Early Help in Poole - Open Objects Software LTD...ensure that personal information about living...
Transcript of Early Help in Poole - Open Objects Software LTD...ensure that personal information about living...
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Early Help in Poole Guidance for Practitioners
Integrated Working Identifying needs early
Poole Early Help Assessment (PEHA) Team Around the Family
Lead Practitioner
The right help at the right time
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Agencies working together to support children, young people and families in Poole
This booklet explains what to do and where to go for advice and information when you identify a child, young person or family in need of extra support
Multi-agency working to ensure families in Poole get the right help at the right time
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Contents
1) Introduction 3
2) Identify a family in need of additional support 4
3) Information Sharing and Consent 4
4) Establish level of need and what support is already in place (screening)
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5) Assess needs 17
6) Guide to using the PEHA 19
7) PEHA Checklist 20
8) Identify other services which can help and seek expert advice
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9) Action planning 26
10) Team Around the Family and Reviewing the Plan 29
11) Identify a Lead Practitioner 32
12) Closing the Plan 37
13) Flowchart 38
14) Levels of Need 39
15) Useful Contact details 42
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1) Introduction
The purpose of this leaflet is to give Poole practitioners an overview of what to do when you identify a family where there is a need for some additional support, but where a referral to Social Care is not appropriate.
Please read this guidance in conjunction with the Bournemouth and Poole LSCB levels of need document
If at any point you are concerned for the safety of any person, speak to your line manager, call the Multi-agency Safeguarding Hub (MASH): 01202 735046 and/or the Police: 101/999 as appropriate and always follow LSCB procedures.
Early Help training is provided by the Borough of Poole: please visit www.pooleworkforcedevelopment.co.uk/cpd and search for ‘early help’.
2) Identify a family in need of additional support
Early Help means offering support when a concern first emerges, rather than allowing the situation to escalate.
Often those working in Universal services such as Health Visitors, Youth Workers or School and Early Years staff are best placed to notice the early signs that a family or young person might need some extra help.
Early Help is for all ages: unborn to 19 (not just under 5s!)
So that problems don’t arise in the first place (prevention).
So that problems are dealt with early (early intervention).
So that we support children, young people and families when they are more vulnerable and have more complex or longer-lasting needs at the earliest opportunity.
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3) Information Sharing and Consent
Your first step is always to speak to the child, young person or parent to understand their perspective and find out whether they would like some extra help.
At this point you may need to get consent from them to record information about the family and to talk to other professionals. If your organisation doesn’t have its own consent form and privacy statement, you can use the pan-Dorset young person / parent forms.
Always explain the consent form and privacy statement before asking family members to sign.
If a family refuses consent, you should consider whether that raises any safeguarding concerns – if so, follow LSCB procedures.
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Reminder: the 7 golden rules of Information Sharing:
Remember that the General Data Protection Regulation is not a barrier to sharing information but provides a framework to ensure that personal information about living persons is shared appropriately.
Be open and honest with the person (and/or their family where appropriate) from the outset about why, what, how and with whom information will, or could be shared, and seek their agreement, unless it is unsafe or inappropriate to do so.
Seek advice if you are in any doubt, without disclosing the identity of the person where possible.
Share with consent where appropriate and, where possible, respect the wishes of those who do not consent to share confidential information. You may still share information without consent if, in your judgement, that lack of consent can be overridden in the public interest. You will need to base your judgement on the facts of the case.
Consider safety and well-being: Base your information sharing decisions on considerations of the safety and well-being of the person and others who may be affected by their actions.
Necessary, proportionate, relevant, accurate, timely and secure: Ensure that the information you share is necessary for the purpose for which you are sharing it, is shared only with those people who need to have it, is accurate and up-to-date, is shared in a timely fashion, and is shared securely.
Keep a record of your decision and the reasons for it – whether it is to share information or not. If you decide to share, then record what you have shared, with whom and for what purpose.
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4) Establish level of need and what support is already in place (screening)
Levels of need:
These terms are widely used and are explained in detail in the Bournemouth and Poole LSCB Levels of Need and Continuum of Support document
See also the summary in section 13
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Universal services are accessed by all children and young people regardless of level of need – these include GPs/Health Visitors, Schools/Early Years settings, Youth Services and Children’s Centres.
