How We Work

How We Work

  • Culture consists of the values both within an agency and among individuals working within this agency. It also includes operating principles, what usually happens, and ways of co-operating across agencies and services which support systems and practice.

    Getting it right for every child has a set of values and principles that everyone who comes into contact with children in their work, has to take into account when working with others, whether other professionals, children and /or young people. This is to ensure that all children, young people, and families they come into contact with are treated fairly, with respect, and are listened to. It also means that professionals should be working together.

    The code or principles are:

    Promoting the wellbeing of individual children and young people

    Workers will work towards helping children and young people to become Safe, Healthy, Active, Nurtured, Achieving, Respected, Responsible and Included.

    Select a slice for more information

    Active

    Having opportunities to take part in activities, such as play, recreation and sport, which contribute to healthy growth and development at home and in the community.

    • Active

      Having opportunities to take part in activities, such as play, recreation and sport, which contribute to healthy growth and development at home and in the community.

    • Respected

      Having the opportunity, along with carers, to be heard and involved in decisions which affect them.

    • Responsible

      Having opportunities and encouragement to play active and responsible roles in their schools and communities and, where necessary, having appropriate guidance and supervision and being involved in decisions that affect them.

    • Included

      Having help to overcome social, educational, physical and economic inequalities and being accepted as part of the community in which they live and learn.

    • Safe

      Protected from abuse, neglect or harm at home, at school and in the community.

    • Healthy

      Having the highest attainable standards of physical and mental health, access to suitable health care, and support in learning to make healthy and safe choices.

    • Achieving

      Being supported and guided in their learning and in the development of their skills, confidence and self-esteem at home, at school and in the community.

    • Nurtured

      Having a nurturing place to live in a family setting with additional help if needed or, where this is not possible, in suitable care setting.

    • Keeping children and young people safeEvery workers' priority is to ensure that Children and Young people are safe.

    • Putting the child at the centreChildren and young people should have their views listened to and they should be involved in decisions that affect them.

    • Taking a whole child approachRecognising that what is going on in one part of a child or young person's life can affect many other areas of his or her life.

    • Building on strengths and promoting resilienceUsing a child or young person's existing networks and support where possible.

    • Promoting opportunities and valuing diversityChildren and young people should feel valued in all circumstances and practitioners should create opportunities to celebrate diversity.

    • Providing additional help that is appropriate, proportionate and timelyProviding help as early as possible and considering short and long-term needs.

    • Supporting informed choiceSupporting children, young people and families in understanding what help is possible and what their choices may be.

    • Working in partnership with familiesSupporting, wherever possible, those who know the child or young person well, know what they need, what works well for them and what might be less helpful.

    • Respecting confidentiality and sharing informationSeeking agreement to share information that is relevant and proportionate while safeguarding children and young people's right to confidentiality.

    • Promoting the same values across all working relationshipsRecognising respect, patience, honesty, reliability, resilience and integrity are qualities valued by children, young people, their families and colleagues.

    • Making the most of bringing together each worker's expertiseRespecting the contribution of others and co-operating with them, recognising that sharing responsibility does not mean acting beyond a worker's competence or responsibilities.

    • Co-ordinating helpRecognising that children, young people and their families need practitioners to work together, when appropriate, to provide the best possible help.

    • Building a competent workforce to promote children and young people's wellbeingCommitted to continuing individual learning and development and improvement of inter-professional practice.

  • The National Practice Model provides the foundation for identifying concerns, assessing needs and risks and making plans for children in all sectors. It provides a shared language and understanding for all practitioners. The single system of planning for a child should be used in every case - one child, one plan. All agencies need to use the National Practice Model in a way that reflects their core responsibilities.

    the national practice model Click to view larger

    When assessment, planning and action are needed, practitioners can draw on the Getting it right for every child National Practice Model, which can be used in a single or multi-agency context, and:

    • provides a framework for practitioners and agencies to structure and analyse information consistently so as to understand a child or young person's needs, the strengths and pressures on them, and consider what support they might need
    • defines needs and risks as two sides of the same coin. It promotes the participation of children, young people and their families in gathering information and making decisions as central to assessing, planning and taking action
    • provides a shared understanding of a child or young person's needs by identifying concerns that may need to be addressed.

    The National Practice Model is a dynamic and evolving process of assessment, analysis, action and review, and a way to identify outcomes and solutions for individual children or young people. It allows practitioners to meet the Getting it right for every child core values and principles by being appropriate, proportionate and timely.

    Reference for above A Guide to Getting it Right for every Child (2012)

    Roles - Named Person and Lead Professional

    The Scottish Government have defined two roles - The 'Named Person' and the 'Lead Professional.

    Named Person

    North Ayrshire has implemented the roles and responsibilities of a Named Person within our practice and processes. It has been agreed from Birth till the child goes to school (Primary 1) it would be the child's Health visitor, or if the Child’s mother is a teenager it will be a Family Nurse.

    When the child starts school, the Named Person will be a teacher in a promoted post. So in Primary school this is likely to be a Head Teacher and in Secondary school it will probably be a Depute, Guidance or Principle Teacher.

    Even if a child or young person is not going to school they will still have a Named Person up till they are 18 years of age.

    Lead Professional

    There are some circumstances where children's needs involve two or more agencies working together delivering support to the child and family. Where this happens, in all cases, a Lead Professional will be needed.

    This Lead Professional would co-ordinate support and would lead on putting together a Child's Plan.

    For further information on these two roles please download the specific guidance.

  • Streamlining Services. We are currently looking at the way we help others and how services join up and communicate with one another. We have a goal to reduce the number of meetings families have to attend, the number of forms that have to be filled in, and the number of professional a child has to tell their story to.

    Single system for recording information

    We are looking at ways to ensure that practitioners and families have a common understanding of the language that is used and want professionals to be recording in the same way when they have a concern, or need to carry out an assessment.

    involvement

    We need to make sure that the right people are involved in any decisions about children and are developing ways to listen to other professionals, children and their carers.

    Inter agency system

    We are developing a system that will allow the appropriate information to be shared with whoever needs access to the information. We are also developing a system that embodies the goals associated with Streamlining services, single system for recording , and involving and listening to the right people.

    training

    Each professional will be given the opportunity to develop their skills in relation to their roles within Getting it Right for Every child. Various training and online training modules will be available including:

    • Getting it Right for every Child introduction
    • Values and Working Together
    • Named Person and Lead Professional
    • Chronology
    • Assessment and the Child's Plan