Best practice guidance
Early Help Audit March 2015
Two recent audits looking at the overall effectiveness of early help and the quality of assessments and related tools have been undertaken by nominated practitioners as part of the 'Early Help Stakeholder Audits'.
The audits have demonstrated that the child’s voice is much better heard through use of a Webstar assessment, but the context and history of what has been tried before is better evidenced when an EHAF is used.
Findings show that by providing further evidence of the child’s thoughts and feelings in relation to their current situation, and ensuring their goals are part of plans, would enhance assessment information.
A range of tools can be used to capture assessments, but they need to provide comprehensive context as to what's going on for the child/young person.
- Collaborative working – ensure there are shared plans, remember the plan is for the child/family and is not an agency plan. Plans should be monitored and reviewed and build on previous plans.
- Ensure when referrals are made that targeted agencies continue to communicate with universal agencies (particularly at closure). Also, where more agencies are involved, partnership meetings need to be held to ensure plans are comprehensive.
- Ensure siblings are not invisible – where there's impact on siblings this should be evidenced within plans. Plans need to ensure they're meeting the needs of any household member.
- Consideration needs to be given to drift of cases. Possibly early help cases that are open for more than a year, or had three or more reviews, should be considered for consultation with an early help social worker.
- Outcomes need to be explicit at the point of closure, regarding the impact and difference that the intervention has made to the child.
Audit and feedback has also highlighted some recurrent issues with early help paperwork. Please remember:
- To get signed consent on early help forms.
- To ensure you add the person’s name on the Webstar score page.
- To ensure that any assessment tool used should be accompanied by Webstar scores for all relevant family members in order to gather baseline information.
- To ensure that when individuals complete a Webstar, they are scoring how they feel (not how they think a child/young person may be feeling).
- To use the scale range provided on the Webstar tool, selecting one number only (not a range eg 3 - 5, or half scores, eg 1.5).
- To provide the date of activity on any forms (assessment date, meeting date, plan date, referral date, closure date).
Early Help Audits - Assessments
The recent early help audit focused on the quality of assessments. A range of early help practitioners audited a random selection of 14 cases owned by universal and targeted providers, which were open within the last 12 months.
Learning from Early Help Audits
The voice of the child
There was improved evidence of the voice of the child, using a range of methods. However there is still more work which can be done in this area. Where the voice of the child was captured there was evidence that this was not taken into the assessment and action plan. The audit also showed that voices of all siblings within the family were not captured.
Whole Family Assessments
There was evidence that assessments were being completed as a process for requesting a targeted early help intervention for a particular child and not as a whole family assessment to understand the needs of everyone in the family.
The assessment tended to focus on one child within the family, and the needs of all children were not considered.
The Webstar is a live document and should be updated if new concerns emerge based on new information. In this instance practitioners should add a log on ECINS to say why the Webstar has been updated.
Use of Tools
The use of supporting early help tools was appropriate, and a range of tools were used. The audit found that the analysis gathered from using those tools was not brought into the assessment and therefore failed to include key evidence and information. There are a range of tools available on the Early Help Website.
When there is a difficult family composition it is important for practitioners to remember to be clear about who everyone is and their relationship with each other, this enables others to be clear about the context of the relationships in the family.
Recording on ECINS
Practitioner are encouraged to be proactive in giving access to a case based on what they know about the family and the other agencies who may be interested – i.e. depending on the ages of the children, think about giving access to the school nurse or health visitors. Agencies having to request access can cause delay.
Training and Development
There are a number of training and development opportunities available to practitioners including the following early help modules
- The role of the lead professional
- Capturing the voice of the child and family
- Assessment and analysis skills
- SMART action planning
- Information sharing and consent
The following ECINS training modules have been developed:
- Introduction to ECINS – 2 hours
- Look up and recording on ECINS – 1 hour
- Creating a case on ECINS – 1.5 hours
- Using the Family Action Plan effectively and case closure - 2.5 hours
Booking information can be found on the Shropshire Safeguarding Children’s Board websiteThe next Audit will focus on Action Plans.