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1.4.1 Early Help Guidance: Integrated Working With Children, Young People and Families With Vulnerable or Complex Needs


Contents

  1. Introduction
  2. Early Help through Integrated Working
  3. Consent and Information Sharing
  4. Undertaking Assessments
  5. The Early Help Assessment and Support Plan and The Team around the Family (TAF)
  6. Resolving Differences of Opinion or Judgement
  7. Equality and Diversity

    Appendix 1: Early Help Pathway


1. Introduction

1.1 To achieve good outcomes for all children, young people and families in Rotherham, at every level of need, it is essential that agencies work together using an approach known as 'integrated working'. In order to facilitate this, Rotherham Local Safeguarding Children Board (RLSCB) has produced this practice guidance. It provides information about integrated working and details the procedures that should be followed if staff have concerns that a child or young person has additional or complex needs.
1.2 With Early Help being at the heart of this approach, it is vital that workers act promptly and in conjunction with other relevant agencies, to intervene effectively and improve the outcomes for the child or young person. The provision of integrated services places great emphasis on the need to prevent harm to children by supporting their parents/carers and places family support services and child protection services on a continuum which is reflected in this practice guidance.

Scope of the guidance

1.3 This guidance is for staff in all agencies, organisations and professional groups whose work brings them into contact with children, young people and families; either in a paid or voluntary capacity. Early Help Services in Rotherham are also compliant with guidance provided in Working Together 2015.
1.4 This practice guidance relates to working with children, young people and/or their families in Rotherham who are vulnerable or have complex needs, not those who are suffering, or likely to suffer Significant Harm. It is underpinned by the Rotherham Continuum of need:
 

If a child or children are suffering, or are likely to suffer significant harm, then safeguarding policies and procedures apply - see Referring Safeguarding Concerns about Children.

The guidance is informed by the Rotherham Multi-Agency Continuum of Need Guidance and the Multi-Agency Threshold Descriptors.

Aims and purpose of the guidance

1.5

The aims of this guidance are to:

  • Improve outcomes for children, young people and their families;
  • Ensure a common understanding of integrated working practice and a shared terminology and practice between workers and agencies;
  • Ensure that there is consistency and agreement in practice across all local agencies in their approach to working with children, young people and their families with vulnerable or complex needs;
  • Develop collaborative processes and procedures in order to identify children, young people and families who need Early Help, when to submit an Early Help Request for Support, the use of the Early Help Assessment and Support Plan and information sharing and recording;
  • Work in partnership with parents and carers; recognising that wherever possible children and young people are best cared for in their own families and communities.
1.6

The purpose of the guidance is to:

  • Explain key definitions and concepts of Early Help;
  • Outline the theory and practice of integrated working;
  • Outline the Continuum of Need and the multi-agency process for dealing with identified needs and/or shared concerns about a child, young person and/or their family which do not amount to Significant Harm;
  • Define the specific purposes for which agencies have agreed threshold levels and share information to meet their responsibilities to protect and safeguard children in need, and to promote their welfare;
  • Set out the responsibilities of agencies to implement internal arrangements to meet the requirements of the model;
  • Promote public trust, through transparency and accountability of approach in the management and handling of personal information;
  • Support individual and organisational legal compliance, to ensure best management practice.

Good Practice (across Children’s Services)

1.7

The following principles should be applied at all times when working with all children, young people and their families:

  • Services provided should be flexible, easily accessed and of good quality;
  • Facilities should be made available to address the physical and emotional needs of children and young people requiring support;
  • Each agency should have clear, coherent and comprehensive policies and procedures to respond to the initial contact, referral and assessment processes, and provision of services, all of which involve families in deciding how their needs will be best met;
  • Plans and reviews of children, young people and their families' needs should be carried out in accordance with regulation and guidance, and should include objectives and a record of steps taken to achieve these;
  • The communication needs of all children, young people and their families should be met when they have contact with any agency. Information about available services should always be provided in ways which they can understand;
  • All agencies should have non-discriminatory service delivery and recruitment and employment practices which underpin a commitment to equal opportunities;
  • Workers should not be afraid to ask for help or to accept assistance;
  • Assumptions should not be made about how a particular family works or receives support;
  • Where there is concern about the immediate safety of a child or young person, this should be addressed immediately, and concerns should be referred to MASH (Multi Agency Safeguarding Hub) see Key and Local Contacts. For more information see Referring Safeguarding Concerns about Children.

Legal context

1.8 Integrated working is outlined in the statutory guidance supporting Section 10 (inter-agency co-operation) and Section 11 (safeguarding and promoting the welfare of children) of the Children Act 2004. Integrated working is key to ensuring good outcomes for children, young people and their families. Practice is also informed by Working Together 2015.


