Getting it Right for Every Child
North Lanarkshire Council · 13 September 2022
Back to Education, Children and Families Committee — 13 September 2022 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref GMcL Date 13/09/22 P031.1 Getting it Right for Every Child From Gerard McLaughlin, Head of Education E-mail mclaughling@northlan.gov.uk Telephone 01236 812221 Executive Summary This report is intended to update committee on the progress of the implementation and development of the Getting it Right for Every Child (GIRFEC) process, across the Education and Families Service. The report will first update members on the development of the Roadmap to Recovery, mental health and wellbeing plan for children in North Lanarkshire. As wellbeing sits at the heart of the GIRFEC approach, some further developments around wellbeing and GIRFEC will also be discussed with reference to the wellbeing quality framework. Two further resources currently being developed will be introduced as key parts of a Quality Wellbeing and GIRFEC model. These are a refreshed GIRFEC pathway, linked to national developments and an online tool which is being developed to allow front line practitioners easy access to information on processes and resources. The development of new approaches to family support will also be discussed. Recommendations It is recommended that the Corporate Management Team: (1) endorse the content of this report The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (7) Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe
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1. Background 1.1 Getting it Right for Every Child (GIRFEC) is the national policy framework for supporting children and their families in Scotland. GIRFEC processes have existed in North Lanarkshire for over 10 years, but the formation and development of the Education, Children and Families Service required the redevelopment of existing GIRFEC pathways to fit with revised operating arrangements. As a result, a new GIRFEC pathway was approved in May 2020. Since then, there have been significant developments in the Education Children and Families Service. 1.2 In 2021 the Scottish Government began a consultation process to assist the refresh of the national GIRFEC policy. Officers of this authority took part in the consultation and refreshed materials are expected this summer. 1.3 Legislation identifies the key partners in GIREFEC as the local authority and NHS Board. In practice many other partners work to deliver services to children and families as reflected in the Children’s Services Partnership. The multi-agency nature of work to improve the wellbeing of children requires developments in services to fit with, and where possible develop with the involvement of key partners within the Partnership. 1.4 The Promise arose from the Independent Care Review and sets out a range of measures and approaches to improve the experience of children experiencing care or close to requiring a care experience. One of the main elements of the promise is the provision of family support and principles of family support are set out as an integral part of the Promise. 1.5 Previous reports approved by the Education and Families Committee, introduced and updated the Wellbeing quality framework, set around the questions of: • Why we are doing it ? - Governance and Policy Drivers • How we are doing it ? – Key Systems and Processes • What we are doing? – Our Outputs and Outcome 2. Report GIRFEC – Current Position 2.1 Getting it right for every child (GIRFEC) supports families by making sure children and young people can receive the right help, at the right time, from the right people. The aim is to help them to grow up feeling loved, safe and respected so that they can realise their full potential. 2.2 Most children and young people get all the help and support they need from their parents, wider family and community, but sometimes, they may need a bit of extra help. GIRFEC is a way for families to work in partnership with people who can support them, 2.3 This approach is based on children’s rights and its principles reflect the United Nations Convention on the Rights of the Child (UNCRC).It is an approach for all children and young people, that allows support to increase when it might be needed and reduce when not required. GIRFEC is: • Child-focused - it ensures the child and their family is at the centre of support and decision making.
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• Based on an understanding of the wellbeing of a child in their situation - taking into consideration the wider influences on a child and their developmental needs so that the right support can be offered • Based on meeting needs early - aims to ensure needs are identified as early as possible to avoid problems developing • Joined-up - is about children, young people, parents, and the services they need working together in a coordinated way to meet needs and improve wellbeing 2.4 In North Lanarkshire approaches to GIRFEC have been developing since the policy was introduced over 10 years ago. The formation and development of education, Children and Families as a service in North Lanarkshire has prompted further development of GIRFEC approaches both within the service and through children’s services partnership arrangements, 2.5 Each child is unique and there is no set level of wellbeing that children should achieve. Wellbeing is influenced by children’s individual experiences and changing needs as they grow. A range of traumatic experiences can have negative effects on young people. This might be one of the 10 recognised Adverse Childhood Experiences (ACEs) or other adversities such as bereavement or bullying, or where a family is affected by illness, disability or poverty. Each child should be helped to reach their full potential as an individual. Previous reports regarding the development of GIRFEC approaches have indicated how the cluster model of working has been used during the pandemic period to identify vulnerable children and families to target appropriate support. In moving from the pandemic period to a business-as-usual model, this approach has been developed in each cluster to appropriately identify families requiring additional or intensive support. 2.6 The Wellbeing Quality Framework has been used in reports to the previous education and families committee to illustrate how quality well-being processes can lead to improved outcomes through connecting high level policy, focused processes and procedures and positive outcomes for children and young people. This report builds on this, showing three key elements currently being developed as linked to three elements of the framework: • Why we do it – Policy and Governance – The Roadmap to Recovery • How we do it- Process and Procedure – The GIRFEC Pathway • What we do – Interventions Outputs and outcomes – The online GIRFEC tool Our Plan for Wellbeing - Roadmap to Recovery 2.7 As previously reported to the former Education and Families Committee, the mental health well-being and resilience delivery plan operated up until 2021. Following this a further one-year plan was approved by committee to allow the development of a new plan to provide direction in this complex and diffuse landscape. The three questions above give a picture of how a high-quality approach to children’s wellbeing is being developed with the Plan drawing on national and local policy messages with GIRFEC at the centre. In addition, it draws on The North Lanarkshire Children’s Services Plan and the Promise and develops all of these into a plan that can be translated into actions for schools, centres and services. 2.8 The plan was developed through a process of consultation that started with an audit of school improvement plans, was further developed with consultations with key groups of staff and partners. The plan, which became the Roadmap to Recovery, was considered at a staff conference that involved senior leaders from all schools and centres and representatives from services across the children’s services partnership.
