Parenting and Family Support Services

(PAFSS)Policies and Procedures

Reviewed & updated August 2017

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ContentsSection Title Appendices

1 Allocation of Cases including;- Step up/Step Down process- Pieces of Work for social care

Appendix 1. - Step downs from ACPS and Piece of work requests ProformaAppendix 2. – PAFSS Transfer formAppendix 3. – MA Referral FormAppendix 4. – L/P request for PAFSS

2 The first 30 Days including;- Initial Visits- Assessment

Appendix 5. - 30 Day Flow ChartSupport Flow ChartAppendix 6. – Danger StatementsAppendix 7. – Safety GoalsAppendix 8. – Genogram Best QuestionsAppendix 9 – Signs of Safety Assessment PlanAppendix 10. – Initial Home Visit PackAppendix 11. – Working AgreementAppendix 12. – GP letter

3 Case Recording including;- TAF meetings and Family Plans

Appendix 13. – Case note formatAppendix 14. – Case SummaryAppendix 15. – ChronologyAppendix 16. TAF meeting minutes and Family PlanAppendix 17. – Family Support Plan for co-working

4 Case Closure Appendix 18. – Closure Letter –Transfer of caseAppendix 19. – Closure letter

5 Supporting resources including;- Key direct work templates- Reference list to external materials

Appendix 20. – 3 HousesAppendix 21. – Fairy and WizardAppendix 22. – SoS bookletAppendix 23. Warwick-Edinburgh well-being scaleAppendix 24. – Additional materials list

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Section 1 – Allocation of Cases

Contents

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Lead Practitioner request for PAFSS

PAFSS - Managing casework and waiting lists (as lead practitioner or individual work as a member

Transfer role of lead Practitioner

Step Up from Parenting and Family Support Service to Social Care

Case Closing at CIN or CP: Step Down to Early Help

Case Closing at C&F Assessment

Allocation of work from the Early Help (One Front Door)

Appendix

This is the Working Protocol for the allocation of work to the Parenting and Family Support Services (PAFSS) from Early Help One Front Door (EHOFD), step up and step down arrangements, and work requested from Children’s Social Care (CSC) across the two levels of structured work within Doncaster Children’s Services Trust;

Level 1 – Multiple but not complex needs – Targeted Family Support Level 2 – Complex needs – Intensive Family Support

Allocation of casework from Early Help One Front Door (EHOFD).

1. The Early Help One Front Door (EHOFD) receives an enquiry form requesting additional support for child/ren & families. This can be a self-referral, a request from an external agency e.g. school, or a request from Referral and Response.

2. A contact is created by the EHOFD screener, the enquiry is screened to gather further information on the child, young person and family to support the decision making process.

3. The screener and manager of the EHOFD make an initial decision regarding: which is the most appropriate service to meet the child, young person & family’s needs based on the intensity of the interventions required to improve outcomes for the children.

4. The screener or the manager of the EHOFD has a conversation with an appropriate manager to clarify that the case meets the threshold for their service. This discussion should consider the following:

(a) Is this an appropriate case for the identified team and why? What is the complexity of the support required, and at what level is the case most appropriate i.e. level 1 or level 2

(b) Who is the most appropriate to person to be the Lead Practitioner (supporting document available on DSCB website: ‘Early Help Team around the Child, Young Person & Family Practice Handbook’)

(c )Is there an up to date Early Help Assessment on the child’s pathway on the EHM system?

(d) Where there is an existing Lead Practitioner within the Early Help Services (external agencies) there should be consideration that they will remain the Lead Practitioner in the TAC process unless there are clear rationale to indicate that PAFSS is more appropriate lead.

5. Where it is deemed that PAFSS are best placed to be the Lead Practitioner, the EHOFD screener will inform the current Lead Practitioner to transfer the case to either the appropriate Team Manager or allocated worker if identified.

6. When there is no current Lead Practitioner and it is agreed the case meets the criteria for the PAFSS the EHOFD contact will then close and the case is then transferred to the relevant Team Manager for allocation.

7. All management decisions need to be recorded in case notes on the EHM system.

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Case Closing at C&F Assessment: Step Down to Early Help

1. Where a Social Worker carries out a C&F Assessment and the case is not meeting statutory requirements it is responsibility of the allocated case worker to identify an early help support plan for the family as part of carrying out the multi-agency checks and reviewing the assessment

→ if it is felt that no early help support plan is needed for the family, the allocated case worker is to write a rationale within the C&F assessment demonstrating that step down has been considered but not required.

2. The allocated case worker is to work with the family to assess who is best placed to coordinate the agreed early help support plan; whether this is a multi or single agency approach and to obtain consent

3. The allocated case worker is to liaise with the identified Lead Practitioner and family to discuss the next steps and ensure the plan of support is documented in the C&F assessment

4. The allocated case worker is to outcome the C&F Assessment as ‘Step Down to Early Help’ and completes the step down form detailing the plan for early help support and the identified Lead Practitioner attaching the C&F Assessment and referral. On completion of the step down form transfer to the Team Manager for authorisation

NB If any information is sensitive in the assessment or referral it is the allocated case workers responsibility to redact the information as required as this could be accessed by multi-agency professionals within the Early Help system once transferred

5. ACPS Team Manager to review the ‘Step Down to Early Help’ form, supporting documents and ensure consent has been obtained. The attached C&F assessment and step down form should detail a clear early help support plan and the Lead Practitioner

6a. If the allocated case worker has identified that the case is to be stepped down to a Lead Practitioner within Early Help (not PAFSS) the Team Manager is to authorise the step down form and transfer to the ‘EHOFD Team Manager’ work tray

→ on receipt of the step down form the EHOFD Manager is to outcome the step down form as ‘Start Early Help Episode’, allocate to the identified Lead Practitioner and save the attached C&F assessment and referral in EHM

6b. If the allocated case worker has identified that the case is to be stepped down to PAFSS, the case is to be discussed at the weekly area team managers meeting. An agreement is to be made that the early help support is within the PAFSS threshold. If this is agreed the ACPS Team Manager is to authorise the step down form and transfer to the relevant PAFSS locality work tray

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Case Closing at CIN or CP: Step Down to Early Help

1. Where the ACPS Team Manager and allocated Case Worker determines that a child no longer requires Social Care intervention a final CIN meeting or Core Group is to take place

2. As part of the final CIN meeting / Core Group a continued early help support plan is to be agreed with the family and lead practitioner and consent is to be obtained. Once the multi-agency or single-agency early help support plan is agreed the lead practitioner is to be identified to ensure there is no breakdown in services

→ If it is felt that no early help support plan is needed for the family, the allocated case worker is to write a rationale within the CIN / CP Plan demonstrating that step down has been considered but not required.

3. After the CIN meeting / Core group has taken place the allocated case worker is to ensure the child has an up to date C&F assessment which is dated within the last 6 months and the CIN / CP Plan is updated with a clear plan of the agreed continued early help support and the identified Lead Practitioner

4. On completion of the CIN or CP plan an outcome of ‘Step Down to Early Help’ is to be selected whether this is for multi or single agency early help support. A ‘Step Down to Early Help’ form is to be completed, detailing the plan for support and the identified Lead Practitioner. The latest C&F assessment and CIN or CP plan are to be attached to the step down form to ensure the identified lead practitioner has a good understanding of the family’s needs and the plan of early help support required. Once complete transfer the step down form to the Team Manager for authorisation

NB: If any information is sensitive in the latest assessment it is the allocated case workers responsibility to redact the information as required as this could be accessed by a range of multi-agency practitioners within the Early Help system once transferred

5. ACPS Team Manager to review the ‘step down to early help’ form, supporting documents and ensure consent has been obtained. The attached plan and step down form should detail a clear early help support plan and the Lead Practitioner

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6a If the allocated case worker has identified that the case is to be stepped down to a Lead Practitioner within Early Help (not PAFSS) the Team Manager is to authorise the step down form and transfer to the ‘EHOFD Team Manager’ work tray

→ on receipt of the step down form the EHOFD Manager is to outcome the step down form as ‘Start Early Help Episode’, allocate to the identified Lead Practitioner and save the attached C&F assessment and plan in EHM

6b If the allocated case worker has identified that the case is to be stepped down to PAFSS, the case is to be discussed at the weekly area team managers meeting. An agreement is to be made that the early help support is within the PAFSS threshold. If this is agreed the ACPS Team Manager is to authorise the step down form and transfer to the relevant PAFSS locality work tray. NB PAFSS are not to become the Lead Practitioner if they have not been involved in the child’s CIN/ CP Plan, the Lead Practitioner role should be the responsibility of the practitioner who is best placed to coordinate the agreed Early Help Plan as part of the CIN Meeting / Core Group

→ on receipt of the step down form PAFSS are to outcome the step down to early help form as ‘Start Early Help Episode’ and allocate to the identified Lead Practitioner or PAFSS Team Manager (if there is a waiting list) and save the attached C&F assessment and plan to EHM

→ if an agreement cannot be made between the PAFSS Team Manager and ACPS Team Manager and it is thought the threshold is still too high for PAFSS, the case is to be referred to the area Head of Service for arbitration and a decision to be made. If the Head of Service makes a decision for the case to remain open in Social Care the transfer form is to be cancelled and the CIN / CP plan updated to reflect the latest decision

6. The case is now open in EHM for the agreed continued early help support to be carried out by the allocated Lead Practitioner

→ If multi-agency support is required a Early Help Assessment is to be created in EHM; referencing the C&F Assessment to ensure the family is not subject to another assessment if the one carried out by Social Care is reflective of the families current situation and dated within the last six months. It is the role of identified Lead Practitioner to complete the presenting issues, stronger family’s criteria and summarise the conclusions, solutions, action and outcome section to inform the Early Help plan. The TAC/F and Early Help Plan is to be initiated within 15 working days to ensure a continuum of support. → If single-agency support is required the Early Help Plan is to be initiated within 15 working days of transfer to ensure a continuum of support

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8. The Lead Practitioner to continue with Early Help pathway until level of need is reduced

9. Once the level of need has been reduced the pathway needs to be closed or if the family has been identified and met the ‘Stronger Families’ criteria, the Lead Practitioner is to liaise with the Communities FIO and transfer the case to allow the family to be monitored until the stronger families outcomes are sustained and can be evidenced to proceed to claim.

