Getting it Right for Aberdeenshire’s Children

Guide to GIRFEC Assessment and Action Planning in

Aberdeenshire

June 2014

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Contents......................................................................................................3Electronic version of the documents..........................................................3Preface - Introduction to the GIRFEC Assessment and Action Planning.........................................................................................................4GIRFEC Assessment and Action Planning Process.......................................6Child Protection Must Do.............................................................................6Summary of the GIRFEC Assessment and Action Planning Process 6The Five GIRFEC Questions..........................................................................6The Named Person.....................................................................................11The Named Person (a summary)...............................................................13GIRFEC National Practice Model...............................................................14SECTION 1...................................................................................................15Must Do........................................................................................................15Stage 1 - Can my team or establishment meet this child’s needs and improve outcomes for them?.............................................................15SECTION 2...................................................................................................17Stage 2 - Can my agency or service meet this child’s needs and improve outcomes for them?....................................................................17SECTION 3...................................................................................................19Stage 3 - What other resources / services are available to help meet this child’s needs and improve outcomes for them?..............................19The Lead Professional................................................................................21SECTION 4..................................................................................................24Drawing up a multi-agency Action Plan...................................................24SECTION 5...................................................................................................26Reviewing a Multi-Agency Action Plan.....................................................26Acronyms and Abbreviations used in this guidance..............................28

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Contents

Within this guidance, Sections 1 – 3 contain the three stages of the multi-agency assessment and action planning.

Each section contains a step by step guide and links to all the relevant paperwork for that particular stage.

Electronic version of the documents

All relevant Aberdeenshire documents and templates in this folder can be found on www.hi-netgrampian.org/aberdeenshireiaf

If you want copies of these documents and templates, please download them from www.hi-netgrampian.org/aberdeenshireiaf to ensure you have the most recent version.

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Preface - Introduction to the GIRFEC Assessment and Action Planning

Getting it right for every child is the Scottish Government policy for all children’s services.

http://www.scotland.gov.uk/Topics/People/Young-People/gettingitright

It sets out a vision that we will:

put the child (and their family) at the centre of everything we (children’s services) do.

provide earlier intervention in order to ensure that all children achieve their potential.

achieve the highest standards of joint working and collaboration to improve outcomes for children.

take personal responsibility for ensuring that all children achieve their potential.

focus on improving outcomes for children and young people.

ensure a single planning process in place for children and young people.

Children and young people need to be Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible and Included (also known as SHANARRI or the Wellbeing Indicators) in order to achieve their potential.

The Scottish Government also identifies that these wellbeing indicators need to be met for children and young people to be confident individuals, effective contributors, successful learners and responsible citizens. Every child in Scotland will have a Named Person from universal services. This person will act as a first point of contact for the parents, carers and young person’s themselves, as well as for other services and professionals, where concerns or unmet needs are identified.

The Named Person will establish if they or someone within their agency can meet the child’s needs, and if not who else they need to engage with to achieve a successful outcome for the child or young person. More details on the Named Person is given later in this document.

The processes described in this document have been approved by the GIRFEC Management Group which has senior members from each partner organisation. The processes provide a practical and structured way of working which enables us to achieve the GIRFEC vision in our day to day work.

It is a three stage process which sets out best practice when assessing and meeting the needs of children and young people. It applies to all children and young people and to all the sectors which provide services to them.

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This guidance will provide you with a step-by-step guide through the separate stages of this process.

All relevant documentation can be found in the appendices to the guidance.

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GIRFEC Assessment and Action Planning Process

Child Protection Must Do

Where there is a potential child protection concern, child protection processes must be followed.

Summary of the GIRFEC Assessment and Action Planning Process

Addressing Concerns with Young People

The Five GIRFEC Questions

When a concern is identified about a child or young person, you should ask yourself the 5 GIRFEC questions:-

1. What is getting in the way of this child or young person’s wellbeing?

2. Do I have all the information I need to help this child or young person?

3. What can I do now to help this child or young person?

4. What can my agency do to help this child or young person?

5. What additional help, if any, may be needed from others?

Throughout this document the term child is used to mean both child and young person and parent is used to refer to both those with parental or caring responsibilities for the child.

