2 Every Child Matters in Manchester Model of early intervention and prevention:Guidance for practitioners who work with children and families for the assessment and planning for children with additional needs (updating current Multi-Agency Case Planning Guidance for Vulnerable Children and Children in Need) – sets out how Common Assessment Framework will be used in ManchesterContinuum of Needs and Responses (the windscreen, updating our priority guidance rating)A common process model based on consultation, assessment, planning, doing and reviewingUpdated multi-agency referral and assessment formInformation sharing guidance
4 BackgroundWork identified & given impetus by the Every Child Matters ProgrammeRevisions required by CAF & other developmentsFeedback from PractitionersCommon process fundamental to Children’s Trust Arrangements
6 The Common Assessment Framework (CAF) The CAF is a shared assessment (and planning) tool used across agency to help practitioners develop a shared understanding of a Childs needs so they can be meet more effectivelyCAF is an important tool for early intervention it helps practitioners assess needs in earlier stages and work with families and other practitioners to meet those needsIt does not replace MSCB procedures.
7 Key aims and principles of the CAF Introduction to CAFKey aims and principles of the CAFA standard national approachAssessment to support earlier interventionA process supported by a standard formHolisticCAF cannot guarantee service provisionEmpowering and a joint processSimple and practicalFocuses on needs and strengthsImprove joint working and communicationRationalise assessmentsSupport the sharing of informationSupport better referrals, where appropriatePrinciplesAims
8 Rationale for lead professional Evidence suggests that the lead professional is central to the effective delivery of integrated services to children who require support from a number of practitioners.It helps to overcome some of the frustrations traditionally experienced by service users with a range of needs, e.g.:numerous lengthy meetings;lack of co-ordination;conflicting and confusing advice;not knowing who to speak to;the right support not being available at the right time.It can also help alleviate the frustrations often felt by practitioners in accessing other services.
9 Vision and functions of lead professional Vision: All children and young people with additional needs who require support from more than one practitioner should experience a seamless and effective service in which one practitioner takes a lead role to ensure that services are co-ordinated, coherent and achieving intended outcomesCore FunctionsAct as a single point of contact for the child or familyCo-ordinate the delivery of actions agreed by the practitioners involvedReduce overlap and inconsistency in the services received
10 Information sharing / Consultation Level 2Children withadditional needsCommon Assessment.Integrated targeted support. LeadProfessionalfunctionsChildren whose additional needs are clearSingle Practitioner/Agency Targeted SupportLead Professional not requiredChildren withimmediate needs / request forStatutory InterventionIntegrated SupportLead Professional functionsTransitionLevel 2Children with no additional identified needsLead Professional not requiredUniversal ServicesChildren with complex needs Integrated supportStatutory / specialist interventionLead Professional requiredParent / CarerChildLevel 1Level 3Family / EnvironmentEarly InterventionInformation sharing / ConsultationEffective Protection
11 Transition to Children’s Services Social Care Level12Transition to Children’s Services Social Care3DEFINITION / ILLUSTRATIONALL CHILDREN and YOUNG PEOPLECHILDREN and YOUNG PEOPLE with ADDITIONAL NEEDSCHILDREN and YOUNG PEOPLE with IMMEDIATE NEEDSCHILDREN and YOUNG PEOPLE with COMPLEX NEEDSCIRCUMSTANCES & KEY FEATURES(These are examples not an exhaustive list)(Also includes unborn childrenChildren and families needs are fully met by access to and availability of a range of effective universal services to which they are entitled.Child/young person has no additional needs.Children who need targeted/integrated support early and at the first sign of need, as universal provision is insufficient to meet the needs of the child and family.Children who need early intervention to reduce the likely impact of: -· Impaired health, development & education· Disability· Living in or at risk of living in temporary accommodation· Social exclusion· Anti-social behaviour / Risk of offending· Living in families with refugee and asylum seeking status· Substance / alcohol misuse· Teenage pregnancy/ parenting· Private fostering arrangementsChildren whose parents/carers need additional support and whose difficulties impact on the child’s well-being e.g. domestic abuse, mental health, learning disability, alcohol/substance misuse, acute and chronic illness, teenage parentsChildren for whom integrated support at level 2 is not sufficient to meet their needs and who require safeguarding (S.17)Children who are· Missing from home· Unaccompanied and asylum seeking· Privately fostered· On the edge of care· Young carersChildren who require integrated support from statutory or specialist services to reduce the risk from potential or actual significant harmChildren whose primary need is for protection and who require an immediate/same day response (S.47)· At risk of or who are experiencing significant harm due to neglect, physical abuse, sexual abuse, emotional abuse, domestic abuse.· Subject to emergency protection orders· Subject to police protection orders· At risk of child sexual exploitationAt risk of, or who are being traffickedChildren who require integrated support from statutory or specialist services· Children subject to child protection plans· Children who are privately fostered.· Children subject to supervision orders· Children who are young carers· Children who are looked after· Children who are care leavers· Children for whom adoption is the plan· Children who have severe and complex special educational needs· Children who have complex health needs or disabilities· Children who are offending/involved with Youth justice· Children who have significant mental health problemsRESPONSE(This is a menu of responses – can be one or a combination of the responses)Provision of universal services to meet the needs of all children and young people.Consultation with other services/practitionersSingle practitioner/agency assessmentSingle agency / practitioner case planning / targeted support / signpostingReview of planLead professional not requiredCommon assessmentSingle agency/ practitioner response as above orMulti-agency case planning / integrated support.Lead professional identifiedConsultation with multi-agency team/ lead professional /referrerInitial assessmentStrategy discussion (S.47)Section 47 enquiry (S.47)Core assessmentMulti-agency case planningLead professional identified from statutory agency or as per best practiceOngoing plan for the promotion and safeguarding of the child’s welfareOngoing multi-agency assessmentSpecialist assessment if requiredChild protection plan, core groupsMulti-agency case planning and reviewLead professional identified from statutory agencyStatutory LAC planning and reviewOngoing care planningMulti-agency assessment which may include specialist assessment, case planning and reviewOUTCOMES FOR CHILDREN & FAMILIESBe healthy·Stay safeEnjoy and achieve·Make a positive contributionEconomic well-being· Children and families have a secure sense of belonging in a family / school / local community·Be healthy· Stay safe· Enjoy and achieve· Make a positive contribution· Economic well-being· Effective protectionChildren and families have a secure sense of belonging in a family / school / local community (Permanence)
12 The CAF as part of a continuum I = Identification and actionT = TransitionN = Needs met
13 Information Sharing Guidance for Practitioners Based on DCSF guidance.Overarching guidance for sharing information on individual children.
14 Information sharing key principles An introduction to information sharingInformation sharing key principlesPractitioners must:Openly and honestly explain what, how and why information will be sharedSeek consent - if not secured, this should be respected where possible (unless there is sufficient need to over-ride the lack of consent)Always consider a child’s safety and welfare when making decisions about sharingRecord the reasons for the decision – whether it is to share or not.Seek advice where in doubtEnsure information is accurate, up to date, necessary, shared with the appropriate people and stored safely
15 Information sharing decision making Decisions require informed judgementConsent is the key to successful information sharing (Even where the law does not demand it, operating with consent is good practice)Likely outcome if information is sharedLikely outcome if information is not shared
16 Early Intervention and Prevention Child and familyCity Wide and District ImplementationCommon Process / CAF and Lead ProfessionalLearning & Development (Support)