Supervision processes Ongoing assessment of and head teacher are in place and offer interventions is not evident. breakfast briefings. challenge and support Deterioration is not clearly for practitioners. addressed and therefore Formal supervision, action is not timely. 1:1s, and peer Minutes of meeting should supervision take be addressing the previous Schools in south Solihull actions in place. hold advice sharing Drift and delay was evident sessions. in some cases. Dispute resolution Schools could indicate what to do if there was a need to escalate. The procedure was shared with practitioners during the SMBC Information sharing Information sharing Continue to use Co-location of Engage duty – Early Help Relevant partners were Multi-agency meeting were threshold guidance to near the MASH team in involved in multi-agency not always timely. ensure appropriate Bluebell; this provides an meetings Interventions service provision opportunity to communicate Information sharing There was no evidence of All direct workers to and support good decisions. protocols were contingency planning for undertake of Plan to link an engage worker ‘signs understood. lack of progress or safety’ training. with each school to better was a mixed engagement by family. If Consider the progress relationships. picture of multi-agency there was a contingency that families are Joint training with police meeting; some had not plan, this was not identified making with plans and around early help and engage taken place, areas of in files. undertake contingency Multi-agency Module 1 training good and bad practice Voice of the child planning. to continue in supporting all were evidenced. was a lack of evidence Ensure that the voice agencies participation in Early Thresholds and referrals that diversity and disability of the child is fully Help and understanding of the Strong use of threshold was identified, understood, understood throughout early help framework. guidance and evidence and recorded. Engage, and the child Multi-agency Groups (MAGS) of good referrals. Dispute resolution remains centre of to be grown and rolled out Understanding of the Has now been shared with focus. across borough/collaboratives need to obtain consent. practitioners. Where there is to support practitioners within Voice of the child engagement from a the area if they are struggling Strong evidence of family ways to to help a family. voice of the child which progress situation to
Supervision processes are in place and offer challenge and support for practitioners. Formal supervision, 1:1s, and peer supervision take Schools in south Solihull hold advice sharing sessions. Ongoing assessment of interventions is not evident. Deterioration is not clearly addressed and therefore action is not timely. Minutes of meeting should be addressing the previous actions in place. Drift and delay was evident in some cases. Dispute resolution Schools could indicate what to do if there was a need to escalate. The procedure was shared with practitioners during the and head teacher breakfast briefings. SMBC – Early Help Information sharing Relevant partners were involved in multi-agency meetings Information sharing protocols were understood. was a mixed picture of multi-agency meeting; some had not taken place, areas of good and bad practice were evidenced. Thresholds and referrals Strong use of threshold guidance and evidence of good referrals. Understanding of the need to obtain consent. Voice of the child Strong evidence of voice of the child which Information sharing Multi-agency meeting were not always timely. Interventions There was no evidence of contingency planning for lack of progress or by family. If there was a contingency plan, this was not identified in files. Voice of the child was a lack of evidence that diversity and disability was identified, understood, and recorded. Dispute resolution Has now been shared with practitioners. Continue to use threshold guidance to ensure appropriate service provision All direct workers to undertake ‘signs of safety’ training. Consider the progress that families are making with plans and undertake contingency planning. Ensure that the voice of the child is fully understood throughout Engage, and the child remains centre of focus. Where there is from a family ways to progress situation to Co-location of Engage duty near the MASH team in Bluebell; this provides an opportunity to communicate and support good decisions. Plan to link an engage worker with each school to better relationships. Joint training with police around early help and engage Multi-agency Module 1 training to continue in supporting all agencies participation in Early Help and understanding of the early help framework. Multi-agency Groups (MAGS) to be grown and rolled out across borough/collaboratives to support practitioners within the area if they are struggling to help a family. engagement engagement
Multi-agency%20case%20audit%20report%202016-2017.docx