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Step Up from Parenting and Family Support Service to Social Care

1. Where the PAFSS Lead Practitioner is assessing or working with a child and it appears that the issues for the child have escalated as such that the child is likely to ‘suffer significant harm’ or meet ‘child in need’ thresholds the Lead Practitioner is to consult with the PAFSS Team Manager immediately to clarify the facts of the case and the risk to the child in conjunction with the threshold document1 following DCST Safeguarding procedures

2. The PAFSS & CSC Team Manager or Head of Service are to discuss the factors of the case and a decision is to be made on the appropriateness of stepping the case up to CSC

3. If it is agreed to step up the case to CSC, a ‘Referral’ e-form2 is to be completed and it is the responsibility of the Lead Practitioner to detail the areas for concern and the discussion between the PAFSS Team Manager and ACPS Team Manager and attach the latest early help assessment and plan showing all interventions completed with the family. Once the form is complete transfer to PAFFS Manager for authorisation and end key agency involvements on EHM

4. R&R authorise the step up and allocate to the locality CSC team.

5. The Family Support Worker attends and participates in a Strategy Meeting (if required). The Strategy Meeting and / or further assessment will consider the extent to which the Family Support Worker will be involved with the family going forward and the current Early Help team around the family

6. If the Family Support Worker is to remain involved with the case and support the family, the family support worker is to record their involvement and case note the work carried out on LCS until the work is completed.

1 Supporting documentation available on DSCB website: http://www.dscb.co.uk/early-help-22 Referral e-form can be found at https://www.doncasterchildrenstrust.co.uk/worried-about-a-child

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For immediate safeguarding concerns place follow DCST Safeguarding Procedureshttp://www.doncasterchildenstrust.co.uk/worried-about-a-child

Transfer the role of Lead Practitioner

1 A final TAC/F meeting is to take place with the family and all lead professionals involved to agree a continued early help support plan. Once the multi-agency or single-agency support plan is agreed the lead practitioner is to be identified to ensure there is no breakdown in services*

2. The TAC/F minutes are to be updated to reflect all interventions which have been completed, a rationale as to why the case is to be transferred with details of who the case has been transferred to. The agreed support plan is to be documented within the Early Help Plan and that all actions are completed with an end date.

3. It is the responsibility of the Lead Practitioner to ensure the Early Help assessment is reflective of the family’s current situation and dated within the last six months and that all case notes and case summaries are up to date before the case transfer takes place.

4. Before the case transfer is completed it is the Team Managers / Safeguarding Lead responsibility to oversee that all documentation is up to date and reflective and to record managers rationale for transfer in general notes

5. Case transfer form to be complete detailing rationale for the transfer and to record new Lead Practitioner. Once complete this will transfer the case and the new Lead Practitioner will be allocated the case

6. The new Lead Practitioner will continue with Early Help pathway until level of need is reduced

7. Once the level of need has been reduced the pathway needs to be closed or if the family has been identified and met the ‘Stronger Families’ criteria, the Lead Practitioner is to liaise with the Communities FIO and transfer the case to allow the family to be monitored until the stronger families outcomes are sustained and can be evidenced to proceed to claim.

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Process for Lead Practitioner requesting Parenting and Family Support from PAFSS

Context

This process is to clarify; how a Lead Practitioner requests support from the PAFSS.

Currently Lead Professionals are contacting PAFSS managers by e- mail or telephone to attend Team around the Child (TAC) meetings for a child / family that are either on a waiting list for support and has no allocated FSW or the child is not known to the PAFSS.

The procedure below outlines the process of accessing the PAFSS, the quality assurance of the EHA and details the direct work that will be completed with timescales by the FSW once allocated as part of the child’s plan.

When an Enquiry is received by the EHOFD the case is screened and a decision is made on the action to be taken. Where there is a need for an Early Help Assessment (EHA) the EHOFD will identify who is best placed to be the Lead Practitioner for the child / family. The case is then transferred into the L/P work tray.

The L/P completes the EHA. Where it is clearly identified that there is a need for parenting as opposed to family support an

evidenced based parenting programme should be offered to parents. The L/P completes The request for parenting programme document and e- mail to; PPT@doncaster.gcsx.gov.uk

Where the L/P feels that a parenting programme is not appropriate and there is a clear rationale for one to one parenting and family support the Lead Practitioner should complete the Lead Professional request for Parenting and Family Support form (Appendix 4) and mail to the appropriate locality PAFSS manager.

East – Julie.cook@dcstrust.co.uk North – gemma.howarth@dcstrust.co.uk Central – lisa.peacock@dcstrust.co.uk South – charlotte.brookes@dcstrust.co.uk The PAFSS manager reviews the EHA including the date it was completed (no older than 3 months

old this will reflect the current need). That parenting and family support is a clearly identified need and that the direct work is achievable and appropriate for PAFSS. The PAFSS manager will give some indication as to when the case may be allocated and mail the completed form back to the L/P.

The L/P can access information, advice and guidance from an Early Help Coordinator to support the assessment and TAC process.

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PAFSS - Managing casework and waiting lists (as lead practitioner or individual work as a member of TAC through either early help or CSC).

There are three key elements to the strategy for managing caseloads and waiting lists:

1. Referral for case work or identified pieces of work are either allocated initially from the EHOFD or requested from another agency to the locality Team Manager.

Allocating cases to workers is based on the agreed caseloads detailed in Section 4.1 - Service Model and Caseloads of the ‘Parenting and Family Support Practice Guide and Outcomes Framework’

2. Managing staff resources – Initially staff sickness absence which may impact on casework would be managed through agreed management and HR practice and procedures. Where sickness absence is longer than 2 weeks then the locality Team Manager will review the caseload of this worker and consider re-allocating to another worker based on the level of needs. In all cases, case work will be re-allocated after 3 weeks where there is no immediate expectation that the absent worker was returning to work.

3. If casework cannot be allocated immediately to a worker then a waiting list for the two levels of support, (whether this is as lead practitioner or as a request to complete a piece of work for TAC through early help or CSC), will be identified under the locality Team Managers name in the early help module or in CSC LCS. Whether this work is listed in EHM or LCS it is a combined list of work and will be treat equally for the purpose of allocation.

Team Managers will be responsible for allocating work from the waiting based on level of need to an appropriate worker with the skills and knowledge to support the case.

When managing the waiting list and until a worker is identified the locality Team Manager will have management oversight for all cases. This is done by remaining in contact (keeping in touch) with the family through their duty workers who will monitor any changes in the cases until a case worker appropriate to level of support becomes available. It maybe that unforeseen circumstances change within the family which would warrant immediate action.

Allocation from the waiting list then take place considering –

A) Time on the waiting list, along with

B) Extent of needs identified on the original assessment and any additional information available from the ‘keeping in touch’ discussions

The locality Team Manager will use their professional judgment when allocating cases with any complicating factors or significant needs taking president, for example a child living in a home where there is DVA or drugs and alcohol will take president over a mother with low mood requiring support with behaviour management of their child.

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Appendix 1

Parenting and Family Support Proforma

* For requests from social care to step a case down to Parenting and Family Support Services (PAFSS) or for Parenting and Family Support Services (PAFSS) to complete a piece of work as part of a CIN/CP Plan

*To be completed by Social Worker with agreement of ACPS Team manager.

Date of Step Down request/ requested a piece of work Names of Current social worker and Team manager.

Name of Child/ Young Person Date of Birth P number

Name of Parents / Carers Home address or current address of child / young person

Current contact numbers

*Step down case only : Details of work still to be completed on LL by Social Worker;

What are you worried about?

What is working well?

What needs to Happen? (What is the piece of work you want from Parenting and Family Support Services?)

(To be completed by PAFSS Team Manager)Date of Mangers discussion:Record of discussion meeting:Timescale to complete the Piece of work agreed:

Step down/piece of work agreed? Y/N

IFST Managers Name & Signature:ACPS Team Managers Name & Signature:

Date:

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Appendix 2

PAFSS Internal Case Transfer Pro-Forma

(Worker to complete form in first instance , e- mail form to manager and then to be sent from Team Manager to Team Manager so that a case discussion can be held where possible)

Date of transfer request;

Current Parenting and Family Support Services Worker and Team Manager;

Child / Young Person Names(s) DOB(s);

Home address/current address of Child / Young person;

Date of last Early Help Assessment and Family Plan;

What are you worried about?

What is working well?

What needs to happen?

Names & Contact Details of all professionals involved with family and indicate which will continue to be involved after transfer:

Date of joint visit/meeting to transfer the case

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Appendix 3

MULTI-AGENCY CONTACT/REFERRAL FORM

This multi-agency contact/referral form must be used to make referrals to Young Doncaster Referral & Response Service

1. Child Protection referrals- If immediate protective action is required, a referral must be made via telephone/visit to the local Children & Young People’s Service office. This multi-agency form needs to completed and forwarded to Young Doncaster Referral & Response Service within 24 hours.2. For a Child in Need referral it is appropriate just to complete the form and forward it to Young Doncaster Referral & Response Service

LIST CHECK COMPLETED YES NO

Section 1. Form Completed by : Date:

Designation: Phone No. internal;

Agency:

Address:

If completed by Duty Social Worker please identify method of contact:

Telephone:Fax:E-mail:Letter:In person:

PLEASE RETURN THIS FORM TO: (Professional source only)

Young Doncaster Referral & Response ServiceMary Woollett Centre, Danum Road, Doncaster, DN4 5HFPhone: 01302 737777 Fax: 01302 736089

Secure e-mail: childrenassessmentservice@doncaster.gcsx.gov.ukSection 2 Details of child/children (PLEASE IDENTIFY SUBJECT CHILD/CHILDREN)

Surname First name DOB M/F Ethnicity3 Relationship

Child/ren’s first Language Interpreter required?

If yes specify

Parent’s first language Religion:

Disabilities if any: None

Special Needs: None

3 Please use universal code

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Section 3- Address

Home Address

Current address (if different):

Contact Details (if child not at home):

Section 4 - Family Details

Surname First name Relationship PR4 Contact Details

Has the child/Family ever lived outside Doncaster?

No If yes please give details:

Has the Child/Family ever lived outside UK?

