Highland Practice Model · Highland Practice Model SAFE Protected from abuse, neglect or harm at...
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Highland Practice Model SAFE Protected from abuse, neglect or harm at home, at school and in the community. ACTIVE Having opportunities to take part in activities such as play, recreation and sport which contribute to healthy growth and development, both at home and in the community. RESPECTED Having the opportunity, along with carers, to be heard and involved in decisions which affect them. RESPONSIBLE Having opportunities and encouragement to play active and responsible roles in their schools and communities and, where necessary, having appropriate guidance and supervision and being involved in decisions that affect them. HEALTHY Having the highest attainable standards of physical and mental health, access to suitable healthcare, and support in learning to make healthy and safe choices. ACHIEVING Being supported and guided in their learning and in the development of their skills, confidence and self-esteem at home, at school and in the community. INCLUDED Having help to overcome social, educational, physical and economic inequalities and being accepted as part of the community in which they live and learn. NURTURED Having a nurturing place to live, in a family setting with additional help if needed or, where this is not possible, in a suitable care setting. Targeted Servicess These are the services that are not required by all children or parents and are Intended to assist individuals and families who are assessed to have additional needs. Early Intervention Action to assess and provide support to promote wellbeing, to prevent an increase in difficulties or to protect from harm. This can occur in universal, targeted or compulsory services: Universal Services These are the health (e.g. GP/HV/Dentist) and education (e.g. nursery/ school) services to which all children and young people have access throughout their childhood. For example, the local health visiting service provides what is known as core health assessment and support in the early years. For children in school, their education is provided through the standard curriculum. The wellbeing of most children, most of the time, is supported successfully by their own families and universal services. All children need support to help them learn and fulfil their potential. Some children need more support than others. The level and form of help will be determined by the assessment of the child’s needs. The nature and amount of information and level of assessment required should always be proportionate. Highland Practice Model The Practice Model provides a framework for practitioners in all services in Highland to gather, organise and make sense of information. The framework helps to identify and understand the strengths and pressures for the child and their carers, the child or young person’s needs and any risks. The Highland Practice Model helps people to understand what support is required to improve outcomes for children and young people. It promotes the participation of children, young people and families as central to assessing, planning and taking action. Assessment information about children and young people is recorded in a consistent way by all professionals. This should help to provide a shared understanding of a child or young person’s needs and address concerns. The model and the tools which support it can be used by workers in adult and children’s services and in single or multi service/ agency contexts. Children’s Rights All children have rights. These are set out set out in the United Nations Convention on the Rights of the Child (UNCRC). GIRFEC and The Highland Practice Model are underpinned by the common values and principles of the UNCRC which apply across all aspects of working with children and young people. They are reflected in legislation, standards, procedures and professional activity. The Lead Professional When two or more professionals need to work together to meet a child’s needs, the practitioner who has most knowledge or responsibility in relation to the main assessed need will become the Lead Professional. The Lead Professional is the person who co-ordinates the assessment, actions and review of the Child’s Plan. The Lead Professional will make sure everyone is clear about different roles and contributions to the Child’s Plan and ensure that all of the support provided is working well and is achieving the desired outcomes. Further Information Highland Practice Model Guidance www.forhighlandschildren.org/5-practiceguidance/ high-pract-model.pdf For Highland’s Children 4 www.forhighlandschildren.org/pdf/forhighlandschildren.pdf Scottish Government Getting It Right www.gov.scot/Topics/People/Young-People/gettingitright GIRFEC is the national approach to improving outcomes through public services that support the wellbeing of children and young people. Based on children’s and young people’s rights, it supports children, young people and their parents to work in partnership with the services that can help them. No matter where they live or whatever their needs, children, young people and their families should always know where they can find help, what support might be available and whether that help