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GIRFEC Action Planning Process

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LegendTeam

ServiceMulti-Agency

Team1 The Service Identifies Additional Needs in a child or young person

Is this child Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible and Included?What is the answer to the 5 GIRFEC Questions?

2 Discuss the needs with the parents and the child (where appropriate for the age and understanding) and inform the Named Person of your concern.Discuss information sharing and record the outcome of your discussion. Give parent/child the information sharing leaflet.

3 Named Person contacts other agencies/services for initial information gathering.

4 Service identifies appropriate person to carry out the assessment.

5 What Paperwork Do I Need ?Contact Report, Core Record, Chronology, Single Service Assessment and Action Plan.

5 Assessment of need carried out with parents and child using the Child’s My World Triangle in addition to Service assessment documentation.

7 Can I (and my Team) meet this child’s identified need and improve outcomes for them?

8 IF YES continue on yellow IF NO go to blue next page

9 Draw up Single Service Action Plan e.g. IEP, FHP, CYP with parents and child.

10 Review progress of the child with parents and child. Is the child Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible and Included?

11 If acceptable progress has been made, review action plan and decide next actions to continue to sustain improvement for the child.

12 If progress has not been made consider if this child needs :

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i) To be reassessed by your Teamii) To be reassessed by your Serviceiii) Multi-agency Support.

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SERVICE1 What other specialist input within your service could help meet the identified needs of

this child and improve outcomes? Answer the 5 GIRFEC Questions.

2 Named Person discusses sharing concern with this specialist input within your Service with child and parents. Discuss information sharing and record outcome of the discussion.

3 Service identifies appropriate person to carry out the additional assessment.

4 What Paperwork Do I Need ?Contact Report, Core Record, Chronology, Single Service Assessment and Action Plan.

5 Additional Assessment of need carried out by specialist service using Child’s My World Triangle in addition to Service assessment documentation.

6 Can the identified need of this child be met within your Service?

7 IF YES continue on blue If NO go to green next page

8 Draw up Single Service Action Plan e.g. IEP, FHP, CYP with parents and child.

9 Review progress of the child with parents and child. Is the child Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible and Included?

10 If acceptable progress has been made, review action plan and decide next actions to continue to sustain improvement for the child.

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Multi-Agency1 What other Service / Agency input could help meet the identified needs of this child

and improve outcomes for them? Answer the 5 GIRFEC Questions.

2 Discuss sharing concern with other Service / Agency with parents and child. Record outcome of discussion on Contact Record. Give parent/child information sharing leaflet.

3 Review Consent to Share Information, if appropriate Multi-agency Consent form signed.

4 Information gathered from parents and child and other agencies to complete assessment.

5 Lead Professional Identified.

6 What Paperwork Do I Need ?Multi-Agency Consent form, Contact Report, Core Record, Chronology, Single Service Assessment and Action Plan, Multi-Agency Request for Service Form.

7 Lead Professional draws up multi-agency Action Plan with other Services / Agencies / child and parents which includes input from all partners e.g. C.S.P, C.Y.P.

8 Review progress of the child with parents and child. Is the child Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible and Included?

9 If acceptable progress has been made, review action plan and decide next actions to continue to sustain improvement for the child.

10 If progress has not been made consider if this child needs : i) To be reassessed by your Teamii) To be reassessed by your Serviceiii) Multi-agency Support.

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The Named Person

The role of the Named Person

For most children, the Named Person will not have to do anything more than they normally do in the course of their day-to-day work . In health, this includes the normal checks relating to children, within the aims of Health for All Children. In Education, arrangements may vary according to the size and structure of schools. The Named Person will be able to be familiar with a child’s progress within the Curriculum for Excellence. If there are concerns about the way a child is progressing, the Named Person will ensure early action is taken to help the child.This will be recorded in a single-agency plan.

