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Working Together to Safeguard Children 2013

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Title: Working Together to Safeguard Children 2013


1
Working Together to Safeguard Children 2013
  • BSCB Multi-Agency Briefings May 2013

2
Welcome
  • Introduction
  • Domestics
  • Outline of briefing
  • Quiz

3
Aims of this session
  • To provide an overview of the Guidance.
  • To give you a chance to test your knowledge.
  • To focus on key sections
  • Assessing Helping (Chapter 1)
  • What agencies must do (Chapter2)
  • Local Safeguarding Children Boards organisation,
    accountabilities and governance (Chapter 3)
  • Reviewing, learning improving (Chapters 4 5).

4
Overview
  • The new working together needs to be seen as part
    of the reforms identified within Professor Eileen
    Munros independent review of the child
    protection system, and it is consistent with the
    Governments localism agenda.
  • It is statutory multi-agency guidance, with a
    focus on legal requirement. The non-statutory,
    supplementary guidance documents are removed,
    although all are listed in appendix C.
  • It requires local authorities, with their
    partners, to develop and publish local protocols
    for assessment, which have been agreed with the
    LSCB.
  • The development of sector led professional
    guidance and local innovation is encouraged.

5
Overview
  • The principles of The Framework for the
    Assessment of Children In Need (2000) are upheld
    but in a more succinct and less defined manner.
  • Effective safeguarding arrangements are
    underpinned by two key principles.
  • Safeguarding is everyones responsibility.
  • Safeguarding requires a clear child centred
    approach.
  • There is a new definition of safeguarding to
    include taking action to enable all children to
    have the best outcomes.
  • You can download a web-enabled version of WTSC
    2013 from the BSCB website http//www.workingtoge
    theronline.co.uk/chapters/chapter_two.htmlsection
    _eleven

6
Assessing need and providing help
  • Providing early help is more effective in
    promoting the welfare of children than reacting
    later.
  • Early help assessment should be undertaken by
    lead professionals who could be e.g. Health
    visitor, teacher, general practitioner.
  • What ever section of the Children Act 1989 a
    child is assessed under the purpose of the
    assessment is always.
  • Gathering information.
  • Analysing that information.
  • Deciding whether the child is in need and what
    those needs are.
  • Providing Services.
  • Effective sharing of information between
    professionals and agencies is essential for
    effective identification of need and service
    provision.
  • WTSC 2013 re-emphasises this need. It does not
    introduce any additional barriers.

7
The Local Authority Assessment Process
  • Assessment should be a dynamic process and should
    be reviewed on a regular basis.
  • A good assessment is one which looks at the
    following three domains as a minimum.
  • The childs developmental needs.
  • The parents or carers capacity to respond to
    those needs.
  • The impact and influence of the wider family.
  • Every assessment should be focused on outcomes
    deciding which services and support to provide to
    improve the childs welfare

8
The Local Authority Assessment Process
  • The timeliness of an assessment remains a
    critical element
  • Within one working day of a referral being
    received a Local Authority should make a decision
    about the type of response required.
  • For children who are in need of immediate
    protection action must be taken as soon as
    possible after the referral has been made.
  • The maximum time frame for an assessment to
    conclude should be no longer than forty five
    working days from the point of referral.

9
The Local Authority Assessment Process
  • To assist continuity and consistency there is no
    longer a requirement to conduct separate initial
    and core assessments.
  • Social Workers should not wait until the
    assessment reaches a conclusion before
    commissioning services to support the child.
  • Social Workers should make clear to families how
    the assessment will be carried out and when they
    can expect a decision.

10
Developments in Bradford
  • An early response by Bradford to Professor
    Munros report was the creation of the Integrated
    Assessment Team.
  • This is a multi-agency assessment team with
    seconded partners from Health, Police and
    Education offering consultation to, and referral
    taking from, professional agencies.
  • This has improved
  • inter agency communication
  • professional knowledge and skill sharing
  • timeliness of response

11
Developments in Bradford
  • In Bradford we are also embarking on work to
    develop an assessment tool which will.
  • Build on our strengths as set out in Ofsted
    inspections and maintain good timeliness.
  • Ensure assessments are proportionate and fit for
    purpose.
  • Ensure assessments are adaptable and can be built
    upon after the preliminary assessment.
  • Ensure the assessment is fit for purpose within
    public law care proceedings and particularly in
    context with the family justice review.
  • Set out clear timescales and standards of
    practice to ensure consistency of quality.
  • Ensure the assessment process supports and
    encourages active participation by Children and
    Young People.
  • Ensure that the assessment process promotes
    active enquiry and challenge to key family
    members.
  • Ensure assessments are rooted in child
    development and related social work theory,
    support evidence based practice and good analysis
    of both need and risk.
  • Bradford, with our partners, and through the LSCB
    will be developing local protocols for assessment.

