Child's Voice Key findings from serious case reviews (Brandon 2009) have highlighted the repeated theme of children not being seen or heard and being 'lost'. There is often insufficient focus on the needs of the child with many of the children having a long complex history of concerns some of which dated back to birth (Ofsted, 2009, page 24) Practitioner's MUST ensure children and young people are consulted and their siblings are spoken to. The timing of the visit is important and that the child is at home and not at school, or a baby is awake when you visit. Is the child being kept out of sight? Will different communication methods be used for children who are unable to speak because of disability or trauma? It is the responsibility of the practitioners to satisfy themselves they have seen a healthy and safe child. Insert Trafford link to Direct Work Tools Multi-Agency Information There can still be real issues with professional and organisational boundaries getting in the way of joint working and information sharing. Working Together to Safeguard Children 2015, sets out sound principles and procedures for collaborative working. All professionals working with a child should understand their responsibilities in order to achieve the positive outcomes that keep children safe, and complement the support that other professionals may be providing. HISTORY/Other agency info and extended family and networks. Family History Social workers must read historical files. A detailed social history is essential. The social history is designed to collect information which will help understand the parental developmental experiences which may be contributing to the identified concerns. Wider Family Who are considered to be members of the wider by the child and the parents? These include related and non-related persons and absent wider family. What is there role and importance to the child and parents and precisely in what way? The place of description and analysis in assessment Too often, a practitioner's assessments are limited to accounts of activities and actions, and description of what happened in a child's life. What needs to be more evident is the practitioner's reflective record of
Child's Voice Key findings from serious case reviews (Brandon 2009) have highlighted the repeated theme of children not being seen or heard and being 'lost'. There is often insufficient focus on the needs of the child with many of the children having a long complex history of concerns some of which dated back to birth (Ofsted, 2009, page 24) Practitioner's MUST ensure children and young people are consulted and their siblings are spoken to. The timing of the visit is important and that the child is at home and not at school, or a baby is awake when you visit. Is the child being kept out of sight? Will different communication methods be used for children who are unable to speak because of disability or trauma? It is the responsibility of the practitioners to satisfy themselves they have seen a healthy and safe child. Insert Trafford link to Direct Work Tools Multi-Agency Information There can still be real issues with professional and organisational boundaries getting in the way of joint working and information sharing. Working Together to Safeguard Children 2015, sets out sound principles and procedures for collaborative working. All professionals working with a child should understand their responsibilities in order to achieve the positive outcomes that keep children safe, and complement the support that other professionals may be providing. HISTORY/Other agency info and extended family and networks. Family History Social workers must read historical files. A detailed social history is essential. The social history is designed to collect information which will help understand the parental developmental experiences which may be contributing to the identified concerns. Wider Family Who are considered to be members of the wider by the child and the parents? These include related and non-related persons and absent wider family. What is there role and importance to the child and parents and precisely in what way? The place of description and analysis in assessment Too often, a practitioner's assessments are limited to accounts of activities and actions, and description of what happened in a child's life. What needs to be more evident is the practitioner's reflective record of