Locally owned case for change The rationale for TYS is clearly understood across TYS stakeholders, young people, their families and carers are actively involved Are vulnerable Vulnerable young people, their parents and carers, and young people, their communities are effectively engaged early in the considerations of parents and carers, changes to services and communities The input of vulnerable young people, their parents and carers, and fully engaged in communities is re-sought regularly as the case for change is building a case for revised change? The “voice” of services users and their experiences feature prominently in the vision, strategy and planning of reforms to services Is there thorough Existing data on service demand been collated in a single place understanding of the and is it up to date areas vulnerable Vulnerable young people have been consulted about their needs, young people and and sufficient weight is given to ensuring “hard to reach” groups their needs are represented in analysis Front-line practitioners have had input in the definition of need Schools been fully consulted on their understanding of the needs of young people Key service agencies, including those in the voluntary and community sectors, have inputted into the understanding of need (e.g. health, youth justice, housing)? There an understanding of the locality differences in the nature of need across the area Is there a thorough Details of current provision been collated in a single place understanding of The understanding of current provision is comprehensive (including the area's current community and voluntary sectors) service provision? Maps of service provision are linked to areas’ demographics / or areas of poor young people's outcomes? Maps and directories of service are up to date The authority has a strategic view of the "threshold" points (the severity of a young person’s problem) to access different services and the potential gaps between these thresholds Services are also scrutinised on the basis of clinical evidence of “what works” Are there shared Key stakeholders have clear expectations of how changes to expectations and services for vulnerable young people should impact young people's goals for making experience of those services improvements to Key stakeholders have a clear expectations of how changes to services for services for vulnerable young people should impact outcomes for vulnerable young young people people? There are clear expectations of how changes to services for vulnerable young people should impact efficiency / value for money Is there is a business case in place for the reform of services and it has senior-level buy-in The business case communicated widely to key stakeholders Have key The plan includes, or there is a clear process to gather, the input of stakeholders been all key agencies (including community and voluntary), particularly involved in the front-line professionals development of a There are clear timelines to ensure changes are progressing comprehensive The plan builds, or includes a process to build, a clear vision of plan for change? integrated services for vulnerable young people in the local area There is senior level buy-in for the change process or plan, and there is clear governance for checking progress midway The plan or the process includes regular checks to ensure the ongoing inclusion of the “voice” of vulnerable young people, their families and carers, and communities Young people’s interventions Interventions are increasingly focused on prevention and early intervention. They are based on evidence of what works 1) Are young There are plans to ensure that targeted support dovetails people supported effectively with specialist services to ensure continuity of support across key for young people, for example if their lead professional changes transitions - either and to ensure information transfer into the CAF. at particular life Universal services pay special attention to prevention of problems stages or between at young people's key transition points (e.g. between school services? stages). There are clear protocols for services and lead professionals to ensure a continuity of support for a young person moving between areas. Exit strategies from targeted services set long-term aspirations for the young person (beyond just keeping them out of targeted support), including ensuring that the young person’s learning needs have been established (including s140 assessments). There are effective protocols and strategies for ensuring that 19yr olds transition successfully into adult services. 2) Do targeted The authority is helping all schools to integrate preventative work services support into elements of the extended schools core offer and wider preventative curriculum. services, and The evidence-base on need, and the experience of targeted intervene early to service practitioners, is used to help other universal services and build vulnerable neighbourhood-based efforts to build preventative strategies. young people's Practitioners in targeted services seek to raise young people’s resilience? aspirations early in interventions, particularly in terms of positive feelings toward learning and opportunities for structured positive activities. Practitioners in targeted services seek to develop young people’s emotional and social skills in interventions, to help build long term resilience (e.g. via ESL programmes, cognitive behavioural therapy, counselling, mentoring). Interventions build ongoing supportive relationships between the young person and families, communities and peer groups (e.g. peer support programmes, family therapy and parenting support. 3) Are information Existing information protocols been reviewed for effectiveness sharing protocols New protocols being developed based on reviews of effectiveness in place and Information sharing protocols clearly communicated and effective? understood amongst key stakeholders (including schools) There are named practitioners in different services accountable for their agencies' information sharing practice Frontline practitioners buy-in to the need to get permission for sharing of information Are there arrangements to incorporate new types of information into sharing protocols 4) Are Practitioners can access good information / guidance on the interventions effectiveness of different types of services for different types of YP evidence-based There are clear outcomes expected (and expressed) for each and monitored for intervention that is used with a young person impact? The YP have regular opportunities to input on whether an intervention is working and the lead professional amends interventions accordingly There is a clear process for regular checking whether an intervention is having an impact for the YP KEY DELIVERY ELEMENTS Core targeted youth support processes Processes are in place to allow effective identification, assessment, intervention and referral. Young people’s experience of these processes is positive Are there effective There is an understanding in the region of the best early indicators processes for early of potential future problems. identification of This understanding has been communicated widely and has the vulnerable young buy-in of different agencies working with young people. people? There is guidance and support for schools in identifying needs early amongst their pupils. The information already held on young people has been audited to see where information could be used proactively to spot vulnerable young people. Information already held on young people is proactively mined to spot vulnerable young people. Is there an The links between different specialist assessments taking place in efficient process the region have been mapped and rationalised, and these links for assessing have been communicated to practitioners. young people's The CAF process is a core part of any multi-agency groups in the needs based local area and it is widely used/understood across all relevant around the CAF? agencies. There is a large population of workers trained in the use of CAF. These workers have access to advice or further support when they encounter issues they feel ill-equipped to deal with. CAF processes are reviewed regularly both in terms of young people's experience and the quality of assessments. There is an appreciation of the assessment mechanisms of neighbouring boroughs. There are clear protocols for obtaining the informed consent of the young person to do the CAF, and the young person is actively involved in their CAF. Is the lead The lead professional role has been agreed by all key services professional role in (including voluntary sector providers). place and widely Young people have a say in who their lead professional is. used? Young people are actively involved in shaping their support package / interventions, and setting their own goals with the lead professional. Lead professional processes are leading to these professionals having better information on the young person and better coordination of the package of support for them. There are clear protocols for ensuring a continuity of support if a lead professional leaves their role or changes for some other reason. There is a process for reviewing the working of lead professional arrangements. Statutorily-required lead professionals from specialist services have access to the same services and support as those for targeted youth services. 