12
  • Any Questions?

13
What Agencies Must Do Partnership Working
  • Chapter 2 of WTSC reminds agencies of their
    safeguarding responsibilities under Section 11 of
    the Children Act 2004 (Education settings have
    pre-existing, similar responsibilities set out in
    Sections 157 and 175 of the Education Act 2002).
  • This places duties on a range of organisations
    and individuals to ensure their functions, and
    any services that they contract out to others,
    are discharged having regard to the need to
    safeguard and promote the welfare of children.
  • Various other statutory duties apply to other
    specific organisations working with children and
    families and are set out in this chapter.

14
What Agencies Must Do Partnership Working
  • The role of Designated Professionals is
    emphasised.
  • All organisations have a responsibility to ensure
    that appropriate safeguarding competencies are
    achieved by staff, and that safeguarding children
    is a mandatory part of induction training.
  • Allegations management arrangements are in the
    document, and there is a requirement for all
    agencies to report to the LADO within 1 working
    day.

15
Partnership Working Health
  • Impact of Health structures and focus on
    responsibilities of NHS Commissioning Board for
    safeguarding
  • Duty to retain expertise locally of named and
    designated health professionals
  • Expanded role of CCGs in QA and managing
    contracts with providers
  • Role of GPs
  • Effective mechanisms for LSCBs and HWBs to raise
    concerns locally
  • Role of NHS Commissioning Board in leading
    improvement and ensuring arrangements for LSCB to
    feedback on local NHS leadership

16
Partnership Working
  • Greater detail on responsibilities of the police,
    eg consider effects of DV
  • Police officers trained in child abuse
    investigation
  • Clarification of responsibilities of housing
  • Probation
  • YOTs must now have designated safeguarding lead
  • New sections for faith groups and voluntary and
    private sectors

17
Local Safeguarding Children Boards
  • Chapter 3 sets out the objectives functions of
    LSCBs
  • Co-ordinate what is done by each person or body
    represented on the Board for the purpose of
    safeguarding and promoting the welfare of
    children in the area and
  • Ensure the effectiveness of what is done by each
    such person or body for these purposes.
  • (Section 14 of CA 2004).

18
Local Safeguarding Children Boards
  • Change in governance to promote independence
  • Independent Chair reports direct to CEO
  • Explicit requirement for members to share
    financial responsibility and transparency of
    budget and expenditure
  • Greater detail in annual report
  • Business Manager and dedicated support
  • Lay Members ( but number not specified).

19
  • Any Questions?

20
Chapters 4 5 Reviewing, Learning Improving
  • Serious Case Reviews are undertaken to learn and
    improve services when abuse or neglect of a child
    is known or suspected and either
  • the child has died or
  • the child has been seriously harmed and there is
    cause for concern as to the way in which the
    authority, their Board partners or other relevant
    persons have worked together to safeguard the
    child.

21
Chapters 4 5 Reviewing, Learning Improving
  • Serious Case Reviews
  • Must use model consistent with principles in
    guidance (systems methodology implied)
  • Emphasis on learning and impact
  • National panel of independent experts on SCRs to
    oversee process and challenge Chairs
  • SCRs must be published in full.

22
Chapters 4 5 Reviewing, Learning Improving
  • Other case reviews, audit and challenge
  • LSCBs and partners should learn from a range of
    cases, not just those that meet the criteria for
    SCRs
  • Learning should come from successful cases, as
    well as those which raise concerns
  • Learning should engage front-line practitioners,
    as well as managers

23
Child Death Reviews
  • LSCBs must review every child death in the
    District. The LSCB must ensure that there are
    arrangements in place to ensure that there is a
    rapid response to sudden unexpected child
    deaths.
  • The Child Death Overview Panel (CDOP) must
    consider whether every death was preventable, or
    potentially preventable. When appropriate
    recommendations must be made to improve services.
    Trends should be identified, lessons collated and
    an annual report must be published.
  • There is no further central government funding
    for this activity.

24
Learning and Improvement in Bradford
  • BSCB has developed a Learning and improvement
    Framework
  • Progress Monitored Bi monthly as a standing
    item on the BSCB Agenda
  • Range of reviews , emphasis on learning and
    improvement reflective practice individuals,
    organisations
  • Focus on improvement of outcomes for children in
    the district

25
Summary Key Changes
  • Business as usual!
  • Core statutory guidance and reduced prescription
  • Reflects new and developing landscape
  • More flexible approach to assessment and
    heightened role of professional judgement and
    local practice
  • Change in governance to reflect increased
    independence of LSCBs
  • Transparency of Serious Case reviews based on key
    Munro principles

26
  • Any Questions?
  • Quiz Answers
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