is right for them. The approach helps practitioners focus on what makes a positive difference for children and young people – and how they can act to deliver these improvements. Getting it right for every child is being threaded through all existing policy, practice, strategy and legislation affecting children, young people and their families. As children and young people progress through life, some may have temporary difficulties, some may live with challenges and some may experience more complex issues. Sometimes they – and their families – need help and support. E v e r y o n e h a s a n a m e d p e r s o n > C h il d r e n h a v e r i g h t s > F a m i l y i n v o l v e m e nt > C h i l d ’ s n e t w o r k o f s u p p o r t > I n v o l v i n g t h e c h il d > E a r l y h e l p w h e n n e e d e d > P r o po r t i o n a t e s h a r i n g o f i n f o r m a t i o n > W o r k i n g i n P a r t n e r s h i p > Compulsory Intervention A small minority of children will require their plan to be enforced by legal compulsory measures because of the risk of continuing abuse or neglect or because of the risks created by their own behaviour. This could be because of acute emotional or developmental needs that require specialist assessment and support. A minority of children need immediate protection and access to safety and help through child protection processes. G e t t i n g I t R i gh t F o r Ev e r y Ch i l d NAMED PERSON Targeted Assessment Staged Interventions ALL CHILDREN CHILDREN IN NEED AT RISK OF HARM LAC* SECURE CARE SERVICE DELIVERY INTEGRATED SERVICES Multi-disciplinary Child’s Plan enforced by Children’s Hearing. Multi-disciplinary Child’s Plan reviewed by Quality Assurance and Reviewing Team. Multi-disciplinary Child’s Plan reviewed through Area Liaison arrangements. Multi-disciplinary Child’s Plan co-ordinated bt Lead Professional from universal or targeted services. Additional Support within Universal Services single service child’s plan. UNIVERSAL SERVICES A A As s ss s se e es s ss s sm m me e en n nt t terventions COMPLEX DISABILITY / CHRONIC ILL HEALTH LEAD PROFESSIONAL Resilience Matrix used when required for more complex situations Safe Healthy Achieving Nurtured Active Respected Responsible Included S u c c e s s f u l L e a r n e r s > C o n fi d e n t I n d i v i d u a l s > E ff e ct i v e C o n t r i b u t o r s > R e s p o n s i b l e C i t z e n s > Safe Healthy Achieving Nurtured Active Respected Responsible Included S u c c e s s f u l L e a r n e r s > C o n fi d e n t I n d i v i d u a l s > E ff e ct i v e C o n t r i b u t o r s > R e s p o n s i b l e C i t z e n s > Observing & Recording Events > Concerns > Observations Other Information Gathering Information & Analysis Planning, Action & Review Well-being Assessment Appropriate > Proportionate > Timely Well-being Protective Environment Vulnerability MY WORLD My Wider World How I Grow & Develop What I Need from People who Look After Me - - - - > - - - - > - - - - > - - - - > Adversity Resilience The Getting It Right For Every Child approach ensures that anyone providing support works collaboratively and puts the child or young person – and their family – at the centre. Early in the life of a child, including an unborn baby Early in the scale of complexity Early in a crisis Named Person in Highland Pre-birth to 10 days Midwife 10 days to school entry Health Visitor School years (primary) Head teacher School Years (secondary) Senior Teacher The Named Person The Getting it right for every child approach includes the entitlement for all children and young people to have access to a Named Person from birth until their 18th birthday (or beyond, if they are still in school). Children and families have no obligation to take up this offer. A named person offers one point of contact that children and families can go to for advice or support if they need it. In most instances the named person is someone in universal services who is already involved with children and their families. The named person will be able to listen, advise and help, providing direct support for families and other services and may help address concerns at an early stage, preventing them from becoming more serious. The Named Person does not change or replace the role of a parent or carer. F a m i l y > C a r e r s > F a m i l y > C a r e r s > F a m i l y > C a r e r s > F a m i l y > C a r e r s > F a m i l y > C a r e r s > F a m i l y > C a r e r s > F a m i l y > C a r e rs > M i d w i f e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H e a l t h V i s i t o r s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S c h o o l . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Y o u t h D e v e l o p m e n t O ffi c e r s . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Transcript of Highland Practice Model · Highland Practice Model SAFE Protected from abuse, neglect or harm at...
Highland Practice Model
SAFE
Protected from
abuse, neglect or
harm at home, at
school and in the
community.
ACTIVE
Having
opportunities to take
part in activities such as play,
recreation and sport which
contribute to healthy growth
and development, both at
home and in
the community.
RESPECTED
Having the
opportunity, along with
carers, to be heard and
involved in decisions
which aff ect
them.
