Completing the Child’s Plan (Education – Single Agency Assessment) Chris Atherton

Children and Young People Act 2014 Wellbeing and Getting it right for every child (GIRFEC) To improve the way services work to support children, young people and families, the Bill will: Ensure that all children and young people from birth to 18 years old have access to a Named Person; Put in place a single planning process to support those children who require it; Place a definition of wellbeing in legislation; and Place duties on public bodies to coordinate the planning, design and delivery of services for children and young people with a focus on improving wellbeing outcomes, and report collectively on how they are improving those outcomes.

GIRFEC Practice Model

The Practice Model Framework Six Key Questions: What is getting in the way of this child’s or young person’s wellbeing? (SHANARRI wellbeing indicators) Do I have all the information I need to help this child or young person? (My World Triangle) What can I do now to help this child or young person? What can my agency do to help this child or young person? What additional help, if any, may be needed from others? What is the view of the child or young person and the family?

GIRFEC Principles and Values Promoting the wellbeing of individual children and young people Keeping children and young people safe Putting the child at the centre Taking a whole child approach Building on strengths and promoting resilience Promoting opportunities and valuing diversity Providing additional help that is appropriate, proportionate and timely

Stages Universal stage: Planning and support available for all children and young people within the classroom/playroom. Stage 1 - Child’s plan: Individualised and targeted planning and support from the educational establishment, coordinated by the named person. Stage 2 - Child’s plan: Individualised and targeted planning and support from the educational establishment and joint support team, coordinated by the named person. Stage 3 - Child’s multi-agency plan (CMAP): Individualised and targeted planning and support from education and partnership agencies, coordinated by the lead professional.

Wellbeing Assessment

SAFE Is the child safe across the contexts of home, school and community? Does the child make safe choices? Does the child’s peer group make safe choices? What factors if any put the child's safety at risk? What would help to minimise risk and pressures for the child? What strengths and protective factors are there?

HEALTHY Is good physical and mental health supported at school and within the child’s home? Does the child have physical health needs and if so are these being met? Does the child have emotional wellbeing needs and if so are these being met? Is good physical and mental health likely to be supported by community factors? Does he /she make healthy lifestyle choices? Does the child's peer group make healthy lifestyle choices? What factors if any put the child’s health at risk? What would help to minimise risk and pressures for the child’s health? What strengths and protective factors are there?

ACTIVE Is the child sufficiently active so as to promote positive physical and mental health? Does the child demonstrate strengths or abilities that can be further developed through extra-curricular activities at home, at school and in the community? Is the child aware of and encouraged to explore these opportunities? Is the child supported to pursue interests and hobbies? Does the child’s peer group demonstrate enthusiasm for and or commitment to extra-curricular activities? What factors if any put the child’s level of activity at risk? What would help to minimise risk and pressures? What strengths and protective factors can be used to improve the child’s levels of activity?

NURTURED Is the child experiencing a nurturing, stimulating home environment? Does the child demonstrate empathy and the capacity to care about others in a nurturing way? Is the child supported to explore and make decisions about the world around them at home, at school and in the community? Does the child have at least one person in their lives that provides him or her with a positive role model? Does the child's peer group demonstrate empathy and the capacity to care about others? Does the child’s development indicate that appropriate nurture, care and stimulation are provided on a daily basis? What factors if any put the child’s at risk of missing out on nurturing, stimulating experiences? What would help to minimise risk and pressures? What strengths and protective factors can be used to create a nurturing, stimulating environment for the child’s growth and development?

ACHIEVING Does the child have confidence that he / she can achieve? Is the child encouraged and supported to achieve? Is the child achieving his / her potential? Is the child achieving in extra-curricular / community activities? Is achievement valued / encouraged / supported by peers and at home? What factors put the child's achievement at risk? What would help to minimise risks and pressures on achievement? What strengths and protective factors are there?

RESPECTED Is the child encouraged and supported at home and at school to contribute to decisions that affect his or her wellbeing? Does the child’s peer group treat him or her with respect and care? Does the child demonstrate respect towards others and is this reciprocated at home, at school, with peers and in the community? Can the child take opportunities to make his or her voice heard with confidence? Does the child demonstrate the capacity to appropriately assert him or herself when others disagree or challenge them? Does the child feel respected and understood, even in situations where decisions are made that he or she might disagree with? What factors put the child at risk of not being respected? What would help to minimise risk and pressures? What strengths and protective factors can be used to ensure the child is respected by others and that his or her voice is heard?