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A draft report was prepared for the conference and feedback was very positive from all services. The final development off the plan – The Roadmap to Recovery, is attached to this paper for approval (Appendix 1). 2.9 The Roadmap to Recovery plan sets out a way forward in developing the health and wellbeing of our learners over the next three years recognising the current context in North Lanarkshire, particularly following the impact of COVID19. The plan recognises the importance of developments in North Lanarkshire in relation to health and wellbeing including the Empowering Clusters model and the GIRFEC pathway. It looks at high level outcomes that can be improved, linking into the Integrated Children Services Plan and the Plan for North Lanarkshire. It also looks at improvements in day-to-day operations and presents a format intended to assist schools, centres and teams to improve health and wellbeing in line with quality indicators currently used in improvement plans. 2.10 The Roadmap to Recovery uses the three-level intervention model of the GIRFEC pathway. This pathway has developed in its use since it was last updated in May 2020. As previously stated, the overarching GIRFEC policy is being developed nationally by Scottish Government, with new materials expected this summer. An updated GIRFEC pathway is in development and this will link to the quality framework question of ‘how do we do it’, developing the process to be used to deliver on the policy objectives set out in the plan. 2.11 Consultation with staff at the conference identified the desire to develop an online tool which will allow staff to easily access information about the resources required to deliver on the outcomes set out in the plan. This tool will focus on the ‘what do we do’ question of the Wellbeing Quality Framework, setting out approaches to achieve the outputs and outcomes required to improve the wellbeing of our children and families. GIRFEC - Supporting Children’s Wellbeing 2.12 Central to the Roadmap to Recovery is the GIRFEC process which sets out three levels of intervention universal, intensive and additional. These three levels of intervention allow the needs of children to be met at the earliest possible stage with interventions and approaches that are proportionate in response to the level of assessed need. Since it’s introduction in 2020, the practice around the current GIRFEC pathway has required to change with the development of the Empowering Clusters model and methods of practice which have become centred on keeping the child and family at the core of decision making. 2.13 The Roadmap to Recovery strengthens some existing approaches , particularly around universal level approaches in schools and centres. This includes: • The Health and Wellbeing Curriculum • Pupil Support • Outdoor Learning • Staff Support • Rights based approaches • Staff Development and CLPL 2.14 In addition some new developments are set out, mainly based on earlier intervention and refocusing approaches to meet emerging needs. This includes:
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• Approaches to trauma across the levels of intervention starting from a position of building nurture and resilience • An approach to safeguarding that starts from early intervention at additional support level and moves to intensive level child protection as need requires • Development of family engagement and support approaches to target issues of attendance and inclusion and additional support level. GIRFEC Pathway 2.15 The GIRFEC pathway approved by education and families committee in 2020 sits at the core of approaches to health and wellbeing within North Lanarkshire. This pathway is now being reviewed in light of experience through the period of the pandemic, and the work undertaken with vulnerable families. In addition, it has been necessary to update elements of the pathway to make them compliant with UNCRC (United Nations Convention on the Rights of the Child) and developments in information processing. Briefings for staff have already been undertaken but the pathway needs to be revised to reflect the shifts in practice.2.16 . 2.16 It is expected that this pathway will be finalised in late summer in order to amalgamate national developments around GIRFEC which are expected this summer. National Developments 2.17 A National Review of the GIRFEC process has been carried out by Scottish Government over 2021/ 22 with a finalised national policy framework expected this summer. The review involved consultation with a range of partners including local authorities. So far no conclusions to this review have yet been published however once published developments in national policy will form a key part of the newly developed North Lanarkshire GIRFEC framework. 2.18 The revised GIRFEC pathway and the online GIRFEC tool are both being developed with the intention of incorporating messages and materials from the revised national Policy development when they are available. This will provide a degree of futureproofing developments in this authority. Staff Wellbeing Conference - Online Guide and Early Intervention 2.19 A Health and Wellbeing Conference took place on Wed 15 July in the Motherwell Concert Hall with over 240 delegates in attendance. This included all our Head Teachers and Heads of Establishments, along with our key partners, and colleagues from Social Work, the NHS and other children’s services partners. The aim of the conference was to Strengthen integrative practice and chart the roadmap to recovery for our children 2.20 In order to measure impact, feedback from the conference was sought with the majority of respondents all strongly agreeing that the following aspirations were met: • This conference has given a clearer understanding of the direction of travel for strengthening our integrative practice. • This conference has given an opportunity to discuss with colleagues across Children’s Services ways in which we can improve collaborative working. • This conference has provided information on the processes that are being put into place across our partnerships to support health and wellbeing.
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• It has been helpful to learn about Education and Families Health and Wellbeing Roadmap to Recovery at the launch today. • This conference has given an opportunity to reflect on the priorities in my own context which would dovetail with the services health and wellbeing delivery plan. 2.21 One decision taken at the conference was to produce an online GIRFEC tool which could provide a resource directory for frontline staff to help navigate through the complexities that exist in health and wellbeing services and approaches. This tool is under development and will provide the ‘what we do’ element of the Wellbeing Quality Framework alongside the links to policy and process referred to previously. 2.22 A key focus of the road map to recovery is the development of earlier intervention approaches to allow children's needs to be met add an early stage without escalating to higher levels of intervention. This particularly focuses on the additional level of the GIRFEC pathway, where the needs of children and families require greater input then can be delivered by the universal services. At this additional level approaches are being developed to focus on family support, in order to meet needs as close as possible to the point where they are first identified. 2.23 A further area of early intervention that the service is involved in is developments around breastfeeding. Breastfeeding is a key public health priority, which has the potential to positively impact upon health inequalities and outcomes. The Breastfeeding Friendly Scotland Early Learning scheme has been successfully piloted in North Lanarkshire in Spring 2022 with the majority of Early Years settings nominating a champion and supporting staff to complete the training to help create a supportive, nurturing environment for normalising breastfeeding within their setting. This is of key importance as part of an ongoing programme to provide effective education around the topic for both learners and staff. Similar to the BFSEL scheme, the schools scheme promotes, supports and protects breastfeeding and aims to allow parents to feel comfortable in our schools, this includes supporting breastfeeding families and is due to begin in academic year 2022/23. Family Support and Engagement 2.24 A key theme in the road map to recovery is the availability and development of family support approaches particularly aimed at improving school attendance and inclusion. Eighteen posts have been created through the use of Scottish Attainment Challenge funding to work around the school clusters with a view to supporting families to maximise school attendance of their children and minimise exclusion. these posts are currently in the recruitment process. 2.25 The use of family support is acknowledged within the Promise as an important approach to tackle many of the difficulties that families and their children face. School attendance is a multi-faceted issue with a range of family problems impacting upon it. Although parents have a legal duty to ensure that their children are educated, family support, following the principles within the promise, will be able to engage with families and help them identify any barriers that exist to their children achieving high levels of attendance and help them to identify the solutions that may be possible. Using family support models as a tool to reduce difficulties with school attendance is an approach that will require development but has the potential create new evidence as to the most promising approaches to maximising attendance. 2.26 The eighteen posts will be deployed across school clusters and with ASN establishments. This allows approaches that will target service to the families that need it across clusters. It also recognises the particular needs of the ASN sector. Further