No If Yes please give details:

Section 5 - Professionals involved

Agency Name Address/phone Number Current involvement

CAF UNDERTAKEN?DATE:LEAD PROF:

Section 6 - Referral Details

Is this a Re-referral? No If yes, date of last referral:

Main Reasons for referral( please be very clear in bullet form)

Note: please state whether the following are self-reported, reported by others or professional views

4 Parental Responsibility, please write Yes No or Not Known16

Child’s Health and Development: (stipulate need or concerns)

Parenting Skills: (stipulate need or concerns)

Family and Environmental Factors: (stipulate need or concerns)

Outline the work undertaken by referring agency:

Please state any strengths the child or parents have including any kinship network or support services provided by any other agencies:

Additional Information

Child’s view about this referral (if age appropriate)

Parent’s views about your concerns and this referral: (if it has not been possible to get both parents views please say why)

Consent obtained from the family to make a referral to CYPS:

If yes by whom? Name and designation:

If no please give reasons:

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Please indicate any known risk factors to professionals from family members

Who else has been made aware of this information?

Date:

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Appendix 4

Lead Practitioner Request for Parenting and Family Support.

Name of L/P requesting PAFSS

Organisation

E- mail & contact No.

EHM No. of child and initial of first name - DoB

Parents initial of first name

Village of where child lives

EHM Contact dateDate of last Early Help Assessment ( EHA no older than 3 months old )

Evidence in EHA that parenting and family support is a need.

Date of last TAC meeting

What’s working well?in relation to parenting and family relationships identified in EHA .

What are you worried about?With regard to parenting and family functioning.

Please outline the specific parenting work required

Has a parenting programme referral been considered, why was this not an option?Please outline the specific family support required

Please e- mail to the locality managerEast – Julie.cook@dcstrust.co.ukNorth – gemma.howarth@dcstrust.co.ukCentral – lisa.peacock@dcstrust.co.ukSouth – charlotte.brookes@dcstrust.co.uk

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Parenting & Family Support Manager’s checks, Quality assurance & response to L/P

Managers rationale- decision making;

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Yes NoEHA in DateEHA identifies the need for parenting and family support.TAC process in place.Parenting programme has been explored initially.Family allocated a worker.Family placed on waiting list.Level of Intervention . 1

Targeted2Intensive

Expected time for a worker to be allocated

Section 2 – The First 30 Days

Contents

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Conclusions and Family Plan

Appendix

Safety Plan

Danger Statements and Safety Goals

Seeing the Child

Initial Home Visit

What to do when you receive a new case

Completing Early Help Assessments within 30 Working Day Timescale

Policy

Aim of the policy;

It is essential that the first 30 days of involvement with a new case be used effectively by the Parenting and Family Support Services (PAFSS) Worker, in order to build open, empathic and professional relationships with children, young people and their parents/carers. PAFSS Workers need to present as confident and skilled in sharing, gathering and exploring information with families, demonstrate good listening skills, communicate clearly and appropriately depending on the family’s abilities, and be confident to challenge respectfully.

During the first 30 days, families should be supported to understand what they can expect from DCST PAFSS and what their Parenting and Family Support Worker will want from them.

Early Help Assessments should be completed within a 30 working day timescale. Any extension to this should be agreed by the Team Manager.

The Signs of Safety Approach will underpin the gathering of information and the communication of the PAFSS Worker’s worries and understanding of what is working well in terms of existing strengths and safety within the family to pull on as part of the Family Plan. Child and Family Practice Resources, and the Outcome Star, should also be used to support information gathering as part of the assessment process.

Procedure

Days One to Ten;

Allocation and starting the Assessment

1. At the point of receiving a new case or piece of work from the EHOFD, the Team Manager will read the ‘Contact’ on EHM and if necessary speak to the worker who completed the screening, to ask for additional information. Team Manager should read any relevant records on Liquid Logic or EHM, regarding previous interventions.

2. The Team Manager will record a ‘Manager Rationale’ on EHM as a General note. The rationale should clearly set out:

- Who the case is to be allocated to- The tasks the Case Worker will be expected to complete and the timescales expected. - Team Manager will record a Danger Statement based on their initial worries about the case.

Also Team Manager should ‘Scale’ the case in terms of how worried they are about the child’s safety at the time of receipt from EHOFD.

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3. Team Manager will record Case Worker as ‘Key Agency’ for each child in the family with an open episode.

4. The purpose of the EH Assessment should be discussed by the Team Manager with the allocated case worker on Day One. Case Worker should clearly understand the tasks to be completed, and the timescales expected.

5. Case Worker will check that the Demographics Page of the child/children is complete and that all siblings to be included in the EH Assessment have an open episode, and contact numbers for the family are recorded. It is important that the Case Worker updates details that are incorrect or missing.

6. Relevant documentation, such as Child & Family Assessments, case notes, plans and chronologies, recorded on Liquid Logic and EHM should be read by the PAFSS Worker to gain a better understanding of any previous interventions and engagement, and the reasons why they were necessary. This is important, as any significant events should be recorded in the Family Support Chronology.

7. On the day of allocation the PAFSS Worker should contact the family by telephone to introduce themselves, the service, and arrange for an initial home visit to take place within 3 working days. Case Worker should try to ensure that if the child has 2 parents/carers, they could both be present for the visit.

8. The PAFSS Worker should record on EHM that they have contacted the family and arranged the Initial Visit, recording the date and time, where the visit will take place and who is expected to be present.

9. It is best practice for the Chronology to be started within 3 working days of allocation. The Chronology should include significant information about both parents/carers prior to the child’s birth, the date of the child’s birth, and any significant events following the child’s birth to present day.

10. The PAFSS Worker will contact education, health and any other services involved with the child, young person and family to request their contributions for the EH Assessment. PAFSS Worker will give partner agencies a timescale in which to return their information. PAFSS Worker to record that they have requested contributions from partner agencies on EHM.

11. The PAFSS Worker should use the Signs of Safety Assessment Plan (Appendix 10) as a tool to support them in gathering information for the EH Assessment. The PAFSS Worker to transfer the ‘Worries’ and ‘What is Working Well’ from the Contact record on to the first page of the Signs of Safety Assessment Plan.

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12. PAFSS Worker should prepare an Initial Visit Information Pack to share with the family.

This should include:- Signs of Safety Information- What families can expect from the Parenting and Family Support Services (PAFSS) and what

the service will want from them.- Safeguarding and Data Protection Booklet- Consent to Share Information Form- Consent to transport form- Useful numbers leaflet- Genogram template

(Supporting documents in Appendix 11)

Initial Home Visit

13. On the initial visit the PAFSS Worker should:

Present as professional, genuine, organised and open. This is important in terms of building rapport and trust with the family.

Introduce themselves and the PAFSS service confidently to the family.

Explain the role of PAFSS Worker, and openly discuss Safeguarding responsibilities, Data Protection, Confidentiality, Complaints Procedure, and Valuing Diversity.

Introduce the Signs of Safety Approach and explain the EH Assessment Process. The family should understand fully the purpose of the assessment and what will happen over the next 30 working days and why.

Talk openly about the ‘Worries’ and ‘What is Working Well’, and ask the family to talk about what they are worried about and tell you more about the Complicating Factors contributing to their worries. PAFSS WORKER should explore what is being done currently to address the worries, and how the family are keeping the child/children safe. This information should be added to the Signs of Safety Assessment Plan.

Complete Genogram with parents/carers. Best Questions from Child and Family Practice Framework can be used to support and gather as much info for chronology and assessment. Discuss relationships, dynamics, etc.

Complete Consent to Share Information Form

At this point you may want to, although this is not mandatory, to agree with the family a calendar of dates that you will visit over the 30-day assessment process and when you will see the children, this will help the family understand the purpose of each planned visit. The Working Agreement template (Appendix 12) can be used to support this.

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Ask family to scale their worries 0 representing things are as bad as they can be, 10 representing things are the best they have ever been.

A Safety Plan is usually put together between days 1-10, however, if there are any worries which need to be managed urgently, but do not require Social Care intervention, a safety plan should be discussed with the family at this point.

If on Initial Visit PAFSS worker has worries that a child’s well-being or safety is at significant risk, a referral to Social Care should be discussed with the family, and advice from Team Manager sought immediately, or a referral to Referral and Response if there is a risk of significant harm and the manager is not available, however manager should be spoken to in the first instance wherever possible.

14. Following the initial home visit the Case Worker should record the visit using Signs of Safety recording structure.

Seeing and speaking to children and young people

It is important that children are supported to understand the role of PAFSS and why you want to speak with them, also, the reasons why our service has been asked to help their family. Most children will have some level of awareness of the worries happening in their family, so it is important to be as honest and open with children and young people as is appropriate.

15. Each child within the family, 3years and upwards, should be seen alone in school or at another venue such as the local Children’s Centre. Children should be given an age appropriate explanation about why the PAFSS Worker has been asked to help their family. Words and Pictures can be used to help children to understand the role of the PAFSS Worker, the reasons why they are involved and what will happen. Also, the PAFSS Worker should talk to children about Signs of Safety and use the information sheets relevant to the child’s age and level of understanding.

16. Three Houses should be completed with each child separately. PAFSS Worker should read the Three Houses guidance to ensure that they can fully support the child during the task (supporting document in Signs of Safety Handbook). Children should be encouraged to share their views, thoughts and feelings in a safe way. Children should understand that a Safety Plan will be made to help them feel safe and happy, and to address their worries.

17. Three Houses documents should be uploaded to EHM. Direct Work Session with the child/children should be recorded on EHM using Signs of Safety Recording Structure.

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Planning for working with the family

By this point, considering the information provided in the Contact, information regarding previous interventions, exploration of the worries with parents and carers, and gaining the child’s view and

feelings, PAFSS Worker will have enough information to write Danger/ worry Statements and Safety Goals to the parents/carers and child/young person. Best Questions should be planned for the second visit to the family. Depending on the presenting worries, safety and strengths, best questions can be identified from Child and Family Practice Framework also.

18. On the second visit to the family, complete the Family Star with both parents/carers.

19. Draft Danger Statements and Safety Goals should be shared with the parents and the PAFSS Worker should make sure that they are clearly understood.