2. Early Help through Integrated Working

2.1

There are a number of key areas where integrated working delivers effective Early Help. These include:

  • Information sharing, which is at the heart of integrated working. Improving outcomes for children, young people and families with vulnerable or complex needs is dependent on workers sharing information with the child, young person and their family and with each other. Information should be shared in accordance with the seven golden rules of sharing information. See Information Sharing and Confidentiality and Information sharing Advice for practitioners providing safeguarding services to children, young people, parents and carers (HM Government, March 2015);
  • The Early Help Assessment and Support Plan processes and documentation, which should be used by all agencies working with children, young people and their families with vulnerable or complex needs. It supports practitioners to assess holistic needs earlier and more effectively, and to promote collaboration and information sharing. The Early Help Assessment and Support Plan is a shared assessment tool, used across agencies which can help practitioners and families develop a shared understanding of family needs and strengths, enabling needs to be met more effectively;
  • The Lead Worker role is crucial in coordinating the actions identified in the assessment process. The Lead Worker provides a single point of contact for children, young people and families with vulnerable or complex needs, and ensuring a coherent package of services, where there is more than one agency involved. They are also responsible for the coordination of the work, including the organising and chairing of the Team around the Family (TAF) meetings;
  • Multi-agency working, will include the Team around the Family (TAF). This team of practitioners work directly with the child(ren), young person and family to share information and hold timely meetings and reviews. They work effectively together with the family to improve the outcomes identified through the Early Help Assessment and Support Plan, ensuring they are achievable and addressing any barriers to achieving positive outcomes;
  • Leadership and management. This includes providing effective support and supervision to staff working with children, young people and families; ensuring the safety of their staff and personal development needs, including training, are met. It should ensure that case management decisions are made in a timely way.

What is Early Help?

We know it is better to provide focussed support when problems first emerge, rather than delivering a more costly statutory intervention when the needs have escalated. The right early help services at the right time can prevent emerging problems from getting worse and becoming deep seated or entrenched. Through our Early Help Strategy we aim to improve outcomes for Children and Families in Rotherham and at the same time reduce the demands upon specialist and statutory, higher tier services. In Rotherham, most children, young people and family’s needs are met by universal services (services that are available to everyone). For those children and families who need some additional help, our Early Help Services will provide support and expertise to the child and family. Building on a One Family, One Worker, One Plan principle our Early Help Assessment and Support Plan, will ensure they receive all the support they deserve.

Aims of Early Help

2.2

There are a number of common aims to Early Help, including:

  • To promote early intervention to assist children, young people and families who have vulnerable or complex needs and are therefore vulnerable to poor outcomes;
  • To share information and complete holistic assessments;
  • To plan and deliver SMART, planned interventions in response to need at the earliest opportunity;
  • To provide services to improve outcomes for children, young people and families;
  • To review and measure outcomes for children, young people and families;
  • To establish a common language to describe children's development and circumstances;
  • To work in partnership with children, young people and families in the assessment process;
  • To avoid repeat interviewing of children and families and duplication in assessment processes;
  • To have a confident workforce, trained and supported to deliver high quality services to children, young people and families in Rotherham;
  • To standardise, streamline and ensure a high quality of record keeping;
  • To use technology to assist practitioners to work effectively and deliver timely assessment and plans.
2.3

Problems can occur at any time in children's lives and our services need to be responsive to emerging needs at all ages. Early Help is not just aimed at preventing abuse or neglect but at ensuring the best start and improving the life chances of all children and young people, by working with their families. There are nine integrated Early Help Teams based across three localities - North, South and Central - and can provide advice and support for the whole family on issues such as:

  1. Parenting and behaviour management;
  2. Emotional wellbeing;
  3. Substance misuse;
  4. Domestic abuse;
  5. Financial advice and support, housing and progression to work;
  6. Staying safe – outdoors and online.

