Child in Need Plans and Reviews

The first Child in Need meeting is to be undertaken within 10 days of the assessment outcome.

The first Planning Child in Need Meeting will usually be chaired by the social worker's line manager.

Child In Need review meetings are then to be held every 4 weeks from the initial Child in Need meeting.

Child In Need plans should follow a 12-week model, therefore all actions for children’s social care should endeavour to be completed during this period to enable step down to Early Help or case closure.

All Child in Need Meetings should be attended by the child (depending on age and understanding), parents/carers and those agencies whose potential/actual contribution is recommended as an outcome of an assessment.

It will be important that an appropriate venue suitable for the child and his or her family are used for the meeting. Consideration must be given to transport, timing and any child care issues. Where a child is attending a meeting and is of school age the meeting should be held outside of school time, wherever possible.

The social worker is responsible for convening the meeting and arranging invitations.

At the first child in need meeting a multi-agency working agreement should be completed (Sefton Local Safeguarding Children Partnership) – the purpose of which is to strengthen the ‘working in partnership’ of family members and professionals to improve the lived experience of a child and from this working in partnership improve outcomes. This agreement is applicable to interventions across the safeguarding continuum: Early Help / Child in Need / Child Protection & Core Group / Care Planning.

A note of the meeting will be taken by the Chair. This record will be copied to those involved, including the child and parent/s and circulated within 10 working days.

The purpose of the Child in Need meeting is as follows:

• Monitor the progress of the plan;
• Share information between family and professionals on any changes and significant events;
• Ensure that the tasks are being completed within the timescales set
• Acknowledge progress and steps towards reaching the outcomes
• Review the outcomes and make necessary adjustments to the plan
• Consider whether or not the child continues to be 'in need' and review that the services provided are explore changes or any other services required;
• If the child's circumstances have not improved and/or have deteriorated, then consideration must be given to whether there is risk of Significant Harm, resulting in the need for a Strategy Discussion/Meeting and possible Section 47 Enquiry;
• Agree next steps.

All Child in Need meetings are to be recorded on LCS within 5 working days as per case recording policy.

A Child in Need Plan will be developed in the initial Child in Need Meeting.

Most Child in Need Plans will envisage that Children's Services intervention will end within 12 weeks. However, some children and families may require longer term support, for example children with disabilities.

The Child in Need Plan must identify the lead professional, any resources or services that will be needed to achieve the planned outcomes within the agreed timescales and who is responsible for which action and the time-scale involved.

In particular, the Child in Need Plan should:

• Describe the identified developmental needs of the child, and any services required;
• Include specific, achievable, child-focused outcomes intended to promote and safeguard the welfare of the child;
• Include realistic strategies and specific actions to achieve the planned outcomes;
• Include a contingency plan to be followed if circumstances change significantly and require prompt action;
• Include timescales that are not too short or unachievable;
• Not be dependent on resources which are known to be scarce or unavailable;
• Identify the Lead Professional and his or her responsibilities, including frequency of visits to the child;
• Clearly identify the roles and responsibilities of other professionals and family members, including the nature and frequency of contact by professionals with children and family members;
• Lay down points at which progress will be reviewed and the means by which it will be judged.

The Chair of the Child in Need Meeting is responsible for the distribution of the Child in Need Plan. A copy of the Child in Need Plan should be provided to the parents, child (if old enough) and the agencies or other professionals involved in the provision of services under the Plan within 5 working days.

The Lead Professional will be responsible for implementing the plan including making referrals to appropriate agencies for services as described in the plan.

Where it becomes necessary to make minor adjustments to the plan and services provided, any changes to the plan must be made in consultation with the parents and the child (where appropriate) and key professionals from other agencies.

Child in Need visits are an essential part of what we do. They give us an opportunity to see children in their home environment with the people who care for them. The exact visit pattern is clarified within the Child in Need meeting. However, a minimum of a visit every four weeks is required.

One of the main purposes of these visits is speak to the children on their own, gain their views and co-produce plans and support with them as well as reviewing the progress of the child in need / child protection plan with them. This is NOT the same as reviewing it in a Child In Need meeting review or core group; it should be a natural/age-appropriate conversation that is thoughtfully recorded.

NOTE: Remember to put the date and time of the visit on LCS and tick who was seen / seen alone / bedroom seen.

Guidance for what to explore, observe and record on LCS:

• Who was present?
• Purpose of the visit;
• Evidence of the impact and progress of the plan being discussed;
• Parents’ views;
• Observations of the child/ child parent interaction;
• Voice of each child recorded separately (in relation to the concerns/wishes and feelings/ child’s lived experience/their understanding of the plan);
• Observations of the child’s sleeping arrangements and home conditions;
• Analysis – Is the plan progressing or not and why? What is the impact for the child of our intervention? This only needs to be a paragraph – it’s not a mini assessment;                                                                          
• Agreed action – please ensure these are SMART;
• Next visit and meeting date.