20. Best Questions should be asked to gather more information and better understand the dynamics of the family.

Days Eleven to Twenty;

21. Safety Network should be discussed with the family. The family should understand fully the benefits of having support from wider family and friends. Best Questions from the Signs of Safety Approach should be used to support the family in identifying a support network.

22. Safety Planning should be discussed with the family and a clear Safety Plan developed based on the worries and existing safety and strengths identified. Safety Network should be assigned roles within the safety plan.

23. The Children should also have a safety plan of their own if deemed necessary.

24. Family Task – depending on the presenting worries, for example, family breakdown and poor communication/relationships, a family task can be chosen from Child and Family Practice Resources, to observe the family and gather more information for the EH Assessment.

Days Twenty to Thirty;

25. EH Assessment to be populated using:- Information from Contact record- Information gathered regarding previous interventions from Liquid Logic and EHM.- Information gathered during completion of Genogram.- All information gathered from the family using the Signs of Safety Assessment Plan- Child’s views, feelings and thoughts (3 houses)- Information gathered from Family Task- Danger Statements and Safety Goals

26

Conclusions, Solutions and Action part of the Early Help Assessment;

Case worker should record their Danger/worry statements in the section marked ‘What are We Worried about?’

Case worker should record their Safety Goals in the section marked ‘How will you know when things have changed?’

26. Genogram to be uploaded into documents on EHM.

(Support documents for Signs of Safety found in Appendix 7-8)

27. Family Plan – Draft Family Action Plan to be put together with the family based on the Worries (Danger Statements) and the Working Well’s (Safety Goals) identified. Next Steps should be agreed with the family, and child/young person, and any additional services identified to offer appropriate support should be referred to. Safety Plan Actions should be included in the Family Action Plan.

Family Action Plan should be SMART; Specific, Measurable, Achievable, Realistic and Timely. Family Action Plan should be shared with the family and reviewed 4-6 weekly as part of the TAF

process.

28. IF USING; Working Agreement – Case worker to put together a Working Agreement with the family detailing the dates and purpose of the visits to take place up to the first planned TAF Meeting. Working Agreements should be updated and planned visits set out between all TAF Meetings.

29. Early Help Assessment to be shared and talked through with the family.

30. Early Help Assessment to be authorised by Team Manager within the 30 day timescale.

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Appendix 5

30 Day Early Help Assessment Flow Chart

28

Case received by Team Manager, Team Manager will read the information and record a ‘Manager Rationale’ regarding:

- Who case is to be allocated to- What the IFSW needs to do and timescales for completion- Record a Manager Danger Statement and Safety Goal - Team Manager adds FSW as Key Agency on EHM

Where possible, Manager to have a face to face discussion with the worker about the main presenting issues and immediate actions

Case Worker checks ‘Demographic Information and ensures all up to date

Case Worker to read relevant history on LL and EHM, talk to other agencies involved.

Caseworker should start Chronology on the S-Drive and include significant events prior to child’s birth.

When using the assessment plan the

worker should record ‘Worries’ and ‘What is

Working Well’ ready for the Initial Visit.

Initial Home Visit – see procedure for what to

include

See Child/Children alone to complete 3

HousesSecond Home Visit – Complete Family Star

Draft Danger Statements and Safety

Goals. Share with family

Form Safety Plan with family.

Agree work to be completed with the

family and set timescales

Transfer all information gathered in to EH Assessment.

Use SOS info to inform the analysis. Send to manager to authorise. Share with family.

Set initial TAF date

Appendix 6

Danger/Worry Statements

Danger Statements are what we use to help families understand exactly why we are worried. After sharing a Danger Statement the child, young person and family should fully understand what we are worried about, why, and what we think might happen if nothing changes.

Danger Statements should be made up of 3 components:

Who is worried – full names of practitioners and where they work, i.e. Lisa from Parenting and Family Support Services , and any family members such as mum, dad, nanna Betty, granddad Joe.

Why are you worried – list and name the behaviours, issues, situations that you are worried about and the current impact these are having on the child. If there is a specific incident, name the incident and the date it happened

What are you worried about – what will happen if nothing changes? what will the impact be on the child? what is the worst case scenario?

Case workers should write a separate Danger Statement for each separate worry, for example, if the case involves worries about behaviour management, anti-social behaviour, and poor home conditions, there should be a danger statement about each one. Danger Statements can be written to parents and carers, or children and young people.

Danger Statements should be written using language and words that the child, young person and family can understand easily. NO JARGON. Avoid words like emotional, appropriate, development, domestic violence, poor home conditions. Say what you mean and use describing words such as crying, screaming, scared, angry, frightened, hitting, swearing, punching, dirty, cluttered, untidy, smelly.

It is good practice to share your Danger Statements with colleagues and ask for other’s opinions, as someone else might suggest a word or phrase that you like better. If you are in the office, and writing a Danger Statement, speak to the others and ask for their thoughts.

Practice writing Danger Statements whenever you can as this will help you to get used to putting your worries in to simple language.

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Example Danger/Worry Statement

Kate from IFST and her manager are worried that because when you get angry you hit and punch your brothers and sisters, or hurt yourself, which makes you and your brothers and sisters sad and upset. We are worried that if nothing changes then you may really hurt your brothers, sisters or yourself, and you or them will need to go to hospital, and you will feel more sad, upset, and angry or the doctors might not be able to make you or them better.

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Appendix 7

Safety Goals

For every Danger Statement you write, you need to have a Safety Goal to go with it. Safety Goals represent to families what our ‘Bottom Lines’ are, what things are non-negotiable, and what we need to

see to be able to close the case. For example, what would we be seeing for the case to be a 10?

Safety Goals should:

Start with a positive statement about the child, young person or parents/carers. For example, ‘we think that it is great that you have managed to tidy the children’s bedrooms, and that they have new, clean, bedding………….’

Safety Goals should include that we want the family to sit down with us and identify safety people and work out a safety plan. It might read as ‘however, for us to no longer have any worries, we would need to see that you can sit down with us to create a plan, along with your safety people which will help you to ………………

Safety Goals should state clearly what the bottom lines are, for example:

- We would need to see that Katie is never left alone with her grandfather.- We would need to be satisfied that David never sees his mummy and daddy fighting, punching

and hurting one another.- We would need to be sure that Brian never brings drugs in to the house or uses drugs when he

is with or caring for the children.

Safety Goals do not go in to the finer detail of HOW child, young person, or parents/carers are going to address the worries, they outline what we need to see to be able to close the case. The ‘next steps’ of how the Safety Goals will be achieved is decided by parents and children, with guidance from worker. This is the ‘What Needs to Happen’ column which informs the Safety Plan.

Example Safety Goal

It is really good that sometimes when you are angry you go to your room and listen to music to calm down. For Kate from IFST not to be worried you and your mum and dad need to come up with a plan of what you will do when you are angry and upset, and how your mum and dad will help you, so that you don’t hurt your brothers or sisters, or yourself any more.

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Appendix 8

Genogram Best Questions

When completing a Genogram with a family it is important that the PAFSS Worker feels confident in asking the right questions to help the family talk openly about their relationships and networks, and to gather as much information about the family history as possible.

At start of exercise say to parents/carers something like;

‘It would help to hear about the sort of families you grew up in because we know how important that is for the sort of families we go on to have ourselves. Some people decide that they want their family to be very like the one they grew up in, and others decide that they want it to be very different.’

Ask each parent/carer in turn:

Are your parents still alive? Where do they live, do you see them much? What have/do your parents done education/training/employment wise? Are there any similarities in this between them, and you and your partner? If deceased ask – when did they die and what of? Explore feelings of loss with parents/carers. Do you have brothers and sisters? How old are they? So that makes you (position) in the family, how was that for you growing up? What do your brothers/sisters do work wise? Where have you lived at different stages in your lives? Ask parents/carers if they grew up in similar neighbourhoods What kind of family do you come from, what words would you use to describe them? What was it like being a child in your family? What kind of child were you? How did you get along with your parents and siblings? What words would you use to describe your relationship with them? Who were you closest to in your family? Was there anyone really special for you inside or outside of your family? Was there anything particularly difficult for you about your family? Was anyone ill, abusive? How did that affect you do you think? Are there any particular events from your childhood that you remember? What were they?

What happened? Explore separations, deaths, abuse, violence, periods of time in care. What affect did these things have on you as a person?

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Appendix 9

Signs of Safety EH Assessment Planner

Children’s Names Date of Birth Age

What are we Worried about? Questions to parents/carers

What is Working Well? Questions to parents/carers

Harm

Complicating Factors

What are you most worried about?

If we asked your child what would they say are the things that they are most worried about?

Who else in the family is worried?

What are the things that make the problem harder for you to deal with?

When are things at their worst?

Existing safety

Existing Strengths

What do you think is working well in your family?

What do you do to keep your child safe?

What are you doing at present to address your worry?

Who helps you?

What do they do?

When have things been better? What did that look like?

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What does this look like/feel like?

When things are bad, how do you think it impacts on your child?

How did this help your child/children?

What would your child say are the best things about their life?

Who would your child say are the most important people in their life?

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Genogram (Gather as much information about family members, relationships and history as possible)

35

Danger/Worry Statements Safety Goals

Scaling Question

0 10

36

Best Questions to ask parent/carer and child/young person

Safety Network

Name Relationship to Child

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Safety Plan(Who will do what to keep the child safe)

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Services to Engage

Service For Who

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Appendix 10

What can you expect from Parenting and Family support Services (PAFSS)?

1. Your Parenting and Family Support Services Worker will be open and honest with you from the start of your relationship.

2. Your Parenting and Family Support Services Worker will involve you and include you every step of the way and always ask you and your family for your opinion and contributions.

3. Over the next 30 days, your Parenting and Family Support Services Worker will talk to you, your children, and your wider family, to gather information which will help them to make decisions about:

What is going well for your family? What are the worries? What needs to happen? Your worker will also speak to your child’s school, and other people who know your child. They

will then write all of the information down, this is called an Early Help Assessment. During this time they will see your child/children on their own to talk to them about their feelings and wishes. Also they will be observing your interactions with your child.

4. During the 30 days, your worker will complete a Genogram with you, this is a map of all your family members. This helps us to see who you have around you for support.

