Free Powerpoint Templates About Illegal Drugs The Common Assessment by umo10194

VIEWS: 282 PAGES: 22

More Info
									The Common Assessment
    Framework (CAF)
     Background and use
  Mark Scanlon - Children’s Strategy Team
    The problem: a number of practitioners,
       multiple assessments, one child
                                                                             LEA special
     Social                                                Youth    Connex                   Children’s
                   YOT        PCT      CAMHS       EWS                       educational
    Services                                              Service    -ions                     Fund

                  Youth                 Child       Ed              Connex    SENCO &
     Social                  Health                        Youth
                offending              psycho-    welfare            -ions   Ed Psycho-
     Worker                  visitor                      workers
                  team                  logist    officer              PA      logist

Children     CP             Risks to   Conduct                               Statement
                    ASSET                                            APIR
in need    register         parents    disorder                                of SEN

 Universal                                                                                  Universal
 Education                                                                                 Healthcare

                                                                       = agency
                                                                       = worker
                                                                       = assessment

CAF / Lead Professional - Background
   Need to get smarter about identifying needs and
    providing support earlier…

   Every Child Matters - Change for Children, set out an
    agenda for the development of integrated services to
    meet a set of outcomes (the outcomes framework) by
    (amongst other things):
       identifying lead professionals where children are known to more
        than one agency
       developing a common assessment framework
    Section 10 & 11 of Children Act 2004

          Overview of the CAF
   The CAF is an initial assessment of a child’s needs for
    services across all professions and agencies that is:
       child or young person centred; and
       holistic
       shared if appropriate

   It is a process that may lead to the involvement of
    other services or a specialist assessment

          The CAF: what is it?
   Consists of:
       A common method for recognising the signs that a child
        may have unmet needs at the earliest point of
        presentation. Thereby identifying and intervening earlier
        and preventing escalation of these needs

       supporting guidance: on consent and sharing
        information, on recording assessment information; on
        what areas should be assessed and how, on who should
        do what, and on recording findings, planning to meet
        agreed outcomes and reviewing progress

        The aims of the CAF
To enable children and young people to receive:
       The universal services they are entitled to
       Any additional services they require at the earliest

   Improve the coordination and consistency
    between assessments

   Improve understanding by using a common

   Enable a picture to be built up over time
The principles underpinning
   common assessment
   Looks at the whole child /young person
   Takes account of strengths and needs
   Is simple to use
   Is empowering to families
   Enables information held by agencies to follow
    the child
   Is a tool to support practice
   Aims to improve outcomes

  Every Child Matters - Change for Children - The Outcomes Framework
Be healthy                       Stay safe                              Enjoy and achieve
 Physically healthy              Safe from maltreatment, neglect,      Ready for school
 Mentally and emotionally       violence and sexual exploitation        Attend and enjoy school
healthy                           Safe from accidental injury and       Achieve stretching national
 Sexually healthy               death                                  educational standards at primary
 Healthy lifestyles              Safe from bullying and               school
 Choose not to take illegal
                                 discrimination                          Achieve personal and social
drugs                             Safe from crime and anti-social      development and enjoy recreation
Parents, carers and families     behaviour in and out of school          Achieve stretching national
promote healthy choices           Have security, stability and are     educational standards at secondary
                                 cared for                              school
                                 Parents, carers and families provide   Parents, carers and families
                                 safe homes and stability               support learning
Make a positive contribution                        Achieve economic well-being
 Engage in decision-making and support the          Engage in further education, employment or training
community and environment                           on leaving school
 Engage in law-abiding and positive behaviour in    Ready for employment
and out of school                                    Live in decent homes and sustainable communities
 Develop positive relationships and choose not      Access to transport and material goods
to bully and discriminate                            Live in households free from low income
 Develop self-confidence and successfully deal
                                                    Parents, carers and families are supported to be
with significant life changes and challenges        economically active
 Develop enterprising behaviour
Parents, carers and families promote positive
           The CAF process
Child/young person
identified as potentially        Gathering and analysing
having additional needs          information on strengths
(by them, their family or a      and needs, eg, using
practitioner), eg, through       common assessment
CAF checklist
                          Child or
                               Determining and delivering
Ongoing monitoring and         interventions to meet
review by those in contact     identified needs – single
with the child                 agency or multi-agency

    The CAF: who will use it?
   Every practitioner who provides services to or comes
    into contact with children and young people should:

       be able to recognise and respond to the key signs
        of need

       know the basics of the CAF process

       know how to have a common assessment
        completed or how to complete one themselves

The relationship between CAF & other specialist

Social services will continue
to use the framework for
assessment of children in                   Tier 4
need and their families but
will receive CAF’s.                          I&C
                                            Tier 3
Where specialist (typically            Children in Need
tier 3 and 4 providers) need
to become involved they will                Tier 2
typically continue to use
their own specialist              Vulnerable Children
assessment tools                CAF
                                      Universal Services
                                       for all Children
CAF’s are for vulnerable
What is a Lead Professional?
   Two main responsibilities:

       broker support / advocate for the child / young
        person and family

       co-ordinate support where more than one
        practitioner is involved to ensure that support is
        streamlined, effectively delivered and regularly