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development is ongoing within the Early Years sector to develop models linked to Early Years provision. This will provide a family support approach that will be available to families that require it throughout the Education, Children and Families Services from Early Years to Secondary School. Place Based Approaches 2.27 The information above discusses a number of developments in GIRFEC process within North Lanarkshire, some of which are being developed further. These include: • The development of the Roadmap to Recovery • The development of approaches to meeting children’s wellbeing and early intervention • The development of family support approaches linked to school clusters and early years services 2.28 These developments will bring together various parts of the Education, Children and Families service to deliver children’s wellbeing through integrated practice. The use of town hubs to base delivery of service, particularly around family support, is being considered with an emerging view of carrying out tests of change in two locations. This will fit with the principles of family support in the Promise, which requires the use of non-stigmatised locations. It will also fit with the aims of the service to provide integrative practice, across different parts of the service, in community locations. All of this indicates the strength of the North Lanarkshire Education, Children and Families Model in developing and delivering wellbeing based approaches to children and their families. 3. Measures of success 3.1 Measures of success in developing the wellbeing of children and families are set out on the Roadmap to Recovery. These link to the high-level measures in the Plan for North Lanarkshire. 4. Supporting documentation 4.1 Appendix 1 – Roadmap to Recovery Gerard McLaughlin Head of Education (North)
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality-and-fairer- scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts have been discussed and agreed with Financial Solutions? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The Family Engagement Support Assistant Posts have been funded, initially for one year through the Scottish Attainment Challenge. This has been approved through the Workforce Steering Group. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts have been discussed and agreed with People and Organisational Development? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts have been discussed and agreed with Legal and Democratic Solutions? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact
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Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for technology, has an assessment been carried out (or scheduled) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The Roadmap to Recovery, the GIRFEC Pathway and the GIRFEC online tool will all require to be communicated to staff. Work has already taken place on the Roadmap to Recovery with Corporate Communications and this will continue with the with the other resources as they become available. 5.9 Risk impact Is there a risk impact? Yes ☐ No ☒ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed?
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HEALTH AND WELLBEING ROADMAP TO RECOVERY Appendix 1
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2 Health and Wellbeing Roadmap to Recovery Health and wellbeing roadmap to recovery North Lanarkshire has 6,000 children in early years placements and 48,000 children in primary and secondary education. 25% of our young people living in SIMD groups 1-2 and 11,000 have clothing grants. Arrangements for learning are the responsibility of the Education and Families Directorate. During the Covid pandemic, there were over 29,100 occasions on which a child had to self-isolate and over 2,000 occasions in which a member of staff had to. This was either to do with having Covid, or being a close contact of someone who did. In the Covid period, there were also two lockdown periods in which children did not have access to the structure of day-to-day school life. And on returning to school during initial recovery periods, they were subject to various restrictions to arrangements. The table below shows the breakdown: In 2017 11,000 children were involved in a population survey of health and wellbeing, which gave important data about lifestyle, diet, health and mental health activity. In 2021, the service undertook a similar survey, based on the Strengths and Difficulties Questionnaire, which involved gathering results from 41,000 children. These results are held at school level for planning purposes and aggregated at North Lanarkshire levels to inform wider strategic planning purposes. There have been numerous reports to the Education and Families Committee of the council as regards the best way to address the health and wellbeing issues facing our children and families, acknowledging the undoubted impact of the pandemic on their lives. The roadmap to recovery has been constructed to do a number of things, which are listed here for information: y Strengthen compliance with policy relating to statutory expectations of practitioners in how they meet the needs of young people, and vulnerable adults, such as child and adult protection y Strengthen the GIRFE (Getting it Right for Everyone) staged intervention model (including GIRFEC) in North Lanarkshire, which is based on the Universal, Additional and Intensive construct y Ensure that our cluster practice model enables effective local planning across the partnership, incorporating the activities of all teams and services y Enable our Health and Wellbeing Quality Framework to support progress and ensure we make measurable gains in this area, ensuring that data is used effectively to support local planning y Ensure that high quality professional learning supports this activity and informs more effective interventions for young people Staff Pupil August 2020 - Aug 2021 1016 14,709 August 2021 - May 2022 997 14,471 Total 2013 29,180
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3 Health and Wellbeing Roadmap to Recovery Health and Wellbeing is a complex area and takes in: y The rationale, values and policy direction relevant to promoting health and wellbeing y The processes and we put into place across our partnerships to support health and wellbeing y The outcomes we achieve and the measures that tell us that the health and wellbeing of our children is improving The why we do it, how we do it and what we do set out above, is drawn directly from the Wellbeing Quality Framework, adopted by this service. it can be depicted as: The roadmap to recovery is planned to run over three years and is designed to ensure that the needs of our children and families are met on a consistent and high-quality basis through effective staged intervention procedures that govern partnership working and underpin all training, development and delivery. Wellbeing underpins achievement and attainment. Therefore, it is important to make the link between these elements specifically in our planning. It is also important that we commit to specific targeted improvements which we intend to judge ourselves by in North Lanarkshire, whether that be at individual school level, or at the wider local authority level. This is especially true in relation to the national drive to close the poverty related attainment gap and to align resource for the Attainment Scotland Challenge (SAC and PEF) towards specific activity. In light of this, North Lanarkshire Council has established Closing the Poverty Related Attainment Gap as a corporate risk. Vision Values and Rationale Our rationale is to improve the wellbeing of all children and young people, ensuring they are loved, nurtured and empowered to thrive in all aspects of their lives. We will work collaboratively with children, their families and our partners to ensure our children have the best start in life and are supported to fulfil their potential. We will do this by making sure we have the right supports available, at the right time and delivered in the right places to ensure equity for all. All the work of partners and key stakeholders in the delivery of supports and services to children and young people is supported by our key values (taken from the Integrated Children’s Services Plan): 1. Children, young people, and families are stakeholders and partners in the planning and delivery of children’s services. 2. All children and young people are included, irrespective of health, sex, gender, ethnic origin, age, sexual orientation, economic circumstances, religion, or belief. 3. We promote and safeguard the rights of children and young people and make sure everybody is aware of these rights and understand what they are, as expressed in the United Nations Convention of the Rights of the Child. 4. Getting it Right for Every Child is our approach to working with children, young people and families comprising the following: – We are child centred - children are viewed as individuals and their wider world is recognised. – Shift to prevention - we seek to identify difficulties and solutions as early as possible to prevent more or bigger problems in the future. – Partnership - we work together to ensure children, young people and families get the support they need when they need it. – We take an asset-based approach that recognises and builds on the strengths that already exist within children, young people, their families, and communities. 5. Our approach has nurture at its heart with a focus on developing strong, positive relationships between and amongst all those who are part of the children’s services partnership community. 6. We promote resilience in those experiencing adversity. 7. We work together to reduce inequalities and the impact of poverty on children and families. 8. Our actions are informed by evidence or contribute to an evidence base and new ideas are tested and evaluated. 9. We work in partnership with families to gather information and identify the needs of children, young people, and families in North Lanarkshire, determine what is important, decide where we target our resources, and identify how we can improve.
