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.

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

  • A focus on improving outcomes for children, young people and their families based on a shared understanding of wellbeing
  • A common approach to gaining consent and to sharing information where appropriate
  • An integral role for children, young people and families in assessment, planning and intervention
  • A co-ordinated and unified approach to identifying concerns, assessing needs, and agreeing actions and outcomes, based on the Wellbeing Indicators
  • Streamlined planning, assessment and decision-making processes that lead to the right help at the right time
  • Consistent high standards of co-operation, joint working and communication where more than one agency needs to be involved, locally and across Scotland
  • A Named Person for every child and young person, and a Lead Professional (where necessary) to co-ordinate and monitor multi-agency activity
  • Maximising the skilled workforce within universal services to address needs and risks as early as possible
  • A confident and competent workforce across all services for children, young people and their families
  • 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, parent, or a child or young person, ‘Getting it Right for every child’ provides everyone with a common language to describe wellbeing. It provides values and principles that practitioners and agencies should work towards, common tools and guidance to help practitioners identify the best support for a child, as well as defining roles and processes to help everyone to identify and meet a child’s needs.


Wellbeing indicators

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


Children are one third of our population and all of our future.