5. When the Assessment is finished, your worker will talk to you about the things they feel most worried about, and what they would need to see to no longer feel worried (Danger Statement and Safety Goals)

6. Together with you and your child your worker will put together a plan, this will help you to understand what needs to happen and who will do what.

7. Your worker will arrange regular meetings every 4-6 weeks so that everyone around your family can update one another and we can check the plan is working.

What your Parenting and Family Support Services (PAFSS) Worker will want from you and your family.

For us to be able to help you in the best way we can, we would like it if you:

Are able to be open and honest with us Be available and at home when a home visit has been agreed with your worker. If you are not at home

when we visit you, we will ring you and ask you where you are and arrange to see you again that day or the following day. It is important that you keep to appointments we agree.

Treat us with respect whilst we work with you and not to behave in a way that is offensive or abusive. Attend agreed appointments and Meetings Contribute to an Early Help Assessment and Family Plan Consider a Family Meeting

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Consent Form For TransportingIt may be necessary for a Doncaster Children’s Services Trust worker;

during the Parenting and family support you receive, to transport you or your child/children in their car.

It is important that before this happens, you agree to this and give your consent.

If you are not happy for this to happen you must speak to your worker and they will discuss other options with you, ie, using public transport.

------------------------------------------------------------------------------------Consent

I ___________________ the parent/carer of _________________

give consent for __________________________ (worker) to transport

____________________ in their car.

The purpose of the journey is: _____________________________________________________________________________________________________________________________________________________________________

Workers will ensure the child is seated safely using seatbelts/safety seats as appropriate.

Signed ___________________ parent/carer

Date ______________

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PARENTING AND FAMILY SUPPORT SERVICES

PARENT/CARER CONSENT FOR INFORMATION SHARING BETWEEN AGENCIES

Relevant family members

NAME DOB

I/We authorise Doncaster Parenting and Family Support Services (PAFSS) to seek information from and share information with other agencies as indicated on the attached list to enable the Early Help Assessment to be completed and a support package of interventions by Family Support and other appropriate agencies and that the information provided will be kept on the child’s early help electronic file

Print name:………………………………………………………Date……………………………….

Signed……………………………………………………

Print name:………………………………………………………Date……………………………….

Signed……………………………………………………

*delete as appropriate

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Agency Provision / Staff member Date contacted

Social Services

Children’s Centre

G.P.

Health visitor

School Nurse

Mental Health Services

School(s)

Youth Offending Team

S.Y. Probation Service

S.Y. Police

Housing

DrugServices…………………….

……………………….

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Children’s Guide

Young People’s Guide

To help us to work in the best way we can with you and support things in getting better for you and your

family:

44

We will talk to you about any worries you might have about family, friends, school, or

home. We can write this down, draw pictures, play games and play.

What things are good in your life

We will ask you to think about what you would like to change

and what you might like to happen.

We will talk to you and give you time to tell us about anything that is worrying you, for example, family relationships,

45

We will talk to you and give you time to tell us about anything that is worrying you, for example, family relationships,

We will ask you to think about and tell us what you want to change, and what you

would like to happen.

We will ask you to share with us what is good in your life and what you enjoy, feel

positive about and want to do or see more of. What makes you happy?

PARENTING AND FAMILY SUPPORT SERVICES (PAFSS)

Input area46

PARENTING FAMILY SUPPORT SERVICES (PAFSS)

input area

Input address and telephone number

Complaints ProcedureCustomer Feedback is very important to us as it as it helps us to improve the services we provide to our customers.

If you wish to make a compliment or complaint, your Parenting and Family Support Services (PAFSS) Worker will support you in doing this. If you do not feel comfortable talking through your complaint with your Parenting and Family Support Services Worker, you can talk to the Team Manager on input telephone number

You can complain or offer comments by telephone in writing or in person.

When taking a customer’s complaint we need to gather as much information as possible including:

Customer name

Contact details

What has happened?

Who was involved?

When it happened

Any other information that may be relevant.

About our Service We are a borough wide family support service,

working with children and young people 0 – 19 years and their parents/carers and sometimes wider family

The Parenting and Family Support Services (PAFSS) are divided into four geographical areas throughout Doncaster

The Parenting and Family Support Services work closely with partner agencies, such as Children’s Centres, Schools, Health, Education and Social Care, to provide a flexible, accessible and tailored package of support for children, young people and families.

The service aims to support parents and carers in developing knowledge, confidence and skills that will help to build a strong family life and keep children and young people safe, happy and successful

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What you can expect from PAFSS

Once you and your case worker have discussed support that would be useful to your family and have agreed what will happen, this will be put into a plan that is shared with you.

The Plan will be reviewed with you and any other professionals that are offering support to your family, after a few weeks, this is to ensure that;

You are receiving what you expected to receive from support

The support is what you still want and need. You are happy with the way issues are being

addressed

Together we will make a decision either to

Carry on with the support and review the plan Link you with other services who can offer support

Additional InformationWe offer a wide range of parenting support which can be delivered in a group or on a one to one basis. These include;

Triple P (Positive Parenting Programme) Solihull Parenting Programme Incredible Years (IYP early years)

We are able to provide support to young people which can be delivered in a group or on a one to one basis address issues such as;

Self Esteem and Confidence Anger Management Sexual Exploitation, Staying Safe and Appropriate

Relationships

Where appropriate we may be able to make a referral to specialised counselling services or other agencies to meet your individual needs.

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Data Protection – Your RightsConfidentiality

The 1998 Date Protection Act sets out your right to know about the information that is held about you with the Family Support Service.

Like other personal services for children and families, we hold information about our service users. The basic information that you have given us on your registration forms is stored on a database (on computer).

Your personal details will not be passed on anywhere else without your knowledge.You have the right to see a copy of the information we have on record about you.

Your basic information is used, without any personal details at all, (no names & addresses), to help us produce information about the work we are doing together. We will tell you about this.

The only time that we may pass on information without your consent would be where we believe that a child’s well-being is at risk, as we have a duty to pass on any information that might help to safeguard that child. We would still try to have your consent, wherever possible.

Child Protection Statement

As employees of Doncaster Children’s Services Trust, we have a responsibility to make sure that children are happy, cared for, safe, and encouraged to reach their full potential.

If we have any concerns about your child’s wellbeing, wherever possible, we will talk these through with you, and possibly other professionals, in order to give your family the support it may need.

When we talk to you about these concerns, we will listen to what you have to say.

We all have a responsibility to protect children from harm.

As employees of Doncaster Children’s Services Trust, we may have to pass information on to the social work team. Wherever possible, we will tell you about this. It is then Social Services’ decision as to what to do with this information.

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50

Appendix 11

Parenting and Family Support Services Working Agreement

This working agreement is between Karen, Matthew (parents) and Sarah, PAFSS.

The plan of work below has been agreed and will be updated every 4 - 6 weeks at the TAC Meeting.

Date Aim/Purpose What will happen? Who will be involved?

Where will direct work take place?

Thursday 17th

November 2016

@3:45pm

Home Visit to see Karen and Matthew

Sarah will see how Karen and Matthew act with each other and be able to help you come up with ways to make things better.

KarenMatthew

Sarah

At home

Friday 18th

November 2016

@9am

Direct Work with Matthew

Sarah will spend time with Matthew and talk about what things are like at home and what could be better.

MatthewSarah

In school for 20 mins

Thursday 24th

November 2016

@9am

Direct Work with Matthew

Sarah will talk to Matthew about ‘feeling safe’ and ‘what to do’ if he is ever feeling worried or scared.

MatthewSarah

In school for 20 mins

Thursday 15th

December 2016

@10am

Session 1To talk to Karen about how children are affected when they see and hear domestic violence and arguments

Sarah will talk to you about how children can be affected by seeing and hearing violence and arguments at home.

KarenSarah(it is

important that you have no visitors for

this appointment

)

At home

Tuesday 20th

December 2016

@10am

Session 2To talk to Karen about how children are affected when they see and hear domestic violence and arguments

Sarah will talk to you about ways you can prevent Matthew from seeing and hearing nasty and scary behaviour.You and Sarah will put together a safety plan.

KarenSarah(it is

important that you have no visitors for

this appointment

)

At home

Thursday 29th

December 2016

@10am

Session 3To talk to Karen and Matthew about using the safety plan

Sarah will use ‘words and pictures’ to make sure Matthew feels safe and ‘what to do’ if he feels worried or scared for himself or mum

KarenMatthew

Sarah

At home

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Appendix 12

Date:

Dear,

I would like to inform you that (name of child/ren) (DOB) is now subject to an Early Help Assessment, (EHA). This assessment was completed on (DATE) and the family are now supported at Team Around the Child (TAC).

I am the lead professional for the family and would appreciate your acknowledgement of this letter by signing the declaration at the bottom and posting it back to me please at the above address. If you have any information that you feel may be relevant for me to know, please indicate below and I will make contact with you.

I have attached a copy of the signed consent from parents/carers for your records.

Yours sincerely

(Name and signature)

Lead Professional

---------------------------------------------------------------------------------------------------------------------

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Parenting and Family Support Service

Doncaster Children’s Services Trust

Individual base address and telephone number to be added

This is a declaration of any information to be shared is to be returned to the above address.

I (Name of GP) declare that I have received this letter in acknowledgement of the above named child and have shared relevant information.

I do / do not hold relevant information in respect to this child or family at this time.

Please contact the GP for all relevant information sharing

Telephone: ………………………………………………………………………………………………………

Email: ……………………………………………………………………………………………………

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Section 3 – Case Recording

Contents

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Team Around the Family and Family Plans

Family Plan for co-working cases with social care

Case Summaries and Chronologies

Direct Work

Case Notes

Seeing the child and recording voice

Timescales for visits

Appendix

Case Recording Procedure

Purpose:

This guidance is written for direct case work AFTER the Early Help Assessment has been completed.

This procedure is designed to support the implementation of the following key functions outlined in the ‘Parenting and Family Support Practice Guidance’;

‘To maintain robust recording procedures and evidence impact of work carried out.’ ‘Provide access to a tailored response to parents /carers seeking support to manage their

children’s needs.’ ‘To provide advice, develop and implement a whole family plan for families on their caseload,

depending on lead practitioner role.’ ‘Weekly contact with each family on caseload: face to face or by telephone as appropriate.