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4 Health and Wellbeing Roadmap to Recovery What we are trying to achieve Removing the barriers to achievement and ensuring excellence and equity for all is a key priority for North Lanarkshire Council. Through our work with young people and their families and with our communities and partner organisations, we are committed to making North Lanarkshire a thriving community where everyone is able to live, learn, work, invest and visit. The key priorities for our service are those currently outlined in the National Improvement Framework: y Improvement in attainment, particularly in literacy and numeracy y Closing the attainment gap between the most and least disadvantaged children y Improvement in children and young people’s health and wellbeing y Improvement in employability skills and sustained, positive school-leaver destinations for all young people These broad priorities need to be achieved through a range of intervention involving teaching and learning and health and wellbeing approaches. The plan will look at health and wellbeing developments that will contribute to meeting the above priorities. First it is important to take stock of our current position. Where are we now Scottish Government has established a series of nationally applied stretch aims that local authorities will have to account for. These are seen as a minimum and should include (core) stretch aims for both overall progress and for reducing the poverty-related gaps in: y achievement of Curriculum for Excellence Levels (literacy combined and numeracy combined); y the proportion of school leavers attaining 1 or more pass at SCQF level 5 based on the “Summary Statistics for Attainment and Initial Leaver Destinations” publication y the proportion of school leavers attaining 1 or more pass at SCQF level 6 based on the “Summary Statistics for Attainment and Initial Leaver Destinations” publication; y the proportion of 16-19 olds participating in education, employment or training based on the Annual Participation Measure produced by Skills Development Scotland; and y a locally identified aim for health and wellbeing, to be measured using local datasets. In addition, it is expected that local authorities and partnerships identify other bespoke stretch aims to judge their progress by. It is expected that in North Lanarkshire, these will include the following: y improving attendance y Reducing exclusion from school y Increasing positive destinations What activity are we currently engaged in The current picture shows a variety of achievements and challenges. Further information can be accessed in the Standards and Quality Report for 2020/21 att97281.pdf (northlanarkshire.gov.uk) Following the pandemic and now moving into the recovery the following factors show where we are and shape how we go forward: y The Covid Pandemic impacted on 2020-21 attendance rates. The service implemented a range of strategies to minimise impact on learners and to build resilience in the system. Establishments tracked attendance in a variety of ways including physical attendance rates and digital engagement figures. Due to the impact of the COVID-19 pandemic, it is not reasonable to make comparisons from the last full year 2020-21. However, a survey of attendance shows that this remains an issue with anxiety among pupils featuring highly. y The attainment gap, as measured by the Scottish Attainment Challenge has grown over 2021, having previously been reducing since 2018. This is associated with the pandemic and period of remote learning approaches y An audit of the HGIOS 3.1 indicators showed that GIRFEC related improvements and trauma, nurture and resilience feature highly y School based Counselling supported 961 children and young people between January-June 2021. July-Dec 2021 this increased to 1466.
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5 y In relation to universal, whole establishment approaches, a total of 79 establishments have now been trained on nurturing approaches. The majority are from the primary sector (n=63). y In session 20/21over 50 staff from 14 establishments opted into and were trained in using the Resilience Planning Toolkit to support GIRFEC assessment and planning y Staff from all establishments have attended initial training sessions on Lifelines and Critical Incidents y The GIRFEC pathway, launched in 2020 is in use across the 23 clusters and staff awareness sessions have been held to update staff on developments. y The LIAM, anxiety management model is now in use and has been delivered to 43 children y Over the period January to June 2021, 872 children and young people accessed new or enhanced services provide through the Community Mental Health fund. The majority of referrals (673) came from school staff with 108 children and young people coming through self-referrals directly for support How we Move Forward The following is a draft paper that is intended to form the basis for consultation on a Mental Health, Wellbeing and Resilience plan for 2022-2025. The paper considers a variety of processes and intervention around mental health, wellbeing and associated issues such as GIRFEC and approaches to tackle poverty, attendance and other issues associated with wellbeing difficulties in children. The paper is presented covering interventions at the universal , additional and intensive levels of intervention. No workstreams are identified at this stage but may be added at a later stage. The plan is arranged also by outcomes which relate to the quality indicators in HGIOS 4. How good is our school? - HGIOS 4 | Self-evaluation | National Improvement Hub (education.gov.scot) The HGIOS 4 Indicators covered are: y 2.1 Safeguarding y 2.2 Curriculum y 2.4 Personalised Support y 2.5 Family Learning y 2.7 Partnerships y 3.1 Wellbeing, Equality and Inclusion This plan is intended to create a framework that can be used in planning and self-evaluation to ensure that every school and early years establishment (and therefore every cluster) will have available a number of approaches at all three support levels of the GIRFEC pathway. These will be aimed to achieve the following: y Support good attendance rates y Improved engagement with learning at school y Improved inclusion reduced exclusions y Develop relationship based approaches to trauma in all settings, building on previous work done on nurture and resilience y Enhanced support to families y Reductions in the impact of poverty on children and families It is envisaged that this plan should be a tool for schools and settings to evaluate current positions and develop where necessary a suite of interventions that meet the needs of children and families in their area and cluster. This will involve work with partners in Education and Families and beyond to enable delivery of interventions involving joint planning up to the level of intensive intervention as set out in the GIRFEC pathway. All of this will allow development of consistency of offers across schools and clusters but will also allow for a focus, based on local need, to develop elements of health and wellbeing intervention such as: y Curricular elements related to wellbeing y Pupil support y Tackling poverty y Trauma informed and trauma skilled practice based on existing practice around nurture and resilience, prevention of self-harm and suicide and effective Mental Health interventions where needed
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6 Health and Wellbeing Roadmap to Recovery FIG 1 - Trauma Informed and Skilled approaches are a core element of our approach and can be depicted as follows: Trauma & Adversity Conflict Change Poverty Life Events Loss Adverse Child Experiences AttachmentFoundations of growth, development & wellbeing Early experiences Whole Establishment Approaches systems policies HGI054 SHANARRI GIRFEC planning staff capacity Staff CLPL Staff Health & Wellbeing Empowerment Collaboration Choice Trustworthiness Safety Learning Solihull Seasons for growth Emotional Literacy Nurture Curriculum Mentors for Violence Prevention Resilience & Recovery Restorative Approaches Multi-Agency Supports Learning Environments Safeguarding/Child Protection Equality Specialist Services LIAM EMDR CBT Lifelines Toolkit Resilience ASIST Mental Health Supports Connecting Trauma Informed Practice in North Lanarkshire Family Support/ Engagement
