KLOE 4: Are interventions working effectively to improve outcomes for the child/ren? What are we well? What needs to happen? Partnership working is good so If a professional can’t see a on intervention plans are more aligned their own but has concerns they – – especially through the MASH. need to think about other are evident; they are focussed professionals who might be able to and sometimes SMART framed. create that opportunity. Home visits and practice has changed Look at creative ways to involve the to make the more visible in the in meetings and conferences. process. Link back to actions agreed in Evidence that is no need to previous meetings if they have not – pause/delay interventions. been followed actions needs to be Using the Signs of Safety tools. taken. Pursuing professional curiosity. Interventions need to be with reasonable expectations What are we worried about? Training for practitioners to recognise Are opportunities being created for and understand the ways children communicate (e.g. not just through the child/ren to speak on their own, particularly in a formal words). to Children” publication by intervention/early stage intervention? “Listening Coram family centre has very useful There is too much emphasis on the victims of DV. advice/guidance on helping young children have a voice practitioners Working with the perpetrators of – domestic abuse and measuring to read this publication. Perpetrator training and work outcomes. programs/plans with perpetrators. Are we asking what the child thinks of the plan? Voluntary with services – what should be done when parent are reluctant to be involved. The capacity of staff/services Child not kept as the central focus. The impact on the child needs to be considered. Sometimes intervention is too adult-centric. Meeting often drift; there is often a loose focus and the child is often forgotten as central to the intervention. More plans need to be SMART. KLOE 5: Is supervision/management support used to aid reflective practice and to provide challenge to make a positive difference for the child? What are we well? What need Joint supervision Peer-to-peer supervision Supervision as a regular formalised process.
KLOE 4: Are interventions working effectively to improve outcomes for the child/ren? What are we well? Partnership working is good so intervention plans are more aligned – especially through the MASH. are evident; they are focussed and sometimes SMART framed. Home visits and practice has changed to make the more visible in the process. Evidence that is no need to pause/delay interventions. Using the Signs of Safety tools. Pursuing professional curiosity. What needs to happen? If a professional can’t see a on their own but has concerns – they need to think about other professionals who might be able to create that opportunity. Look at creative ways to involve the in meetings and conferences. Link back to actions agreed in previous meetings – if they have not been followed actions needs to be taken. Interventions need to be with reasonable expectations Training for practitioners to recognise and understand the ways children communicate (e.g. not just through words). “Listening to Children” publication by Coram family centre has very useful advice/guidance on helping young children have a voice – practitioners to read this publication. Perpetrator training and work programs/plans with perpetrators. What are we worried about? Are opportunities being created for the child/ren to speak on their own, particularly in a formal intervention/early stage intervention? There is too much emphasis on the victims of DV. Working with the perpetrators of domestic abuse and measuring outcomes. Are we asking what the child thinks of the plan? Voluntary with services – what should be done when parent are reluctant to be involved. The capacity of staff/services Child not kept as the central focus. The impact on the child needs to be considered. Sometimes intervention is too adult-centric. Meeting often drift; there is often a loose focus and the child is often forgotten as central to the intervention. More plans need to be SMART. KLOE 5: Is supervision/management support used to aid reflective practice and to provide challenge to make a positive difference for the child? What are we well? Joint supervision Peer-to-peer supervision Supervision as a regular formalised process. What need
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