RESPONSIBLE Does the child get appropriate opportunities to develop personal responsibility and independence at home, at school and in the community? Is the child given opportunities to demonstrate his or her capacity to be responsible? Is the child trusted and given support to develop personal responsibility? Does the child’s peer group foster a culture of responsibility appropriate to their age? Does the child demonstrate enthusiasm and commitment when offered roles of responsibility? Is the child willing and able to accept responsibility for his or her actions? Does the child generally demonstrate responsibility through his or her choices and actions? Does the child understand and value the need for responsible citizenship? What factors put the child at risk of not developing personal responsibility? What would help to minimise risk and pressures? What strengths and protective factors can be used to develop the child’s personal responsibility?

INCLUDED Is the child valued and accepted for who they are at home, at school and in their community? Is the child included by his or her peers? Does the child experience equality and equity? Are there occasions when the child is not included? Does the child demonstrate inclusivity towards others? Is the child supported to overcome barriers to his or her inclusion? What risk factors put the child’s inclusion at risk? What can be done to minimise risks and pressures? What strengths and protective factors can be used to facilitate the child’s inclusion at home, at school, with peers and in his or her community?

Completing an Outcome Focussed Plan Planning to meet the needs of a child or young person should always be outcome focused. Outcomes are the changes, difference or benefits that occur for a child, a parent or a family as a result of activities or interventions. Outcomes should reflect the impact/effect the actions of a single agency or a number of agencies plan to make with the child or young person. Outcomes help us to measure the effectiveness of our actions in improving the life of the child or young person. Outcomes are different from outputs. Outputs are the services or supports (actions/strategies/interventions) that have been delivered to the child or young person and/or their family.

Planning Outcomes with a Young Person When planning outcomes: Think about what you are trying to achieve – what needs to be different for the young person to further support their development focus on strengths and protective factors and how these can be further developed, as well as considering needs/pressures Explore exceptions or times when the identified need/pressure is less evident in order to support the identification of actions and strategies. It can be useful to use scaling (e.g. 1 – 2 – 3 – 4 – 5) where 1 is unmet, 2-3-4 are partially met and 5 is met) to determine an outcome baseline, identify actions/interventions and to evaluate progress. Prioritise outcomes for the most vulnerable children and young people where many concerns/needs/pressures have been identified. What needs to change first? Once outcomes have been identified think about and clearly identify: what needs to be done? Who is the best person to do that (including the child/young person and parents)?

Outcomes The Outcomes should be: SMART: Specific, Measurable , Achievable , Realistic and Timed ALWAYS planned in partnership with children, young people and parents as well as ALL involved services. Informed by robust assessment, including detailed analysis of strengths and pressures. It is not necessary to plan outcomes within each wellbeing indicator if no outcome has been identified through assessment. Planned and agreed BEFORE considering what actions are required to take place (to support the achievement of the outcome) Planned within the SHANNARRI framework and therefore each identified outcome should be located within the MOST RELEVANT indicator as it is acknowledged that there can be considerable overlap. Outcomes can be achieved through one action or a number of actions by one person/service or by a number of actions by more than one person/service.

Outcomes Positive changes in the child’s development/experiences even when outputs (services/interventions/actions) are delivered to others (eg parents). Written positively using ‘I’ outcome statements (eg I can, I know, I have, I am able to…) as it is the child’s plan. Progressive and measurable – the following phrases may be useful: With full adult support, with some adult support, independently On some occasions, on most occasions, on all occasions One hour/period per day, three hours/periods per day, five hours/periods per day… Achievable within an agreed and specific timescale taking account of the child or young person’s review schedule (which should reflect the significance of their needs). Therefore outcomes should be achievable within 6 weeks to 6 months. It is entirely possible for different outcomes to have different timescales but all should be achievable between 6 weeks and 6 months.

SMART Outcomes Outcome Specific Measurable Achievable Realistic Time Specific

Measurable / Progressive Statements With full adult support With some adult support Independently / without adult support

Measurable / Progressive Statements On some occasions On most occasions On all occasions

Measurable / Progressive Statements One period each day Three periods each day Five periods each day