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Prevention and Early Intervention Programme

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Presentation to Swansea Partnership Overview & Scrutiny Committee June 2011

Publié dans : Formation, Santé & Médecine
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Prevention and Early Intervention Programme

  1. 1. Partnership Overview & Scrutiny Committee Prevention and Early Intervention Programme 27 June 2011
  2. 2. The Programme
  3. 3. Restorative Practice <ul><li>This approach is based on the belief that the people best placed to resolve a conflict or a problem are the people directly involved, and that imposed solutions are less effective, less educative and possibly less likely to be honoured. </li></ul><ul><li>In order to engage in a restorative approach to conflict and challenging behaviour, people need certain attitudes and skills. Skills-based training can develop both restorative skills and attitudes. </li></ul>“ It’s better than the old way, where we just argued.” “ It’s more controlled.” “ You have to listen to the other side of the story.” Quotes from year 6 pupils in Primary Schools “ The way I have changed my questioning has had a real positive effect on behavioural problems within the school. Any problems or arguments are sorted through discussion. Children feel they are being listened to and will take responsibility for their actions .” Deputy Head Primary School “ Before the s**t hits the fan, I need a conference ” Quote from a parent to a head after an incident “ I think it is a really good way of dealing with bullying because Ronnie was able to say what was happening and how it made her feel. If I was ever bullied, this is how I would like to talk about it. “ Year 7 Pupil in Secondary School
  4. 4. Family Learning Signature <ul><li>The Family Learning Signature is a visually striking and easy-to-apply tool that has been designed to enable a family to define their learning 'capacity' and, in so doing, to describe that family's preparedness for learning and development. </li></ul><ul><li>It is deployed, initially, to provide a baseline or benchmark for families in understanding their learning strengths and challenges and for others engaging with the family learners </li></ul>Resources Our family environment includes resources for learning? Atmosphere Our family environment is a good place to learn? Plan Our family plans its learning?
  5. 5. Four Site Model <ul><li>Common Assessment Form/Team Around the Family </li></ul><ul><li>Child & Family Services weekly referral meetings </li></ul><ul><li>Strategies to address children and young people at risk of exclusion </li></ul><ul><li>Child & Family Service permanence panel </li></ul>
  6. 6. CAF Referrals : My World Assessment Primary Schools Health Visitors Surestart Child & Family Services 2010/11 CAF Referrals Team Around The Family Meetings
  7. 7. Team Around The Family Case Studies <ul><li>CASE STUDY 1 </li></ul><ul><li>8 month old baby cared for by paternal grandparents. Father wishing to have more hands on care of daughter. Mother experiencing mental health difficulties. TAF initiated separately by both Health Visitor and Dad’s Officer </li></ul>TAF TEAM Parents Paternal Grandparents Health Visitor Psychiatric Nurse Primary Care CPN Support worker CMHT Dad’s Parenting Officer TAF Coordinator Outcome To Date Contact agreement resulted in less friction between father and paternal grandmother re care of child Plan for Restorative Practice conference to improve relations further CASE STUDY 2 Boy had been absent from school for 4 months. Family about to be evicted due to arrears. History of non-engagement. Learning difficulties. Family all sleep in one bedroom. Poor standard of hygiene TAF TEAM Mother Older son Child Education Welfare Officer STF staff Housing Officer Tenancy Support Worker Adult Services Social Worker ( CHT) TAF coordinator Outcome To Date Eviction avoided. Financial entitlement sorted out. Rent arrears paid. Home conditions improved. Child 93% attendance over 3 terms. Engagement with services
  8. 8. Vulnerability Assessment Profile
  9. 9. Prevention & Early Intervention In Action
  10. 10. Who are the people involved? <ul><li>Project Sponsor: Richard Parry (Lead Director for Children & Young People) </li></ul><ul><li>Project Manager: Hilary Davies </li></ul><ul><li>Project Champion’s: </li></ul><ul><ul><li>Mark Mathias (Chief Superintendant, South Wales Police) </li></ul></ul><ul><ul><li>Carol Green (Director Swansea Council for Voluntary Services) </li></ul></ul>
  11. 11. Key agencies involved <ul><li>Child & Family Services, City & County of Swansea </li></ul><ul><li>Youth Offending Service, City & County of Swansea </li></ul><ul><li>Regeneration Dept, City & County of Swansea </li></ul><ul><li>ABMU </li></ul><ul><li>Voluntary Sector </li></ul><ul><li>Police </li></ul><ul><li>Schools </li></ul><ul><li>Careers Wales </li></ul>
  12. 12. Why are they involved?..... <ul><li>These partners contribute to making a difference to the outcomes for children & young people </li></ul><ul><li>A partnership approach allows consistency across agencies working with children & young people </li></ul>
  13. 13. … ..Why are they involved? <ul><li>Chief Executive and Directors set the strategic direction for the work </li></ul><ul><li>Officers cascade work of the programme ensuring their service area is involved. </li></ul><ul><li>Managers ensure operational staff are trained in the use of the new tools being introduced, for example Restorative Practices. </li></ul>
  14. 14. How has the LSB made a difference in terms of this project? <ul><li>Grant funding provided </li></ul><ul><li>Opportunity to apply for additional grant </li></ul><ul><li>Critical friend </li></ul><ul><li>Monitoring </li></ul><ul><li>Escalation of Issues/Risks to BSP </li></ul>
  15. 15. Is there duplication with other services and LSB projects? <ul><li>Crossover with NEETs </li></ul><ul><li>Neighbourhood partnership (ICOM) </li></ul><ul><li>CYP Executive Board </li></ul><ul><li>Submission of reports </li></ul>