Universal Plus is where a Universal Service offers extra support. Families at this level of need should have a single-agency plan overseen by a professional working in a Universal Service. Screening may be helpful in identifying needs and developing a plan.
Partnership Plus is for families which need a multi-agency response – needs can’t be addressed by providing extra support within Universal Services and referral to targeted or specialist services is needed. Families at this level require a holistic Early Help Assessment and a multi-agency plan led by a named Lead Practitioner (from any agency) who co-ordinates a Team Around the Family to ensure actions are completed and needs are met.
Specialist/Statutory support is for families with high level, complex needs – these families are open to CYP Social Care, CAMHS Tier 4 and/or the Youth Offending Service. The Lead Practitioner will be a Social Worker – they will co-ordinate the multi-agency plan, arrange statutory visits and meetings and will be responsible for monitoring and managing identified risks.
Having gained consent to seek information from other professionals, make contact with those who can help you understand how well the family’s needs are currently being addressed and whether additional help might be needed.
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Contact the EHAP (01202 262626/[email protected]) to
Check if there is a Social Worker or any previous Social Care involvement.
Check if there is a current or recent Early Help Assessment Plan and a Lead Practitioner (LP).
Get advice on whether/how to use the PEHA
If there is already a Lead Practitioner, share your concerns with them and join the Team Around the Family (TAF).
If having spoken to professionals currently/recently involved, you think more support is needed – or if you’re unsure of the level or type of need, you need to get a clearer picture of the situation using a holistic screening tool. In Poole we use the Wheels from the Poole Early Help Assessment (PEHA) for screening. Any professional in any agency can do this. You can also attend training on the use of the PEHA – check the CPD Online website for details.
There are two kinds of wheels – a blue one for children / young people and a yellow one for parents and carers.
The headings around the wheels can be used as the basis for a discussion with a
family member to establish how things are going and help you agree where there is a
need for some extra help.
Who to assess? Complete wheels for any family member(s) you are working with. Wheels for younger children will need to involve a parent/carer; where the child or young person has a sufficient level of understanding, it is vital to seek and include their views.
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How? Based on your conversation, you and the family member need to decide on a score between 1 and 10 for each heading to reflect the current situation. It is important to note strengths as well as needs and to ensure the family member’s voice comes through – particularly for children/ young people. If you disagree, there is space to record two different scores – give reasons in the box provided.
The scores should reflect the current impact (positive or negative) on the family member
1-2: Critical and complex issues are having a serious negative impact on the child/young person / family’s wellbeing
3-4: Significant issues are having a negative impact on the child/young person / family’s wellbeing
5-6: Moderate issues are having some adverse impact
7-8: Minor issues - may sometimes need additional support but things are going OK in this area
9-10: No concerns - this is an area of strength
The following pages provide a brief guide to what you need to consider under each heading. You might want to add your own notes specific to your own client group. You MUST consider all areas – even those outside your area of expertise – the assessment should reflect all the strengths and needs across all headings.
