Prevention and Early Intervention Programme

Partnership Overview & Scrutiny Committee

Prevention and Early Intervention Programme

27 June 2011

The Programme

Restorative PracticeThis approach is based on the belief that the people best placed to resolve a conflict or a problem are the people directly involved, and that imposed solutions are less effective, less educative and possibly less likely to be honoured.

In order to engage in a restorative approach to conflict and challenging behaviour, people need certain attitudes and skills. Skills-based training can develop both restorative skills and attitudes.

“It’s better than the old way, where we just argued.”

“It’s more controlled.”

“You have to listen to the other side of the story.”

Quotes from year 6 pupils in Primary Schools

“The way I have changed my questioning has had a real

positive effect on behavioural problems within the school. Any problems or arguments

are sorted through discussion. Children feel they are being

listened to and will take responsibility for their actions.”

Deputy Head Primary School

“Before the s**t hits the fan, I need a conference”

Quote from a parent to a head after an incident

“I think it is a really good way of dealing with bullying because Ronnie was able to say what was happening and how it made her feel. If I was ever bullied, this is how I would like to talk about it. “

Year 7 Pupil in Secondary School

Family Learning Signature The Family Learning Signature is a visually striking and easy-to-apply tool that has been designed to enable a family to define their learning 'capacity' and, in so doing, to describe that family's preparedness for learning and development.

It is deployed, initially, to provide a baseline or benchmark for families in understanding their learning strengths and challenges and for others engaging with the family learners

Resources

Our family environment includes resources for learning?

Atmosphere

Our family environment is a good place to learn?

Plan

Our family plans its learning?

Four Site Model

1. Common Assessment Form/Team Around the Family

2. Child & Family Services weekly referral meetings

3. Strategies to address children and young people at risk of exclusion

4. Child & Family Service permanence panel

CAF Referrals : My World Assessment

0123456789

101112

Primary school

Health Visitor

Surestart

CCARA

self referral

CCARA Team

Flying Start

Gw alia

????

C&F

CAFCASS

Children Matters

District nurse

EWO

Midw ife

NCH

Secondary school

Womens Aid

Young carers

Primary Schools

Health Visitors

Surestart

Child & Family Services

2010/11 CAF Referrals

Team Around The Family Meetings

Team Around The Family Case Studies

CASE STUDY 1

8 month old baby cared for by paternal grandparents. Father wishing to have more hands on care of daughter. Mother experiencing mental health difficulties. TAF initiated separately by both Health Visitor and Dad’s Officer

TAF TEAMParents Paternal GrandparentsHealth VisitorPsychiatric NursePrimary Care CPNSupport worker CMHTDad’s Parenting OfficerTAF Coordinator

Outcome To DateContact agreement resulted in less friction between father and paternal grandmother re care of childPlan for Restorative Practice conference to improve relations further

CASE STUDY 2Boy had been absent from school for 4 months. Family about to be evicted due to arrears. History of non-engagement. Learning difficulties. Family all sleep in one bedroom. Poor standard of hygiene

TAF TEAMMotherOlder sonChildEducation Welfare OfficerSTF staffHousing OfficerTenancy Support WorkerAdult Services Social

Worker ( CHT)TAF coordinator

Outcome To DateEviction avoided. Financial entitlement sorted out. Rent arrears paid. Home conditions improved. Child 93% attendance over 3 terms. Engagement with services

Vulnerability Assessment ProfileYear 6 Analysis date:

Red 88.0 1.0 2.0 15.0 85.0 85.0 85.0 85.0 T C A/B 2+Orange 90.0 0.5 1.0 1.0 95.0 95.0 95.0 95.0 P C/D 1