Identifying, assessing and meeting the needs of children, young people and their families in Rotherham who require Early Help

2.4 Early Help teams and the services they provide are accessed through the Request for Support form which can be completed by any agency/professional who has concerns around a child, young person or family. These are then screened by the Early Help Triage Team who will make a decision as to the most appropriate intervention for the family. This may be a whole family Early Help Assessment and Support Plan, a step up to statutory intervention (Social Care) or a co-working request from Social Care.
2.5 It is important to address identified need through Early Help wherever possible. The aim is to prevent crises, to avoid entrenched situations, and high level services being inappropriately introduced to the detriment of children, young people and their families.
2.6 An important principle of integrated working is that a request for involvement of other services for a child, young person or family does not mean a transfer of responsibility; it involves shared responsibility and joined up services.
2.7 All Early Help Assessment and Support Plans will be coordinated by a named lead worker.
2.8 The progress of the Early Help Assessment and Support Plan t will be monitored through the line management and supervision arrangements of the lead worker. An agency's overall participation in this integrated working framework will be monitored by Rotherham Local Safeguarding Children Board, through its auditing process.
2.9 The Early Help Assessment Triage Team, also screens those contacts where the threshold has not been met for Social Care intervention but where additional need has been identified.
2.10

When concerns affecting a child and family no longer require statutory involvement it is important that good progress is sustained. When Children’s Social Care intends to step out of a case, it is important to discuss with the child, family and professionals involved to agree if a step down to Early Help targeted or universal services would be beneficial.

The Social Worker should gain consent from the child and family for Early Help Services to continue the plan and seek agreement on who the Lead Professional will be. When a decision is made that Children’s Social Care will step out, (and joint agreement from Children’s Social Care and Early Help given) assessments and plans (where in place) should be shared that contain clear actions defined for the new Lead Professional.
2.11 Following agreement by Early Help to accept the case, the Social Worker that is stepping out holds responsibility to carry out a joint visit with the new Early Help Lead Professional. Following the joint visit (which should take place within 7 working days of panel) the family should be informed by the Social Worker to confirm arrangements.
2.12 The Early Help Lead Professional should then start to work with the child/family immediately following the actions identified and work to transfer the Social Work Assessment to the Early Help Assessment paperwork within 35 working days. The Early Help Lead Professional should ensure that key actions are implemented and that the assessment process remains seamless and new concerns are discussed, addressed and escalated appropriately at TAF or review meetings.

Case Recording

2.14 All agencies working with children, young people and families should ensure that case recording is an integral part of case management. Each partner agency will have its individual case recording arrangements, which will be either a local or national system. Timely case recording is an essential part of case work, and should be supervised by Line Managers. Case records can also be monitored by Rotherham Local Safeguarding Children Board as part of the auditing process.


3. Consent and Information Sharing

3.1 Sharing information is essential in safeguarding and promoting the welfare of children and young people and ensuring they get the early help needed in order to achieve positive outcomes. Agencies should be committed to protecting the privacy of children, young people and families and to maintaining the highest standards of security and good data management. Advice for practitioners providing safeguarding services to children, young people, parents and carers was published in March 2015 and includes the seven golden rules for sharing information Information Sharing and Confidentiality and Information sharing Advice for practitioners providing safeguarding services to children, young people, parents and carers (HM Government, March 2015).
3.2 Clear policies and good working relationships, based on professional respect and trust, diminishes organisational and cultural obstacles between partners. This also enables an open and positive approach to information sharing.
3.3 Practitioners should proactively inform children, young people and families, when they first engage with the service, about their service's policy on how information will be shared, and seek their consent. The approach to information sharing should be explained openly and honestly. Where this is done, young people and families will be aware of how their information may be shared, and experience shows that most will give consent. Consent and all information sharing decisions should always be recorded in case records, along with the wishes and feelings of children, young people and families. Agencies should refer to their own information sharing policies for further guidance.

Sharing information where there are concerns of significant harm

3.4 It is critical that all practitioners working with children, young people and their families are in no doubt that where they have reasonable cause to suspect that a child or young person may be at risk of suffering significant harm, they must refer their concerns to Key and Local Contacts MASH (and the police if it is an emergency or a crime is being committed). For more information see Referring Safeguarding Concerns about Children.
3.5 You should always seek to discuss any concerns with the child, young person and their family and, wherever possible seek their agreement to making such a referral. However, inability to make contact should not delay or prevent referral being made. Circumstances where you should not seek consent are covered in paragraph 3.7.
3.6 The Multi-Agency Threshold Descriptors should be used to help identify indicators of risk in the context of the Rotherham Continuum of Need.

When to not seek consent

3.7

There will occasional circumstances where you should not seek consent, for example where to do so would:

  • Place a child or young person at increased risk of Significant Harm;
  • Place an adult at risk of serious harm, e.g. domestic abuse;
  • Prejudice the prevention or detection of serious crime;
  • Lead to unjustified delay in making enquiries about allegations of Significant Harm;
  • There is a statutory duty or court order to share information;
  • The public interest justifies disclosing confidential information without consent.
3.8 Advice should be sought from your Line Manager, or your organisation's safeguarding lead officer, when a decision to share information without consent is being considered.

Whose consent should be sought?