In their own agency, the Named Person will:

Be the point of contact for the child and their parents seeking Information or advice, and for any practitioners wishing to discuss a worry about the child.

Make sure that the views of children and families are sought and recorded at every stage.

Be the person who makes sure children and families are fully involved in decisions that affect them.

Make sure, when information needs to be shared, that children and families know why this information should be shared, and that consent has been given and recorded, where appropriate. Ensure that core information about the child in their agency is up to date and accurate.

Record any concerns that children, families, or practitioners in their own or other agencies bring to them about a child’s wellbeing.

Consider any concerns in the light of the child’s history and current circumstances and using the GIRFEC Practice model to assess if anything needs to be done and any extra help needs to be provided.

Record any decisions or actions taken, including what immediate help, if any has been put in place.

When a child needs extra help, after needs strengths, concerns and risks have been assessed and recorded, prepare a plan for the child based on appropriate and proportionate information. This plan should identify which of the eight wellbeing indicators are being impaired and need to be addressed.

He or she should review any other knowledge held within their agency, gather and analyse any other information needed to identify what might be causing the problems.

Be aware of risks and needs and identify concerns that suggest a child may be at risk of significant harm, arising from observations or information received, for example, where there is a worrying pattern over time of incident or concerns and use appropriate child protection procedures to report these.

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Lead on implementing and keeping under review the outcome and effectiveness of the single agency plan.

A key role at transition points

The Named Person will contribute to planning for children who need extra help at key transition points, for example, between pre-school and primary or secondary education. They will ensure effective transfer of information about the child, including details of any help the child and family have been or are receiving, to the new Named Person in the agency assuming responsibility for the child. The future transitions needs of children who are effectively supported in school, but are unlikely to reach eligibility criteria for adult services should be proactively considered by the Named Person in good time to start effective planning for the future.

Who should be the Named Person?

During pregnancy and the early period following birth, the child’s Named Person will be the midwife assigned to the family.

After the midwife’s postnatal supervision ends (usually ten days after birth), a health visitor will become the child’s Named Person until the responsibility moves to education. Health visitors provide consistent, knowledgeable and skilled contact for families, as do staff in early years’ services and other practitioners working with pre-school children.

When the child enters early primary school, they will be assigned a member of the school staff as the Named Person. In Aberdeenshire this person will be the head teacher.

When the child moves to secondary school level, the Named Person will be the deputy head teacher with a responsibility for pupil support.

While a child will have a specific Named Person, the Named Person will draw on the knowledge held by other members of staff in the school who know the child and the family.

Exceptions:

Some parents may choose to home educate their children. The Named Person function for these children will be carried out by a designated Quality Improvement Officer. For children from the Gypsy Traveller community the Named Person for this group will be David Black of GREC.

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The Named Person (a summary)

For every child From pre-birth to school leaving (and beyond in some cases)

From universal services Midwife until 10 days oldHealth visitor from 11 days to school entry School representative from P1 – aged 16 (School age Gypsy traveller children – GREC representative ) Young People aged 16-18 who have left school – Local Authority representative, details TBC.

Initial point of contact Accessible to family, young person and other services

5 questions 1. What is getting in the way of this woman, baby, child or young person’s wellbeing?

2. Do I have all the information I need to help the woman, baby, child or young person?

3. What can I do now to help this woman, baby, child or young person?

4. What can my agency do to help this woman, baby, child or young person?

5. What additional help, if any, may be needed from others?

Child centred approach Working with and getting views of children and family: consensual process

Information sharing Improving outcomes for children and reducing duplication

Child Protection Follow current child protection protocolsKey role and transitions Contribute to planning for transitionsChild’s plan Proportionate and appropriateLead professional/named person interface

Essential when more complex needs identified

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GIRFEC National Practice Model

Use the wellbeing indicators to record information that may indicate a need, concern or strength.