4) Are young Young people are regularly engaged in defining what they consider people able to to be the appropriate settings for services. access services There is a clear understanding of which services you people feel through require a level of privacy in their settings. appropriate There is a clear understanding of which services young people may settings? believe have a degree of stigma associated with them- and this is is based on young people's feedback. Settings are considered for their ability to attract vulnrable young people, or build young people's trust in services (e.g. linking them to positive activities) Changes in setting have lead to an increase in take-up amongst key target groups- not just any groups. 5) Are universal There are electronic service directories in place. settings able to Young people, parents and carers know what services are draw in support available. before needs There are clearly communicated referral pathways and processes escalate? for teachers, parents and carers and other professionals (e.g. GPs, youth workers) when dealing with vulnerable young people. There is clear accountability agreed by key agencies for response times for referrals and expectations for ongoing interaction after referral Where appropriate, vulnerable young people are able to access targeted services in universal settings. Parents / carers are involved in young people's interventions at appropriate times. MULTI-AGENCY WORKING Structures are in place to enable multi-agency working, there is a clear role for schools and other key stakeholders 1) Is there an Multi-agency structures build on existing partnerships effective multi- Each multi-agency team has a clear scope for example around a agency structure in locality, around a school or a target group place to deal with The scope of multi-agency teams is closely linked to a definition of vulnerable young local need people? The multi-agency team has clear targets around its scope The roles and responsibilities of those on the multi-agency teams are clearly defined. The multi-agency team has the right membership of agencies for its scope (and this is reviewed regularly) Core TYS processes such as the CAF and lead practitioner working protocols are at the core of multi-agency teams' workings There is a governance structure to coordinate and review the work of multi-agency teams across a broader area. There are clear links between local multi-agency teams and both more specialist services and universal services. The multi-agency teams have agreed strategies and ways of working with each service outside the immediate team to ensure young people have access to a full range of services 2) Is there a clear There are named contacts in schools as liaison points for other role for schools agencies and colleges in the There are named TYS contacts within any multi-agency structures structure of for schools to contact. services for School staff are trained on core multi-agency practices such as the vulnerable young CAF and lead professional people? Schools, especially extended schools, are fully aware of the importance of local services for vulnerable young people and of their own role in providing opportunities for multi-agency working, including on the school site. Multi-agency practitioners are aware of school culture, the pressures on teachers, and current school reforms The full spectrum of schools and FE and colleges represented in the TYS considerations 3) Is there is a Young people not in schools and colleges are a focus of the structure in place considerations of services for vulnerable young people. for reaching those The analysis of problem indicators has recognised those young outside the people whose problems will not be identified in the school setting. schools system? There are clear links between the multi-agency teams and those agencies coming into contact with vulnerable young people outside the school system- e.g. youth homelessness, PRUs, and YOIs. There are efforts to make explicit the links between multi-agency teams and outreach and community-based services in order to identify young people falling through the traditional net of needs- identification. WORFORCE DEVELOPMENT The workforce operates and develops in a way that allows it to work flexibly to deliver TYS 1) Do management It is clear for practitioners in multi-agency settings who they are and supervision accountable to for different areas of their work. arrangements It is clear for practitioners in multi-agency settings who they seek ensure quality of for support or specialist guidance delivery and There are shared performance targets in place for multi-agency support for the workers. workforce? The lead practitioner's supervision is clear across agencies and lead professionals can access support with the emotional and personal demands of the role. There are clear protocols for the handover of responsibilities / knowledge of the YP when a practitioners leaves. Any new arrangements are compliant with statutory requirements concerning safeguarding children and young people. 2) Are terms and Issues concerning the fairness and transparency of terms and conditions for key conditions for those who will be working closely in multi-agency workers in multi- environments have been addressed (and are reviewed as new agency settings agencies join) suitable (equitable) There is flexibility to move experts around different elements of the for their new roles? multi-agency structure- secondment etc. 3) Do workers feel There is a clear strategy to train workers (including induction) in supported and ways of working for new service models. equipped to work The process of moving to new structures includes a sufficient focus in an integrated on supporting workers across the “softer” aspects of the change for setting? them (e.g. team building, motivation, ownership for the new team etc.). The skills needed for good multi-agency working (e.g. communication) are included in the human resources / professional development processes for practitioners working with vulnerable young people. School-based staff have been trained in the relevant elements of the model for vulnerable young people’s services and core processes (e.g. CAF). Workers are confident of their responsibilities and actions. There are adequate recruitment and retention policies to secure the number of practitioners needed to work with vulnerable young people. 4) Do workforce The cultural elements of new structures (team-building, breaking development down barriers between different professionals etc.) are being considerations appropriately addressed. consider the need Professional barriers and prejudices are challenged and removed for greater in the best interests of young people. integrated Practitioners are made aware of the development opportunities working? available to them in other professional areas. Expertise in different fields is recognised across professional boundaries. The authority has a picture of the flow of workers into and out of the workforce around young people’s services.