Every Child Matters: Information Sharing and Assessment

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Every Child Matters Information Sharing and
Assessment
Whole System Approach

• March 14th 2007

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Whole systems approachContinuum of need
Increasing vulnerability
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Whole systems approachContinuum of need

• The model graphically summarises the different
  levels of need a child may experience
• The levels of need have been broadly described as
  children with no additional needs children
  with additional needs and children with
  complex needs this follows Government guidance
• Definitions have been agreed for these terms
• Descriptors or indicators for each of the levels
  of need have been agreed by the Essex CYPSP

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Common Language Definitions
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Whole systems approachBasic process of support
Assess
Review
Plan
Act
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Whole systems approachLevels of support
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Whole systems approachContinuum of need and
levels of support
Level 2 Assesment intervention
Level 3 Specialist assessment care planning
Increasing vulnerability
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WHOLE SYSTEMS APPROACH NEEDS AND LEVELS OF SUPPORT
Increasing vulnerability
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Whole systems approachCommon pathway for support

• In addition to basic processes of support
  (assess, plan, act, review) common processes are
  needed to enable children to move between levels
  of support
• If their needs require more specialist help
• If they no longer require additional or
  specialist help
• The pathway provides a common context to describe
  and locate these activities

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I Identification action
T Transition
N Needs met
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Where do TASCC teams fit in?

• TASCC provide a range of functions across the
  continuum
• Supporting prevention
• Building capacity of universal services
• Direct specialist help for individual children
• Direct specialist help they provide for
  individual children is at Level 2

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RESPONSIBILITY FOR SUPPORT
TASCCs provide Level Two support directly with
individual children and young people with
additional needs and their families Level Two
interventions should build on support for child
at Level One
Universal services must offer adequate Level One
support in their area TASCCs can help e.g.
providing information, advice and training to
build capacity of universal services to provide
this extra help in a systematic way
Specialist services provide Level 3 interventions
these must build on support provided at Level
Two. TASCCs must ensure that at Level One and
Two any identified child protection concern is
fast tracked for Level Three immediately
TASCCs may provide support for prevention in
universal services
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Universal services review progress is need being
met should Level One support continue is
additional help needed from a targeted service or
services?
Targeted Level Two support provided by TASCC team
member or members coordinated with universal
service providers (LP working)
Level One support provided within universal
services for children with additional needs
Progress reviewed is need being met is a Level
Two service(s) still needed is additional
specialist service help required?
Coordinated Level Two support continues by TASCC
universal services to meet needs
Early point of identification by early years,
schools and health professionals child may have
additional needs is a CAF needed?
Coordinated Level Three support specialist
service(s) TASCC and universal services working
together (LP working)
Point of transition decision on ending
additional Level One support within universal
services
Point of transition decision on ending Level
Three support by specialist service(s) plan for
Kevel Two support from TASCC universal services
Level One support continues from universal
services needs are being met
Point of transition decision on ending Level
Two support and plan for management of needs by
Level One support in universal services
Coordinated Level Three support continues by
specialist, TASCC universal services to meet
needs
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So how can schools support this whole system
approach?

• Review existing systems for providing extra help
  level one support - within the school. Extra
  help from teachers and school based professionals
  already known to the child or young person.
• Linking of CAF with other assessment activity -
  Schools may decide to link CAF activity, for
  example by using the pre-assessment checklist,
  with universal assessments such as the Foundation
  Stage Profile and other assessments for older
  children, to provide a broader check of a childs
  progress.
• Build extended school services within this
  framework
• Review staff development needs
• OK on information sharing in line with the
  guidance?
• OK on utilising common assessment?
• OK on working with lead professional?
• Monitor and review with other partners the
  effectiveness of this approach
• How can services supporting school improvement
  and educational attainment assist schools in
  moving in this direction?

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