Whole Systems Approach to GIRFEC 25 th February

Whole Systems Approach to GIRFEC 25 th February 2014

Overview • • Redesign of services Locality based model Youth Justice Strategy Group Identification of Team Leader responsibilities • Development of EEI • Challenges faced

outcomes • Supporting positive outcomes and reduce escalation of offending behaviour • Supporting parents in assisting to reduce offending • Giving proportionate responses to Children and Young people • Divert referrals from Children’s Hearing • Speed up the support to Young People and their families

How • Domestic violence screening process. • Initial screening process and response to requests for assistance • Police Protocol’s EEI • Identification of staff

The Hub • Development of processes and protocols to support decision making • Testing of thresholds • Process of response by localities • Approach to initial assessment and intervention

Locality Management • • • Team Leader Options N. F. A. Initial assessment Intervention Locality GIRFEC Meeting

• GIRFEC Meeting • • • Criteria for discussion Partnership involvement Information sharing Agreement of supports Monitoring of progress

Challenges • • • Rolling out within the other localities Management of staff Keeping locality partners involved Evidencing outcomes Continuing the momentum of whole systems approach within all areas of work

What is a Joint Assessment Team • A multi agency group set up to support young people who are experiencing difficulties in school, at home or in the community • Key personnel: • DHT (ASN) • Pupil Support staff • Educational Psychologist • Family Support Worker • School Nurse • Support for Learning staff • SMPS • Campus Cop • Youth Learning staff • Area base rep.

Actions taken prior to JAT meeting • School based staged intervention approaches will have been exhausted. • Named person will have: • Met with pupil – completed ‘What I Think’ Tool • Spoken with parent / carer • Completed Information Sharing Protocol • Discussed JAT • Started to compile single agency assessment

Post JAT meeting? • Named Person • Links with pupil and provides feedback on recommendations • Contacts the family to provide feedback on actions • Coordinates the delivery of the actions • Monitors / reviews the impact

So what’s different? • EEI meeting only relates to young people who are offending- Schools were not always aware of any charges until they get a request from SCRA for a report • Ensures that we are fully aware of the life of the ‘whole child’ • Helps to inform any plans we have in place for the young people to avoid duplication • Some are known through JAT others are not

What do I bring to the table? • Information relating to: Attendance Exclusions Educational placements Short summary from DHT ASN Information relating to plans we currently have in place • JAT info • • •

What do I do with the information received? • Link back to the schools • Ensure that young people are receiving appropriate levels of support • Track and monitor through EEI process • Present at JAT if required • Link with parents / carers if appropriate • Ensure links with relevant agencies are in place e. g. Health staff

What difference has it made? • Allowed us to be confident that we have all the relevant information to enable us to do our best to support the young people in school • Enabled us to link closely with our colleagues in Social Work and Police around planning and delivery of supportive interventions in school / area • Young people receive the support they need in a proportionate and timely manner, avoiding duplication

Next stage • Training programme for all family support workers • Continue training for qualified staff • Continue developing services for Youth Justice • Undertake development of whole system approach guidance. • Maintain Locality based Management of interventions incorporating trends and local requirements within our partnerships.