Multi agency working with children with learning difficulties

Support staff to use the LSCB escalation procedures Engage partners to enable sound judgement based on all evidence, including recent evidence and challenge inability to consider new evidence. This assessment should consider strengths and the nature of any support available from family and partner.

The absence of any form of common data collection on users has further constrained the Campus network from establishing a collective identity.

A growing identification with the Campus seems to have lowered boundaries generally.

NQSW resource - Outcome statement 10: Multi-agency working

Pre-Birth Need for Multi-Agency Support It is important to jointly assess the needs and plan any support for learning disabled parents as early as possible. What is distinctive is the idea of bringing mainstream services, supplied by a range of public sector and voluntary agencies, into a network of more closely integrated relationships, co-ordinated by one agency, Coram Family, as the catalyst and facilitator.

11 Children of Parents with Learning Disabilities

Users acknowledged the importance of consultation and were generally satisfied with the opportunities offered for parental participation in planning and running services.

Seek and provide challenge with partners. Coram Family as a strong voluntary organisation. Introduction The increasing awareness of families where one or both parents have learning disabilities has resulted in an increase in the number of referrals made to all agencies related to parenting issues.

Working across these boundaries is critical to planning and providing appropriate support. From the varied perspectives of the stakeholders, this study tells the story of the Coram Community Campus, an innovative model of a multi-agency child care network.

Stopping abuse The report states multi agency working is key to early and effective identification of risk, improved information sharing, joint decision making and coordinated action.

The complex organisational structure of the network made integration more difficult. For some services, accessibility was moderated by admissions procedures set by statutory authorities. To book a place on LSCB training: In terms of communication and consultation, a Campus Co-ordinating Group made up of senior managers representing all of the service providers played an important role, contributing to the general planning and administration of the Campus.

Its size, coupled with its power as landlord to many of the service providers, have generated tensions. SLDS criteria are based on diagnosis of pervasive LD, as per definition above; ACS criteria relate to vulnerability and risk in relation to health and safety, autonomy, management of daily routines, involvement in family and wider community life.

A local authority which was already committed to integrated childcare and education. Agencies were still learning how to adapt to the new arrangement.

The methodology adopted was primarily qualitative. Children of parents with learning disabilities are at increased risk from inherited learning disability and more vulnerable to psychiatric disorders and behavioural problems.

Senior managers generally felt they shared the same vision. It has taken time to build up the trust both of agencies in the network, and also with external organisations in the local community.

The Journal of Adult Protection, Accessible services meeting family needs The Campus aims to offer high quality, open-access provision. It included documentary analysis, observation and interviews.

News story Working together to safeguard children:The importance of supporting families and young children through open-access, mainstream services is now widely recognised. This study by Valerie Wigfall and Peter Moss sets out to 'tell the story' of the Campus, an innovative model of a multi-agency childcare network.

organisations working directly with people with learning disabilities already in, or threatened by, forced boards, children’s trusts, multi-agency risk assessment conferences, learning disability partnership boards, • the view that the difficulties disabled people face.

Multi-agency working: Key practice points National strategies such as personalisation aim to strengthen the links across and between health and social care, children’s and adults’ services, and other wider areas for development such as.

Impact of Parental Learning Disability; Multi-Agency Working; Pre-Birth Need for Multi-Agency Support Children of parents with learning disabilities are at increased risk from inherited learning disability and more vulnerable to psychiatric disorders and behavioural problems.

Professionals should be alert to the possibility of. Home Child Protection: The challenges of multi-agency working.

A study of a multi-agency childcare network

Module 3: Child Protection: The challenges of multi-agency working. This course is aimed at: When you have done this learning, you will be able to. Identify and manage common impediments to partnership working.

Multi Agency Benefits For Children And Families. Print Reference this. Published: 23rd March there appears to be a dearth of evidence to support the notion that multi-agency working in practice brings about actual benefits for children and families' The local authority and government agencies have been working together for a long time and.

Download
Multi agency working with children with learning difficulties
Rated 5/5 based on 69 review