Example:

Sarah welcomed me in. She was at home with Luke and Charlotte. Charlotte was playing with her teddies in the living room and Luke was upstairs playing on his computer. Sarah shouted up to Luke and asked him to come downstairs when he finished his game. Dad was not at home today as he had gone to see his brother. This is where you 'say what you see'.

Wishes, feelings, opinions and observations of the child / young person.

This is where you record your discussion and/or observation with the child or young person.

Can the child verbalise their wishes, feelings & opinions? NO – observe them and record what you see:

• Where was the child when you observed them?
• Any new incidents or injuries?
• Are they happy, calm, content or distressed? Evidence this i.e. they were smiling?
• Are they doing something that shows they are meeting their developmental milestones (burbling, crawling, sitting up)?
• Are their parent/carers responding to their needs?

Can the child verbalise their wishes, feelings & opinions? YES – talk to them and record what they say:

• Use this time in the visit to get to know the child a bit better;
• Where did you speak to the child / young person? If in their bedroom you may wish to describe it;
• Have you completed an activity or piece of direct work with them? Attach it and discuss it;
• Have you had a conversation with them? Record it. What did they talk about? What makes them happy? What is going well for them at the moment? Is anything worrying them?

If they are on a plan because of emotional harm due to domestic violence the aim of the visit is to see if this harm is reducing or increasing. Talk to them in a way that is appropriate for their age and understanding about their family / arguments / violence / their feelings. If you don't talk to the children about the issues that are impacting them – how will you know that the harm has reduced?

Also record the other things that you talked about; the 'normal life' things that show the child for who they are as well as why we are working with them.

If it makes it easier – add sub-headings for the things you talked to the child about.

Example of two children who cannot verbalise their wishes & feelings (aged 22 months and 8 weeks):

Both children were clean and well-presented. Sam was in a grey baby grow and Lucy was in leggings and a flowery t-shirt. Sam was calm and settled and took a bottle really well. Lucy was passing me items/toys and said "there you go" on a couple of occasions. She was interested in Sam and was gentle with him, despite touching his head when her Mum told her not to! I had no concerns regarding either of the children during the visit today and Mum responded to both of the children appropriately.

Example of a child who can verbalise their wishes & feelings (aged 12)

Family Life – Reece's computer game froze so he restarted it and didn't want to come down to see me. He was happy for me to go up and see him however. He was sat on his Mum's bed in his school uniform playing football. Whilst Reece is a Liverpool Supporter he was playing with Man City as they had the money! Reece and I talked about contact with his Dad. He said it is good; he didn't elaborate and when I asked what he had done with his Dad he said "not much". Reece told me that his relationship with his Mum is good. They had a little argument yesterday as he didn't tidy his room when asked. They dealt with this though and Reece said it was only a little argument and there was no drama! Reece has no alcohol worries regarding his Mum or Dad.

School - Reece continues to be in trouble for various things at school. Reece said he doesn't want to be in trouble but is finding it hard to behave. He is talking and messing about when he should be working. School are using sanctions to try and reduce these issues and Reece didn't feel that he needed any additional support for school or his behaviour at the present time.

I told Reece I would see him again in about 5 weeks and if all is going well this is likely to be my last visit with him. He was happy with this and is aware that he can ask me to visit earlier if he wants me to. As it was the last visit I asked Reece to let me play football with him next time I come - and he laughed!

Discussion with Parents/Carers as part of the statutory visit

This is where you record your discussion with the parents/carers.

Remember the aim of the visit is to see how the plan is supporting the needs of the child. Whilst you can talk about 'normal life' ensure the conversation with the parents helps you in your analysis of progress of the plan:

• Are family members working on actions they have committed to?
• Have they attended relevant appointments / support groups?
• How are they helping?
• Has anything happened that the parents are worried about since you last spoke?
• What do the parents feel need to change in the family to help the child?

If it makes it easier – use sub-headings when you record to help you see the progress of the plan.

Example:

Police involvement – Emma was upset because she has received a letter from the police stating that John has been given a Dispersal Notice and told he is not allowed in the area at certain times. Emma did not understand this and gave consent for me to speak to the police regarding this. As far as she is aware however, John has not been in trouble with the police on any further occasions but remains on bail until later this month.

Guidance & Boundaries - Emma told me that John's behaviour at home has been better. He is getting on really well with his sister's boyfriend, Luke Smyth (03.09.1997). He was previously cared for and has been giving advice to John and supporting him and appears to be having a good influence on John. John has not seen his father for a bit as he is back in Nottingham for a trial on an old offence related to a robbery.

Mentoring – Emma has not yet heard from MALS and I advised I would chase this up for her.  Emma feels that this would be a good support for John to help him get out and about more and involved in positive activities.

What are the concerns/risks or protective factors identified in the visit?

This is where you record anything that you noted during the visit that is a concern/risk or protective factor.

• This may be something linked to the plan or something new;
• Did the child disclose something that concerned you?
• Did a parent describe an incident to which they responded positively to?

