Neighbourhood Action Meetings Terms of Reference

Similar documents
You said we did. Report on improvements being made to Children s and Adolescent Mental Health Services. December 2014

5 Early years providers

AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES

Special Educational Needs Policy (including Disability)

PUPIL PREMIUM POLICY

Personal Tutoring at Staffordshire University

Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016

Section 1: Basic Principles and Framework of Behaviour

Council of the European Union Brussels, 4 November 2015 (OR. en)

Every student absence jeopardizes the ability of students to succeed at school and schools to

Practice Learning Handbook

Business. Pearson BTEC Level 1 Introductory in. Specification

Practice Learning Handbook

VISION: We are a Community of Learning in which our ākonga encounter Christ and excel in their learning.

Bramcote Hills Primary School Special Educational Needs and Disability Policy (SEND) Inclusion Manager: Miss Susan Clarke

Working with Local Authorities to Support the Localism Agenda

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster

Thameside Primary School Rationale for Assessment against the National Curriculum

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education

EFFECTIVE CLASSROOM MANAGEMENT UNDER COMPETENCE BASED EDUCATION SCHEME

Special Educational Needs & Disabilities (SEND) Policy

LITERACY ACROSS THE CURRICULUM POLICY

Programme Specification

Approval Authority: Approval Date: September Support for Children and Young People

NTU Student Dashboard

Occupational Therapist (Temporary Position)

Casual, approximately 8 hours per week. Director, CLIPP. Employee Name Signature Date

SELF-ASSESSMENT EXTREMISM & RADICALISATION SELF-ASSESSMENT AND RISK ASSESSMENT

I set out below my response to the Report s individual recommendations.

3 of Policy. Linking your Erasmus+ Schools project to national and European Policy

THE FIELD LEARNING PLAN

ANNUAL SCHOOL REPORT SEDA COLLEGE SUITE 1, REDFERN ST., REDFERN, NSW 2016

2. CONTINUUM OF SUPPORTS AND SERVICES

Regional Bureau for Education in Africa (BREDA)

Carinya School Annual Report

Cottesmore St Mary Catholic Primary School Pupil premium strategy

Productive partnerships to promote media and information literacy for knowledge societies: IFLA and UNESCO s collaborative work

Special Educational Needs and Disability (SEND) Policy

Alcohol and Other Drug Education Programmes GUIDE FOR SCHOOLS

Social Work Placement Handbook BA & MA First and Final Placement

Plans for Pupil Premium Spending

The Keele University Skills Portfolio Personal Tutor Guide

Director, Intelligent Mobility Design Centre

Expanded Learning Time Expectations for Implementation

The feasibility, delivery and cost effectiveness of drink driving interventions: A qualitative analysis of professional stakeholders

BSc (Hons) Property Development

PUPIL PREMIUM REVIEW

Eastbury Primary School

PROPOSED MERGER - RESPONSE TO PUBLIC CONSULTATION

Local offer aspect. a) General information. Admission arrangements to schools, settings or FE Colleges

Peaceful School Bus Program

St Michael s Catholic Primary School

Training Evaluation and Impact Framework 2017/19

MANCHESTER METROPOLITAN UNIVERSITY FACULTYOF EDUCATION THE SECONDARY EDUCATION TRAINING PARTNERSHIP MEMORANDUM OF UNDERSTANDING

Special Educational Needs and Disabilities

Safe & Civil Schools Series Overview

Position Statements. Index of Association Position Statements

University of Plymouth. Community Engagement Strategy

1. Programme title and designation International Management N/A

Addressing TB in the Mines: A Multi- Sector Approach in Practice

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Successful Personal Tutoring. Margaret Postance Dr Chris Beaumont Fay Sherringham

UNIVERSITY OF DERBY JOB DESCRIPTION. Centre for Excellence in Learning and Teaching. JOB NUMBER SALARY to per annum

Level 3 Diploma in Health and Social Care (QCF)

Teacher of English. MPS/UPS Information for Applicants

Politics and Society Curriculum Specification

Information System Design and Development (Advanced Higher) Unit. level 7 (12 SCQF credit points)

STUDENT AND ACADEMIC SERVICES

CORE CURRICULUM FOR REIKI

Qualification handbook

Providing Feedback to Learners. A useful aide memoire for mentors

School-Wide Restorative Practices: Step by Step

Special Educational Needs School Information Report

PAPILLON HOUSE SCHOOL Making a difference for children with autism. Job Description. Supervised by: Band 7 Speech and Language Therapist

Milton Keynes Schools Speech and Language Therapy Service. Central and North West London NHS Foundation Trust. Additional support for schools

Year 3 at Leighton. Autumn Term - Ancient Britain, from Stone Age to Iron Age. Spring Term Ancient Egypt Summer Term The World Cup

Minutes of the one hundred and thirty-eighth meeting of the Accreditation Committee held on Tuesday 2 December 2014.

