This training module is aimed at practitioners who are employed or volunteer in a service that works with children, young people and their families. It will help practitioners to understand how some apparently unrelated issues are made worse by poverty, and why some of problems that affect people seem to be difficult to address. It will also help practitioners to see how the cycle of poverty...
This training module is aimed at practitioners who are employed or volunteer in a service that works with children, young people and their families. It will help practitioners to understand how some apparently unrelated issues are made worse by poverty, and why some of problems that affect people seem to be difficult to address. It will also help practitioners to see how the cycle of poverty needs to be broken if today's poor children are to avoid becoming the poor adults and parents of the future. The module provides a training outline for learning. It has a set of five learning aims each with a set of learning outcomes achievable as a result of the learning experience. The module is not an accredited unit, but training providers and educational establishments may wish to include it in accredited programmes of learning. Organisations are encouraged to adapt this training module to enable practitioners to build on their knowledge and understanding of local issues, processes and priorities relating to child poverty.
During the consultation on the Children's Workforce Strategy in 2006, concerns were raised elating to recruitment and retention. As a consequence the Children's Workforce Development Council (CWDC) has undertaken research to identify and evidence the issues on recruitment and retention in the children's workforce. This report is the second stage of that process and uses the data collected
During the consultation on the Children's Workforce Strategy in 2006, concerns were raised elating to recruitment and retention. As a consequence the Children's Workforce Development Council (CWDC) has undertaken research to identify and evidence the issues on recruitment and retention in the children's workforce. This report is the second stage of that process and uses the data collected in the first stage as its principal source.
Subject terms:
recruitment, social care staff, staff retention, children;
Integrated working is when everyone supporting children and young people works together effectively the put the child at the centre, meet their needs and improve their lives. This paper covers what's involved, the common assessment framework, information sharing, the lead professional, multi-agency working, the common core and leadership and management.
Integrated working is when everyone supporting children and young people works together effectively the put the child at the centre, meet their needs and improve their lives. This paper covers what's involved, the common assessment framework, information sharing, the lead professional, multi-agency working, the common core and leadership and management.
Subject terms:
integrated services, looked after children, child care, children, common assessment framework;
The Common Assessment Framework (CAF) is a key part of delivering frontline services that are integrated and focused around the needs of children and young people. The CAF is a standardised approach to conducting an assessment of a child's additional needs and deciding how those needs should be met. It can be used by practitioners across children's services in England. The CAF will promote more
The Common Assessment Framework (CAF) is a key part of delivering frontline services that are integrated and focused around the needs of children and young people. The CAF is a standardised approach to conducting an assessment of a child's additional needs and deciding how those needs should be met. It can be used by practitioners across children's services in England. The CAF will promote more effective, earlier identification of additional needs, particularly in universal services. It is intended to provide a simple process for a holistic assessment of a child's needs and strengths, taking account of the role of parents, carers and environmental factors on their development. Practitioners will then be better placed to agree, with the child and family, about what support is appropriate. The CAF will also help to improve integrated working by promoting co-ordinated service provision.
Subject terms:
interagency cooperation, assessment, children, childrens social care, common assessment framework;
The Common Assessment Framework (CAF) is a key part of delivering frontline services that are integrated and focused around the needs of children and young people. The CAF is a standardised approach to conducting an assessment of a child's additional needs and deciding how those needs should be met. It can be used by practitioners across children's services in England. The CAF will promote more
The Common Assessment Framework (CAF) is a key part of delivering frontline services that are integrated and focused around the needs of children and young people. The CAF is a standardised approach to conducting an assessment of a child's additional needs and deciding how those needs should be met. It can be used by practitioners across children's services in England. The CAF will promote more effective, earlier identification of additional needs, particularly in universal services. It is intended to provide a simple process for a holistic assessment of a child's needs and strengths, taking account of the role of parents, carers and environmental factors on their development. Practitioners will then be better placed to agree, with the child and family, about what support is appropriate. The CAF will also help to improve integrated working by promoting co-ordinated service provision.
Subject terms:
interagency cooperation, assessment, children, childrens social care, common assessment framework;
...elements of the Every Child Matters: Change for Children programme.
A lead professional is someone who takes the lead to co-ordinate provision, and be a single point of contact for a child and their family when a range of services are involved with that child or family and an integrated response is required. This guidance is for practitioners who want to find more information about the role. It is part of a set of materials for practitioners covering inter-linked elements of the Every Child Matters: Change for Children programme.
Subject terms:
social workers, children, childrens social care, first line managers, health professionals;
...elements of the Every Child Matters: Change for Children programme.
A lead professional is someone who takes the lead to co-ordinate provision, and be a single point of contact for a child and their family when a range of services are involved with that child or family and an integrated response is required. This guidance is for practitioners who want to find more information about the role. It is part of a set of materials for practitioners covering inter-linked elements of the Every Child Matters: Change for Children programme.
Subject terms:
social workers, children, childrens social care, first line managers, health professionals;
This document non-statutory guidance for strategic and operational managers on the lead professional functions and the team around the child. The lead professionals is responsible for co-ordinating the actions identified in the assessment process and act as a single point of contact for children, young people with additional needs and their families. The guidance covers the lead professional
This document non-statutory guidance for strategic and operational managers on the lead professional functions and the team around the child. The lead professionals is responsible for co-ordinating the actions identified in the assessment process and act as a single point of contact for children, young people with additional needs and their families. The guidance covers the lead professional and integrated working; the team around the child and the lead professional and the responsibilities of managers. These include: principles for successful implementation, training, line management and supervision, capacity and workload and administrative support.
Subject terms:
integrated services, managers, staff management, young people, access to information, children, childrens social care;
This is a review of the way in which new Integrated Working practices are progressing. The aim of this is to: Improve information sharing among practitioners; develop a common approach to assessment, and Support the new ways of working, especially in relation to multi agency teams.
This is a review of the way in which new Integrated Working practices are progressing. The aim of this is to: Improve information sharing among practitioners; develop a common approach to assessment, and Support the new ways of working, especially in relation to multi agency teams.
Subject terms:
information management, interagency cooperation, joint working, teamwork, assessment, children;
The development and supply of a competent, knowledgeable and well-qualified workforce with high levels of expertise and to using qualifications and training to support its aims. This will be reflected in its Sector Skills Agreement. Developing an Integrated Qualifications Framework is to enable individuals to move between roles in the children’s workforce.
The development and supply of a competent, knowledgeable and well-qualified workforce with high levels of expertise and to using qualifications and training to support its aims. This will be reflected in its Sector Skills Agreement. Developing an Integrated Qualifications Framework is to enable individuals to move between roles in the children’s workforce.
Subject terms:
qualifications, recruitment, social care staff, staff retention, assessment, children;