CAF and outcomes of early
intervention: interim findings
from the Local Authorities
Research Consortium (LARC 2)
Susannah Bowyer
Research Officer, research in
practice
Torbay 13th October 2009
The Local Authority Research
Consortium (LARC)
Round 2
Overview of this presentation:
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What is LARC?
The continuing challenge of system
change

Measuring the impact of integration

Interim findings from NfER
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Example: one authority’s LARC project:
Coventry
What is LARC…

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A collaborative partnership between LAs,
researchers and national partners to draw together
evidence and shared learning about the effective
integration of children’s services
The partners are: LAs (14 in Round 1; 30+ in
Round 2), RiP, NFER, EMIE, IDeA, LGA, CWDC
The project has a formal governance framework,
project protocols and pooled funding (including
funds from DCSF, IDeA, LGA and RIEP)

LARC Round 1: reported in June 2008

LARC Round 2: September 2008 – December 2009
LARC’s purpose:

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To enable authorities to identify where they are
(individually and collectively) with whole system
change
To identify how to make faster progress on
outcomes
To report on this in a collective way nationally
Features of LARC’s approach

Rooted in evidence, in collaborative action, and in
“telling your own story”; clear about different
types of impact; honest self-evaluation; sectorled
NfER’s Impact Model
Level 4: Embedded
change and practice
Level 3: Changes to
experiences for service-users
Level 2: Changes to routines,
experiences, attitudes
Level 1: Changes to systems,
structures, processes
Population affected
The NFER impact model was first described in: Stoney, S., West, A; Kendall, L. and Morris, M. (2002). Evaluation of Excellence in Cities: Overview of
Interim Findings. Slough: NFER [online]. Available: http://www.nfer.ac.uk/publications/other-publications/downloadable-reports/evaluationof-excellencein-cities-overview-of-interim-findings.cfm.
The model was further developed in: Morris, M. and Golden, S. (2005). Evaluation of Aimhigher: Excellence Challenge: Interim Report. (Research
Report 648). London: DfES
The challenge of system change
Children’s Trusts to have in place by
2010 consistent, high quality
arrangements to provide identification
and early intervention for all children
and young people who need additional
help
Laming 2
•Strong focus on effectiveness of contact,
referral and assessment arrangements –
aim is ‘never do nothing’
•Need to improve referral from adult
services and response to domestic
violence referrals
•Need for effective multi-agency working
in practice on front line – need to
strengthen health and police capacity in
particular
•Highlights importance of early
intervention and prevention through
integrated practice
Laming 2
“It is still too early to make a judgement on the
effectiveness of the CAF in improving outcomes for
children and young people, and opinion from
contributors to this report has been divided. There
has been some evidence that the CAF
has been helpful in bringing together a wider range
of professionals to make joint assessments that are
both positive in achieving better assessments of a
child and as a learning experience for staff. However,
it is in danger, like other tools, of becoming processfocused or, even worse, a barrier to services for
children where access to services depends on a
completed CAF form. All agencies need further help
in using the CAF effectively and consistently.”
2009 - Aims of LARC 2
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Does the CAF process support the
achievement of better outcomes for children
and young people?
What are the key factors that promote the
effectiveness of CAF in different contexts?
With a particular focus on the engagement of
Schools in the CAF process
11
Interim findings from NfER
CAF process is supporting the achievement
of better outcomes for CYPs – Level 3
Impact?

