SAFEGARDING CHILDREN ACROSS SAFEGARDING CHILDREN ACROSS SERVICES :MESSAGES FROM RESEARCH SERVICES :MESSAGES FROM RESEARCH

66thth February 2012 –Making Research Count February 2012 –Making Research Count

Understanding the contribution of Sure Understanding the contribution of Sure Start Local Programmes to the task of Start Local Programmes to the task of

safeguarding children’s welfaresafeguarding children’s welfare

Jane Tunstill, Jane Tunstill, Visiting Professor , King’s College , London Visiting Professor , King’s College , London

Emeritus Professor, Royal Holloway; Director Emeritus Professor, Royal Holloway; Director Implementation Module NESS 2000-2007Implementation Module NESS 2000-2007

Relevance to a ‘post ECM’ context Relevance to a ‘post ECM’ context

Background to the studyBackground to the study

Overview of the methodologyOverview of the methodology

Key findingsKey findings

Implications for policy & practice in 2012 ?Implications for policy & practice in 2012 ?

Although about Sure Start centres , –now children’s centres Although about Sure Start centres , –now children’s centres –study addressed –study addressed perennial safeguarding challengesperennial safeguarding challenges

The current debate about the ideal balance The current debate about the ideal balance between centre based and outreach servicesbetween centre based and outreach services

Dilemnas about the optimum relationship Dilemnas about the optimum relationship between between universaluniversal and and targettedtargetted family support family support

Relationship between ‘Relationship between ‘newernewer members of the members of the workforce ‘e.g. FSWs; Early Years workforce ‘e.g. FSWs; Early Years Professionals, and ’Professionals, and ’traditionaltraditional members of the members of the workforce’ e.g. social workers workforce’ e.g. social workers

Background (1) –overall NESS Background (1) –overall NESS methodmethod

National Evaluation of Sure Start 2000-National Evaluation of Sure Start 2000-2007.2007.

4 interlinked modules- 4 interlinked modules-

Implementation/Impact/Local Context Implementation/Impact/Local Context Analysis/Cost EffectivenessAnalysis/Cost Effectiveness

Looking at roll-out and effectiveness of Looking at roll-out and effectiveness of Rounds 1-4 programmesRounds 1-4 programmes

Mix of quantitative and qualitative methods Mix of quantitative and qualitative methods

Background (2) Implementation Background (2) Implementation Module Module

Studied the ‘big policy & practice questions’ Studied the ‘big policy & practice questions’ such as: what is an SSLP? , as well as such as: what is an SSLP? , as well as generating generating inputinput data to inform the Impact study data to inform the Impact study of of outcomesoutcomes;;

Establishing programmes; nature of Establishing programmes; nature of partnerships; service delivery ; implementation partnerships; service delivery ; implementation challenges etc. challenges etc.

National survey of 260 + case studies of 20+ National survey of 260 + case studies of 20+ series of themed studiesseries of themed studies

Background (2 ctd) Background (2 ctd)

Key theme to emerge from the overall Key theme to emerge from the overall Implementation Study: the attitudinal and Implementation Study: the attitudinal and operational challenges (for SSLPs) of operational challenges (for SSLPs) of establishing a working relationship between their establishing a working relationship between their own family support activity and the work of the own family support activity and the work of the social services departments in the local social services departments in the local authorities in which they were located . authorities in which they were located . The roll out of 3, 500 Children’s Centres, The roll out of 3, 500 Children’s Centres, underlined the importance of responding to underlined the importance of responding to these challenges, in order to meet the these challenges, in order to meet the requirements of the Every Child Matters requirements of the Every Child Matters Change agenda Change agenda

Background (3) Background (3)

In the 20 Implementation Module case studies, issues In the 20 Implementation Module case studies, issues identified by SSLP staff respondents had included : identified by SSLP staff respondents had included :