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Child/Young Person Wheel Headings:
Safety
Concerns around neglect, maltreatment, violence (inc-luding domestic violence/abuse) or sexual exploitation
Effects of bullying (including online) or discrimination
Risk of accidental injury or harm
Self Care and Living Skills
Age appropriate personal hygiene, eating, dressing, body changes
Becoming independent as appropriate to age – understanding of boundaries and rules
Risk-taking behaviour and sexual health
Asking for help and making decisions
Housing and Money
Experiencing difficulties with debt / paying bills
Claiming all benefits to which s/he is entitled
Ability to maintain stable and appropriate accommodation
Impact of condition of home/overcrowding/family income
Social Networks and Relationships
Appropriate relationships with family members
Appropriate relationships with friends
Appropriate relationships in the community and/or online
Drugs and Alcohol
Explore use and impact of alcohol
Explore use and impact of other drugs or medication
Accessing appropriate services
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Child/Young Person Wheel Headings:
Physical Health
Impact of physical health or disability
Age appropriate physical development
Pregnancy
Accessing appropriate health services (GP, Health Visitor, Dentist, Hospital, School Nurse etc)
Emotional/Mental Health
Impact of issues relating to emotional needs
Issues relating to mental health
Accessing appropriate mental health services
Behaviour
Appropriate behaviour in school or pre-school
Appropriate behaviour at home
Appropriate behaviour in the community
Attending and engaging in Learning/Work & Positive Activities
Participating in learning, work and positive activities
Motivation, aspirations for the future
Accessing appropriate support
Learning and Development
Ability to communicate appropriately
Educational attainment as expected for age
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Parent/Carer Wheel Headings:
Safety
Basic care – ensuring safety and protection (including from domestic violence or abuse or sexual exploitation)
Effects of bullying (including online) or discrimination
Risk of accidental injury or harm
Self Care and Living Skills
Asking for help and making decisions
Risk-taking behaviour
Accessing appropriate services
Housing and Money
Engaged in education, employment / training
Experiencing difficulties with debt / paying bills
Claiming all benefits to which s/he is entitled
Ability to maintain stable and appropriate accommodation
Social Networks and Relationships
Appropriate relationships with family members
Appropriate relationships with friends
Appropriate relationships in the community and/or online
Drugs and Alcohol
Explore use and impact of alcohol
Explore use and impact of other drugs or medication
Accessing appropriate services
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Parent/Carer Wheel Headings:
Physical Health
Impact of physical health or disability
Pregnancy
Accessing appropriate health services (GP, Health Visitor, Dentist, Hospital etc)
Emotional/Mental Health
Impact of issues relating to emotional needs
Issues relating to mental health
Accessing appropriate services
Behaviour
Parent/Carer’s involvement in antisocial behaviour or criminality as victim or perpetrator
Parent/Carer engagement in local community
Attending and Engaging in Learning/Work & Positive Activities
Engagement in appropriate learning, employment and positive activities
Motivation, aspirations for the future
Being a Parent
Emotional warmth and stability
Providing guidance, boundaries, routines and stimulation
Enabling Child/Young Person to access Learning or Work
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PEHA Wheels: Hints and tips
Support already in place: When agreeing the scores with a family member, consider support currently in place: a complex need which is already being addressed effectively should not lead to a low score: the score reflects the impact the issue is having and need for help.
Scoring isn’t standardised: The wheel provides a snapshot of the current situation and the scores aren’t scientific – the idea is to highlight the individual’s strengths and identify their areas of need.
Disagreements: If you can’t compromise and need to record two scores, explain the reason in the box provided.
What to write: Keep it short – use bullet-points, give examples to show the basis for your statement (eg Mum says . . . / I saw . . .). Always make a clear distinction between facts and opinions and make sure the family member’s voice comes through.
Running out of space: If filling the form in on screen, the text overflows into a continuation box on the next page for one line – if you need to type more, you can then click into the following line and type as much as you need to. If writing by hand, you can continue on a separate sheet if appropriate.
Heading isn’t relevant: Write ’no concerns’ in the box and agree a high score; if the area wasn’t discussed, make a note of the reason and consider getting advice on whether this should give cause for concern: speak to your manager, discuss with a colleague with specialist knowledge in another service or call the EHAP.
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Strengths/Needs that fit under more than one heading: it’s important that you record the need, less important where it goes: place it under the heading where it has the most impact, or where you and the family feel it is most appropriate. It’s fine to add it under more than one heading if this helps to show the impact it is having.
Using the wheels electronically: you can circle the numbers on the wheels electronically if you wish: place your cursor next to the appropriate number, and change the colour of the border or fill. Alternatively, highlight the number and change the font colour.
Using the wheels to review distance travelled: you can re-use the wheels with family members to understand what progress has been made and identify areas where further work is needed.
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What happens next?
The wheel will give you a snapshot of areas of strength and need for each family member assessed - if any low scores give you cause for concern, you need to work out what the appropriate course of action is:
Is there a safeguarding concern?
Contact the MASH (see back page) and follow LSCB procedures. If you’re not sure, speak to your line manager.
Can you or someone else in your organisation offer appropriate support?
If so, make a plan and offer support. You can re-use the wheels later to see how things are going.
Is the family accessing all the universal services and activities available to them?
Make use of the Family Information Directory (FID) to find appropriate activities, services, support groups etc.
Do you need more information about the family’s needs? Is there a need for a multi-agency response? (i.e. is this a Level 3 Partnership Plus case?)