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Improved behaviour, better school attendance,
higher self-esteem, greater responsibility and
enhanced resilience, greater readiness for
school among younger children
Better relationships and improving parenting
skills and strategies in families
Interim findings 2
The CAF was most effective when there was:
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Holistic understanding and regular review of the needs of
the child and the family, with agreed plans and targeted
support
An appropriately skilled lead professional who maintained
a positive relationship with the family
Shared accountability across services, with effective
information sharing
Professional, practitioner and family engagement with the
CAF process, and full involvement of the young person
Challenges for the CAF process
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Many families engage in the CAF process with little
difficulty, others thought the process intimidating or
overwhelming
If parents, even temporarily, withdrew from the process,
some services withdrew their support
Some LARC authorities reported that relationships
between some parents and services deteriorated
temporarily at various points in the process
Not all services gave the same level of importance to CAF
and TAC meetings, including review meetings
There was some confusion in schools, and other services,
regarding threshold levels
Challenges for the CAF process 2
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For lead professionals, the CAF process was still generally
seen as an additional task on top of their normal duties.
The CAF form was generally considered too lengthy and
time consuming
The role sometimes caused anxiety and was seen as
burdensome, e.g. in connection with coordinating TAC
meetings. Appropriate formal and informal support for
lead professionals was seen as crucial
Working with other agencies was frustrating if they did
not engage fully in the process
Lead professionals were not always certain at the outset
as to what support was available for families
Impact of the LARC research on
participating authorities:
Short term impacts included:
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Taking the learning from the research forward into
practitioner training
Developing new early intervention and prevention
strategies
Establishing clear guidelines for CYPS going from CAF to
statutory services and out again
Sharing findings locally and ensuring CAF is embedded in
strategic approaches
Improved willingness from schools to engage with CAF
Establishing a baseline from where to measure progress
in the future
Impact of the LARC research on
participating authorities:
Medium-term impacts included:
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Developing a consistent understanding of the lead
professional role
Creating user participation groups of CYPs and
parents/carers to incorporate ideas and develop the CAF
further
Reviewing resources available to parents/carers to ensure
that they are user friendly
Starting to use the CAF to support the transition to
secondary school
Regularly monitoring and reviewing the CAF and
integrated working practices
Using the CAF to target specific groups of children and
families
Impact of the LARC research on
participating authorities:
The anticipated longer-term impacts included:
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Improved outcomes
Increasing the amount of early intervention and
prevention work
Incorporating the CAF process into the strategic business
plans of different services and the Children and Young
People’s Plan
Improving holistic working with families
Developing a sustainable model of integrated service
delivery
Embedding the CAF process
(NfER LARC research team September 2009)
One LARC 2 authority: Coventry
(Cooper 2009)
Promoting Children and Young People’s Well-being
Model (2005)
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Levels of Needs/Thresholds
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Assessment/family support meeting/TAC
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Lead Professional
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Share Care
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Service Directory
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PCW Board sub-committee of LSCB
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Full Training Programme
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1200 CAFs (70% Education)
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Strategic Lead/4 CAF coordinators/3 Multidisciplinary teams
Methods:
Qualitative / Five Case Studies
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Young people aged 9-11 from North East area of
Coventry
Research Themes
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School life / home life / relationships / skills / behaviour /
challenges / CAF process
Information Gathered
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CAF Assessment
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Family Support Plan
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Reviews
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Semi-structured interviews
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Questionnaires (Young People / Parents / Teachers / Key
Workers)
Scaling pre and post CAF
Coventry’s proposition:
“As a result
of CAF assessment, children/young people with behavioural
issues will show improvement and will be better able to
access school experiences; because the CAF process will be
able to affect measurable, positive and sustainable change
for them and their families”
Behavioural issues were defined as:
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Showing aggressive behaviour to teachers/peers
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Disruptive at school
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Difficulties maintaining relationships with teachers/peers
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Passive behaviour (quiet but not fully participating in
order to reach potential
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Low self esteem
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“Risky behaviour”
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Low attendance
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Given fixed term exclusions
Scaling 1
Scaling 2
Scaling 3
So what do the LARC 2 interim
findings tell us about integrated
working?
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The CAF process appears to have supported
better coordination of services and joint
working to improve the outcomes for children,
young people and families
More needs to be done to engage all agencies in
joint working but progress is clearly being made
There is an improved understanding and
appreciation the roles, remits and support
offered by different services
(NfER LARC research team September 2009)
#
LARC 2 Final Report
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Final report due December 2009
LARC 3 currently recruiting. Contact RiP
Director Jane Lewis
jane@rip.org.uk