If there is nothing new that you noted it is OK to record this; for example: "There were no new/specific risks or protective factors identified during this visit".

Example:

It is important that Mum remains aware of concerns and issues of domestic violence as she may be embarking on a new relationship. Mum continues to have support from domestic violence service and Family Support Services and they will be able to offer guidance and support at this time.

A protective factor is that Anthony and his Mum had an argument but they were able to resolve this themselves in a way that no-one was worried about it.

Analysis/Progress of the plan

This is where you analyse the information.

• Was this a positive visit or a concerning visit? Why?
• What does the information gathered today tell you about the child?
• What does the information gathered today tell you about the parents/carers?
• What does the information gathered today tell you about the progress of the plan? Is it working?

Example:

This visit was a positive visit. Mum has attended her mental health assessment and is willing to work with the team on a weekly basis. Tom was happy today and seemed relaxed in his Mum's care. He told me that he is happy at home and I had no concerns during this visit. The plan continues to progress and it is important that Mum now attends her mental health meetings to ensure that progress continues.

Actions

This is where you record specific actions that need to be undertaken as a result of this visit. Remember the more collaborative this is the better.

• What did you agree to do?
• What did the parents / carers agree to do?
• What did the child agree to do?
• What are the timescales for this?

Example:

Mum to attend mental health appointment on Monday;

Social Worker to phone police for update on investigation by Wed 3rd March;

Next CiN / CP visit booked for Thursday 17th March at 4pm.

All Child in Need Visits are to be recorded on LCS within 5 working days as per case recording policy.

This section deals with children who are subject to Children in Need Plans and who move to another local authority. The principles apply to local authorities in the circumstances of both transferring out and receiving in Children in Need.

In a number of situations, children and their families moving to another local authority offers a positive option. However, and particularly where children and their families may have moved on more than one occasion in a short space of time, any assessment should consider whether the child is subject to trafficking or modern slavery (see Assessments Procedure).

For Children Cared For see Distant Placements Procedure.

• When a Child in Need moves from one local authority area to another, the Children Act 1989 is clear that the responsibility for safeguarding and promoting the welfare of the child lies with the local authority where the child is to be found;
• Given the child has already been identified as having particular needs or is vulnerable in some way, or urgent consideration / assessment should be given as to the impact of the move for the child in respect of their vulnerability, for example, through changes in the protective factors, increased risk with known perpetrators or whether they might be subject to trafficking or modern slavery;
• Given the circumstances, and in line with the above, a timely response should be made with regard to levels of assessed risk.
  
  See Sefton Level of Need Guidance (2023);
  
  
• The parent/carer should be made aware of their responsibility to ensure the child receives appropriate education and health support in the area they plan to move to, together with any other specialist service required for the child;
• The social worker should assist and promote the family accessing relevant and appropriate services with regard to meeting the child's needs. Any deficits in services to meet specific needs by the receiving local authority should be noted;
• The local authority Children's Social Care Services where the child and family are moving to should be formally notified and all relevant information should be shared:
  • Social work assessment;
  • Child in Need Plan;
  • Minutes of latest Child in Need Meeting;
  • A summary / case report.
• Parent / carer's permission should be sought to share this information with the receiving local authority in line with Information Sharing: Advice for Safeguarding Practitioners.
  
  However, the Data Protection Act should never be a barrier to 'sharing information where the failure to do so would result in a child or vulnerable adult being placed at risk of harm' or indeed on those occasions where seeking consent might increase the risk of harm.
  
  Otherwise, the social worker or team manager, should consider seeking advice from their Caldicott Guardian or their Legal Services;
  
  
• The social worker should ensure that other agencies involved in the Child in Need Plan are made aware and prepared to ensure that their relevant information is shared as soon as possible with their respective counterparts in the area the family have moved to, (for example school and GP records, etc.);
• The social workers and line managers of the respective authorities should ensure there is clear and good communication during any transition and any risks are clearly communicated and understood.
  
  Where possible, the social worker should seek to meet their counterpart and where geography allows, to consider a joint visit and attendance at the Child in Need Meeting, so that the issues can be fully shared. The process should reflect the family's needs and any associated risks;
  
  
• Where there is dispute about case responsibility; delay in the receiving local authority accepting responsibility of the case, or a dispute about Children in Need thresholds, the team manager should promptly notify the Service Manager who should make a decision regarding next steps, including, where necessary, to take legal advice;
• The family should be kept informed of any respective responsibilities during a transition stage and when the receiving local authority, (where the family reside), take full responsibilities.
• Receiving local authorities should seek to convene a Child in Need Meeting within 20 working days of the family being resident in their area and include all relevant agencies and, where possible, the social worker and other specialist staff where the child and family have moved from;
• All actions, decisions and arrangements should be fully recorded on the child's case record during this process. This should include management decisions, which should identify the rationale for any decisions made, especially where specific services cannot be provided and/or it is considered the child is no longer a Child in Need.