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7 Profiling Local Need In all schools and settings good health and wellbeing is based on a strong universal foundation, however in order to support children with higher levels of wellbeing need, a profile of local need will be useful. Schools establishments clusters and partners will require to consider available data around the needs of children in their area. This will allow a profile to be built up which will indicate which particular elements of the plan require consultation in order to develop the correct suite of interventions that is right for children in that school and cluster area. One of the sources of data that can be drawn on is the SDQ results from the survey carried out across North Lanarkshire in 2021. This showed an overall encouraging picture with most children showing close to average total difficulty scores. However, certain groups showed a greater need and this requires consideration when developing health and wellbeing intervention within schools, clusters and across partnerships. Data gathered through the survey has shown that certain groups of children and young people are likely to require more assistance to maintain positive health and wellbeing. Between 5% and 17% of those surveyed showed very high total difficulty scores and this varied across settings. It is therefore important that establishments coordinate individual assessment and plans for all children where wellbeing needs may be at additional or intensive levels. Some of the messages from the survey on specific groups may also be helpful, these indicate higher levels of difficulty in certain groups: y Children on the Child Protection Register y Children looked after at home y Children with previous care experience. y Secondary school age girls reported higher difficulty scores y In primary schools boys were reported by teachers to have higher difficulty scores Schools should also look at their own SDQ data in order to be clear as to their own children who may require target intervention. Data previously gathered regarding vulnerable children, which is now being looked at as GIRFEC planning data is another useful source of information as to directing health and wellbeing resources. For this reason, it is vital that this data is maintained. Another source of data that can be drawn on is data collected from the provision of school-based counselling. Data is collated for each cluster on a 6 monthly basis. The data gathered in both June and December 2021 has shown the most common reason for referral is consistently anxiety. There is also a higher rate of girls than boys seeking support. S2-S4 sees the highest rates of referral. This data is useful to triangulate with the broader data collected from the SDQ results and GIRFEC planning data.
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8 Health and Wellbeing Roadmap to Recovery FIG 2- The SDQ data can be represented as follows based on the first and second analysis of the data: 8 FIG 2- The SDQ data can be represented as follows based on the first and second analysis of the data: 9
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9 GIRFEC and The Health and Wellbeing Plan GIREFEC is the delivery mechanism for all health and wellbeing interventions and in North Lanarkshire is delivered through the GIRFEC pathway. The approach is based on the recognition that universal services are the foundation of all wellbeing intervention and the greatest number of pupils will require nothing beyond this level. At additional level supports will be delivered based on a plan involving some level of multi-agency intervention. At Intensive level significant multi-agency planning and intervention is required with a joint plan coordinated by a lead professional. Getting it right for every child (GIRFEC) - gov.scot (www.gov.scot) The plan sets out approaches available at the three levels of GIRFEC intervention which are depicted below: GIRFE Staged Intervention Model The GIRFE staged intervention model is designed to align all activity across the partnership and to ensure that resources are effectively deployed to address the health and well being needs of the North Lanarkshire population. The organisers for the staged intervention model are Universal, Additional and Intensive: effectively showing what everyone benefits from; what those with additional barriers to achievement can access; and, the intensive component the model which is concerned with addressing significant and complex needs. An important component of health and wellbeing planning is that all children and young people benefit from universal supports and curricular experiences which promote health lives, choices and wellbeing generally. The staged intervention model maps these in detail, so that practitioners can understand their importance and to best deploy them. For those children and young people requiring additional support (where they may experiences specific short or long term barriers to success) these issues are addressed through the additional element of our staged intervention model. Where young people have significant and complex needs or barriers to achievement, there are a number of aligned intensive supports and interventions which can be deployed through the staged intervention model to enable them. Fundamentally, these models should operate with a view to improving outcomes for children and families, strengthening family ties and enabling more effective local support for them, as part of their communities. Hence, the focus on individual children and cluster based interventions to know then and support them. Lastly, the model presupposes that the rights of children are respected, especially to have their views listened to, understood and incorporated into decision making about the support they receive.
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10 Health and Wellbeing Roadmap to Recovery y Bespoke approaches to promotiong positive relationships, informed by individualised approaches to; nurture, resilience and, trauma informed practice. y Partnership level strategic decision making y Needs based pathway review activity y Complex needs assessment y Specialist interventions y Area level oversight of system improvement y Cluster based planning and resource allocation for children’s wellbeing y Bespoke packages/flexible support implemented y Provision to support those on the edges of care y In-reach/outreach between mainstream and specialist sector y Self-directed support provision to enable vulnerable people y Focused approaches to promoting positive relationships, informed by tailored approaches to; nurture, resilience and, trauma informed approaches y High quality learning and needs met effective in learning environments y Effective GIRFEC pathway planning with children and families y Flexible curricular pathways - bespoke adjustments made y Clear and coherent progression routes from 2-18 y Whole establishment approaches to promoting positive relationships, informed by; nurture, resilience and, trauma informed approaches Intensive Additional Universal GIRFEC Staged Intervention Model
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11 Improving Outcomes - Data and Measurement As the Roadmap to recovery this plan draws in part on data that is previously heal and also draws on data collected to evidence progress with the Integrated Children’s Services Plan and the Plan for North Lanarkshire. However, for some areas of the plan it will be necessary to develop the data as we move forward. For this reason, some of the high-level impact measures will be based on a baseline set previous to the COVID 19 pandemic, measuring improvements from there. For the measures linked to the outcomes below, review dates are all set within the first year of the plan so that a post COVID picture can be established in the first year of the plan. Measures How Will We See Change Quantitate Measures Measures of the poverty related attainment gap Maintain from the post-COVID level in 22/23 and close gap beyond that Attendance figures Maintain at post COVID pandemic level in 22/23 and increase from there Exclusion Figures ( Children excluded per 1000) Decrease from 35 figure from 18/19 (from Strategic Performance Framework) Percentage of pupils entering positive destinations Increase from 92.2% figure from year 19/20 (from Strategic Performance Framework) Qualitative measures Analysis of School Improvement Plans Aggregated data from school improvement plans to show areas of improvement in Health and Wellbeing Analysis of GIRFEC planning Information GIRFEC Planning data gathered by CIILs in clusters Improving Outcomes - Overarching Data Set Many of the indicators of children and young people’s progress considered across the service, are tied into health and wellbeing. It is therefore to use some of those indicators along with the data from the interventions and approaches in the plan below to build a data set for Health and Wellbeing. A set of high level quantitative and qualitative indicators can together give a strong picture of the wellbeing of children and young people in the authority. These can be summed up in the following priorities and measures: Day to day Operations - Expectations and Options This is a three-year plan set up with the intention of assisting schools and establishments to develop their approaches to the health and wellbeing of their learners. It is envisaged that each establishment will concentrate on one or more of the areas for development in their improvement plan each year and in this way develop the approaches used across the authority. The plan sets out the activity and expected outcomes as regards health and Wellbeing across all settings. The activities are expressed as expectations (where establishments will carry out an activity) or options to achieve the necessary outcomes.
