11

GIRFECGIRFECNamed PersonNamed Person

Lead Professional Lead Professional TrainingTraining

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Learning Outcomes

Understand the role and responsibilities of the Understand the role and responsibilities of the named personnamed person

Understand the role and responsibilities of the Understand the role and responsibilities of the lead professional lead professional

Identify when a lead professional is required and Identify when a lead professional is required and who is the most appropriate person to carry out who is the most appropriate person to carry out this rolethis role

Understand the GIRFEC Practice Model in respect Understand the GIRFEC Practice Model in respect of interagency assessment and planningof interagency assessment and planning

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Opening RemarksOpening Remarks

Getting it Right for Every ChildGetting it Right for Every Child ::

Helps practitioners put the child at the centreHelps practitioners put the child at the centre

Promotes the use of common tools, language Promotes the use of common tools, language and processes and processes

Considers the child as a wholeConsiders the child as a whole

Promotes closer working with other agenciesPromotes closer working with other agencies

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55

Five Key Questions

Everyone has the responsibility to ask: What is getting in the way of this child or

young person’s well being? Do I have all the information I need to help

this child or young person? What can I do now to help this child or young

person? What can my agency do to help this child or

young person? What additional help, if any, may be needed

from others?

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CH

ILD

’SB

IRTH

YOU

NG

PERSO

NLEA

VES EDU

CA

TION

Midwife

PrimaryHead

TeacherDHT3 -18

HealthVisitor

Primary Depute/

APT

Guidance Teacher

The Named Person

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The Named Person:The Named Person:

must work within Universal Servicesmust work within Universal Services is the point of contact for the child, the is the point of contact for the child, the

parent, the professionals and the members of parent, the professionals and the members of the communitythe community

maintains the Child’s Recordmaintains the Child’s Record updates core information and Chronology or updates core information and Chronology or

Record of ConcernsRecord of Concerns

About the Named Person

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Case studyCase study

‘‘The Edwards Family’The Edwards Family’

Exercise

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The Edwards Family

Read the introduction to the Edwards Read the introduction to the Edwards familyfamily

1. 1. Who is the Named Persons for Shaun?Who is the Named Persons for Shaun?

2. 2. What previous records will they have What previous records will they have access to?access to?

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Well Being Indicators

Group ActivityGroup Activity

As the named person for the Edwards family, As the named person for the Edwards family, identify strengths and pressures on Shaun identify strengths and pressures on Shaun and and his family using the Well Being his family using the Well Being Indicators Indicators Template.Template.

Choose a scribe to fill in the template Choose a scribe to fill in the template and and person to report back.person to report back.

1111

A Chronology is used to record significant eventsA Chronology is used to record significant events

This should be updated following significant This should be updated following significant eventsevents

Re-assess the young person in the light of new Re-assess the young person in the light of new entriesentries

Staff should be aware of their own agency’s Staff should be aware of their own agency’s guidance on what is included and how it is guidance on what is included and how it is entered in the Chronologyentered in the Chronology

The ChronologyThe Chronology

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Child’s Plan Meeting

Who would arrange a meeting to discuss Shaun?Who would arrange a meeting to discuss Shaun?

What is the purpose of this meeting?What is the purpose of this meeting?

Who should attend Shaun’s meeting?Who should attend Shaun’s meeting?

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Role of theRole of theLead ProfessionalLead Professional

The Lead Professional is appointed whenThe Lead Professional is appointed when two agencies are working together to deliver a two agencies are working together to deliver a

service to Shaunservice to Shaun

The Lead Professional is the person best placed toThe Lead Professional is the person best placed to co-ordinate the child’s planco-ordinate the child’s plan arrange the review of the child’s planarrange the review of the child’s plan

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Contact forChild / Young

Person andParent

Monitors Child’s Plan

Co-ordinatesChild’s Plan

Contact forPractitioners

Lead Professional

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Shaun’s Lead Professional

GroupGroup ActivityActivity

With what you have learned about Shaun and With what you have learned about Shaun and drawing on your own personal experience drawing on your own personal experience decide as a group what skills you think the decide as a group what skills you think the Lead Professional will need in this case.Lead Professional will need in this case.

Choose a scribe and a person to report back.Choose a scribe and a person to report back.

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Deciding who should be the Lead Professional

Things to consider:Things to consider:

The kind of help Shaun and his family needThe kind of help Shaun and his family need

Previous contact or a good relationship with Previous contact or a good relationship with ShaunShaun

Whether there are statutory responsibilitiesWhether there are statutory responsibilities

Who is the best person to take on and effectively Who is the best person to take on and effectively fulfil the Lead Professional role in Shaun’s case?fulfil the Lead Professional role in Shaun’s case?

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Lead Professionals will ensure

that children and families are involved and that children and families are involved and supportedsupported

the multi-agency Children’s Plan is compiledthe multi-agency Children’s Plan is compiled agencies act as a team and each partner is clear agencies act as a team and each partner is clear

about their roleabout their role agencies work together seamlesslyagencies work together seamlessly

appropriate services are provided appropriate services are provided the Child’s Plan is monitored and reviewedthe Child’s Plan is monitored and reviewed the plan is concluded at the right timethe plan is concluded at the right time

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The Practicalities

Being the Lead Professional takes timeBeing the Lead Professional takes time Record keeping must be accurate and Record keeping must be accurate and

contemporaneouscontemporaneous Communication must be efficient and effective Communication must be efficient and effective The Plan must be updated and all partners, The Plan must be updated and all partners,

including Shaun and his mother, must be including Shaun and his mother, must be informedinformed

Planning and review meetings must be regular Planning and review meetings must be regular and relevantand relevant

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The Child’s Plan StructureThe Child’s Plan Structure

The Child’s Plan is in two sectionsThe Child’s Plan is in two sections

Core Information about the child or young Core Information about the child or young person, their family and the services involvedperson, their family and the services involved

Agreed Agreed outcomesoutcomes for the child or young for the child or young person and their familyperson and their family

2020

Getting it Right for Every Getting it Right for Every Child… the futureChild… the future

Agencies should:-Agencies should:-

1.1. Ensure all relevant staff have a copy of the Ensure all relevant staff have a copy of the guidance on Joint Assessment and Planning guidance on Joint Assessment and Planning Guidance.Guidance.

2.2. Adopt the GIRFEC Practice Model for Joint Adopt the GIRFEC Practice Model for Joint Assessment and PlanningAssessment and Planning

3.3. Work together to develop the GIRFEC Work together to develop the GIRFEC Practice Model on a multi-agency basisPractice Model on a multi-agency basis

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Final RemarksFinal Remarks

Children and young people have the Children and young people have the right to expect to be given the right to expect to be given the opportunity to reach their full opportunity to reach their full potential. potential.

Getting it Right From Every Child is a Getting it Right From Every Child is a valuable tool in assisting children and valuable tool in assisting children and young people to do this.young people to do this.