However all families must be ‘seen’ every 2 weeks.’

These guidelines will help to focus the worker’s resources and interventions more effectively to develop the conditions with families to promote and achieve the Outcomes and Impact Measures outlined in the Practice Guidance.

Practitioners will be expected to show through their work (through assessment, planning and recording) how they have supported these outcomes to be achieved for individual families.

Key functions;

- All home visits and direct work with children and parents/carers should be recorded on EHM within 72hours.

- Direct work with parents and children should use evidence based tools, these can include, but not restricted to, tools from the Child and Family Support Assessment model, the Signs of Safety model, or the Outcome Star.

- Direct work documents, for example, 3 houses, are to be uploaded to documents on EHM within 1wk of the session (Business Support can be used to upload to the system).

- The child/ren must be seen a minimum of once every two weeks. For children where it is age appropriate the child should be seen alone to get their views a minimum of once a month depending on the intensity of support required – the frequency of visits may be determined in individual case supervision.

- The child’s voice should be recorded in speech marks and in BOLD so that it can be clearly seen. Workers should use the child’s exact words wherever possible.

- All sections of the ‘General Note’ template must be completed for all home visits, direct work and management oversight. See Appendix 13 for general note format

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- Each case requires a complete Case Summary, this should be reviewed every 3 months or when there has been a significant incident or change in the family situation. This should also be updated at the point of case closure. The Case Summary should highlight any risk to workers in Red writing and in BOLD so that anyone picking up the case in the absence of the key worker can be aware of these at a glance. See Appendix 14 for Case Summary format

- Each case requires a complete Chronology, this should be completed on a word document and then uploaded to EHM every 3 months as a minimum. If a case is to be considered to step up to social care or down to universal services, then the chronology must be up to date to reflect the significant events in a child’s life and the involvement that the family have had with services to this point. See Appendix 15 for Chronology format

- Team Around the Family meetings should be held every 4-6wks, and these meetings must have minutes taken and recorded on the EHM pathway as well as a Family Plan reviewed through the TAF meetings. See Appendix 16 for format and guidance

- Where cases are being co-worked by Family Support and Social Care, a Family Support plan should be completed to show the expected work to be completed each week, and for how long, for example; 12wks of parenting work, week 1 – positive praise, week 2 – appropriate consequences, week 3 – positive rewards. See Appendix 17

- Each case will have a full case supervision between Team Manager and the Family Support Worker each month.

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Appendix 13

Format for recording direct work and home visits;

Reason for contact - Should state the method of contact as well as who was seen, and the aim of the session.

Detailed notes - Should have the following headings;* What are we worried about* What is working well

- Should include the parent’s and child’s voice within this section under the above headings.

Analysis of information - This is the ‘What needs to happen’ part of signs of safety.

- What does this mean for the child? * Link this to your plan * Link this to the aim of the visit * Give a reflection to the plan

- If nothing changes what might happen

Management decision - To be completed by Team Managers, Assistant Team Manager’s or Head of Service when recording case notes.

Actions - Specific actions for the next session, other actions that need completing outside of the direct work.

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Appendix 14

Case summary format

Family Structure;- Who is living in the family home- Who shouldn’t be present in the family home- Any language, religious issues, disabilities to be aware of.

Agencies involved- Which schools or nurseries or colleges do the children attend, who else is working with the parents of children, what are they names and role?

Initial concerns raised;- Snapshot of the reason for the case currently being open

What are we worried about?- Include past harm/involvement with services, complicating factors, and Danger Statements

What is working well?- Include existing safety and existing strengths

What needs to happen?- Safety Goals

Current Safety Scale and reason for thisA scale of 0 to 10: where 10 means everyone knows the child/ren are safe enough for the child protection authorities to close the case and zero means things are so bad, there is little to no safety and the children cannot live at home; in this situation where is safety on the scale?

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Appendix 15

Chronologies Guidance

The purpose of a Chronology is to:

Capture the child’s story. Ensure a stranger reading it can build a picture of the child’s life experiences. Record significant events, which have impacted on the child, either negatively or positively. See patterns of abuse, neglect, non-engagement, disguised compliance. Support evidence presented in care proceedings and Serious Case Reviews.

It is best practice for the Chronology to be started within 3 working days of allocation. The Chronology should include significant information about both parents/carers prior to the child’s birth, the date of the child’s birth, and any significant events following the child’s birth to present day.

To start a Chronology you should:

Read relevant information on Liquid Logic and EHM regarding previous interventions or involvements and note any significant events involving parents, carers, wider family and children. For example, birth mother may have been in care, birth father may have a history of DV in previous relationships; previous children may have been removed.

Enter this information in date order in the chronology, starting with the earliest date.

Chronologies should include:

Birth dates of any children Change of address Medical Diagnosis of any member of the family Referrals to other agencies Change of Case Worker Deaths New relationships Change of school, GP, etc Significant events are events or incidents which impact negatively or positively upon the child, and

events that are either unusual, cause for concern, or indicate a pattern of abuse, worry, non-engagement, disguised compliance, or improvement and progress.

These could be events such as:

- Domestic Violence incidents- Child going missing- Anti-Social Behaviour events- Arrests or police involvement- Attempts of life

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- Self-Harm- Deterioration in Home Conditions- Eviction- Evidence or disclosure of physical, sexual, emotional abuse and Neglect.- Patterns emerging regarding disguised compliance or missed visits.- Improvement in Home Conditions when things have been poor for a period of time.- Attendance/engagement with support services.

Entries that should not be included in Chronologies

Case Notes Every Home Visit Dates of Supervision TAC Meetings dates, Core Groups, Case Conferences Telephone Calls Text Messages Letters E-mails

Recording in a Chronology

Date Source Significant event Impact on child

2.02.16 Police John Smith arrested on suspicion of supplying substances to other males in the local area. Arrested at the family home and taken to police station and questioned.

Billy was very upset and he felt very worried about what would happen to his dad, and said that his mummy had been crying a lot.

10.02.16 School Billy did not arrive in school, his mum was contacted and she said he had left for the bus, no one who knows Billy had seen him for around 4 hours. Billy was found at 2pm sitting on the roof of his grandfather’s outhouse. He had been crying and had not had anything to eat since breakfast.

Billy said that he did not want to go to school as his friends knew about what had happened to his dad and yesterday they had been calling his dad a ‘smack head’ and saying his mum was a slag. Billy said that he felt embarrassed and angry.

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Chronology format;

Author:

Date:

EHM No:

CHRONOLOGY

Insert name of child and date of birth

Date Source Significant event Impact on child

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Appendix 16

Team Around the Family (TAF) Meeting Format using Signs of Safety

TAF meeting to be led by the Lead Practitioner. Start the meeting with introductions. Lead Practitioner gives copies of last minutes and Family Plan to all at meeting. Lead Practitioner goes through previous Family Plan and gathers feedback from all in attendance regarding if and how they have been achieved. If the

goals/actions have not been achieved then the Lead Practitioner needs to explore why. During discussion around the Family Plan and any new information, the Lead Practitioner, or minute taker should use Signs of Safety TAF meeting

template to record under the headings:- What are we worried about?- What is working well? - What needs to happen?

Lead Practitioner or minute taker should write down in ‘What needs to happen’ part of the grid, any grey areas, questions or areas that need further exploration.

Parent/carer should be encouraged to identify and contribute to next steps in order to achieve safety goals/actions. Child and young people in attendance should also be encouraged to do this.

The Safety Plan should be discussed and reviewed as part of the Family Plan. Any actions completed should be marked as completed and dated left on new plan so family can see their achievements and that they are making

progress. Strengths should always be identified, highlighted and built upon in the TAF meeting and on the plan. Signs of safety language to be used by the Lead Practitioner and those who are familiar with the model.

* The form for TAF meeting minutes of EHM has now been updated, however the fundamental elements remains the same as the template below. We are put the template below together as a tool to make it easier for you to take minutes during the meeting while being the chair also.

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What are we worried about?(Consider past harm, current worries and complicating factors. Remember to include the parents and child’s views in this linked to the progress of the plan/support as well as generally)

Danger Statements(Who is worried, why are we worried, what are we worried about?)

1.

2.

3.

What is working well?(Consider existing strengths and safety, what have parents/carers done already to keep the children safe, who is around to support the family? Remember to include the parents and child’s views in this linked to the progress of the plan/support as well as generally)

Safety scale;

If 10 means that everything that needs to happen for the children to be safe and well is happening, the case is ready to close to family support services, and 0 means that things are so bad the family may breakdown and statutory intervention needs to be considered, where would you be?

0 10

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Name of person Involvement with family Safety scale

Whole Family Action Plan?

Presenting Issue

What do we want things to look like?/Safety goals

Stronger Families Criteria

Next Steps/Action By Who? By When? Outcome Achieved Date completed

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Appendix 17

Family Support Plan

(For pieces of work alongside social care at CIN/CP level – This is for the Family Support Worker and Social Worker to do together once Team Managers have agreed a case and allocated to a worker)

Children’s Names;

Family Support Worker;

Social Worker;

Date Piece of work Who will be present Review date and task completed Y/N

e.g. 16.01.17 Triple P wk 1 – Behaviour contracts Gemma and Sarah (mum)

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Section 4 – Closures

Contents

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Closure checklist

Case closure procedure

Appendix

PAFSS Closure / Transfer of Cases

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Discussion to close or transfer lead Practitioner in Supervision agreed

CHECK LIST

Assessment to be no older than 6 months old Evidence of discussion with Reference to close in TAC / Family Action Plan All case notes up to date Evidence on general notes, that a discussion has taken place with the family and children

regarding closure All direct work undertaken in evidenced on the child’s file – all documents uploaded Up to date case summary on child’s file

Manger to do management oversight in general notes with rational for closure / transfer

Worker to complete Outcome Star with the family and evidence on general notes and

uploaded to documents

Closure or transfer letter to be sent to the family and CC to original referrer along with the

information sheet and uploaded to EHM.

Worker To start closure / transfer process on EHM.