Tensions between preventive and protective rolesTensions between preventive and protective roles : programmes : programmes were anxious to maintain their current capacity for preventive were anxious to maintain their current capacity for preventive work- almost all programmes took steps to actively distance work- almost all programmes took steps to actively distance themselves from perceived pressure from social services to take themselves from perceived pressure from social services to take on workon work

Workforce shortages-Workforce shortages- especially social work shortages which especially social work shortages which impacted on programmes ; teachers, health visitors, impacted on programmes ; teachers, health visitors,

The need for training and support of staffThe need for training and support of staff – eg importance of – eg importance of supervision/ support for outreach workers around DV, CP worksupervision/ support for outreach workers around DV, CP work

The Safeguarding Study: Aims & The Safeguarding Study: Aims & ObjectivesObjectives

This themed study was designed therefore to examine :This themed study was designed therefore to examine :

how SSLPs and social services departments worked in how SSLPs and social services departments worked in collaboration with each other, including direct referral collaboration with each other, including direct referral rates between the tworates between the two if SSLPs were represented on LSCBsif SSLPs were represented on LSCBswhat concerns about individual children, would be likely what concerns about individual children, would be likely to trigger a referral from SSLPs to social care and from to trigger a referral from SSLPs to social care and from social care to SSLPs social care to SSLPs the range and nature of the contribution of SSLPs to the range and nature of the contribution of SSLPs to positive outcomes for children, both before and following positive outcomes for children, both before and following referrals to children’s social care referrals to children’s social care identify examples of good practice in this whole area identify examples of good practice in this whole area

Overview of the methodologyOverview of the methodology

Data collected between 2004 and March 2007, in a two-part study, Data collected between 2004 and March 2007, in a two-part study, comprising : comprising :

(a) an exploration of the safeguarding policy and practice of 8 (a) an exploration of the safeguarding policy and practice of 8 local programmes identified by the Sure Start Unit of DfES, as local programmes identified by the Sure Start Unit of DfES, as exemplifying ‘relatively ‘good practice’; exemplifying ‘relatively ‘good practice’;

Interviews with key staff; analysis of documentationInterviews with key staff; analysis of documentation

(b) a in-depth study of 4 local authorities, to enable the fuller (b) a in-depth study of 4 local authorities, to enable the fuller exploration of wider partnerships and networking activity across exploration of wider partnerships and networking activity across a a wholewhole local authoritylocal authority. .

Interviews with key staff; analysis of documentation; file Interviews with key staff; analysis of documentation; file study study

A conceptual framework devised by team, based on A conceptual framework devised by team, based on literature , for exploring good practice in the 8 literature , for exploring good practice in the 8

programmesprogrammes

Clarity & agreement about respective aims and Clarity & agreement about respective aims and objectives =objectives =

• Having an unambiguous definition around the Having an unambiguous definition around the concept of safeguarding and child protection concept of safeguarding and child protection

The existence of easily accessible policy The existence of easily accessible policy statements about child protection in the areastatements about child protection in the area

Evidence of a robust dissemination strategy for Evidence of a robust dissemination strategy for policy statements around safeguarding policy statements around safeguarding

TranscendingTranscending barriers generated by traditional ways of barriers generated by traditional ways of working =working =

Operational linkages between child Operational linkages between child protection and family supportprotection and family supportFrequency with which staff talk about Frequency with which staff talk about ‘family support’ rather than child protection ‘family support’ rather than child protection Managing staff with a view to developing Managing staff with a view to developing flexible forward thinking about the task of flexible forward thinking about the task of safeguarding childrensafeguarding childrenSeeing safeguarding services in terms of Seeing safeguarding services in terms of ‘packages’ rather than as isolated services‘packages’ rather than as isolated services

Strategic level commitment =Strategic level commitment =

Joined up working as a priority for Joined up working as a priority for mainstream managersmainstream managers

Establishing trust between managers from Establishing trust between managers from

SSLPs and social servicesSSLPs and social services

Clearly identified roles and Clearly identified roles and responsibilities=responsibilities=

Designating a central point of contact Designating a central point of contact

Sharing information about roles and Sharing information about roles and responsibilities responsibilities

Co-working arrangementsCo-working arrangements

Protocols/procedures for Protocols/procedures for information sharing=information sharing=

Information sharing with Social Services Information sharing with Social Services DepartmentsDepartments

The Common Assesment Framework as a The Common Assesment Framework as a solution for information sharing?solution for information sharing?