St Philip Howard Catholic School

Strategic Practice: Career Practitioner Case Study

IEP AMENDMENTS AND IEP CHANGES

Guidance on the University Health and Safety Management System

Services for Children and Young People

DIOCESE OF PLYMOUTH VICARIATE FOR EVANGELISATION CATECHESIS AND SCHOOLS

Code of Practice on Freedom of Speech

Master of Arts in Applied Social Sciences

VTCT Level 3 Award in Education and Training

Recognition of Prior Learning (RPL) Procedure - Higher Education

Woodlands Primary School. Policy for the Education of Children in Care

Community Based Participatory Action Research Partnership Protocol

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering

Community engagement toolkit for planning

Evaluation of pupil premium grant expenditure 2015/16 Review Date: 16th July 2016

Your Strategic Update

Head of Music Job Description. TLR 2c

Classroom Teacher Primary Setting Job Description

University of Arkansas at Little Rock Graduate Social Work Program Course Outline Spring 2014

Dyslexia and Dyscalculia Screeners Digital. Guidance and Information for Teachers

THE UNIVERSITY OF WESTERN ONTARIO. Department of Psychology

STUDENT ASSESSMENT AND EVALUATION POLICY

MA in Higher Education Practice HANDBOOK

Transcription:

Neighbourhood Action Meetings Terms of Reference

1.0 Introduction This section provides information on Neighbourhood Action Meetings (NAMs). NAMs should be held in each neighbourhood area on a fortnightly basis. They bring together professionals from a range of different agencies and disciplines to discuss and agree how the needs of identifi ed children and families can best be met through Level 1 or 2 of the Pathways to Support and Protection. Information on the NAMs should be read in conjunction with Early Help Guidance Section - Pathways to Support and Protection. 2.0 Meetings Each NAM will review the following: Step across contacts from Children s Triage Step downs and step across from Integrated Neighbourhood Service: Families First, Assessment and Long Term teams and Integrated 0-25 SEND service Each NAM works to these guiding principles: 1. Identifying and intervening early to prevent problems escalating is at the heart of the NAM. 2. Interagency collaboration to create a better understanding of a family s needs, leading to integrated plans that make more sense to families. 3. Shared accountability and responsibility for children and families swiftly accessing the right support, tailored and proportionate to their needs. 4. A whole family approach to better understand the child and family context and underlying causes as a way of reducing re-referrals, escalation of diffi culties and risk. 5. Strengthen communication and partnerships across the community to foster innovation and proactive solutions to remove barriers to learning, health and wellbeing that vulnerable families experience. 6. Build resilience and develop capability and capacity to prevent and enable families to resolve their problems. 7. Value how and when community based voluntary sector providers may be better placed to engage and support families. 2

3.0 Membership Membership should include representatives from statutory and non-statutory agencies. A suggested membership list for each NAM is given below. Service/Organisation Representation (core and virtual members) Early Help Partnership Coordinator (Chair) Police Early Help Programme Offi cer (Business Support) Best Start in Life Centre Families First Assessment Intervention School Heath 0-25 Integrated SEND Health Visiting Behaviour and Attendance Youth Offending Service One Stop Shop Adult Mental Health Other partner organisations may be required when a need within the case arises. 4.0 Roles and responsibilities of members core and virtual Members should have seniority within their service or organisation to allocate cases within their service or team. Each member of the NAM should prepare for the meeting by: checking the list of children to be discussed against their agency database being prepared to share information and contribute their area of expertise in a meaningful multi-agency discussion knowing the capacity of their agency to take the lead and commence early help interventions with families recommended through the NAM providing timely updates as requested by the NAM or the Chair. 5.0 Frequency of meetings and venue Meetings are held fortnightly and will take place at the same time and venue. The venue will be located within the integrated neighbourhood area. 3

6.0 Chairing of meetings Meetings will be chaired by Early Help Partnership Coordinators for each integrated neighbourhood area. The role of the Chair is as follows: Screening of appropriate cases prior to the meeting Requesting updates on all Level 2 triage outcome reports (not including schools) Identify the lead service or organisation for each case where a decision is needed Determine the outcome of the case whether it has closed to the NAM, it needs to return to the NAM or it requires escalation. 7.0 Outline agenda for meetings: Welcome and introductions Step across contacts from Children s Triage Step downs and step across from neighbourhood teams: Families First, Assessment and Long Term teams and Integrated 0-25 Disabled Children s team Identifi cation of lead agency who will take on responsibility for completing an Early Help Record and coordinating support around the particular family. AOB (including partnership updates) The NAM will enable swift identifi cation of the most appropriate intervention for the family in need of support, and will recommend one or a combination of the following: Initiate a Team Around the Family/Child Initiate an Early Help Record (single or multi-agency) Ensure support at an organisational level 8.0 Preparation for the Meeting The Business Support is responsible, in each neighbourhood, for ensuring appropriate preparation for the meetings. Their responsibilities include: Preparing the agenda for the meeting by producing a list of all the cases to be discussed Sending a secure email to NAM members with list of children and young people in advance to allow them time to prepare and bring any information or intelligence ahead of the meeting Ensuring there is appropriate access to CRM and Care First Ensuring that a case note is created to record the NAM recommendation on CareFirst and any new information is entered in the case note The Business Support will update and maintain a spreadsheet of all the children and families who are discussed. NAM outcomes will be fed back to members as necessary. 9.0 Information Sharing Some families may have accessed services previously and the NAM is an opportunity for partners to share relevant information on context and history of interventions with the family. This will prevent ineffective interventions from being repeated. The amount of information shared between agencies will always depend on professional judgement, and should always be proportionate and in the best interests of the child and family. 4

9.1 Consent For each case that is referred into the NAM, consent from the family is required prior to the case being discussed. If consent is not given, the case cannot be discussed at the NAM. If consent is missing, the referring agency will be responsible for contacting the family to request consent. 10.0 Review The Chair and Business Support are responsible for ensuring that all recommended actions agreed by the NAM are followed up by lead agencies. There will be an expectation of an Early Help Record having been initiated and implemented as the family s Early Help plan. 5

6 NOTES

NOTES 7

2017 Newham Council Communications 04922