3.9

Early Help is delivered based on consent and this should be sought from the family prior to submitting a Request for Support or submitting the case for Step Down.

Consent should be sought from a young person who has the capacity to understand and make their own decisions and who may give (or refuse) consent to information about them being shared.

Young people can request support directly and would be encouraged to involve their parent(s) or carer(s) unless to do so would place them at risk of harm.
3.10 Additional guidance and protocols on confidentiality, consent and information sharing - as well as the legal and statutory duties - are available to support and facilitate appropriate information sharing for all agencies that provide services to children, young people and their families in Rotherham. For further information, see Information Sharing and Confidentiality.


4. Undertaking Assessments

4.1 When workers identify a family who are vulnerable or have complex needs, they should consider completing a Request for Support Form and/or undertaking an Early Help Assessment and Support Plan and meet the need(s) within their service, and / or consult and liaise with other appropriate agencies. When workers identify a child who is in need of statutory involvement, including 16/17 year olds, due to being at risk of Significant Harm, they should make a referral to the MASH - see Key and Local Contacts (and the police if it is an emergency or a crime is being committed). For more information, see Referring Safeguarding Concerns about Children Procedure.

Early Help Assessment Principles

4.2

Early Help & Family Engagement - 10 Assessment Practice Standards

 

A good whole family assessment will be outcome focussed and based on robust analysis. It will evidence:

  1. Child and Family Views

The views of all family members and significant others, whether living in the family home or not, should be evident in the assessment, for example, it may include references to conversations or direct quotes from parents/carers/children/young people. The assessment should always prioritise the needs of the children.

  1. Timeliness

Initial contact should be sought with children and families within a 72 hour timeframe. Assessments should be started within 10 days of receipt of the referral/request for support and completed and recorded within 35 days. Any decision to extend timescales beyond that time must be approved by a manager and should be clearly recorded.

  1. Multi-disciplinary / agency contributions

The assessment should be completed in collaboration with other professionals previously or currently involved with the family; this should include both adult and children’s services and records/chronologies should inform all assessments.

  1. Strength based

The assessment should outline clearly both the strengths and needs for individuals within the family as a whole.

  1. Baseline data

The assessment should include clear baseline information to evidence the required change and provide a baseline from which to report outcomes. The data will also provide a holistic picture to inform the TAF (team around the family) (e.g. school attendance, level of anti-social behaviour, developmental milestones).

  1. Analyse and identify priorities

The assessment should outline and prioritise the overall strengths and needs for the family through analysis of information gained. The assessment should identify priority areas to be addressed. Outcomes for families will be mutually agreed, with the family and professionals who make up the team around the family.

  1. Next steps

The assessment should include a SMART (Specific, Measurable, Achievable, Realistic, Timebound) plan for the first TAF meeting (e.g. date, proposed TAF members, childcare, venue, interpreter, etc.) This will include clear actions/outputs for the child/family alongside professionals.

  1. Impact and Outcome Focussed

Targets will be clear and jargon free and assessments will define what success measures (outcomes) will look like. The focus should always be on outcomes rather than outputs or actions completed.

  1. Protected Characteristics

The assessment should include (where relevant) information relating to the GGRRAACCEESS (Gender, Generational, Race, Religion, Abilities, Age, Culture, Class, Education, Ethnicity, Sexuality, Spirituality).

  1. Quality Assurance
The assessment should be shared and discussed with line manager for comment, direction and approval. Assessments will be subject to quality assurance checks along with other case information.


5. Early Help Assessment and Support Plan Assessment and The Team around the Family (TAF)

5.1 In Rotherham, we recognise that children do not live in isolation from their families. Often the presenting needs of individual children and young people are a symptom of wider family and environmental issues. The solutions to these may be found within the family itself with support and the provision of coordinated services that extend beyond the Children's workforce. As a result, Rotherham has developed the Early Help Assessment and Support Plan and processes to identify these wider needs and coordinate multi-agency support to families. This is now the primary assessment, planning and review tool for the co-ordination of Early Help services in Rotherham.
5.2 Early Help Assessment and Support Plans can help workers and families identify their strengths, needs and goals; prioritising activity to achieve good outcomes for the whole family and individual family members. With the family's consent, the Early Help Assessment and Support Plan can be shared between services and form the basis of a single, coordinated, multi-agency plan. Whilst not all Early Help activity will require an Early Help Assessment and Support Plan, where a family requires additional support (beyond universal services) from more than one agency then an Early Help Assessment and Support Plan is strongly advised. Where families have previously been in receipt of support from specialist or statutory services, the Early Help Assessment and Support Plan provides support to families as their needs 'step down' through the continuum of need.
5.3

A Request for Support form can be completed by anyone who has concerns about a child, young person or family. This form asks for the presenting issues identified and what outcomes are envisaged for the family. This form is then screened by the Early Help Triage Team who will make a decision as to the next steps for the family. If it is felt that an Early Help Assessment and Support Plan is required the Request for Support and Early Help triage screening is sent to the team manager in the locality for allocation to an Early Help worker.

