getting it right for e ery child  Children & Young People (Scotland) Act 2014 Briefing on GIRFEC Provisions Scottish Government GIRFEC Team Lynn Townsend

getting it right for e ery child 

getting it right for e ery child  Children & Young People (Scotland) Act - GIRFEC GIRFEC policy unchanged – on-going refining and updating Legislation – only aspects of the policy –Named Person –Child’s Plan –Wellbeing Why legislate? –Increase pace of change –Improve consistency across Scotland

getting it right for e ery child  GIRFEC Duties in the Act: Part 18. General Section 96. assessment of wellbeing Wellbeing described – 8 indicators –Safe –Healthy –Achieving –Nurtured –Active –Respected –Responsible –Included

getting it right for e ery child  GIRFEC Duties in the Act: Part 4. Named Person Named Person for every child  Arrangements 0-5 / 5-18  Information on Named Person arrangements  Support for the Named Person – Schedule 2 Relevant Authorities  Information Sharing Key duties on local authority / health boards/ independent schools / Scottish Prison Service Other public bodies will have duty to cooperate and support

getting it right for e ery child  Roles and responsibilities The Named Person role is key – they will :  Promote, support and safeguard wellbeing  Provide support when wellbeing concern identified  Request support from other agencies  Coordinate support from other agencies through a Child’s Plan  Link with a Lead Professional where appropriate

getting it right for e ery child  How does this sit with current roles and responsibilities? Everyone’s responsibility General Teaching Council for Scotland (GTC) – revised standards highlight that it is every child’s entitlement to have all aspects of their wellbeing promoted and developed. Delivering this entitlement is within the core set of professional values and personal commitment of all teachers. Head teachers are expected to have an understanding of the GIRFEC approach and tools, and to develop that understanding in colleagues.

getting it right for e ery child  Curriculum for Excellence - Responsibility of All Personal support for children and young people The health and wellbeing of every child and young person is greatly enhanced through the individual support and pastoral care which they receive through having an identified member of staff who knows and understands them and can support them in facing changes and challenges and in making choices. Members of staff are often best placed to identify even minor changes of mood in a child or young person which could reflect an important emotional, social or mental health issue with which that child or young person needs help or support. It is important that children and young people feel that they can share their anxieties with an appropriate individual who has the skills, rapport, responsibility and the time to listen and to help, or can identify appropriate sources of support. Building the Curriculum 4 - Annex C

getting it right for e ery child  GIRFEC Duties in the Act: Part 5. Child’s Plan  Requirement to draw up a plan – ‘targeted intervention’  Content of the plan – Child’s Plan Data Set  Preparation of the plan  Responsibility to prepare  Responsibility to manage – Lead Professional  Assistance with the plan – Schedule 3 Listed Authorities

getting it right for e ery child  Single Planning Process Child’s Plan – coordinates support where a ‘targeted intervention’ is required to meet a wellbeing need.  What is a targeted intervention? Used by all services in all circumstances Active involvement of child and parents ( where practicable) A seamless process from routine planning to statutory plan Common data set to support consistency and transferability  To incorporate all the components of all key planning processes Focus on outcomes

getting it right for e ery child  Orders / Guidance Timeline March Outline Guidance issued July - November – engagement, informal consultation Dec - Jan – review and preparation for formal consultation February – April 2015 – formal consultation on 2 draft Orders and Statutory Guidance August 2015 – issue final draft statutory guidance Jan 2016 – lay 3 Orders before Parliament Planned Commencement August

getting it right for e ery child  Implementation Issues Inconsistent and variable implementation –Within CPPs – health/LA /others moving at different pace Systems change – not a smooth process – managing the old alongside the new – multi agency agreement Embedding culture and practice change – long term - leadership, persistence, good quality training and support Level of awareness and involvement – strategic/operational – parents and children Sharing the learning – improving but patchy

getting it right for e ery child  How does GIRFEC support all services to improve outcomes? Common approach and shared language of wellbeing Single planning process Framework to support information sharing Specialist support builds on universal provision

getting it right for e ery child  Move from policy implementation to compliance with Act Systems and practice change – not a smooth process Consultation with specialist stakeholder groups Statutory guidance – practice guidance Advice and case studies on website Lots of work still to do!! The way forward – next steps

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