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12 Health and Wellbeing Roadmap to Recovery Universal Level This level of intervention links closely to school and establishment ethos and the supportive culture and ethos described earlier and in the North Lanarkshire Children’s Services Plan. At universal level, whole school approaches will be embedded to support the mental health and wellbeing of all. These approaches will be guided by nurture, resilience and trauma informed practice and will be relationship and strengths based. The principles and implementation of Getting it Right for Every Child underpin all work. By the end of 2025 establishments will have embedded nurture, resilience and trauma informed practices. In order to develop robust universal wellbeing systems establishments will engage in staff development for a range of key areas reflected below. It is also expected that by 2025 all settings will be offering approaches at universal level to mitigate against the impact of poverty in families such as links to Financial Inclusion services in line with the Council’s anti-poverty strategy. Towards a Fairer North Lanarkshire. Tackling Poverty Strategy 2020 - 2023 The work of this plan will support engagement, attainment and participation The purpose of universal approaches is to avoid escalation to higher levels of the pathway. Outcome (HGIOS Indicators) Proposed Intervention Outcome and Impact Measure Review Timescale Staff and partners have created an environment where all children feel secure, respected and listened to (3.1 and 2.7) Expectation- Establishments will have reviewed their universal offer to embed nurture, resilience, and trauma informed approaches in their processes. The following options may be used to further develop this offer: • Nurture self-evaluation toolkit, • The 6 nurture principles • Secondary Strengthening Nurture approaches • Solihull Approach • Other approaches based on nurture, resilience, and trauma • School based counselling in every cluster Outcome required – nurture and resilience-based approaches used in all settings to meet trauma-based needs. Impact measure- clusters to maintain availability of school- based counselling to offer children a further opportunity to be listened to in confidence. Impact Measure – Increase the number of establishments trained in the following, from the current baselines in areas such as: • resilience based approaches • Resilience Planning tool kit • LIAM • Maintain school based counselling offers in all clusters • Aggregated data from school improvement plans showing % of schools improving trauma based approaches Review March 2023 All settings may access approaches that support trauma informed practice and promote emotional literacy and positive relationships by providing CLPL in approaches such as: • Restorative Approaches (relationship and conflict resolution approaches) • Solution orientated approaches • Emotional literacy programmes such as Emotion Works, PATHS, Circles, Caring and Compassionate Classrooms and bespoke PSE programmes Outcome – Increases in number of staff trained in identified approaches . Measured through: • Numbers undertaking CLPL • % evaluating the CLPL as improving their skills Review March 2023 Critical incidents used as opportunity for support and learning across relevant partners (3.1, 2.7 and 2.4) Expectation- Critical Incidents Procedures and Protocols in use in all settings. Information from critical incidents, including suicide attempts, to be sent to: namedpersonservice@northlan.gov.uk Information from critical incidents collated centrally to inform learning and development Outcome – Greater understanding of factors related to critical incidents. Outcome Measure - Information concerning critical incidents collated and themes explored to inform future approaches. Reported to SLT Review May 2023
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13 Outcome (HGIOS Indicators) Proposed Intervention Outcome and Impact Measure Review Timescale GIRFEC Wellbeing indicators and processes understood and used by all staff, partners, children and families (3.1 2.5 and 2.7) Expectation - Introduction of new Getting it Right for Every Child national material with support to embed GIRFEC principles and practices. This will be used in all settings. Outcome – Use of GIRFEC pathway, Outcome Measure - Through Children’s Services Planning, Survey sample of children and families about their satisfaction with the planning process Review May 2023 Rights are respected across all setting Expectation - UNICEF Rights Respecting Schools or other rights-based approaches in use across all schools Outcome – Children’s Rights Respected in all settings Outcome Measure - Through Children’s Services Planning, survey to assess if there is increased awareness of children’s rights and UNCRC Review May 2023 Pupil Support approaches promote a climate where children and young people feel safe and secure (3.1) Expectation - All schools must deliver a high-quality health and wellbeing curriculum, implemented consistently across schools. This will be facilitated through the following being made available: • Healthy Schools’ resource • School-based peer mentoring models e.g. Mental Health Ambassadors • Use of a consistent approach to developing the mental health curriculum • Rights Respecting Schools • Mentors in Violence Prevention • Implementation of emotional literacy approaches Outcome – Health and Wellbeing Curriculum available across the authority. Outcome Measure – Increased number of settings offering identified approaches. Measured through HWB Champions Survey Review May 2023 Children and young people have outdoor learning opportunities available to them Expectation - Pupil Support Approaches must show consistency across the service. Pupil Support networks (including HWB Champions) participate in identified training and facilitate roll out of relevant training Outcome – Consistent approaches to pupil support. Impact Measure -Evaluation through pupil support network survey, baseline to be set in year 22/23 Staff see their Wellbeing supported as a means to enable the support of children and young people (3.1 and 2,4) Expectation - Schools must participate in further developed outdoor learning opportunities through Active Schools Outdoor Education and other partners in use in targeted schools and with targeted groups Outcome – Pupils offered outdoor learning opportunities Measured through Active Schools data % of schools participating in outdoor learning Expectation - The service must develop a trauma informed approach to staff support and integrate staff wellbeing training into relevant approaches e.g. Critical Incidents nurture, resilience planning and Trauma Informed Practice. This will include: • Maintaining mechanisms for signposting of resources, courses and support services for staff where requested. • Lanarkshire Mind Matters courses and wellbeing planning tools made available to staff to enhance existing wellbeing and resilience skills and a culture of self-care. • Stigma-free Lanarkshire materials circulated through HWB Champions Outcome – Trauma Informed staff support available Outcome Measure – % of staff showing satisfaction with use of the ESO Staff Wellbeing Service