RESPONSIBLE
Having opportunities
and encouragement to play
active and responsible roles in
their schools and communities
and, where necessary, having
appropriate guidance and
supervision and being
involved in decisions
that aff ect them.
HEALTHY
Having the highest
attainable standards of
physical and mental health,
access to suitable
healthcare, and support
in learning to make
healthy and safe
choices.
ACHIEVING
Being supported
and guided in their
learning and in the
development of their skills,
confi dence and self-esteem
at home, at school
and in the
community.
INCLUDED
Having help to
overcome social,
educational, physical and
economic inequalities and
being accepted as part of
the community in
which they live
and learn.
NURTURED
Having a nurturing
place to live, in a family
setting with additional help
if needed or, where this is
not possible, in a
suitable care
setting.
Targeted
ServicessThese are
the services
that are not
required by
all children or
parents and
are Intended
to assist
individuals
and families
who are
assessed
to have
additional
needs.
Early InterventionAction to assess and provide support to promote
wellbeing, to prevent an increase in diffi culties or
to protect from harm. This can occur in universal,
targeted or compulsory services:
Universal ServicesThese are the health (e.g. GP/HV/Dentist) and education (e.g. nursery/
school) services to which all children and young people have access
throughout their childhood. For example, the local health visiting service
provides what is known as core health assessment and support in the
early years. For children in school, their education is provided through the
standard curriculum. The wellbeing of most children, most of the time, is
supported successfully by their own families and universal services.
All children need support to help them learn and fulfi l their potential.
Some children need more support than others. The level and form of
help will be determined by the assessment of the child’s needs. The
nature and amount of information and level of assessment required
should always be proportionate.
Highland Practice ModelThe Practice Model provides a framework for practitioners in all services
in Highland to gather, organise and make sense of information. The
framework helps to identify and understand the strengths and pressures
for the child and their carers, the child or young person’s needs and any
risks. The Highland Practice Model helps people to understand what
support is required to improve outcomes for children and young people.
It promotes the participation of children, young people and families as
central to assessing, planning and taking action.
Assessment information about children and young people is recorded
in a consistent way by all professionals. This should help to provide a
shared understanding of a child or young person’s needs and address
concerns. The model and the tools which support it can be used by
workers in adult and children’s services and in single or multi service/
agency contexts.
Children’s RightsAll children have rights. These are set out set out in the United Nations
Convention on the Rights of the Child (UNCRC). GIRFEC and The
Highland Practice Model are underpinned by the common values and
principles of the UNCRC which apply across
all aspects of working with children
and young people. They are refl ected
in legislation, standards, procedures
and professional activity.
The Lead ProfessionalWhen two or more professionals need
to work together to meet a child’s needs,
the practitioner who has most knowledge or responsibility in relation
to the main assessed need will become the Lead Professional.
The Lead Professional is the person who co-ordinates the assessment,
actions and review of the Child’s Plan. The Lead Professional will make sure
everyone is clear about diff erent roles and contributions to the Child’s Plan
and ensure that all of the support provided is working well and is achieving
the desired outcomes.
Further InformationHighland Practice Model Guidance
www.forhighlandschildren.org/5-practiceguidance/
high-pract-model.pdf
For Highland’s Children 4
www.forhighlandschildren.org/pdf/forhighlandschildren.pdf
Scottish Government Getting It Right
www.gov.scot/Topics/People/Young-People/gettingitright
GIRFEC is the national approach to improving outcomes through public services that support the wellbeing of children and young people. Based on
children’s and young people’s rights, it supports children, young people and their parents to work in partnership with the services that can help them.
No matter where they live or whatever their needs,
children, young people and their families should
always know where they can fi nd help, what
support might be available and whether that help
is right for them.
The approach helps practitioners focus on what makes a positive diff erence
for children and young people – and how they can act to deliver these
improvements. Getting it right for every child is being threaded through all
existing policy, practice, strategy and legislation aff ecting children, young
people and their families.
As children and young people progress through
life, some may have temporary diffi culties, some
may live with challenges and some may experience
more complex issues. Sometimes they – and their
families – need help and support.