         LP - Key Functions
   be able to carry out an assessment using the CAF
   identify whether other practitioners need to be involved
   secure the agreement of these practitioners to support
    the case
   agree a ‘support plan’ with the child, young person and
   ensure that the child, young person and family are
    involved where appropriate and are kept informed
   review agreed outcomes for the child, young person
    and family
   agree & implement a clear exit strategy or manage the

Who can be a Lead Professional?
     Many practitioners in the children’s workforce
      could take on the lead professional role

     Relevant factors are the functions and skills
      needed, rather than particular professional or
      practitioner groupings

     As the needs of the child, young person or
      family change, so will the skills, knowledge
      and competence to carry out the role - not only
      over time, but also as the complexity or
      intensity of their support needs change
What skills and knowledge are required?

     Core skills and competencies, based on particular
      knowledge and expertise, including:

         developing productive relationships
         using the CAF and developing support plans
         delivering co-ordinated early intervention support
         working with other specialist practitioners and drawing
          on their skills and expertise where appropriate
         communicating effectively with practitioners
         convening meetings* and discussions

      * See separate guidance notes on ISSCs (+ref to next ppt)

            What else is required?
   understanding of other key professionals, and how to
    contact them for consultation or referral
   knowledge of local and regional services for children
    and young people, what they offer, and how to contact
    them (4YOU)
   advocacy skills appropriate to the child or young
    person’s age, understanding and context
   Sufficient status, authority and credibility to fulfil the
    role, deriving from
       their personal characteristics
       acceptance and respect from other practitioners in relation to
        the role and functions of the lead professional
       clear and transparent systems developed and agreed at
        strategic level, in relation to line management,
        accountability, professional support, and escalation

Where does the CAF fit with Children’s Trusts?
ECM Outcomes:                                     CYPSPB
•Be healthy                                    Children & Young People
                                              Strategic Partnership Board
•Stay safe
•Enjoy and achieve                                         LSCB
•Make a positive contribution                        Local Safeguarding
                                                      Children’s Board
•Economic well being

                                                                 Children & Young
                                                                  People’s Plan


                                                           IS skills &
Acronyms:                                                  knowledge
CYPP - Children & Young                                     Information Sharing
People’s Plan
CYPSPB - Children & YP’s
                                                               IS Index
Strategic Partnership Board
                                                           Information Sharing Index
IS - Information Sharing                                      (Ch Act 2004 - S12)
LSCB - Local Safeguarding
Children’s Board                                           LPs
                                                    Lead Professional

                                   Directory of services

             Future: Integrated Children’s Services
                                            Inter-Agency Governance

                                                   Integrated Strategy

                                                                                      LEA special
 Universal                                                       Social                               Universal    All Other
              PCT         CAMHS          YOT       Connexions               EWS       educational
Healthcare                                                      Services                              Education    Agencies

                                         Youth                              Educ.       SENCO &
Healthcare   Health        Child                   Connexions    Social                               Education     All Other
                                       Offending                           Welfare     Educational
  Staff      Visitor    Psychologist                   PA       workers                                 Staff     Practitioners
                                         Team                              Officers   psychologists

        Integrated Processes focusing on Information Sharing & Assessment
     Information Sharing Skills,               Common Assessment             Information Sharing              Service
      Knowledge and Practice                     Framework (CAF)              Index / Technology             Directory

                       Front-Line                                                   Outcomes for
                                                                                  children & young
                       Service                                                         people
                                    Next steps
   An incremental approach to workforce development, eg:
       a tiered approach to practitioner awareness and training
            all practitioners should be aware of the CAF, whether or not they are able to complete one themselves

       a small group of skilled, designated CAF assessors in each agency
            start with a few trained CAF assessors in each agency, to whom others can refer for completion of a CAF, then increase
             numbers over time

       all practitioners to have some CAF knowledge and access to a CAF

   September 2005 for Hillingdon; April 2006 Nationally

    Evaluation of CAF & LP
   The ACPC (LSCB) will be evaluating the
    implementation and effectiveness of these
    frameworks. The number of CAFs, LP
    allocations, ISSCs as well as the quality of the
    work and outcomes for children, young people
    and their families.

   To support the implementation, the ACPC
    (LSCB) will provide a range of support tools
    including, draft OI templates, guidance and
    practical help in establishing systems.

        Sources of support

   Hillingdon’s Quick Guide


   CAF implementation team (LSCB subgroup)

                    Mark Scanlon
                  Children’s Strategy Team

email:   MScanlon@Hillingdon.Gov.UK
tel:     01895 250027
post:    4East/04, Civic Centre, High St, Uxbridge, UB8 1UW

Guidance and forms at: then choose from
 Hillingdon Common Assessment Framework (CAF) presentation
 Common Assessment and Lead Professional Framework – Guidance
 CAF pre-assessment checklist (the quick form)
 CAF record (the full form)

Government advice at:

Children’s Services Directory:


To top