getting it right for e ery child children & young people (scotland) act 2014 briefing on...
TRANSCRIPT
getting it
rightfor e ery child
www.scotland.gov.uk/gettingitright
Children & Young People (Scotland) Act 2014
Briefing on GIRFEC ProvisionsScottish Government GIRFEC Team
Lynn Townsend
getting it
rightfor e ery child
www.scotland.gov.uk/gettingitright
getting it
rightfor 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
www.scotland.gov.uk/gettingitright
getting it
rightfor 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
www.scotland.gov.uk/gettingitright
getting it
rightfor e ery child
GIRFEC Duties in the Act:Part 4. Named Person
• Named Person for every childArrangements 0-5 / 5-18 Information on Named Person arrangementsSupport 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
www.scotland.gov.uk/gettingitright
getting it
rightfor e ery child
Roles and responsibilities
The Named Person role is key – they will :Promote, support and safeguard wellbeingProvide support when wellbeing concern identifiedRequest support from other agenciesCoordinate support from other agencies through a Child’s Plan
Link with a Lead Professional where appropriate
www.scotland.gov.uk/gettingitright
getting it
rightfor e ery child
How does this sit with current roles and responsibilities?
Everyone’s responsibilityGeneral 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.
www.scotland.gov.uk/gettingitright
getting it
rightfor e ery child
Curriculum for Excellence - Responsibility of All
• Personal support for children and young peopleThe 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
www.scotland.gov.uk/gettingitright
getting it
rightfor 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 SetPreparation of the planResponsibility to prepareResponsibility to manage – Lead ProfessionalAssistance with the plan – Schedule 3 Listed Authorities
www.scotland.gov.uk/gettingitright
getting it
rightfor 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
www.scotland.gov.uk/gettingitright
getting it
rightfor e ery childOrders / Guidance Timeline
• March 2014 - 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 2016
www.scotland.gov.uk/gettingitright
getting it
rightfor e ery childImplementation 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
www.scotland.gov.uk/gettingitright
getting it
rightfor 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
www.scotland.gov.uk/gettingitright
getting it
rightfor 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!!
www.scotland.gov.uk/gettingitright
The way forward – next steps
getting it
rightfor e ery childKeep up to date
• Sign up for our e Newsletter• Follow us on twitter - @girfec• Check out resources on the website
www.scotland.gov.uk/gettingitrightwww.wellbeingforyoungscots.org/
Contact the team : 0131 - 244 - 7168
www.scotland.gov.uk/gettingitright