The My World Triangle aids understanding of the child’s whole world, recognising there are connections between the different parts of their world. This can be used to explore needs and risks.

The Resilience Matrix may be used in complex situations to help organise and analyse information about risk.

The National Risk Assessment Framework has tools which will support practitioners when identifying and assessing risk http://www.scotland.gov.uk/Publications/2012/11/7143/downloads#res-1

Planning action and review – when child’s needs are clear develop a plan for action using the wellbeing indicators.

(Service specific My World Triangles with prompts can be found in Appendix 1 and prompts for use with parents or young people for the SHANARRI indicators can be found in Appendix 5)

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SECTION 1

Must Do

Where there is a potential child protection concern, child protection processes must be followed.

Stage 1 - Can my team or establishment meet this child’s needs and improve outcomes for them?

If you are concerned that something is preventing a child achieving their potential or you identify any needs in a child:

1. Discuss the needs with the child and parents and other professionals within your team or service

Ask the 5 GIRFEC questions:

1 What is getting in the way of this child or young person’s wellbeing?

2 Do I have all the information I need to help this child or young person?

3 What can I do now to help this child or young person?

4 What can my agency do to help this child or young person?

5 What additional help, if any, may be needed from others?

2. When talking to the child or parents, explain that:

you will be making notes of what you do for your records.

you may share this information in the future with other agencies but you will discuss this with the parents / child / young person beforehand.

you will discuss your concerns with the child’s Named Person.

give the parents and child / young person relevant leaflet “Sharing information about you” (Appendix 2).

3. Carry out an assessment using the GIRFEC practice model (each Service has developed prompt questions under each heading of the Child’s World Triangle.

These prompts are not exhaustive but are designed as a starting point for your assessment. These can be found in Appendix 5. You should use the single service GIRFEC Assessment and Action Plan (Appendix 3) to carry out this assessment.

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4. Record the specific actions you take (telephone calls, meetings, discussions) on a Contact Record for this child.

5. If you are not the child’s Named person, inform them of your concern and actions taken.

6. Keep the Chronology of significant events up to date (template in Appendix 3 if a service specific one is not available).

7. Decide if you can meet this child’s need in your team or establishment.

8. If you can meet the need, draw up an Action Plan identifying:

What you, the child and the parents are going to do to ensure the child achieves their potential.

When you’re going to review how this Action Plan is helping the child. (This plan may be a single agency specialist plan- e.g. Individualised Education Plan, Managing Access Plan or specific health plan).

9. Give a copy of the Action Plan to the parents and, where appropriate, to the child.

If your team or establishment cannot meet the child’s needs, move to Stage 2.

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SECTION 2

Stage 2 - Can my agency or service meet this child’s needs and improve outcomes for them?

If, having completed Stage 1, your team or establishment cannot meet the needs of the child, move to Stage 2. This is where you consider all the resources of your agency / service which are available to meet the need(s).

1. Named person identifies which other resources within their agency / service could help meet this need.

2. Discuss sharing concerns with this additional resource with the child and their parents.

3. You may want to have an initial discussion with this additional resource about your assessment of the child’s needs, what you have put in place to meet that need and what you are hoping the additional resource will provide.

4. A further assessment is carried out by this additional resource to build on the work already carried out by the Named Person. They may use their own specialist assessment materials but will also be make use of the GIRFEC Practice Model.

5. Continue to record the specific actions you take (telephone calls, meetings, discussions) on a Contact Record for this child / young person.

6. Continue to record significant events on the Chronology.

7. Once the additional resource has carried out its assessment, a decision is taken whether your agency / service can meet this child’s needs. If you can meet the needs, the Named Person will co-ordinate this joint action.

8. If your agency / service can meet the need, draw up a Service Action Plan, including:

what the agency or service / the child / the parents are going to do to provide support / improve outcomes;

when you’re going to review how this Action Plan is helping the child.