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14 Health and Wellbeing Roadmap to Recovery Additional Level At additional level targeted supports start to be used to meet assessed need. Joint planning between services is also used to meet needs with children and families requiring a level of coordination. At this level joint approaches with other services becomes more common and safeguarding approaches start to be used in targeted cases. HWB approaches used at this level will compliment those offered at universal level to offer additionality. Outcome (HGIOS Indicators) Proposed Intervention Impact Measure Review Timescale Staff and partners have created an environment where all children feel secure, respected and listened to (3.1 and 2.7) Expectation - All establishments must access Trauma training (NES or equivalent) for key identified staff so that trauma can be addressed through trauma skilled practice in developed in relevant sectors of the service Schools will embed a suite of additional offers for children and groups of children based on need. Examples include: • Targeted Health and Wellbeing Groups e.g., Seasons for growth • Nurture spaces • In school Pastoral approaches • VIG and VERP Outcome – Increased numbers of staff trained in trauma skilled practice Outcome Measure: • numbers of trained staff • Aggregated data from school improvement plans showing % of schools improving trauma based approaches Review March 2023 Review June 2023 Children are safeguarding at an early stage when a risk of harm that is not yet significant is identified (3.1, 2.1 and 2.7) Expectation - All settings will develop early intervention safeguarding approaches that support good mental health linked to GIRFEC planning. Including use of some of the following partners and services as appropriate: • School Based Counselling • Educational Psychology • Community and Voluntary Sector mental health and family-based interventions • Family learning and Youth Work approaches provided by CLD • EEI approaches used for children getting into conflict with the law in partnership with Social Work • Attendance issues followed up through attendance policy and where appropriate GIRFEC pathway • Joint Planning and/or delivery with NHS partners where required (SLT ,Sexual Health and school nurses) Outcome – Children offered early intervention safeguarding approaches Outcome Measure: • % worked with through Early Intervention approaches • % showing improvement on wellbeing through tools such as Outcomes Star • School Based Counselling measured by high % utilisation of funding and provider data gathered reporting on numbers supported and HWB outcome data. Review June 2023 GIRFEC Wellbeing indicators understood and used by all staff, partners, children and families (3.1 2.5 and 2.7) Expectation - Additional support level of GIRFEC Planning developed in all settings through: • SEEMiS Wellbeing App used to record chronologies, assessments and plans • GIRFEC training for all staff undertaking named person role • Joint planning to meet wellbeing needs where appropriate • Gathering of GIRFEC planning data at cluster level Outcome – Increase in numbers of children and families offered additional level supports. Outcome Measure could include: • Individual school targets on attendance are overtaken • numbers of additional level plans on SEEMiS application gathered through clusters (CIILs) Review March 2023
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15 Outcome (HGIOS Indicators) Proposed Intervention Impact Measure Review Timescale A range of resources will be available to support children and families worked with through GIRFEC plans including some of the following: • Resilience planning toolkit resource to help staff and children better understand children’s needs and thus put in place more meaningful plans to build their resilience. • Approaches in school that support good mental health • Mental Health Developments (Involving partners where available) • Lifelines Lanarkshire (recognise signs of suicide or self-harm risk and respond appropriately) • ASIST or suicide ALERT training • CLD Living Life to the Full programme • Partnership Poverty Interventions (SAC, CLD, Financial Inclusion) • Development of a Family Support and Engagement Approach Outcome – Use of GIRFEC pathway, Outcome Measure - Through Children’s Services Planning, Survey sample of children and families about their satisfaction with the planning process Review March 2023 Expectation - De-escalation approaches in use in all relevant settings (PPB or other agreed approach in use) Outcome - De-escalation processes in use across settings. Outcome Measure - review of incident reports
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16 Health and Wellbeing Roadmap to Recovery Intensive Level At intensive level plans are used for all children and young people and multi-agency working is the norm in all cases. This level may take in children in the Looked After Children’s process and the Child Protection process. Many children at this level will have some care experience and the corporate parenting duty of all services will apply in these cases Those looked after at home or with previous care experience should be seen as a particularly high needs group given the SDQ data. Partnerships will be of particular importance and plans will usually be coordinated by a lead professional. As the additional level all supports from the previous level of support are still available. Outcome (HGIOS Indicators) Proposed Intervention Impact Measure Lead and Timescale Children are safeguarded when significant risks of harm are identified through partnership arrangements (3.1, 2.1 and 2.7) Expectation - The service and partners will: • Produce and launch updated Child Protection procedures • Support the development of contextual safeguarding • Introduce Problematic Sexual Behaviour guidance for primary schools Outcome - Updated Child Protection Procedures available across settings Outcome Measure: • Numbers trained in new guidance • Numbers trained in Contextual Safeguarding • Numbers training in PSB guidance Review September 2023 GIRFEC Wellbeing indicators and planning process understood and used by all staff, partners, children and families (3.1 2.5 and 2.7) Staff and partners have created an environment where all children feel secure, respected and listened to (3.1 and 2.7) Expectation - Establishments must work with partners to have enhanced trauma informed GIRFEC Planning at intensive level available across all settings supported by: • GIRFEC training covering new national guidance provided • Support to embed GIRFEC principles and practices with individual children and young people across schools and clusters. • Partnership approaches that support all work with children and families at this level to be trauma informed and trauma skilled. • Use of the SEEMiS Wellbeing Application for storing shared plans Outcome -Updated GIRFEC pathway available across all settings Outcome Measure – • Numbers offered intensive level family support interventions • Outputs and Outcomes measures through outcomes star and other measures gathered at cluster level • % showing improved scored with those measures • Baseline to be set in 22/23 Review March 2023 A range of approaches and links available to support multi-agency planning and support to families at intensive level, including: • Multi-agency intensive family support approaches used to meet family needs • Resilience planning toolkit resource available to help staff and children better understand children’s needs and thus put in place more meaningful plans to build their resilience. • Lifelines Lanarkshire in use in all schools(recognise signs of suicide risk and respond appropriately) • ASIST or suicide ALERT trained staff available in identified settings • Specialist Trauma and mental health service links available to all settings through CAMHS and other appropriate services. • Clear Social Work contact person available to all settings • Use of the Needs Based Pathway Review process where appropriate
