Integrating Children and Young Peoples Services Will Greenhow - Home Affairs David Killip - Health and Social Security John Cain - Department of Education

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Integrating Children and Young Peoples Services
Will Greenhow - Home AffairsDavid Killip -
Health and Social Security John Cain -
Department of Education

• July 2007

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Introduction

• Why we are here
• What do we mean by integrated working
• Why integrated working matters
• Common processes to support integrated working
• How it will happen

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Our commitment is to

• To ensure all children and young people
• reach their full potential in the five positive
• outcomes
• Being healthy
• Staying safe
• Enjoying life and achieving
• Making a positive contribution
• Prospering

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The vision

• Integrate Childrens Services
• Joint, child centred delivery
• Joint processes
• Accountability
• Involving and supporting
• Workforce reform

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Benefits of integrated working
Tools and processes
Benefits
Information Sharing Index
Earlier, holistic identification of needs
Common Assessment Framework
Earlier, more effective intervention
Improved information sharing across agencies
Lead Professional
Multi Agency Service Teams
Better service experience for children and
families
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Information Sharing Index..

• Store core data on all children
• Enable flags to be put onto a child's details
  when more than one agency is involved with a
  child
• Encourage dialogue between practitioners
• Reduce an overlap of services
• Ensure a seamless transfer of details from one
  area to another

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Areas for consideration..

• Training for staff when, why and how should we
  share information
• Who will have what level of access to the index
• How will it fit with other systems i.e.
  Integrated Children's System
• Data protection issues
• Information sharing guidance

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The Common Assessment Framework

• What is it?
• A process of dialogue and development amongst
  agencies
• A catalyst for integrated working
• A standardised early assessment of a child or
  young person's needs across all services
• A basis for initiating proactive, early
  intervention
• A tool for collating data to ensure a more
  targeted approach to service provision

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What does it do

• Engages and empowers children, young people and
  carers
• Reduces the number and duration of assessments
• Improves the quality and consistency of referrals
  between agencies by making them more evidence
  based
• Helps embed a common language about the needs of
  children
• Breaks down professional barriers
• Promote the appropriate sharing of information
• Enable information to follow the child
• Supports the role of the Lead Professional

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Lead Professional

• The Lead professional is a single practitioner
  who can help children who require an integrated
  package of support
• It is not a new job title or new role, but a set
  of functions essential to delivering integrated
  support. These are to
• Be a single point of contact
• Co-ordinate services
• Reduce overlap and inconsistency
• The Lead Professional is not accountable for the
  work of others.

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Areas for consideration

• Who will use the Common Assessment
• What format should the form take
• The role of the Lead Professional
• Training
• Policies and procedures to support implementation
• Quality assurance

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Joint working at the local level

• A clear structure will need to be identified to
  support staff which could be
• Multi Agency Service Teams (MASTs) made up of a
  multi professional team, working together to meet
  the needs of the child and/or young person
• Working with individuals, schools and communities

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Areas for consideration

• Model to be used
• Location
• Roles and responsibilities
• Relationship of individuals within the team with
  their own agency
• Accountability
• Joint training

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Safeguarding Board

• Creation of Safeguarding Board
• Policies and procedures for safeguarding and
  promoting the welfare of children
• Communicating the need to safeguard
• Responses to unexpected deaths
• Collecting and analysing information about child
  deaths

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Workforce Development

• Develop and train more people within the
  children's workforce
• Strengthen inter agency and multi disciplinary
  working by workforce re modelling
• Identify a common core of skills required by all
  who work with children
• Implement a framework that enables professional
  development of skills that enable transition
  across services.

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Accountability

• Minister for Education and Children
• Commissioner for Children
• External Inspections of Services
• Joint Commissioning and Performance Management
  Unit

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Keeping the child as our focus
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How will all this happen?

• Raising awareness amongst those who work with
  children
• Seminars
• Pamphlet on Integrating Children's Services
• Web site with further information on developments
  around integrating children's services
  www.childrensservices.gov.im
• Collation of feedback from seminars and
  questionnaires to inform a paper for the Council
  of Ministers in September
• Working parties to be convened to consider the
  changes in more depth

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WORKSHOPS

• Questions used in the workshops

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Question 1

• Using your own experiences what Integrated
  Working is in use on the Island and works well?

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Question 2

• What do you see as the strengths and weaknesses
  around what is proposed?

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Question 3

• What could be done to overcome the weaknesses?

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Question 4

• What methods of communicating the progress on
  Integrating Services for Children would work best
  for you?

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Question 5

• What support do you feel would help you during
  the implementation of the proposed changes?

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• Any questions ?

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Keeping the Child as our focus

• C hange in how children's services are delivered
• H olistic approach to needs to safeguard
  promote welfare
• I ntegration of service provision
• L istening to children, young people and families
• D evelopment of accountability and inspection
  framework