Having a multi-disciplinary team Having a multi-disciplinary team based in one building=based in one building=

Understanding advantages of co-location Understanding advantages of co-location for for informalinformal contact contact

Understanding the advantages of co-Understanding the advantages of co-location for location for formalformal contact contact

A robust training strategy=A robust training strategy=

Programme-wide encouragement and Programme-wide encouragement and enthusing of staff to access opportunities enthusing of staff to access opportunities for trainingfor training A strategic approach to capacity building A strategic approach to capacity building through trainingthrough training Harnessing the potential of induction Harnessing the potential of induction trainingtraining Having a comprehensive and integrated Having a comprehensive and integrated training scheme in placetraining scheme in place

Using referral systems to build Using referral systems to build bridges not barriers=bridges not barriers=

Shared understanding and acceptance Shared understanding and acceptance of thresholdsof thresholds

Confidence in information sharing both Confidence in information sharing both with parents and other professionalswith parents and other professionals

Systematic recording systemsSystematic recording systems

Phase 2- exploration through the Phase 2- exploration through the otherother endend of the lens- 4 local authorities of the lens- 4 local authorities

4 different authorities: county 4 different authorities: county /metropolitan borough/2x London /metropolitan borough/2x London boroughsboroughs

Study of documentation/interviews/file Study of documentation/interviews/file study study

Overall FindingsOverall Findings

Collaboration between SSLPs and social Collaboration between SSLPs and social services departments around safeguarding has services departments around safeguarding has posed challenges for many local authorities, posed challenges for many local authorities, which reflect longstanding tensions between which reflect longstanding tensions between services designed services designed to to support familiessupport families and and services designed services designed to to protect childrenprotect children Staff see the concept of Staff see the concept of safeguarding as safeguarding as everyone’s businesseveryone’s business as a helpful one which as a helpful one which provides a new framework within which their provides a new framework within which their agencies can develop collaborations , and agencies can develop collaborations , and overcome old barriers BUT overcome old barriers BUT

Key findingsKey findings

The four study authorities had adopted The four study authorities had adopted three main styles in their collaborative three main styles in their collaborative relationships between children’s services relationships between children’s services (social care) and SSLPs/children’s (social care) and SSLPs/children’s centres, reflecting local characteristics centres, reflecting local characteristics and existing relationships : and existing relationships : parallel parallel developmentdevelopment; ; aspirational engagement-aspirational engagement-development;development; maximum collaborationmaximum collaboration . .

Key FindingsKey Findings

A range of strategies help overcome staff A range of strategies help overcome staff resistance to collaborating in safeguarding resistance to collaborating in safeguarding activity :activity :

1) operational linkages between child 1) operational linkages between child protection and family support; and:protection and family support; and:

2) managers helping staff see safeguarding 2) managers helping staff see safeguarding services in terms of services in terms of packagespackages, rather than , rather than isolated services. isolated services.

E.g. of ‘helpful’ operational linkE.g. of ‘helpful’ operational link

Since the early days of the SSLP a social Since the early days of the SSLP a social worker has been out posted on a half time worker has been out posted on a half time basis to each SSLP and this arrangement basis to each SSLP and this arrangement continues with the children’s centres in continues with the children’s centres in each cluster area. Other half of their time each cluster area. Other half of their time is as a Family Support Team member. is as a Family Support Team member. She occupies a crucial liaison and expert She occupies a crucial liaison and expert advisory role on child protection & family advisory role on child protection & family support issues to colleagues This has support issues to colleagues This has increased the confidence of CC staff re CP increased the confidence of CC staff re CP