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17 23 Evaluation and the Wellbeing Quality Framework The Quality Framework for Health and Wellbeing was agreed by Education and Families Committee in September 2021 and is designed to ensure that all aspects of the strategic approach to improving health and wellbeing of children and young people in North Lanarkshire is effectively described for all stakeholders, with a clear focus on: • Why are we doing it ? - Governance and Policy Drivers capturing Vision and Values • How are we doing it ? – Key Systems and Processes • What are we doing? – Our Outputs and Outcomes The quality framework needs to capture existing Education and Families and related partnership activity which is of relevance to the journey of continuous improvement that all services, schools and establishments are undertaking. It needs to be coherent with other strategic plans, tools and approaches that are in use to measure wellbeing. The cluster model currently being implemented around schools and establishments in North Lanarkshire, allows an opportunity for partners from across education and families, the community and voluntary sector, and the NHS to work together in local areas supporting children. This model offers a useful opportunity for a quality framework to be put in place gathering data from around the cluster, and the above plan uses measures that can be captured as part of the Quality Framework. As part of this plan the framework will be further developed on a partnership basis based on a ground up approach. This would start with output outcome indicators from children and young people being worked with and work back through the framework to capture systems and processes and the policy and governance related to the work. Evaluation and the Wellbeing Quality Framework The Quality Framework for Health and Wellbeing was agreed by Education and Families Committee in September 2021 and is designed to ensure that all aspects of the strategic approach to improving health and wellbeing of children and young people in North Lanarkshire is effectively described for all stakeholders, with a clear focus on: y Why are we doing it? - Governance and Policy Drivers capturing Vision and Values y How are we doing it? - Key Systems and Processes y What are we doing? - Our Outputs and Outcomes The quality framework needs to capture existing Education and Families and related partnership activity which is of relevance to the journey of continuous improvement that all services, schools and establishments are undertaking. It needs to be coherent with other strategic plans, tools and approaches that are in use to measure wellbeing. The cluster model currently being implemented around schools and establishments in North Lanarkshire, allows an opportunity for partners from across education and families, the community and voluntary sector, and the NHS to work together in local areas supporting children. This model offers a useful opportunity for a quality framework to be put in place gathering data from around the cluster, and the above plan uses measures that can be captured as part of the Quality Framework. As part of this plan the framework will be further developed on a partnership basis based on a ground up approach. This would start with output outcome indicators from children and young people being worked with and work back through the framework to capture systems and processes and the policy and governance related to the work. Outcomes y Key Measures of Improvement Governance y Children’s Services Partnership y E&F Committee y Integrated Joint Board y Project Boards (ASN, 1140 Hours, Champions Board) Policy Drivers y CS Plan y GIRFEC y The Promise y ASN Plan y MHWB Delivery Plan y Children and Young y People’s Health Plan Outputs y Numbers trained in key areas (Nurture, Solihull, De-escalation and PPB, etc.) y Stakeholder Engagements Key Processes y Survey of pupil health and well being y Self evaluation by schools of 3.1 y Child Protection Key Systems y Cluster Planning for Children’s Wellbeing y GIRFEC Pathway y CLPL y Interventions and Programmes
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18 Health and Wellbeing Roadmap to Recovery Relevant Interventions The interventions described above are intended to impact in two of the broad areas of the quality framework: y Systems and Processes y Outputs and Outcomes The Vision and Values are set out earlier in this paper. System and Process Based approaches in the paper The following approaches are based around systems and processes and although they may impact on outcomes and outputs this is indirect: y Review of Universal Offer y Critical Incidents Procedure and Protocol y GIRFEC processes y Child Protection Processes Output and Outcome Based approaches in the Paper The following approaches are based around achieving direct outcomes and outputs with children and families: y Trauma informed approaches - This approach builds on and develops previous work on nurture, resilience and other approaches based of forming strong relationships with children and families. y Emotional literacy-based approaches - These approaches are based on modelling and empathy to help children become more aware of their feelings and the feelings of others y Rights respecting schools - An approach that teaches children about their rights and how to respect the rights of others. Provided through UNICEF although equivalent approaches are becoming available y VIG - A method of working with relationships, mainly in families using video recordings of the interactions that take place y VERP - Video Enhanced Reflective Practice describes an approach that promotes critical analysis, attuned communication and relationships, problem solving and creative thinking in groups of staff. y Family Support Approaches - Work that is delivered to families through individual or a small number of workers to assist them with needs they identify. Will usually follow the 10 principles of intensive family support y EEI - an approach provided in partnership with social work to provide early and effective intervention where children and young people start to come into to conflict with the law
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This document can be made available in a range of languages and formats, including large print, braille, audio, electronic and accessible formats. To make a request, please contact Corporate Communications at: corporatecommunications@northlan.gov.uk ’S urrainn dhuinn an sgrìobhaidh seo a chur ann an diofar chànanan agus chruthan, a’ gabhail a-steach clò mòr, braille, cruth claisneachd agus cruthan dealanach agus ruigsinneach. Gus iarrtas a dhèanamh, cuir fios gu Conaltradh Corporra aig: corporatecommunications@northlan.gov.uk Niniejszy dokument można otrzymać w wielu różnych językach i formatach, w tym również dużym drukiem, alfabetem Braille’a, w wersji dźwiękowej, elektronicznej i w innych dostępnych formatach. Prośby należy składać na ręce zespołu ds. komunikacji drogą elektroniczną na adres: corporatecommunications@northlan.gov.uk 此文件可以多种不同语言和格式提供，包括大字体、点字、音频、电子和易读格式。 如想提出请求，请联系企业传讯部：corporatecommunications@northlan.gov.uk ۔ ہے سکتا جا ایکیا ہمافر یمیں ںتورصو ئیسار بلقا روا نکار ٹ یلیکٹرا ،وی�ڈآ ، ی�بر ،فوحر ےبڑ لبشمو ںتورصو روا ںنوباز مختلف کو ر�ی�وستاد سا corporatecommunications@northlan.gov.uk : ی ئیں �مافر بطہار پر سا سے ر����ش�ی�کی���و یکمیو ٹ ی�رپورکا یلیے کے ستاخورد مکر ہابر CC_2022_00098 Produced by NORTH LANARKSHIRE COUNCIL Gerard McLaughlin Head of Education and Families (North) North Lanarkshire Council NORTHLANARKSHIRE.GOV.UK