Everyone has a named person > Children
have
righ
ts > Fa
mily in
volvem
ent > Child’s network of support > Involving the child > Early
help
when
nee
ded
> P
rop
ort
ion
ate
sh
arin
g o
f in
form
atio
n > W
orking in Partnership >
Compulsory
InterventionA small minority of children
will require their plan to be
enforced by legal compulsory
measures because of the risk of
continuing abuse or neglect or
because of the risks created by
their own behaviour. This could
be because of acute emotional
or developmental needs that
require specialist assessment
and support. A minority of
children need immediate
protection and access to
safety and help through child
protection processes.
Ge
ttin
g I
t R
igh
t F
or
Ever
y C
hild
NA
ME
D P
ER
SO
N
Targeted Assessment
Staged Interventions
ALL
CH
ILD
RE
N
CH
ILD
RE
N IN
NE
ED
A
T R
ISK
OF
HA
RM
LA
C*
S
EC
UR
E C
AR
E
SERVICE DELIVERY
INTEGRATED SERVICES
Multi-disciplinary Child’s Plan
enforced by Children’s Hearing.
Multi-disciplinary Child’s Plan
reviewed by Quality Assurance
and Reviewing Team.
Multi-disciplinary Child’s Plan
reviewed through Area Liaison
arrangements.
Multi-disciplinary Child’s Plan
co-ordinated bt Lead Professional
from universal or targeted services.
Additional Support within Universal
Services single service child’s plan.
UNIVERSAL SERVICES
AAAsssssseeessssssmmmeeennntt
terventions
CO
MP
LE
X D
ISA
BIL
ITY
/ CH
RO
NIC
I LL
HE
ALT
H
LE
AD
PR
OF
ES
SIO
NA
L
Resilience Matrix used when required
for more complex situations
Safe
Healthy
Achieving
Nurtured
Active
Respected
Responsible
Included
Successful Learners >
Co
nfi d
ent Individuals > Eff ective Contr
ibu
tors
> R
esp
on
sible
Citzens >
Safe
Healthy
Achieving
Nurtured
Active
Respected
Responsible
Included
Successful Learners >
Co
nfi d
ent Individuals > Eff ective Contr
ibu
tors
> R
esp
on
sible
Citzens >
Observing & RecordingEvents > Concerns > Observations
Other InformationGathering Information & Analysis Planning, Action & Review
Well-being AssessmentAppropriate > Proportionate > Timely
Well-being
ProtectiveEnvironment
Vulnerability
MY WORLD
My Wider World
Ho
w I
Gro
w &
Dev
elo
p
Wh
at I Need
from
Peo
ple w
ho
Loo
k A
fter Me
--
-->
---->
---->
---->
Adversity
Resilience
The Getting It Right For Every Child approach ensures that anyone providing support works
collaboratively and puts the child or young person – and their family – at the centre.
Early in the life of a
child, including an
unborn baby
Early in the scale
of complexity
Early in a crisis
Named
Person in HighlandPre-birth to 10 days
Midwife
10 days to school entry
Health Visitor
School years (primary)
Head teacher
School Years (secondary)
Senior
Teacher
The Named PersonThe Getting it right for every child approach includes the entitlement for
all children and young people to have access to a Named Person
from birth until their 18th birthday (or beyond, if they are still in
school). Children and families have no obligation to take up
this off er.
A named person off ers one point of contact that children
and families can go to for advice or support if they need
it. In most instances the named person is someone in
universal services who is already involved with children and
their families. The named person will be able to listen,
advise and help, providing direct support for families and
other services and may help address concerns at an early stage,
preventing them from becoming more serious. The Named Person
does not change or replace the role of a parent or carer.
Family > Carers > Family >
Care
rs > Fam
ily > Carers > Family > Carers > Family
>
Car
ers
> F
amil
y >
Car
ers
> F
am
ily > Carers >
Midwife . . . . . . . . . . . . . . . . . . . . . . . . . . . . . He
alth
Visito
rs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School . . . . . . .
. . . .
. . . .
. . .
. . .
. . .
. . .
. . Y
ou
th D
ev
elo
pm
en
t O
ffi c
ers
. . .
. . . .
. . . .
. . . . .
. . . . . . . . . . . . .