An Early Help Assessment is needed: work out who is best placed to complete an Assessment - this will build on the information you have collected using the wheels to analyse the whole family’s needs and develop a multi-agency plan. Section 6 of his booklet contains guidance on using the PEHA.
Is there a need for support from other services?
Use FID / speak to the EHAP or other Specialist/Targeted Service(s) and make referrals as appropriate
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5) Assess needs
An Early Help Assessment is required if:
A family has needs which can’t be addressed within your service, and a multi-agency plan will be required
A family has needs which are unclear
There is no existing Early Help or Social Care assessment and plan in place (check with the EHAP).
How?
There are various Early Help Assessment tools in use locally
and nationally. In Poole, the standard tool is the Poole Early
Help Assessment or PEHA. If another assessment has
been completed in the past 6-12 months (eg a CAF from
another Local Authority or a Social Care Assessment), there
is usually no need to re-assess.
If there is a plan which has closed in the past year, review it
and decide whether to work from the existing plan or start a
new assessment. If starting a new PEHA, you can re-use
information from the previous assessment where appropriate
Avoiding Duplication
Each Local Authority keeps a register of Early Help Assessments and Lead Practitioners – in Poole this is held by the EHAP: 01202 262626 or e-mail [email protected]
The EHAP can check for existing assessments and provide you with copies, and you must send a copy of your completed assessments so they can be registered. You must also notify us when a plan closes (please also provide closure wheels if available)
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What makes a good assessment?
High Quality Assessments:
are child centred. Where there is a conflict of interest, decisions should be made in the child's best interests
are rooted in child development and informed by evidence
are focused on action and outcomes for children
are holistic in approach, addressing the child's needs within their family and wider community
ensure equality of opportunity
involve children and families
build on strengths as well as identifying difficulties
are integrated in approach
are a continuing process not an event
lead to action, including the provision and review of services; and are transparent and open to challenge
(taken from Working Together 2013)
How long should it take?
Depending on the size of the family and the nature of their needs, you should normally be able to complete a PEHA after one or two home visits / meetings with family members plus conversations with other practitioners supporting the family. Remember that the level of detail you record should reflect the complexity of the family’s needs.
The point of the assessment is to create a plan to help the family, so it is important not to get bogged down in the assessment stage – the plan can be updated to reflect new needs which emerge or are identified as the plan progresses.
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6) Guide to using the PEHA
Overview
The PEHA paperwork can be used flexibly - section 4 of this guide shows how to use the wheels as a screening tool to establish level of need. You should use whichever sections are relevant and you should record a level of detail proportionate to the needs of the family.
All paperwork can be downloaded from the Borough of Poole website – search for Early Help
There are three sections:
Front sheet lists who is in the family, and who is working
with them
Wheels identify strengths and needs for each family member
Summary/Analysis and Plan draws together information from
the family and professionals to identify strengths, needs and
risks and then develop a plan with signed consent from family
members
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7) PEHA Checklist
When completing the PEHA, keep in mind two key audiences:
the family and any new practitioner working with the family for
the first time. A key function of the PEHA is to provide a
sharable record of the family circumstances so they don’t
have to repeat their story to each new practitioner. As you are
writing, think: ‘will members of the family (including children/
young people) agree this is a fair description of their
situation?’ and ‘would a stranger get an accurate view of the
family situation by reading this?’
Always think about how much detail is appropriate – don’t
write more than you need to
On the following pages is a checklist for you to use to make
sure you have completed each section with the appropriate
information . . .
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Check Notes/Hints Front Sheet
ID and Main Address
ID can be a system ID number, family name(s) or primary client name. The main address should be where family member(s) you are supporting live.
Assessment Date Vital but often forgotten!
List ALL members of the household / other
significant persons
For large/complex families, you might find it helpful to draw a family tree before completing this section.
Name, Gender and Position in Family for all family/ household
members: Is it clear who is a parent, who is
a child, who lives in/ outside the home?
Include AKA / previous names. Gender is self-defined. Position in family examples: ‘Mum to Jay and Kay, stepmum to Elle’; ‘Em’s ex partner’, ‘Em’s sister: Jay and Kay’s Auntie’, ‘Neighbour – collects Kay & Elle from school daily’.
