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DRAFT
ITEM CH7 - ANNEX 1
CABINET
– 7 MARCH 2006
LOCALITY
WORKING AND INTEGRATED SUPPORT SERVICES FOR CHILDREN, YOUNG PEOPLE &
FAMILIES
CASE EXAMPLES
Case Example
1
M’s
nursery school was concerned about his aggressive behaviour and were looking
for advice about how to best meet his needs. M’s mother was worried about
his poor sleep routine and about how he would cope with his transition
to school. When the health visitor checked his records, she found that
M’s mother had a history of post natal depression and there was also an
outstanding referral to speech therapy.
The
nursery school carried out a Common Assessment with M’s mother and from
that planned how services could come together to form a "team around the
child", including the teacher, a behaviour support teacher and the health
visitor. The behaviour support teacher was allocated as the key point
of contact with M and his family, offering advice about his behaviour
difficulties at home and school. The health visitor continued to offer
support for M’s mother, including helping her to make contact with other
parents and with a local voluntary group and also followed up the referral
to speech therapy. The re-referral for speech therapy was prioritised
as a result of his needs being set in a broader context of his educational
and social development.
M’s
family now feels they are receiving better support, which meets M’s needs.
The health visitor and behaviour support teacher liaise regularly, keep
in touch with the nursery and continue to work with M and his mother.
Case Example
2
G
has a history of school attendance problems and behaviour difficulties
and has had a number of fixed term exclusions. The education social worker
and PRUIS are involved. She has recently committed some minor offences
and the Youth Offending Team has just started to support her. The school
has prioritised her for support from a Connexions personal adviser and
have referred her for an assessment from an educational psychologist.
The
educational psychologist completed a common assessment, working with G
and her family and liaising with all the different agencies involved.
As a result, a multi-agency plan of support for G was developed.
It
was agreed that the Connexions personal adviser would be the main point
of contact with G and would meet with her regularly.
The
plan of support involved additional intensive help with literacy skills
at school and anger management sessions with the YOT worker. The YOT worker
has helped G to make links with the local youth worker and G is now doing
some out of school activities, which she enjoys. G has a good relationship
with her Connexions personal adviser and G and the school feel she is
getting the support she needs. The Connexions personal adviser knows which
other agencies are involved and who to contact if her difficulties get
worse again.
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