Early Help Assessment and Support Plans can also be started by partners who require a coordinated response from Early Help Teams but are not sure of what the whole family’s presenting issues are, or what support they are asking for. Often practitioners from Universal services are the best places to start the assessment as they have a good relationship with parents and families, and see the children on a regular basis. This can allow a clear picture of where the family are at that moment in time, what universal support has been offered and what support is being requested from Early Help services.
5.4 Where the Early Help Assessment and Support Plan identifies the need for specialist interventions, e.g. Education Psychology, Portage, Youth Offending and other statutory assessment processes, further assessments may need to be undertaken to establish what specialist support is needed.
5.5 In some cases, workers may need advice as to how to support a child, young person or family. This should be discussed with their Line Manager in the first instance. It may be helpful to pull together a 'Team around the Family' (TAF) meeting to jointly develop the Early Help Assessment and Support Plan. The TAF should jointly agree who would be best placed to take on the Lead Worker role. If an Early Help Assessment and Support Plan has already been undertaken the Lead Worker / Early Help Assessment and Support Plan author will pull together the team around the family, consisting of practitioners whose services have been identified in the assessment.
5.6 The Lead Worker will coordinate services at the point of delivery and will ensure that information is shared across agencies and with the family. They will ensure that the family and individual family members remain at the centre of the process and their views, feelings and priorities are captured and form an integral part of the process. All discussions and decisions will be recorded as part of the Action Plan and all Early Help Assessment and Support Plan documentation should be submitted to the Early Help Assess email (ehassess@rotherham.gov.uk) by those who do not have access to the Liquidlogic database.


6. Resolving Differences of Opinion or Judgement

6.1

Disagreements could arise in a number of areas of multi-agency working, however, they are most likely to arise around:

  • Thresholds;
  • Roles and responsibilities;
  • The need for action;
  • Communication.
6.2 Problem resolution is an integral part of multi-agency cooperation and joint working to safeguard children and young people. While often a positive sign of developing thinking within a dynamic process, it can be reflected in a lack of clarity in procedures.
6.3 In circumstances of disagreement, see Practice Resolution Protocol: Resolving Professional Differences of Opinion in Multi-Agency Working with Children and their Families.


7. Equality and Diversity

7.1 Since discrimination of all kinds is an everyday reality in many children's lives, every effort must be made to ensure that agencies responses do not reflect or reinforce that experience and, indeed, should counteract it.
7.2 Different research findings have consistently found that disabled children / young people and families from minority ethnic groups receive a poorer service than those who do not come from these groups. Other diversity issues should also be considered for the child / young person and the parents / carers, including age, gender, lesbian / gay or transgender, and any other factors including single parenthood, low income, and homelessness etc.
7.3 Minority ethnic families and families with disabled children may face personal and institutional discrimination. Such issues compound other problems of parenting.

Principles of equality and diversity

7.4

The following principles of equality and diversity should apply:

  1. All children / young people have a right to grow up safe from harm;
  2. All children / young people can potentially be subject to abuse and neglect, regardless of their age, gender, race, culture, physical or learning disabilities, sexual identity or sexual orientation;
  3. The assessment process should maintain a focus on the needs of the individual child / young person;
  4. The presence of equalities issues, as outlined above neither explains nor condones acts of omission or commission which place a child / young person at risk of significant harm;
  5. Professionals should guard against myths and stereotypes - both positive and negative of children / young people and / or their families with equalities issues;
  6. Anxiety about being accused of racist, or other discriminatory practice should not prevent the necessary action being taken to safeguard a child / young person;
  7. Abuse to a child / young person may be disguised by a disability. Therefore workers need to be aware of issues related to disabilities when undertaking assessments (see Safeguarding Disabled Children);
  8. Workers should be sensitive to differing family patterns and lifestyles, and to child rearing patterns that vary across different groups;
  9. Workers should be aware of social factors that serve to discriminate against different groups of families;
  10. Working in a diverse society requires workers and organisations to be committed to equality in meeting the needs of all children / young people and families;
  11. Workers need to understand the effects of harassment, discrimination and institutional discrimination, as well as cultural misunderstanding or misinterpretations.


Appendix 1: Early Help Pathway

Click here to view Appendix 1: Early Help Pathway.

See also:

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