For Practitioners

For Practitioners

  • 'No matter where they live or whatever their needs, children, young people and their families should always know where they can find help, what support might be available and whether that help is right for them.'

    Getting it Right for every child is a Scottish Government Policy that sets out what agencies and practitioners need to do to come together and work with children, young people and their carers/families.

    core components

    Getting it right for every child is founded on ten core components which can be applied in any setting and in any circumstance.

    • 1 A focus on improving outcomes for children, young people and their families based on a shared understanding of wellbeing
    • 2 A common approach to gaining consent and to sharing information where appropriate
    • 3 An integral role for children, young people and families in assessment, planning and intervention
    • 4 A co-ordinated and unified approach to identifying concerns, assessing needs, and agreeing actions and outcomes, based on the Wellbeing Indicators
    • 5 Streamlined planning, assessment and decision-making processes that lead to the right help at the right time
    • 6 Consistent high standards of co-operation, joint working and communication where more than one agency needs to be involved, locally and across Scotland
    • 7 A Named Person for every child and young person, and a Lead Professional (where necessary) to co-ordinate and monitor multi-agency activity
    • 8 Maximising the skilled workforce within universal services to address needs and risks as early as possible
    • 9 A confident and competent workforce across all services for children, young people and their families
    • 10 The capacity to share demographic, assessment, and planning information electronically within and across agency boundaries

    What does 'Getting it Right for every child' mean for me?

    As a practitioner who comes into contact with a child, 'Getting it Right for every child', provides you with a common language to describe a child's well-being, it provides values and principles that you and your agency should work towards, common tools and guidance to help you identify the best support for a child, as well as defining roles and processes to help you identify and meet a child's needs.

    Well-being indicators

    The Well-being indicators provide a common language to describe a child's needs and identify concerns. These are designed to encourage practitioners to think about a child holistically and not just focus on one area of their functioning.

  • the practice model

    This model is designed to help practitioners understand the relationship between a child's well being in relation to identifying needs, and formulating actions to meet those needs, still using well-being as a tool to aid thinking about what needs to happen. The model also introduces the 'My World Triangle', and the 'resilience matrix' to help you gather more information if you need to, and make sense of the information so appropriate actions can be formulated.

    The tools, guidance and process that have been designed all relate to, and support the Practice Model.

    values and principles

    These are a set of Values and principles that each practitioner should ascribe to, and embed in their practice. These are:

    • Promoting the wellbeing 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
    • 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 wellbeing

    Process

    North Ayrshire Integrated Children Services Partnership Team are working towards streamlining processes, delivering training, and developing guidance and tools to assist you in your work with children, young people and their families/carers.

  • 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.

    If the Named Person or anyone else has a worry or concern about a child or young person they should ask these five questions to determine what additional support may be needed.

    The questions are:

    • What is getting in the way of this child or young person's wellbeing?
    • Do I have all the information I need to help this child or young person?
    • What can I do now to help this child or young person?
    • What can my agency do to help this child or young person?
    • What additional help – if any – may be needed from others?

    The person acting as the point of contact for the child and their family then has the responsibility to provide what support they can, or request assistance from others who can provide the support the child/young person needs. If a need is identified and supports are not available, or the person within Health or Education is not sure what the best support is, they can request support or advice from the 'Partnership Forum'

    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 the Child's Plan.

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

  • Training needs in line with the Children & Young People Act are currently in development and this page will be updated shortly.

  • 19/04 - Staff Briefings - Children and Young People (Scotland) Act 2014 - Parts 4,5 and 18 (Named Person, Child's plan and Wellbeing)
  • 22/04 - Children and Young People (Scotland) Act 2014 - Named Person & Lead Professional Multi-agency Training
  • 28/04 - Staff Briefings - Children and Young People (Scotland) Act 2014 - Parts 9,10 and 11 (Corporate Parenting, Aftercare and Continuing Care)
  • 11/05 - Staff Briefings - Children and Young People (Scotland) Act 2014 - Parts 4,5 and 18 (Named Person, Child's plan and Wellbeing)
  • 16/05 - Children and Young People (Scotland) Act 2014 - Named Person & Lead Professional Multi-agency Training.
  • 20/05 - Children and Young People (Scotland) Act 2014 - Named Person & Lead Professional Multi-agency Training
  • 23/05 - Children and Young People (Scotland) Act 2014 - Wellbeing assessment and Child's Plan
  • 24/05 - Staff Briefings - Children and Young People (Scotland) Act 2014 - Parts 9,10 and 11 (Corporate Parenting, Aftercare and Continuing Care)
  • 03/06 - Briefings - Children and Young People (Scotland) Act 2014 - Parts 4,5 and 18 (Named Person, Child's plan and Wellbeing) (Third and Private Sector only)
  • 09/06 - Staff Briefings - Children and Young People (Scotland) Act 2014 - Parts 4,5 and 18 (Named Person, Child's plan and Wellbeing)
  • 10/06 - Children and Young People (Scotland) Act 2014 - Wellbeing assessment and Child's Plan
  • 13/06 - Children and Young People (Scotland) Act 2014 - Named Person & Lead Professional Multi-agency Training