Date of Birth (or Estimated Delivery
Date) for ALL c/yp unborn to 19
This is crucial identifying information for children/ young people. Provide an Estimated Delivery Date for unborn children.
Contact details for all significant persons
including at least one parent/carer
Ensure individuals are happy to be contacted via the details provided; note any preferred contact method. Include addresses for those outside household.
Early Years Setting or School for all
children/young people aged 0-19
Always record school / early years provider. Note if child is not attending a school/EY setting or is home educated. YP may attend college, be in employment or NEET. Add employment status of parents/ carers/ other adults if known.
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Check Notes/Hints
Special Needs/ Requirements for all those involved in the
PEHA/Plan
Is an interpreter required? Are there any access, religious or other consid-erations when arranging meetings involving the family, contacting them by phone or text or visiting the home?
Tick those who have a wheel
Including wheels completed by other professionals.
Presenting Issues
Always include your view, plus the views of family/household members: what has prompted the assessment? Has something changed or has there been a gradual build-up? What are you/ the family most concerned about?
Your name and contact details
Don’t forget to include your own details as assessor! The completed assessment is a sharable document – it should be clear who completed it and how to contact you.
List other professionals
Name, job title, phone & e-mail for all workers; note which family member(s) they work with (eg Whole family / Mum / two older children / etc). Don’t forget universal services such as Health Visitor, GP, School/ Pre-school staff and youth workers.
Use tick-boxes
Indicate who is Lead Practitioner; who is currently involved; who was consulted for this PEHA; and who holds a specialist assessment. NOTE: if there is a specialist assessment, attach and refer to it in the PEHA: don’t duplicate!
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Check Notes/Hints Wheels See Section 4 for more info on wheels
Wheels completed for each person
Where possible, complete wheels for all those who need to be involved in the plan. If someone is unavailable, absent or unwilling to participate, this should not prevent you from completing the PEHA with the rest of the family.
Names are recorded on each wheel
Always record whose wheel it is, add parent/carer if they agreed scores, and always record your own name as assessor.
Record whether the child was seen
On ALL child/yp wheels, please indicate if child was seen or not (delete yes/no).
Scores and notes under each heading
Score ALL headings. If an area is not relevant (eg drugs and alcohol for a young child) give a high score and write ‘not applicable’. If a heading was not discussed, record the reason. Ensure the family member’s experience is reflected in the wheel – especially for children/young people.
Differences of opinion explained
There is space on the wheels for the assessor and family member to choose different scores – add a note in the box to explain any differences.
Summary/Analysis
Summary of Information from
Family
Draw together information from all the wheels – identify key themes, issues and concerns from the family’s perspective.
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Check Notes/Hints
Summary of Information from
Professionals
Perspective of workers currently or recently involved with the family – include school/early years setting/ health visitor plus any others consulted.
Analysis of Strengths / protective factors
What is going well or heading in the right direction for the family?
Analysis of Needs and Risks
Where is extra help needed? Consider carefully any risks identified – who is managing them and how? Are things getting better or worse? What might happen if things do/don’t change? Seek advice if unsure.
Plan
Action Plan Started
On completing the PEHA there are immediate actions for you + the family. Don’t include actions or deadlines for other services until they have agreed to them, and don’t promise services you are not able to deliver. See section 9 for more on action planning.
Is the plan SMART?
Specific, Measurable, Achievable, Realistic & Time-Limited (see section 9)
Has the family signed up to confirm they
agree with the assessment and plan, and for the content to
be shared?
Everyone involved in the plan needs to sign the back page. Older children/ young people with sufficient understanding can sign for themselves. Family members must receive a copy of their completed PEHA and plan.
Have you registered the PEHA with the
EHAP?
All PEHAs must be sent to the EHAP: [email protected] to be registered.
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8) Identify other services which can help, and seek expert advice
Once the assessment is complete, consider which other services might be needed. Make contact with services to discuss the case prior to making a referral. All Specialist and Targeted Services in Poole encourage practitioners to discuss the specific needs identified in the assessment and help identify the best course of action – even if a referral isn’t appropriate, you can get valuable advice on managing a particular need and indicators of increased risk.
