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Locally owned case for change

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					Locally owned case for change
The rationale for TYS is clearly understood across TYS stakeholders, young people, their families and carers are actively

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
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
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
                     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
                     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

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
                     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
                     There is a process for reviewing the working of lead professional
                     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
                      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.
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-
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
                       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
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
                       The authority has a picture of the flow of workers into and out of
                       the workforce around young people’s services.

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Description: Locally owned case for change