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Learning together: the systems approach to Serious Case Reviews

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Title: Learning together: the systems approach to Serious Case Reviews


1
Learning together the systems approach to
Serious Case Reviews
  • Mark Fitzgerald
  • LSCB Manager

2
This session
  • Why Leicester became involved
  • The systems approach what it is
  • Munro
  • The pilot arrangements
  • Differences in the methodology
  • Local findings so far

3
Why Leicester became involved
  • SCR sub group took a view that there was tacit
    endorsement
  • Wanted to get a head start
  • Get on Board whilst it is being joint funded
  • Opportunity to learn
  • To influence the system
  • Timing was an issue

4
The systems approach to SCRs
  • Roots in engineering
  • Established in the health sector as root cause
    analysis
  • The approach holds the promise of more effective
    organisational learning
  • Promotes and supports the development of an open,
    learning culture more broadly within the
    multi-agency child welfare field.

5
The systems approach
6
Munro Recommendation 9
  • Govt should require LSCBs to use systems
    methodology
  • Provide accredited, skilled and independent
    reviewers
  • Promote the development of a variety of
    systems-based methodologies
  • Initiate the development of a typology of the
    problems that contribute to adverse outcomes
  • Disseminate learning nationally

7
The pilot arrangements
  • Previous pilots
  • Partnership between SCIE/Barnardos/Government and
    the local authority
  • Simultaneous pilots
  • Costs
  • Timescales
  • Role of Lead Reviewers

8
The case chosen for review
  • Challenges in the choice
  • Current live case
  • Domestic Violence towards pregnant woman
  • 2 children made subject to plans
  • Good practice identified

9
Differences in the methodology
  • Key players
  • Role of the Review Team member
  • Who carries the workload
  • Terms of reference
  • Chronologies
  • Involvement of staff
  • Blame and accountability

10
Local findings so far
  • Early days
  • No quicker
  • Marginally cheaper
  • Issues of representation
  • Engages practitioners more effectively
  • Aspects used and adapted
  • Quality of learning yet to be seen
  • Report delivered in January
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