Use the Family Information Directory (FID) to search for activities and services which might help address the needs you have identified. The directory lists all sorts of services from small support groups run by parents to teams run by large public sector organisations. It also lists some national support groups and helplines which families may find useful. It is easy to search – you can look for a type of service or a need you’ve identified.
Speak to the EHAP (01202 262626) to get advice on local services, eligibility criteria, contact details and referral processes.
Some services may consider sending a representative to a Team Around the Family or CiN meeting to ascertain whether there is a role for them.
Wherever possible, share a copy of the Assessment with other professionals – this will give them a picture of who is in the family and what the needs are. This also means the family doesn’t need to repeat their story to every new professional.
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9) Action planning
The purpose of the PEHA or other holistic assessment is to develop a plan to address the needs you and the family have identified. The plan is the most important part of the document.
The plan starts with the Assessor and the family and will expand as other services become involved and take on tasks to support family members.
When writing the initial plan with the family, you need to consider how much detail is appropriate:
A family with lots of complex needs may need a plan which aims to tackle more straightforward tasks relating to the most urgent issues first before moving on to knottier problems at a later stage. It can be unhelpful to write a long, detailed plan right at the beginning which looks overwhelming and unachievable. Some actions might need to be added later, once you have made contact with other services, made referrals etc.
The key to an effective plan is to focus on what needs to change and how to get there – remembering that this may take several small steps or one big one. Think carefully about the outcomes you and the family want to see – this is how you will be able to tell whether the plan is working. Each outcome will have one or more actions associated with it – and more actions can be added later as the plan progresses.
Be SMART:
Specific Measurable Achievable Realistic Time-limited
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How to make your plans SMARTer
Specific: vague aspirations like ‘Jay and Kay to improve their relationship’ are difficult to achieve and it is hard to tell whether or not they have
happened. How will you know things have improved? Maybe they will play video games together
without arguing or go shopping together for school shoes?
Measurable: Look for something you can measure which will demonstrate the change you want to achieve – how many times a week/month should it happen, is there a reward chart that will show whether or not good behaviour is being achieved/sustained?
Achievable: You need to use your professional judgement to decide how much detail is appropriate for each plan - if steps are too big or overwhelming for the family, you risk setting up the plan to fail.
Realistic: Think carefully about balancing what is desirable in the long term against realistic, attainable goals. A family may want to move to a bigger house with a garden, and this may be achievable in the longer term, however the plan may need to focus on addressing barriers which currently make this objective difficult to achieve.
Time-limited: set a date for all actions – vague ‘asap’ or ‘ongoing’ actions are probably not sufficiently specific, and will tend to drift without getting completed!
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Reviewing Progress within three months:
Make sure you set a review date for the plan. This must be within three months of the assessment date, and could be much sooner – this will depend on how urgent the actions are and how concerned you are about any risks you have identified. Each subsequent review should be within three months of the last one. A Team Around the Family (TAF) Meeting is often the most appropriate way to review progress.
When writing the plan, think about how easy it will be to review: how will you be able to tell if the interventions in place are working in a month or two’s time? How will the changes you are trying to achieve with the family be visible? What will they look like?
Action planning is difficult – this booklet and the Early Help training can give you useful pointers, but don’t be afraid to ask for help from your manager and colleagues – it gets easier with practice!
A good plan should enable professionals and family members to focus clearly on what needs to change and how to get there – it should help to keep everyone on track and ensure the support in place is helping the family to achieve positive change.
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10) Set up a Team Around the Family (TAF)
The Team Around the Family (sometimes referred to as TAF or Team Around the Child) process begins at the point where a child or young person has been assessed and there are unmet needs requiring a multi-agency response (Level 3: Partnership Plus). If no current assessment is in place, an Early Help Assessment will be required.
In the course of completing the assessment, it is important to identify and communicate with professionals currently or recently working with the family. How this is done should be proportionate to the needs of the family and the number of workers involved. If only two workers are involved, a telephone conversation might be sufficient, but a more complex family might require a meeting if coming together would help to develop a shared understanding of the family’s needs – speak to your line manager if you are unsure.
All families at Partnership Plus level 3 will need a TAF.
The TAF process is based upon need and early intervention, and is therefore focused on children or young people before they reach the threshold for Social Care or other specialist interventions; however the principles also apply to those with higher levels of need.