9. Give a copy of the Action Plan to the parents, the other professionals involved and, where appropriate, the child / young person

Within Stage 2, you would continue to use all the materials, templates, etc. from Stage 1 of the multi-agency assessment and action planning guidance for children.

If your agency or service cannot meet the child‘s needs, move to Stage 3 .

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SECTION 3

Stage 3 - What other resources / services are available to help meet this child’s needs and improve outcomes for them?

If, having completed Stage 2, your agency or service cannot meet the needs of the child, move to Stage 3. This is where you will consider which other agencies / services or resources could help you improve outcomes for the child.

1. The Named Person identifies which other agencies / services could help meet this need. The Named Person may want to have an initial discussion, without identifying the child, with these agencies / services to confirm if it would be appropriate for them to have a role and to discuss resources available.

2. Discuss sharing concerns with this additional agency / service with the child and parents. Explain why you think it would be helpful to involve this resource and what they have to offer.

3. Have a very specific discussion with the parents / child about the need to share information. Consent to share information should only be sought where the individual has a real choice over the matter (see Appendix 2 of this guidance & A Practitioner’s Guide to Information Sharing, Confidentiality and Consent to Support Children and Young People’s Wellbeing p11 )

4. At this point in the process it may be possible to draw up a simple action plan by simply speaking to other professionals and agreeing who the lead professional will be – especially if the Named person is going to take this role.

5. If a consent form has been completed (Appendix 2), this should be copied and sent to any service / agency working with the child. The consent form is only effective for the specific information sharing activity. If circumstances change and information needs to be shared again, a new consent form will be required.

6. Complete the Multi-Agency Request Form (Appendix 3) and send to the agency / service required. Some specialist services may require very specific information to allow them to triage clients/patients. These services will contact you to request further information if this is required.

7. This additional agency / service will use their specialist skills to add to the original assessment. They may use their own assessment materials but will also use the GIRFEC Practice Model.

8. Named person ensures that current services continue to be provided and continues to record the specific actions taken (telephone calls, meetings, discussions) on a Contact Record for this child / young person (started at Stage 1).

9. Continue to record significant events on the Chronology.

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10. Decide whether it would be helpful to have a multi-agency Action Planning Meeting. Discuss this with the parents / child and the other agencies / services.

You may decide you can draw up an Action Plan without a meeting – see Aberdeenshire Record of Multi-agency Meeting and Action Plan (Appendix 3).

11. The Named Person is normally responsible for co-ordinating the first meeting. Refer to the multi-agency Action Planning Meeting Checklist (Appendix 4). Thought needs to be given about how the child and their family are prepared for this meeting and enabled to express their views.

12. The child must be at the centre of the assessment and planning process. It is essential to listen to what the child and their family are saying and take it into account when drawing up a multi-agency Action Plan. Refer to the guidance on preparing children and young people for multi-agency meetings (Appendix 4).

13. Send out the invitations for the multi-agency Action Planning Meeting – parent, professional and child / young person. The templates provided are for guidance only and can be edited as necessary. (Appendix 4).

Within Stage 3, you would continue to use all the materials from Stage 1 and 2 of the GIRFEC processes.

Move onto Section 4 for guidance on drawing up a Multi-Agency Action Plan.

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The Lead Professional

The role and responsibilities of the Lead Professional

A Lead Professional is identified when two or more agencies or services need to work together to provide services to meet the needs of a child or young person.

We identify a Lead Professional in these situations to make sure that children and families receive a streamlined, person-centred and effective service.

We know from the findings of ‘For Scotland’s Children’ (Scottish Executive 2001) that when receiving several services, children and families have previously experienced:

having to repeat the same information to different agencies;

a lack of awareness among service providers about what each is trying to achieve which can result in duplication of effort; and

different services trying to achieve different goals and pulling in different directions.

The role of the Lead Professional is to co-ordinate the work of the different agencies, including their own, and monitor progress towards achieving the outcomes laid out in a multi-agency Action Plan.

They act as an advocate for the child and family where necessary and are responsible for ensuring that the child and family are kept at the centre of the assessment, planning and review processes.

