This presentation was held on a conference of the
project „STEP“. The project „STEP“ has been
funded with support from the European
Commission.
This publication [communication] reflects the views
only of the author, and the Commission cannot be
held responsible for any use which may be made of
the information contained therein.
‘Getting it right for every child’ in
Aberdeenshire –
This presentation was held at a conference of the
Leonardo-Da-Vinci project „STEP“
The project „STEP“ has been funded with support from
the European Commission.
This publication [communication] reflects the views
only of the author, and
the Commission cannot be held responsible for any
use which may be
made of the information contained therein.
Aims
This presentation aims to outline:
• where getting it right for every child
comes from
• core principles and practice model
• how getting it right is developing in
Aberdeenshire
National context
• For Scotland’s Children (2001)
• It’s Everyone’s Job to Make Sure I’m
Alright (2002)
• The Commissioner for Children and Young
People (Scotland) Act (2003)
• Review of Children’s Hearing (2004) –
Getting it Right for every child
• Framework for Standards 2004
• Education (Additional Support for Learning)
(Scotland) Act (2004) Revised 2009
• Concordat between the Scottish
Government and local government (2007)
• Equally Well (2008)
• Achieving our Potential (2008)
• Early Years Framework (2009)
• National Child Protection Guidance (2010)
• A New Look at Hall 4 (2011)
• New Children’s Bill expected Spring 2012
Getting it right for every child
National programme that aims to improve
outcomes for all children and young people. It
promotes a shared approach that:
• builds solutions with and around children and
families
• enables children to get the help they need
when they need it
• supports a positive shift in culture, systems
and practice
• involves working together to make things
better
Getting it right in Aberdeenshire
“Every child and young person in
Aberdeenshire is valued and supported
to achieve their potential”
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Joint Management Group
Children’s Services Networks
Multi-agency strategic groups
Service improvement groups
Front line services
Joint planning in Aberdeenshire
GIRFEC - Principles and values
• Promoting the well-being of individual children
and young people
• Keeping children and young people safe
• Putting the child at the centre
• Taking a whole child approach
• Building on strengths and promoting resilience
• Promoting opportunities and valuing diversity
• Providing additional help that is appropriate,
proportionate and timely
Principles and values - 2
• Supporting informed choice
• Working in partnership with families
• Respecting confidentiality and sharing
information
• Promoting the same values across all working
relationships
• Making the most of bringing together each
worker's expertise
• Co-ordinating help
• Building a competent workforce to promote
children and young people's well-being
Changing culture
Changing systems
Changing practice
Elements of National Practice Model
• My World Triangle
• Well-being wheel
• Resilience matrix
The GIRFEC Practice Model
Well-being
Resilience Matrix
Resilience
Characteristics that enhance
normal development under
difficult conditions
Adversity
Protective environment
Life events or circumstances
posing a threat to healthy
development
Factors in the child’s
environment acting as buffers
to the negative effects of
adverse experience
Vulnerability
Characteristics of the child,
the family circle and wider
community which might
threaten or challenge healthy
development
GIRFEEC in practice – using the
Integrated Assessment Framework
• How we achieve the GIRFEC principles
in our day-to-day work
• A framework – not a discrete activity
• A single, standardised model of
integrated assessment, planning and
recording for children and young people
• About well-being and all children
Everyone’s Responsibility to ask 1. What’s getting in the way of this child
achieving their potential?
2. Do I need to share or seek any further
information ?
3. What can I do to help this child?
4. What can my agency do to help this child?
5. Does this child need any help from any
other agency?
Core Components
1. Actively involving child and family
2. Standard approaches to Assessment,
Recording and Planning
3. Common approach to Information Sharing
(Multi-Agency Consent Form)
4. Integrated team around the child - collective
responsibility
5. Action plan
6. Lead Professional
Streamlining processes
‘one child, one meeting, one plan’
• Core Assessment
• SHANARRI Action Plan
• One ‘record of meeting’