TAF is also required for families stepping down from a specialist service or those who have received an assessment from CYPSC, and who require a multi-agency response, but who do not meet CYPSC eligibility criteria.
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What does the TAF do?
Designs and monitors a personalised package of support to address the
identified and unmet targeted needs in a multi-agency plan.
Multi-agency discussion or
meeting involving professionals and family members.
Agrees to and appoints an
ongoing Lead Practitioner, and any subsequent changes of Lead.
Practitioner.
Focus is on the needs and voluntary engagement of
the child or young person – it is done with the child, young person or family:
not done to them.
The initial TAF is arranged or
convened by the practitioner
who has identified unmet needs
that will require support/
interventions from more than
one service (normally using an
Early Help Assessment).
Subsequently the Lead
Practitioner is responsible.
If possible,
and with
consent, the
TAF should
include any
professionals
working with
the adults in
the family.
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Suggested TAF Meeting Agenda
Agenda – TAF Meeting – Family Name – Date
Welcome and introductions; agree chair / note taker
Purpose of the meeting and Ground Rules
Apologies / reports
Review notes from last meeting
Review all outstanding actions on the plan: what
progress has been made towards agreed changes?
Which actions have been completed and which need
chasing up (by whom)? What is working, and where are
there difficulties, delays or queries? Update or add new
actions if required – include due dates
If the multi-agency plan is ongoing:
- Agree date for next TAF meeting (and any other
meetings/appointments in the mean time)
- Confirm or agree the Lead Practitioner
If the multi-agency plan is complete:
(note: there may still be outstanding actions at Level 2:
Universal Plus)
- Confirm closure date and reason to be logged with
the EHAP: who will do this?
- Celebrate successes and progress made – use
review wheels if appropriate.
- Ensure family members know who to contact if they
need help with specific issues in future.
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11) Identify a Lead Practitioner
One of the tasks of the Team around the Family is to agree who should be the Lead Practitioner:
Lead Practitioner Purpose and Role:
Co-ordinate support where there is a multi-agency plan arising from an Early Help or other Holistic Assessment
Ensure that support is streamlined to reduce overlap
and inconsistencies
Assessment. Ensure that children, young people and families have
a single point of contact – this should be a
professional they can trust and who will support them
in making choices and navigating their way through
the system
Ensure the views of family members are sought and
represented at meetings and in the plan
Ensure that children, young people and families get
appropriate interventions through one overall plan
with clearly identified outcomes which are effectively
delivered and reviewed via the Team Around the
Family (TAF) Process
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Protocol for Allocation of a Lead Practitioner
Where there is a need for a multi-agency plan, an Early Help
Assessment will be carried out (or another holistic
assessment will be in place) and a Lead Practitioner will be
appointed. This will not necessarily be the person who
completes the assessment.
The Assessment will show who is involved, what the needs
are and therefore what referrals might be required
A Team Around the Family meeting may be the best forum
for the discussion to determine who will be the Lead
Practitioner. The decision to appoint the Lead Practitioner
will depend on:
Any change of Lead Practitioner should be logged with the
EHAP: call 01202 262626 / [email protected].
Which practitioner
is best able to
develop a trusting
relationship with
family members
to secure their
engagement and
involvement in
the process
Who has the skills to
identify, work with and co-ordinate the
other practitioners
who are involved in
the plan
Who has the time
and agreement
of their manager to carry out this
role
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Lead Practitioner FAQs
What if we can’t agree on who should be the Lead?
Any conflict of opinion as to who should be the Lead
Practitioner will be resolved by line managers of the
practitioners involved within 4 working days of the
proposal.
Is the Lead Practitioner responsible for services
delivered by other agencies? The Lead is only
responsible for monitoring the plan (plus their own
actions) – not the actions of others – TAF members can
only agree to actions within their remit and if any parts of
the plan can’t be addressed by existing members of the
TAF, the LP needs to consider what referrals or
alternative actions might be required. Complaints and
escalation policies may be used if necessary
Who is the Lead Practitioner in more complex
Statutory/Specialist cases? For children or young
people with needs at level 4, eg Child Protection, Youth
Offending or high level mental health needs, specialist
and statutory procedures apply. The most appropriate
Lead Practitioner is very likely to be the Social Worker or
CAMHS Worker who will have appropriate experience,
skills and support in order to monitor and manage the
higher level of risk in these cases. As far as possible,
statutory planning meetings and reviews should be
combined to minimise the number of meetings held.