They make sure that relevant information about the child is shared between the partners to the Action Plan. Although the Lead Professional takes on these roles, it is everyone’s job to make sure that the child or young person is ‘all right’ through their own efforts and those of their colleagues. It is therefore the responsibility of every member of the ‘team around the child’ to work in partnership with each other and the child and family. The lead professional has the responsibility to ensure an integrated assessment is created.

When a multi-agency Action Plan is drawn up, the people working with the child and family will identify the most appropriate person to take on the role of Lead Professional. They will do this through discussion with each other and with the child and family. If there is a change in the child’s circumstances or Action Plan, the person who takes on the role of Lead Professional may also change through negotiation with the key parties. When this happens, the previous Lead Professional will remain responsible and accountable for their role within the process and plan as a member of the ‘team around the child’.

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The Lead Professional is accountable to their own agency for carrying out their own professional tasks. They are not responsible for the actions of other practitioners or services.

The key tasks of the Lead Professional include:

1. To make sure that children and their families are kept at the centre of all assessment, planning and review processes.

2. To make sure that the views of children and their families are heard and taken into account.

3. To be responsible for the production of a written multi-agency Action Plan that is drawn up either through discussion or at a multi-agency meeting.

4. To ensure the distribution of the written Action Plan to the child, their family and all partners to the plan so that everyone is aware of their tasks, timescales and responsibilities.

5. To be responsible for co-ordinating reviews of multi-agency Action Plans.

6. To monitor the plans and interventions of other relevant agencies to measure whether they are compatible with the multi-agency Action Plan.

Although the Lead Professional takes on responsibility for these tasks, all the partners to the Action Plan share a responsibility to develop and maintain productive relationships with each other. They do this to ensure they work effectively together and with the child and family to help the child achieve their potential.

The interface between the Named Person and the role of Lead Professional

Named Persons and Lead Professionals will need to be familiar with local protocols and procedures on how transitions from Named Persons to Lead Professionals take place if the child’s needs require help from more than one agency. These processes are an integral part of current guidance, but will need to be revisited to ensure clarity for all staff. If the child’s needs are assessed as more complex and require help from targeted or specialist services, the Named Person should follow local processes to determine who is the most appropriate person to take on the role of Lead Professional as well as the means of transferring that responsibility and any relevant information.If the Named Person is not the Lead Professional, the Named Person will continue to have an important role for the child within his or her core role, and will work with the Lead Professional to help bring about improved outcomes in the child’s wellbeing.

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SECTION 4

Drawing up a multi-agency Action Plan

Where more than one agency / service is providing services to meet a child’s needs, you need to draw up a multi-agency Action Plan which clearly identifies everyone’s tasks, responsibilities and timescales. It will also identify the Lead Professional and Review dates.

Each child only requires one Action Plan. The template provided in this pack should be used for all multi-agency action planning meetings. Additional templates e.g. CSPs should only be used if legally required.

1. You can draw up an Action Plan through discussion or at a meeting.

2. The named person will normally chair this first meeting.

3. Use the Record of Multi-agency Meeting and Action Plan (copy in Appendix 3 Section of this pack or available on Hi-Net www.hi-netgrampian.org/aberdeenshireiaf).

4. It is useful for the Chair to use this template to structure the meeting.

5. The meeting should be solution-focused. Concentrate on strengths and how to improve outcomes for the child / young person.

6. Draw up the specific Action Plan for the child / young person. The Action Plan should also be solution-focused.

7. Identify a Lead Professional at the meeting. Agree with the parents and child who is best placed to take on the role of Lead Professional. Refer to the guidance on the role and responsibilities of the Lead Professional. Agree how the Lead Professional will communicate with the Named Person, if these are not the same person.

8. Decide if additional risk assessment is required and if so, who should lead on this. Tools from the National Risk Assessment Framework should be used if this is required. (A formal risk assessment should only be carried out following the decision of a multi agency meeting)

9. Consider whether referral to SRCA may be useful: this should not be considered until multi-agency action planning has taken place, except where there are serious concerns regarding the safety of a child or young person.

