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CAF: Integration with Impact?The Story from the Local Authority Research Consortium

John HarrisSue Rossiter

Jane Lewis

NCASC 2009

Overview of the WorkshopOverview of the Workshop

• The continuing challenge of system change

• What is LARC and how is it relevant?

• What are we learning from Round 2?

• Can you help us to shape LARC Round 3?

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The Challenge of System The Challenge of System ChangeChange

The challenge of system changeThe challenge of system change

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Children’s Trusts to have in place by 2010 consistent, high quality arrangements to provide identification and early intervention for all children and young people who need additional help

What is LARC?What is LARC?

Purpose• To enable CS authorities to identify where they are

(individually and collectively) with whole system change

• To identify how to make faster progress on outcomes• To report on this in a collective way nationally

Features of LARC’s approach• Rooted in evidence, in collaborative action, and in

“telling your own story”; clear about different types of impact; honest self-evaluation; sector-led

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What is LARC…What is LARC…• A collaborative partnership between LAs, researchers

and national partners to draw together evidence and shared learning about the effective integration of children’s services

• The partners are: LAs (14 in Round 1; 30+ in Round 2), RiP, NFER, EMIE, IDeA, LGA, CWDC

• The project has a formal governance framework, project protocols and pooled funding (including funds from DCSF, IDeA, LGA and RIEP)

• LARC Round 1: reported in June 2008

• LARC Round 2: September 2008 – December 2009

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LARC Round 1 : LARC Round 1 :

looking for early looking for early impact of integrationimpact of integration

What did we find?What did we find?

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Level 4: Embedded change and practice

Level 3: Changes to experiences for service-users

Level 2: Changes to routines, experiences, attitudes

Level 1: Changes to systems, structures, processes

Tim

e

Population affected

A Model to Evaluate ImpactA Model to Evaluate Impact

The NFER impact model was first described in: Stoney, S., West, A; Kendall, L. and Morris, M. (2002). Evaluation of Excellence in Cities: Overview of Interim Findings. Slough: NFER [online]. Available: http://www.nfer.ac.uk/publications/other-publications/downloadable-reports/evaluationof-excellence-in-cities-overview-of-interim-findings.cfm. The model was further developed in: Morris, M. and Golden, S. (2005). Evaluation of Aimhigher: Excellence Challenge: Interim Report . (Research Report 648). London: DfES

KEY FEATURES in ‘confident’ KEY FEATURES in ‘confident’ children’s services authorities?children’s services authorities?

• the quality of working relationships and communication between agencies

• having a clear and shared vision, and positively views leadership and management

• fewer concerns over models of funding

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Key features for further Key features for further development (early 2008)development (early 2008)

• ‘working together’ (strategy into delivery)

• align service agendas and priorities

• developing a common language

• listening to practitioners

• listening to parents and carers

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LARC Round 2 :LARC Round 2 :

Integration to OutcomesIntegration to Outcomes

Interim FindingsInterim Findings

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2009 - Aims of LARC round 22009 - Aims of LARC round 2

• Does the CAF process support the achievement of better outcomes for children and young people?

• What are the key factors that promote the effectiveness of CAF in different contexts?

• With a particular focus on the engagement of Schools in the CAF process

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The research processThe research process

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How will the work

link to schools?

Almost 30 research Almost 30 research propositionspropositions

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Example

What are we learning about What are we learning about CAF ?CAF ?a) the lead professionala) the lead professional

Critical to success. Works best when the LP has:• established a positive relationship with the family and

built the trust of the child/young person and family/carers

• the confidence and skill to discuss sensitive issues with the family and to work with or manage a multi-agency team

LP needs:• Appropriate support • Other agencies to engage fully• Clarity over what is available for families eg thresholds

What are we learning about What are we learning about CAF ?CAF ?b) engagement of schoolsb) engagement of schoolsCAF not yet fully embedded. Three models:

• School taking the lead• School staff working in partnership• School staff as educators

Schools identify positive aspects of involvement, eg:• Recognition of wider needs of the young person and the

impact of home environment on learning• Better understanding of wider services• Not having to rely solely on information and support from

parents• Improved relationships with young people and families

Leadership Issues for Children’s Leadership Issues for Children’s TrustsTrusts

• Engaging all agencies and partners• Streamlining operational effectiveness• Performance Management and Accountability• Understanding thresholds (levels of need)• Meaningful data about activity and needs - to inform

commissioning• Evidence of improved outcomes for children and

families• Value for Money• Making the case for future investment

Questions for participantsQuestions for participants

• Question 1 – How far do the LARC findings reflect your own experience?

• Question 2 – What further information do you hope the LARC 2 report will provide which will be helpful in your own work around early intervention and prevention?

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Targeted services

Specialist services

Universal services

CAF?CAF?

Eradicating child and family poverty by 2020

The Policy Landscape: Families

Building capacity Building capacity in leadership and in leadership and

research : research : LARC Round 3LARC Round 3

What are we learning about the What are we learning about the LARC model ?LARC model ?

• It has worked well in Round 2 – co-production• Local staff say it has enabled them to gain deep

insights into CAF and its effects • Immediate impacts from LARC include the

development of practitioner training, new strategies for early intervention, and improved willingness from schools to engage with CAF

• It is building local capacity for commissioning and using research and evaluation methods

• LGA-funded study will report in January

Improvement Support environment

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LARC

Building capacity in leadership and research

Round 3: suggested research Round 3: suggested research topicstopics

1. Early intervention, facilitated by CAF, is cheaper and more effective

2. Role of CAF and early intervention for disabled children

3. Could we have intervened earlier – costs savings4. Effective and efficient models for implementing CAF5. Commitment to CAF at Children’s Trust and senior

management levels6. Using CAF in commissioning

Round 3: processRound 3: process

• Refine topics and turn into research questions• Identify scope for local customisation• Agree research methods and research support

process• Sign up by late January! Costs approx £5000 per

agency• Secure commitment and buy-in within Children’s

Trust inc from lead member• Launch (ie work starts) April 2010

Questions for participants

• Question 1 – Looking at the list of preferred topics for LARC 3, which of these is of greatest value to your area, and why?

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• Early intervention, facilitated by CAF, is cheaper and more effective

• Role of CAF and early intervention for disabled children

• Could we have intervened earlier – costs savings• Effective and efficient models for implementing

CAF• Commitment to CAF at Children’s Trust and

senior management levels• Using CAF in commissioning

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CAF: Integration with Impact?The Story from the Local Authority Research Consortium

Thank You