to a more collaborative/integrated style of leadership?
Questions to ask ourselves Why, as a group of leaders do we need to move to a more collaborative/integrated style of leadership? Building on our Sector Led Improvement work what might a Systems Leadership offer look like for us and our partners?
Questions to ask ourselves Why, as a group of leaders do we need to move to a more collaborative/integrated style of leadership? Building on our Sector Led Improvement work what might a Systems Leadership offer look like for us and our partners? How could we make a new collaborative approach work?
What children and young people tell us from SCRs? Introduced by Tracey Ellison – Principal Social Worker, Stoke-on-Trent National Developments and the implications for systems leadership Presented by Robert Lake – LSCB Chair Walsall Learning from serious case reviews
Learning from Serious Case Reviews National Developments and the Implications for Systems Leadership Robert Lake Independent Chair Walsall LSCB
Key Leadership Relationships LSCB’s and the LSCB Chair, cannot/must not operate in isolation Key relationships exist across the Safeguarding Partnership but especially with Chief Exec’s and DCS’s SCR’s can be the most important thing an LSCB does The key leaders need to hold it all together, owning/facilitating the process
To Recap: What is a SCR? Serious case reviews (SCRs) are undertaken by local safeguarding children boards (LSCBs) for every case where abuse or neglect is known - or suspected - and either: a child dies (including by suicide or in custody) or a child is seriously harmed and there are concerns about how organisations or professionals worked together to protect the child
The Purpose of a SCR –To arrive at a clear understanding of what happened AND WHY (in all aspects of the child’s circumstances) –To speak to different audiences clearly, simply and effectively –To help rather than hinder practice improvement –To deliver robust learning
The phases and stages step by step – thinking it through Stage 1 – Identification, initial action and decision making. (Talk to peers, get advice, seek out good practice to inform what we should do.) Don’t assume it has to be an SCR – always take a proportionate approach but never forget we can use other ways to learn Stage 2 – Proportionality, Scoping and Commissioning. Design the processes that will achieve the best outcomes – don’t follow a single rule book Stage 3 – Getting to the learning quickly
The phases and stages step by step – thinking it through (continued) Stage 4 – Managing the people factor! Stage 5 – Managing parallel processes and complexity Stage 6 – Relationships with the National Panel, Central Government, and local partners Stage 7 – Publication and communication Stage 8 – Monitoring Action Plans and evaluating impact Stage 9 – Applying the learning, improving the practice
The National Panel Working Together 2013 established a National Panel on SCR’s. The panel’s remit to include advising LSCBs about: application of the SCR criteria; appointment of reviewers; and publication of SCR reports.’ The panel was established in June 2013 and has four independent members.
The National Panel’s Thoughts Too few SCR’s/Too few LSCB’s The SCR’s that are being published are too long Methodology not crucial ( Eg: Partnership Learning Models/SCIE Systems Approach/Significant Incident Learning Process etc., etc.) Most SCR’s are published
Start to manage publication and communication as well as evaluation and impact processes from day 1 – not from the day the final report is received Apply the learning as soon as possible – don’t wait until it’s all finished Ensure the recommendations relate to the learning identified and are focussed on the “so what do we do differently and how will we know its better/having an impact” – Recommendations should be few in number, high in impact Publish a report that is totally robust in its analysis, is simple, short and accessible, tells the story for the child(ren) and clearly identifies the learning. Make sure we can show the difference the SCR has made to children and young people – and to achieving better learning and practice Key Considerations/Outcomes
In Summary: why we do SCR’s Because the Government requires us to (but that is not the most important) Because we owe it to children, their families and communities and to all our staff when things go wrong Because we need to learn – and not just from our own SCR’s but other’s too. Because it might go some way to improving things for other children (if we do it right)
Discussion points How do we use SCR’s and Learning Lessons Reviews better for improvement? How do we become more creative in disseminating the learning better?
1:15pm – 2:00pm Lunch
Jan Britton Chief Executive, Sandwell MBC Jim Graham Chief Executive, Warwickshire County Council Polly Reed Children’s Services Programme Manager, IEWM Information sharing Performance data and intelligence