10. Agree a multi-agency Action Planning Review date and who will attend this multi-agency Action Planning Review.

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11. The multi-agency Action Plan should be drawn up and distributed within 2 weeks of the Multi-agency Action Planning Meeting to all who were invited to the meeting.

12. Continue to record the specific actions you take (telephone calls, meetings, discussions) on a Contact Record for this child / young person (started at Stage 1).

13. Continue to record significant events on the Chronology (started at Stage 1).

Move onto Section 5 for guidance on reviewing a Multi-Agency Action Plan

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SECTION 5

Reviewing a Multi-Agency Action Plan

1. You can review an Action Plan through discussion or at a meeting. If the Action Plan is reviewed through discussion, information about progress should be shared with all parties to the Action Plan.

2. The Lead Professional will co-ordinate the review meeting or process and will normally chair a meeting if this is required.

3. Use the Review Invitation letter templates (Appendix 4).

4. Use the previous Record of Meeting and Action Plan template to structure the meeting.

5. The meeting should be solution-focused.

6. Review the progress achieved and the specific Action Plan tasks.

7. Decide whether a multi-agency Action Plan is still required or whether the child’s needs can be met by a single Service or Agency (move back to Stages 1 and 2).

8. If a multi-agency Action Plan is still required, does a new Action Plan need to be drawn up?

9. Review who is best placed to take on the role of the Lead Professional at the meeting. Agree this with the parents and child.

10. Agree a further multi-agency Action Planning Review date and who will attend this multi-agency Action Planning Review.

11. The multi-agency record of action planning meeting should be drawn up and distributed within 2 weeks of the multi-agency Review Action Planning Meeting to all who were invited to attend the meeting. Details of the review and any changes to action plan etc. should also be shared with the team around the child if no meeting was held.

12. Continue to record the specific actions you take (telephone calls, meetings, discussions) on a Contact Record for this child / young person (Contact Sheet started at Stage 1).

13. Continue to record significant events on the Chronology.

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Acronyms and Abbreviations used in this guidance

ASfL (Act) EL&L Additional Support for Learning (Act, 2004))ASN EL&L Additional Support NeedsCP All Child ProtectionCPCC SW Child Protection Case ConferenceCSN All Children’s services networkCSP EL&L Co-ordinated Support Plan ( more than 1 service)CYP SW Children/Young person’s planEL & L EL&L Education, Learning and LeisureFSW SW Family Support WorkerGIRFEC All Getting It Right for Every Child GMG All GIRFEC Management GroupGREC All Grampian Regional Equality CouncilFHP NHS Family health planICS All Integrated Children’s ServicesIEP EL&L Individual Education planIAF Integrated Assessment Framework, old term for the GIRFEC

process, now not usedNESCPC All North East Scotland Child Protection CommitteeNESCP All North East Scotland Child Protection NHS (G) National Health Service (Grampian)IRD All Initial Referral Discussion (Child Protection)LAAC SW Looked after and Accommodated Child (away from home)LAC SW Looked After Child (supervised at home)MAAPM Multi agency action planning meeting. Was referred to as an IAF

meetingPT (G) EL&L Principal Teacher (Guidance)QIO EL&L Quality Improvement Officer SALT H Speech And Language TherapistSBR SW Social Background Report (child care)SCR All Significant Case ReviewSCRA All Scottish Children’s Reporter Administration (the Reporter)SHANARRI All Well-being Indicators – Safe, Healthy, Achieving, Nurtured,

Active, Respected, Responsible, IncludedSW SW Social Work

Section of the Children (Scotland) Act 1995Section 11 Court orders relating to parental responsibilities, rights and guardianshipSection 22 Promotion of the welfare of children in needSection 25 Provision of accommodation, by the local authority, for childrenSection 70 Supervision requirement either of child at home or away from home

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