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The Getting it right for every child Group in Moray has revised the Local Integrated Assessment and Planning Procedures
and the LIAP Toolkit for 2010. A summary of changes made to the LIAP Procedures and Toolkit is available here.
THE REVISED LIAP PROCEDURES AND SUPPORTING DOCUMENTS MUST BE USED BY ALL PRACTITIONERS FROM 5 APRIL 2010 FOR ALL NEW LIAP PROCESSES. (If you are currently using the old Integrated Assessment Record (IAR), you should change over to the new Child's Plans from the point of review).
Moray's Heads of Service have issued a memo which outlines the requirement for all staff working together to assess and plan for the needs of children and young people to use the LIAP Procedures. This memo can be read here.
Moray's LIAP Procedures are the overarching framework for all integrated assessment and planning processes to address the needs of children and young people in Moray. They are the core planning pathway for all services and all practitioners who work with children and young people, and have been ratified by all Directors and Heads of Service for: The Moray Council; NHS Grampian; Grampian Police and all voluntary sector/prIvate sector agencies via their service level agreements.
The LIAP Consultation ended on 30 November 2009. A full report from the consultation is available here.
The Response Report to the Consultation can be accessed here.
Moray's Getting it right for every child Group meets monthly. This Group consists of Heads of Service and Senior Managers from all agencies - statutory and voluntary - and is commissioned by the SMARTER Theme Co-ordinating Group to ensure children's services planning in Moray is streamlined in line with the Scottish Government Getting it right for every child programme. You can read the Minutes from 2010 GIRFEC Group meetings here.
What is Getting It Right For Every Child?
Getting It Right For Every Child is a national Scottish Government programme which promotes integrated working and partnership between professionals and families, to provide the right help for a child or young person at the right time. Getting It Right For Every Child is about all children and young people. Local authorities, including all statutory and voluntary agencies, are required to work in this way. Together, professionals and families can ensure that Scotland’s children and young people meet the wellbeing indicators of being safe, healthy, active, nurtured, achieving, respected, responsible and included; and can achieve their potential.
What are the key aims of Getting It Right For Every Child?
What are the Principles and Values of Getting It Right For Every Child?
For all professions, there are legal powers and duties, professional protocols, quality standards and a range of professional guidance. Getting It Right For Every Child is relevant to a wide range of professionals and there are some underpinning principles within the approach that have broad application across relevant agencies. These principles are described here as values.
Values inform or influence choices and action across a wide range of role and context. Successful evolution in culture, systems and practices across diverse agencies may depend partly upon a shared philosophy and value base. The summary below is both practical and relevant to professionals in supporting parents to ensure that each child reaches and maintains their full potential:
Child at the centre: The experience and needs of each child are central, and their views should be considered. Involve children in decisions
about their lives in ways and at a pace which suits the child, their age, stage and circumstances.
Holistic approach and early intervention: Whatever your professional role, try to consider the whole child. Although your involvement with a child may be short-term,
as far as may be appropriate in each case, do consider the child’s needs for longer term support.
Confidentiality and information sharing: Respect the right to confidentiality for children, and for families, while recognising that the duty to safeguard children comes first.
Safety: Recognise each child’s right to be safe. Being safe and feeling safe are fundamental aspects of well-being. If concerned about risk to a child, be alert to the implications for other, perhaps equally vulnerable children in the situation.
Promoting opportunities and valuing diversity: Actively promote opportunities for children who face discrimination and extra barriers. Respond positively and creatively to diversity among children and families, and colleagues.
Partnership with families: Recognise how parents, family members and those in the child’s network, are (or may with help become) the most significant contributors to meeting a child’s needs. In many circumstances they can lead the plan of action. Listen to those who know the child well, have a sharp sense of what the child needs, of what works well in the child’s family and of what may not be helpful.
Building on strengths: Work to engage the strengths and resources within the family network in plans to address needs and risks for the child (as far as this is safe and achievable).
Bringing help to the child: If you can play a part in a plan of help, consider how help can be brought to the child rather than automatically passing on information and responsibility.
Bringing help together: Play your part in ensuring that children and families experience a co-ordinated and unified approach when several professionals are involved. Try to ensure that families are not subjected to stressful repetition of information, avoidable delay, or to assessments without a plan of action to help.
Supporting informed choice: Support children and families in understanding what help is possible and what their choices may be.