Managers helping staff see the Managers helping staff see the importance of service packagesimportance of service packages

Programme manager;Programme manager;

““in all honesty we didn’t set out to provide in all honesty we didn’t set out to provide packages of support- that developed; packages of support- that developed; because we were keen to tailor services to because we were keen to tailor services to individual needs- and now we are able to individual needs- and now we are able to offer amazing support to families”offer amazing support to families”

Family support panelsFamily support panels

The multi-agency panels established to The multi-agency panels established to work within the same boundaries as the work within the same boundaries as the children’s centres, had an emphasis on children’s centres, had an emphasis on early intervention. Different providers in the early intervention. Different providers in the area met to share information about the area met to share information about the families /children they were working with in families /children they were working with in their own organisations-panels allocate their own organisations-panels allocate preventive Tier 2 services to vulnerable preventive Tier 2 services to vulnerable children and all professionals in area able children and all professionals in area able to refer a child or family to the panelto refer a child or family to the panel

‘‘Best’ inter-professional/ inter-agency Best’ inter-professional/ inter-agency collaboration requires a shared collaboration requires a shared understanding/acceptance of thresholds; understanding/acceptance of thresholds; confidence in information sharing with confidence in information sharing with parents and other professionals; and parents and other professionals; and systematic recording systems.systematic recording systems.

Getting forms Getting forms rightright

Forms can help as well as hinder: Forms can help as well as hinder:

In one authority all the agencies used a In one authority all the agencies used a standardised referral form- demonstrated standardised referral form- demonstrated the link between the link between record keepingrecord keeping and and access to servicesaccess to services , and increased the , and increased the reach of the programme, and in particular reach of the programme, and in particular to parents who may have been more to parents who may have been more challenging to engagechallenging to engage

Social services manager:Social services manager:

““We have a common view with all our We have a common view with all our partners down the road about what we are partners down the road about what we are striving to achieve around safeguarding- it striving to achieve around safeguarding- it really helps- one of the good things about really helps- one of the good things about the Sure Start programme is it has made the Sure Start programme is it has made us all reflect on what we are doing and on us all reflect on what we are doing and on common terms”common terms”

Key FindingsKey Findings

The CAF can provide a bridge for The CAF can provide a bridge for communication between members of the communication between members of the children’s workforce in respect of individual children’s workforce in respect of individual children; and underpin the provision of a children; and underpin the provision of a seamless service at Tiers 2& 3. seamless service at Tiers 2& 3.

Co-location of multi-disciplinary teams has both Co-location of multi-disciplinary teams has both strengths and limitations-- the consequences for strengths and limitations-- the consequences for different groups of families should be carefully different groups of families should be carefully thought through, so practitioners can offer a thought through, so practitioners can offer a choice of routes to services for parents in choice of routes to services for parents in different circumstances.different circumstances.

?? Possible role for family centres alongside-or ?? Possible role for family centres alongside-or at least careful thought about delivering at least careful thought about delivering targetted support in a universal setting targetted support in a universal setting

Implications for future policy ( & Implications for future policy ( & evaluation) evaluation)

Advantages Advantages andand pitfalls of retrenchment to pitfalls of retrenchment to ‘reactive’ services-unintended ‘reactive’ services-unintended consequences…………..consequences…………..

Added value of systemic service delivery + Added value of systemic service delivery + children’s centres children’s centres acrossacross all boroughs and all boroughs and robust commitment to working with robust commitment to working with children’s social care staff children’s social care staff

‘‘Narrow service menus’ unlikely to meet Narrow service menus’ unlikely to meet the challenges the challenges

A full copy of this and all the NESS reports A full copy of this and all the NESS reports can be downloaded from the NESS can be downloaded from the NESS website : website :

www.ness.bbk.ac.uk

And see also : www.surestart.gov.uk

jane@tunstill.plus.com for correspondence for correspondence