Closure of Work – PAFSS Checklist

Preparation for Closure or Transfer of a case to a new Lead Practitioner;

Discussion in supervision and agree closure /transfer. (Manager and Worker) Assessment to be no older than 6 months. (Worker) Evidence of discussion with reference to closure in the TAC minutes and up to date Family

Action Plan to reflect this. (Worker) All case notes up to date. (Worker) Evidence on general notes that a discussion has taken place with the family including the

children regarding closure or transfer of case. (Worker) All direct work undertaken evidenced on the child’s file and all evidence uploaded to

documents. (Worker) Management oversight in general notes with rational for closure / transfer. (Manager) Up to date case summary on the child’s file. (Worker) Outcome Star completed with the family and uploaded to documents. Case note evidencing

final Outcome Star has been completed.(Worker) Closure Letter to be sent to the family and cc to original referrer with a fact sheet for the family.

(Business Support) Start the closure / transfer process for step down on EHM. (Worker)

On the DCST intranet that there is a document showing the closure record from EHM and what needs to be included in each box to support workers. This can be found in ‘Social Work Resources; Research and Practice Guidance; PAFSS Closure Record Guidance’

(See Appendix 18 and 19 for closure letters)

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Appendix 18

Parent Carer NameAddress 1Address 2TownPost Code

Contact:Tel:

E-Mail:Our Ref/Your Ref:

Date:

##/##/####

Dear ##########

Re: Child’s Name / DOB

I am writing to inform you that Parenting and Family Support Services put area here have now finished our interventions and Transferred your case to the following Team.

Team Name / School:Contact Name: Contact Number:

We would like to wish you all the very best for the future, your new Parenting and Family Support Worker / named contact in school will be in contact with you shortly.

Yours faithfully,

NameRoleTeam

CC Referrer details New FSW / School Contact details

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INFORMATION SHEET

Early Help Information Advice or Guidance - Addition help and support for you and your family

01302 734110 (available 8:30am to 5pm Monday to Friday)

Referral and Response Team – Safeguarding Concerns

01302 737777 (available 8.30am - 5pm Monday to Friday)01302 796000 (outside office hours)Email: childrenassessmentservice@doncaster.gcsx.gov.uk

Health Single Point of Contact

Health Visitors – 01302 566776School Nursing – 01312 384138

Local Children’s Centres (please change to reflect your area)

Balby Family Hub – 01302 570270

Central Family Hub – 01302 737995

Intake & Belle Vue Family Hub – 01302 761755

Wheatley Family hub – 01302 341484

Useful websites

http://www.doncasterchildrenstrust.co.uk/

http://www.doncaster.gov.uk

http://www.dbh.nhs.uk

https://www.stlegerhomes.co.uk

http://www.doncasterchildrenandfamilies.info/ccentres.htm

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Appendix 19

Parent Carer NameAddress 1Address 2TownPost Code

Contact:Tel:

E-Mail:Our Ref/Your Ref:

Date:

##/##/####

Dear ##########

Re: Child’s Name / DOB

I am writing to inform you that Parenting and Family Support Services put area here have now closed your case.

We would like to wish you all the very best for the future and continue to feel the situation is improving. We have attached an information sheet with details of contact numbers of services should you wish to request for any further help and support in the future.

Yours faithfully,

NameRoleTeam

CC Referrer details

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INFORMATION SHEET

Early Help Information Advice or Guidance - Addition help and support for you and your family

01302 734110 (available 8:30am to 5pm Monday to Friday)

Referral and Response Team – Safeguarding Concerns

01302 737777 (available 8.30am - 5pm Monday to Friday)01302 796000 (outside office hours)Email: childrenassessmentservice@doncaster.gcsx.gov.uk

Health Single Point of Contact

Health Visitors – 01302 566776School Nursing – 01312 384138

Local Children’s Centres (please change to reflect your area)

Balby Family Hub – 01302 570270

Central Family Hub – 01302 737995

Intake & Belle Vue Family Hub – 01302 761755

Wheatley Family Hub – 01302 341484

Useful websites

http://www.doncasterchildrenstrust.co.uk/

http://www.doncaster.gov.uk

http://www.dbh.nhs.uk

https://www.stlegerhomes.co.uk

http://www.doncasterchildrenandfamilies.info/ccentres.htm

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Section 5 – Supporting Resources

Contents

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Reference list of external tools

A5 Signs of Safety Booklet

Fairy and Wizard

3 Houses

Talking to Children; Using the Three Houses and the Wizard/Fairy Tool

‘Three Houses’ helps professionals interact with children and helps the children write , draw and speak about their worries, dreams and wishes.

The Three Houses method mimics the three key assessment questions of the Signs of Safety framework: What are we worried about, what’s working well and what needs to happen, and locates them in three houses to make the issues more accessible for children.

7 Steps to ‘Three Houses’

1. Wherever possible inform the parents and obtain permission to interview the child2. Make decision whether to work with child with/or without the parents present3. Introducing the three house to the child4. The interview5. Explain to and involve the child in what will happen next6. Presenting the child’s assessment to parents and others7. Make sure the child’s three houses assessment is put on the child’s file

The Fairy/Wizard Tool

This is a tool that often breaks the ice for preschool or younger children or children that do not engage verbally. The worker can present the child with a pre-drawn outline or begin with a blank page and draw the wizard or fairy from scratch asking the child for help depending on the situation.

The Fairy’s wings and the Wizard’s cape represent the good things or what’s working well in the child’s life, since the wings enable the Fairy to ‘fly away’ or ‘escape’ her problems; and the cape ‘protects’ the young Wizard and ‘makes his problems invisible for a little while’. On the star of the Fairy’s wand, and in the spell bubble at the end of the Wizard’s wand, the worker and the child record the child’s wishes, and vision of their life, the way they would want it to be with all the problems solved; the wands represent ‘wishes coming true’ and explores hope for the future.

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Appendix 20

75

76

Appendix 21

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Appendix 22

SOS Domains of Enquiry (SOS Booklet )

What are we worried about?

What is working well? What needs to happen?

Past HarmAnything that has harmed the child in the past, give the evidence of what happened, when and what the impact was in the child

Complicating FactorsThings that make daily life more difficult, i.e. housing, mental health, disability, DV

Danger StatementWho is worried, why are you worried, and what are you worried about

Existing SafetyThink of a time when the risk was present but the child was kept safe

Existing StrengthsWho is around to support the child, what it working already that keeps the child safe, or that helps the child

Next StepsImmediate actions

Safety GoalWhat will like look like when things are better, what do we need to see not to be worried

Scaling Question

0 10

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Case mapping process

* Facilitator sets the grounds rules for the mapping, Facilitator and Advisor are set roles, no members of the group to talk directly to the worker, everyone to take part and practice using Signs of Safety techniques.

1. Introduction by the worker

- What is their role in the case (no details of the case) just about the piece of work, Lead Professional, CIN/CP/TAC level.

2. Genogram

3. Worker’s Goal

- what does the worker want to get out of this case mapping

4. Details of the case

- 3 minute overview of the main issues in this family- Facilitator to put into working well and worries- Facilitator can ask clarifying questions after the 3minutes

5. Draft a Danger Statement

- Everyone in the group can do this.- Remember, who is worried, why are they worried, and what are they worried about- Share the Danger Statements with the group, the worker can use the ones they like with the

family/the family can pick the ones that most suit their worries.

6. Draft a Safety Goal

- Everyone in the group can do this.- Remember to start with a positive, and say what you need to see not to be worried.

7. Scaling Questions

- Everyone in the group can draft a Scaling Question to put to the family; can be the whole family or just one person.

- Share the questions and give a copy to the worker so that they can use the parts that they like most with the family.

8. Best Questions

- Everyone in the group can form some best questions for the worker to use with the family- Share the questions and give a copy to the worker so that they can take away the ones they want to

use

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9. Check in with the worker

- Was the workers goal achieved in the mapping? Is there anything else the worker would like help with?

Best Question Examples

(remember to link these to the worries)

Existing Safety;

Can you remember a time when you felt really angry but you didn’t hit anyone? What was different

about that time? What did you do?

Can you tell me about a time where you thought………………might kick off but they didn’t? What was

different about that time? If there anything you think you can do more or less of so that this

happens more often?

Tell me about a time when you have felt overwhelmed with all that has been going on but you still

did what you needed to do for your children

Tell me about how you have made sure that your children are safe and well cared for without being

told what to do by your partner or a professional

Existing Strengths;

When were things good for you as a family? What did that look like to you, tell me more about......

Can you tell me what you like about …………….? Can you tell me about something that you did

together that went well? What do you think helped it go well?

If I were to ask ………what you would say he is good at, what would he say?

If things were to get that bad that ……………. was not able to return home how would you feel?

Tell me what you think would move you from a 3 to a 4, what small steps could we take to get you

higher on the scale? What would that look like to you/your children?

Can you think of a time when mum spent time with you? How did this make you feel?

Can you tell me a time when …………. made you feel really proud to be her mum?

Besides both of you, who has done something in the past with……………….. that amazed you as

parents? Something that really helped ………………..to stay calm, talk to people, and not to be angry.

What have they done? 81

Best Questions for Case Supervision

What are we worried about?

What harm has happened to this child? What was the impact? How often did the harm happen and for how long? What are you most worried may happen to this child in the future? Scaling Question – ask worker to scale safety of child. What would need to happen in this family for

you to feel satisfied the child is safe and for the case to close? What makes daily life more difficult for this family? What is the impact of this on the child? How does …….. impact on the care of the child?

What is working well?

Tell me about a time when the risk/worry was present but the child was kept safe What is going well in the family or for the child? Who helps mum/dad? What do you like about the child? What are they good at? What would you say mum and dad do best as parents? When have times been better? What did this look like? What was different for mum/dad then? Who are the safe people in child’s life? Who would child say they feel safest with? Who does the child have best relationship with? Who are the people who care most about this

child? What would the child say the best things in their life are? Who would the child say is most

important to them? What would mum say she likes most about her child? Likes doing with her child? What would the child say they like most about mum/dad? Has there been a time when mum/dad has acknowledged that their behaviour impacts on child?

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Danger Statement Structure

Who is worried?

– Either in the family or professionals

(For example, Kate from PAFSS, your mum and dad are worried)

Why are they worried?

– What has made us worried in the first place?

(For example, because when you are angry you hit and kick other children and hurt them and make them sad…)

What are they worried about

– What will happen if nothing changes?