Teamwork between professionals and agencies: Respect the contribution and expertise of other professionals; and co-operate with them to meet the needs of children, as far as may be appropriate for your role and context. For example this may be through consultation, sharing information, shared assessment, planning, action, or material support.
Professional boundaries and standards: Recognise that sharing responsibility between agencies does not mean acting beyond our competence or responsibilities. Take action if safety or standards are compromised, whether that means alerting your own manager/employer or another appropriate authority.
Individual development: Commit to professional learning and development. This may be through training, supervision, teamwork, or application of research evidence. Commit to improve inter-professional practice in work with children and families.
Values across all working relationships: Recognise that respect, patience, honesty, reliability, resilience and integrity are qualities valued by children, families and colleagues. Be sensitive to the impact of the work upon other professionals. Beside the well-being of children and families, consider the well-being of colleagues and value their support.
What are the Core Components of Getting It Right For Every Child?
A Focus on improving outcomes for children, young people and their families based on a shared understanding of well-being.
An integral role for children, young people and families and those with a relevant interest in reaching the decisions that affect children’s lives as part of assessment, planning and intervention.
Maximising the skilled workforce within universal services to address concerns at the earliest point themselves, where they can, bringing others around them as needed.
A common approach to gaining consent and to sharing information where appropriate.
A co-ordinated and unified approach to identifying concerns, assessing needs, agreeing actions and outcomes based on indicators of well-being.
Streamlined planning, assessment and decision making processes that lead to the right help at the right time for the child.
Consistent high standards of co-operation, joint working and communication, across Scotland, where more than one agency needs to be involved.
A confident and competent workforce in the statutory universal and targeted services as well as the independent sector.
A lead professional to co-ordinate and monitor multi-agency activity, where necessary.
The capacity to share demographic, assessment, planning and outcome information electronically within and across agency boundaries through the national eCare programme where appropriate.
What is the 'My World' Assessment Triangle?
In order to understand fully how a child or young person is growing and developing, it is important to consider all aspects of his/her life including health, education, developing social skills, confidence, independence and the ability to form relationships. The 'My World' Assessment Triangle enables workers to follow the three interlinked paradigms to assess the needs of a child or young person holistically.
The 'My World' Assessment Triangle considers the whole child’s physical, social, educational, emotional, spiritual and psychological development.
The 'My World' Assessment Triangle provides the basis for both initial and integrated assessments. It ensures that assessments are holistic and applies to all children including unborn children and young people.
It takes account of the strengths and achievements of children and their families as well as needs and risks of harm. It incorporates the principles of listening to and taking into account the views of children and young people and working in partnership with parents/carers.
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What is Getting It Right For Every Child in Moray?
The multi agency Getting It Right For Every Child Group is tasked with taking forward the national programme in Moray. The group has representation from social work, education, health, police, housing and the voluntary sector. The work of the group focuses on streamlining processes within children’s services in line with Getting It Right For Every Child principles and values.
Local Integrated Assessment and Planning (LIAP) Procedures:
The 2010 Local Integrated Assessment and Planning Procedures Pack is now available on these pages.
The Getting It Right For Every Child Group is formally represented by the following:
| Jeremy Akehurst | Performance and Strategy Manager, Children and Families’ Services: Chairperson |
| Gill McGhie |
Getting It Right For Every Child Development Officer Minute Taker |
| Graeme Gordon | Inclusion and Support Services Manager |
| Graham Jarvis | Community Learning and Development Manager |
| John Hammond | Authority Reporter (Scottish Children's Reporter's Administration) |
| Alison Work | Lead School Nurse (Health) |
| Sheila Erskine | Service Manager, Action for Children (Voluntary Sector) |
| Gordon Sinclair | Casework Services Manager (Social Work: Children and Families) |
| Rona Grimmer | Detective Inspector, Grampian Police |
| Jim Masson | Inspector, Grampian Police |
| Mike McClafferty | Senior Housing Manager |
For further information on the work of the Getting It Right For Every Child Group in Moray, please contact:
Gill McGhie
Getting It Right For Every Child Development Officer
The Moray Council
149 High Street
Elgin
Moray
IV30 1DS
Tel:01343 563053 Mobile: 07890 275550
Email: girfec@moray.gov.uk
For further information on the Scottish Government team, please contact:
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