Sc

ho

ol

Su

rna

me

Fo

rna

me

Do

B

Ge

nd

er

Att

%

UA

%

Nu

m

Da

ys

Sta

ge

Ne

ed

Y2

re

ad

ing

Y7

re

ad

ing

NF

ER

En

glis

h

NF

ER

Ma

ths

Re

ds

Ora

ng

es

Sc

ore

Clwyd Primary School M 61.4 1.4 1 3 S BESD 82 77 85 T 1 7 3 17Gendros Primary School M 78.9 8.5 4 14 P BESD 69 93 112 T 0 6 3 15Primary Education Centre F 92.4 1.9 0 0 A MLD 86 75 78 T 2 6 2 14Gendros Primary School F 95.8 1.4 0 0 P MLD 74 92 88 T C D 0 5 4 14Clwyd Primary School M 24.3 7.9 1 3 N DNA 79 69 76 T 1 6 2 14Clwyd Primary School M 89.3 1.4 0 0 A BESD 77 72 85 T 1 5 4 14Cwmglas Primary School M 75.4 8.7 0 0 S MLD 76 69 T 0 7 0 14Blaenymaes Primary School F 83.8 1.4 0 0 A MLD 81 75 85 T 0 6 2 14Y G G Tirdeunaw M 76.1 0.7 0 0 A SLD 69 82 81 T 0 6 2 14Gwyrosydd Primary School M 81.7 0.0 0 0 A MLD 74 69 88 T 2 6 2 14Gendros Primary School M 85.2 12.0 0 0 A MLD 75 87 89 T 0 5 3 13Clase Primary School M 81.4 1.4 0 0 A MLD 78 78 99 T 0 6 1 13Y G G Pontybrenin F 94.4 2.8 0 0 P SPLD 76 75 69 T 2 6 1 13Gwyrosydd Primary School M 80.0 0.0 0 0 A MLD 75 72 69 T 0 6 1 13Cadle Primary School M 85.7 1.4 0 0 S PMED 76 69 69 F 0 6 0 12Cadle Primary School F 82.9 7.1 0 0 A SPLD 79 74 85 T 0 5 2 12Clwyd Primary School M 82.9 0.0 0 0 P SLCD 79 75 76 T 1 5 2 12Clase Primary School M 98.6 1.4 0 0 S BESD 73 69 T 0 6 0 12Gwyrosydd Primary School F 97.1 0.0 0 0 A MLD 77 74 74 T 1 5 2 12Gwyrosydd Primary School M 100.0 0.0 0 0 A MLD 74 69 74 T 1 5 2 12

20 January 2011

Attendance ExclusionsAccess to Learning

Standard age scores (scale 69 to 141)

ScoresPupil identifiers

Fre

e S

ch

oo

l Me

als

Lo

ok

ed

Aft

er

EA

L S

tag

e o

f E

ng

lish

Sc

ho

ol m

ov

es

in

las

t 2

ye

ars

Prevention & Early Intervention In Action

Who are the people involved?

• Project Sponsor: Richard Parry (Lead Director for Children & Young People)

• Project Manager: Hilary Davies

• Project Champion’s: – Mark Mathias (Chief Superintendant,

South Wales Police)– Carol Green (Director Swansea Council

for Voluntary Services)

Key agencies involved

• Child & Family Services, City & County of Swansea

• Youth Offending Service, City & County of Swansea

• Regeneration Dept, City & County of Swansea• ABMU• Voluntary Sector• Police• Schools• Careers Wales

Why are they involved?.....

• These partners contribute to making a difference to the outcomes for children & young people

• A partnership approach allows consistency across agencies working with children & young people

…..Why are they involved?

• Chief Executive and Directors set the strategic direction for the work

• Officers cascade work of the programme ensuring their service area is involved.

• Managers ensure operational staff are trained in the use of the new tools being introduced, for example Restorative Practices.

How has the LSB made a difference in terms of this project?

• Grant funding provided

• Opportunity to apply for additional grant

• Critical friend

• Monitoring

• Escalation of Issues/Risks to BSP

Is there duplication with other services and LSB projects?

• Crossover with NEETs

• Neighbourhood partnership (ICOM)

• CYP Executive Board

• Submission of reports