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Do all siblings and adults in the family have the
same Lead Practitioner? It will usually make sense for
siblings to have the same Lead Practitioner who can co-
ordinate the plan for the whole family, in exceptional
circumstances, it may be more appropriate for different
practitioners to act as Lead Practitioners for different
family members. In this situation, the Lead Practitioners
must keep in close contact, link up for TAF Meetings and
work together to ensure the family plan is co-ordinated
effectively. The same applies where any adult in the
family has their own Lead or Key worker.
How long does the Lead Practitioner stay the
same? The most appropriate person to undertake
the role of Lead Practitioner may change as the
needs of the child/young person change. Other
reasons to change the Lead Practitioner might
include change of address, staff changes, change of
school/Early Years setting etc. If the new Lead
doesn’t take over at a TAF meeting, there should still
be a handover from one Lead to the next to ensure
the plan remains on track. The current Lead
Practitioner must always be recorded with the EHAP:
01202 262626 / [email protected]. This process
can’t be automated: there should always be a
discussion when responsibility for a plan is handed
over from one Lead to another – this is particularly
crucial when they work for different organisations.
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When is a Lead Practitioner no longer required?
Once the TAF agrees that there is no longer a need for a
multi-agency Level 3 plan, the role of the Lead
Practitioner ceases (see section 11 for closure reasons).
Closure date and reason must be recorded on the plan
and the EHAP notified: 01202 262626 /
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12) Closing the Plan
Here are some examples of when a PEHA plan closes:
Closure will normally be agreed at a TAF meeting, and should involve the family. There is space on the bottom of the PEHA form to record changes achieved and successes, and to add notes on any further actions which are needed in order to sustain the improvements achieved.
You should normally re-use wheels at closure to help show the distance travelled through the course of the plan. Make sure you celebrate successes and achievements!
When the plan ends, you need to notify the EHAP 01202 262626 / [email protected] - please give the date and provide copies of closure wheels plus the reason for closure:
Needs met - plan successful
Moved away
Other (please specify)
Consent/co-operation withdrawn
Case Escalated to Level 4
All actions on the plan are complete and a multi-agency
response is no longer required (a single-agency plan may continue
at Level 2: Universal Plus)
Consent is withdrawn
(consider whether this raises the level of risk or concern)
All Children/ Young People
in the family are over age 19
Child/YP has moved to another Local Authority (you may still need to hand over to a Lead Practitioner
in the new location – see section 11)
CYP Social Care allocate a Social Worker (Social Care assessment and review process takes over from EHA assessment; the Social Worker takes over as Lead)
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13) Flowchart
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14) Levels of Need
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15) Useful Contacts
Useful Numbers:
Multi-Agency Safeguarding Hub (MASH): 01202 735046
Early Help Advice Point (EHAP): 01202 262626
Family Information Service: 01202 261999
Find a local Youth Centre: 01202 262281 (age 8-19: activities; info, support and advice on careers, health etc)
Find a local Children’s Centre: 01202 261962 (age 0-5: activities; info, support and advice on childcare, health, parenting etc)
Young Adults Drug and Alcohol Service (YADAS) 01202 741414
EDAS SMART: Adult Alcohol/Substance Misuse: 01202 735777
School Nursing: 01202 711538 (or via School)
Health Visiting: Contact via GP surgery
Child & Adolescent Mental Health Service (CAMHS): 01202 308075
Poole Hospital: 01202 665511
CYPL 5-19 services: 01202 261980 / 01202 262291 (No. 18) (age 5-19 with additional need: worklessness, school attendance, parenting, targeted
youth work, young parents, Number 18 Advice Centre for Young People)
Borough of Poole Housing Advice: 01202 633804
BCHA 24 hour Domestic Violence Helpline: 01202 748488
Children & Young People’s Social Care (all teams): 01202 735046
Safer Neighbourhoods Teams - Dorset Police: 101
Steps to Wellbeing: Adult Mental Health: 01202 633583
Youth Offending Service: 01202 453939
For more information about Early Help and Integrated Working, please contact the EHAP: 01202 262626 - [email protected]