(E.g. if nothing changes you might hurt somewhere so that they need to go to the hospital)

Example;

Kate from PAFSS and her manager are worried that because when you get angry you hit and punch your brothers and sisters, or hurt yourself, which makes you and your brothers and sisters sad and upset. We are worried that if nothing changes then you may really hurt your brothers, sisters or yourself, and you or them will need to go to hospital, and you will feel more sad, upset, and angry or the doctors might not be able to make you or them better.

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Safety Goal Structure

Start with a positive

- Say something that is going well already

(E.g. it is really good that sometimes you can walk away and calm down…)

What do you need to see not to be worried?

(e.g. for us not to be worried you and your safety network need to come up with a plan of what you will do when you feel angry or upset rather than hurt other people)

Example;

It is really good that sometimes when you are angry you go to your room and listen to music to calm down. For Kate from PAFSS not to be worried you and your mum and dad need to come up with a plan of what you will do when you are angry and upset, and how your mum and dad will help you, so that you don’t hurt your brothers or sisters, or yourself any more.

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Early Help Assessment

What are we worried about?

Bullet points

Think about what harm has already happened to the child (What was the impact of that harm on the child)

Think about the complicating factors (what behaviours do you know about that could cause a risk to the child? What factors make daily life harder to deal with for this family?)

Danger Statements (who is worried, why are you worried, what will happen if nothing changes?)

What is going well? Bullet points

What is working well in relation to the worries?

Think about what is the existing safety (what do parents do already to keep their child safe?)

Think about what are the existing strengths (what support is already in place, who supports the family when they are struggling?)

What needs to happen? Danger Statements and linked Safety Goals

Safety Scale Rating A scale of 0 to 10: Where ten means everyone knows the child/ren are safe enough for the child protection authorities to close the case and zero means things are so bad, there is little to no safety and the children cannot live at home; in this situation where is safety on the scale?

Actions;

Whole Family Action Plan Complete each box linking to Stronger Families and include Safety Goals

Suggested Outcome Call a Team Around the Child MeetingStep Up to Children’s Social CareSingle AgencyContinue with Early Help and/or Universal Services

Reason for suggested outcome

This would be your overall analysis;Why were PAFSS involved in the first place, why were we requested to complete an assessment?

What is your judgement/analysis at the end of this referral? What level of need is this child (Early Help, PAFSS, Social Care).

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Case Summary structure;

Family Structure;- Who is living in the family home- Who shouldn’t be present in the family home- Any language, religious issues, disabilities to be aware of.

Agencies involved- Which schools or nurseries or colleges do the children attend, who else is working with the parents of children, what are they names and role?

Initial concerns raised;- Snapshot of the reason for the case currently being open

What are we worried about?- Include past harm/involvement with services, complicating factors, and Danger Statements

What is working well?- Include existing safety and existing strengths

What needs to happen?- Safety Goals

Current Safety Scale and reason for thisA scale of 0 to 10: where 10 means everyone knows the child/ren are safe enough for the child protection authorities to close the case and zero means things are so bad, there is little to no safety and the children cannot live at home; in this situation where is safety on the scale?

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Appendix 23

The Warwick-Edinburgh Well-being Scale(WEWBS)

Used within the Stronger Families programme

Below are some statements about feelings and thoughts.

Please tick the box that best describes your experience of each over the last 2 weeks

STATEMENTSNone of the time

RarelySome of the time

OftenAll of the

time

Comments (by family/individual or worker) that are relevant to score /

issues)

I’ve been feeling optimistic about the future 1 2 3 4 5

I’ve been feeling useful 1 2 3 4 5

I’ve been feeling relaxed 1 2 3 4 5I’ve been feeling interested in other people 1 2 3 4 5

I’ve had energy to spare 1 2 3 4 5I’ve been dealing with problems well 1 2 3 4 5

I’ve been thinking clearly 1 2 3 4 5I’ve been feeling good about myself 1 2 3 4 5I’ve been feeling close to other people 1 2 3 4 5

I’ve been feeling confident 1 2 3 4 5I’ve been able to make up my own mind about things 1 2 3 4 5

I’ve been feeling loved 1 2 3 4 5I’ve been interested in new things 1 2 3 4 5

I’ve been feeling cheerful 1 2 3 4 5

Signature of Family Member / individual…………………………… Date …………………………………….

Signature of Lead Worker ……………………………………………………..

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Stronger Families Wellbeing Self-assessment(Based on the NHS Warwick-Edinburgh well-being scale)

How happy are you?

Good wellbeing - some people call it happiness - is about more than avoiding health problems. It means feeling good and functioning well.

This tool uses WEWBS (The Warwick-Edinburgh Well-being Scale), a scale which is often used by scientists and psychologists to measure wellbeing.

To get your wellbeing score, go through the following statements and tick the box that best describes your thoughts and feelings over the last two weeks.

This questionnaire can be repeated with individuals / families over the duration of support & interventions provided to them by a lead worker at regular intervals, in order to assess progress and improvements.

A suggestion is to complete every three months however lead workers may determine that it is required more frequently or indeed less frequently – dependent on issues within the family or the individual is coping with. Frequency should be documented on any Assessment / Family outcome plan documents.

About the Wellbeing Scale

This tool uses WEWBS to measure your wellbeing. WEWBS was created by wellbeing experts, and is often used by scientists and psychologists. The WEWBS questionnaire for measuring wellbeing was developed by researchers at Warwick and Edinburgh Universities (see Tennant R, Hiller L, Fishwick R, Platt P, Joseph S, Weich S, Parkinson J, Secker J, Stewart-Brown S (2007) The Warwick-Edinburgh Well-being Scale (WEWBS): development and UK validation, Health and Quality of Life Outcome; 5:63 doi:101186/1477-7252-5-63).

QUESTIONS / STATEMENTS

1. I’ve been feeling optimistic about the future

a) None of the time (1 point)

b) Rarely (2 points)

c) Some of the time (3 points)

d) Often (4 points)

e) All of the time (5 points)

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2. I’ve been feeling useful

a) None of the time (1 point)

b) Rarely (2 points)

c) Some of the time (3 points)

d) Often (4 points)

e) All of the time (5 points)

3. I've been feeling relaxed

a) None of the time (1 point)

b) Rarely (2 points)

c) Some of the time (3 points)

d) Often (4 points)

e) All of the time (5 points)

4. I’ve been feeling interested in other people

a) None of the time (1 point)

b) Rarely (2 points)

c) Some of the time (3 points)

d) Often (4 points)

e) All of the time (5 points)

5. I've had energy to spare

a) None of the time (1 point)

b) Rarely (2 points)

c) Some of the time (3 points)

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d) Often (4 points)

e) All of the time (5 points)

6. I’ve been dealing with problems well

a) None of the time (1 point)

b) Rarely (2 points)

c) Some of the time (3 points)

d) Often (4 points)

e) All of the time (5 points)

7. I've been thinking clearly

a) None of the time (1 point)

b) Rarely (2 points)

c) Some of the time (3 points)

d) Often (4 points)

e) All of the time (5 points)

8. I’ve been feeling good about myself

a) None of the time (1 point)

b) Rarely (2 points)

c) Some of the time (3 points)

d) Often (4 points)

e) All of the time (5 points)

9. I’ve been feeling close to other people

a) None of the time (1 point)

b) Rarely (2 points)

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c) Some of the time (3 points)

d) Often (4 points)

e) All of the time (5 points)

10. I've been feeling confident

a) None of the time (1 point)

b) Rarely (2 points)

c) Some of the time (3 points)

d) Often (4 points)

e) All of the time (5 points)

11. I’ve been able to make up my own mind about things

a) None of the time (1 point)

b) Rarely (2 points)

c) Some of the time (3 points)

d) Often (4 points)

e) All of the time (5 points)

12. I’ve been feeling loved

a) None of the time (1 point)

b) Rarely (2 points)

c) Some of the time (3 points)

d) Often (4 points)

e) All of the time (5 points)

13. I’ve been interested in new things

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a) None of the time (1 point)

b) Rarely (2 points)

c) Some of the time (3 points)

d) Often (4 points)

e) All of the time (5 points)

14. I've been feeling cheerful

a) None of the time (1 point)

b) Rarely (2 points)

c) Some of the time (3 points)

d) Often (4 points)

e) All of the time (5 points)

Improving our own wellbeing

There are five evidence-based steps (detailed on all levels as a consistent approach) we can all take to improve our own wellbeing. Lead workers can support / sign post individuals and families to access these in their own communities

They are:

• Get active

• Connect with others

• Keep learning

• Be aware of yourself and the world

• Give to others

Search on the NHS Choices website for further information on the above steps

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RESULTS

These provide a guide to the well-being level and will help to assess and monitor improvement through the levels. Alternatively if improvement should not take place or there is a regression this will highlight this and lead workers can explore to agree relevant interventions/ actions with the family / individual.

0-32 points

Your wellbeing score is very low. Most people have a score between 41 and 59.

You may want to begin by talking to a friend or health professional about how you can start to address this. Appropriate signposting and /or referral to other agencies / services should be considered

32-40 points

Your wellbeing score is below average. Most people have a score between 41 and 59.

Why not take action to improve your wellbeing now?

40-59 points

Your wellbeing score is average with most people scoring between 41 and 59.

You can still improve your wellbeing by taking action yourself to improve.

59-70 points

Good news, your wellbeing score is above average.

Most people have a score between 41 and 59. Continue doing the things that are keeping you happy.

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Appendix 24

Additional Materials List

‘The Family Assessment Guide; Assessment of Family Competence, Strengths and Difficulties.’ – Child and Family Training, Arnon Bentovim and Liza Bingley Miller (2012).

‘The Family Assessment Handouts; Assessment of Family Competence, Strengths and Difficulties.’- Child and Family Training, Arnon Bentovim, Liza Bingley Miller, Fiona Gren and Stephen Pizzey (2012).

‘Signs of Safety Workbook’ – Dr Andrew Turnell (2012).

‘Family Star Plus; An Outcomes Star for parents’ – Sara Burns and Joy Mackeith (2013)

‘My Star; An Outcomes Star for children and young people’ – Sarah Burns, Joy MacKeith and Kate Graham (2013).

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