1.03 Principles Underpinning Work to Safeguarding and Promote the Welfare of Children
1.3.1 The following principles, which draw on findings from research, underpin work with children and their families to safeguard and promote the welfare of children. These principles should be followed when implementing these Child Protection Procedures. Work to safeguard and promote the welfare of children should be:
1.3.2 Child-Centered.
Some of the worst failures of the system have occurred when professionals have lost sight of the child and concentrated instead on their relationship with the adults. The child should be seen by the practitioner and kept in focus throughout work with the child and family. The child’s voice should be heard and account taken of their wishes and feelings.
1.3.3 Rooted in child development
Those working with children should be informed by a developmental perspective that recognizes that, as children grow, they continue to develop their skills and abilities. Each stage, from infancy through middle years to adolescence, lays the foundation for more complex development. Plans and interventions to safeguard and promote the child’s welfare should be based on a clear assessment of the child’s developmental progress and the difficulties a child may be experiencing. Planned action should also be timely and appropriate for the child’s age and stage of development.
1.3.4 Focused on outcomes for children
When working directly with a child, any plan developed for the child and their family or caregiver should be based on an assessment of the child’s developmental needs and the parents’/caregivers’ capacity to respond to these needs within their community contexts. This plan should set out the planned outcomes for each child and, at review the actual outcomes should be recorded. The purpose of all interventions should be to achieve the best possible outcomes for each child, recognizing that each child is unique. These outcomes should contribute to the key outcomes set out for all children in the Children Act 2004.
1.3.5 Holistic in approach
Having a holistic approach means having an understanding of a child within the context of the child’s family (parents or caregivers and the wider family) and of the educational setting, community and culture in which he or she is growing up. The interaction between the developmental needs of children, the capacities of parents or caregivers to respond appropriately to those needs, and the impact of wider family and environmental factors on children and on parenting capacity requires careful exploration during an assessment. The ultimate aim is to understand the child’s developmental needs within the context of the family, and to provide appropriate services that respond to those needs. The analysis of the child’s situation will inform planning and action in order to secure the best outcomes of the child, and will inform the subsequent review of the effectiveness of actions taken and services provided. The child’s context will be even more complex when they are living away from home and looked after by adults who do not have parental responsibility for them.
1.3.6 Ensuring equality of opportunity
Equality of opportunity means that all children have the opportunity to achieve the best possible development, regardless of their gender, ability, race, ethnicity, circumstances or age. Some vulnerable children may have been particularly disadvantaged in their access to important opportunities and their health and educational needs will require particular attention in order to optimize their current welfare as well as their long-term outcomes in young adulthood.
1.3.7 Involving of children and families
In the process of finding out what is happening to a child, it is important to listen and develop an understanding of their wishes and feelings. The importance of developing a co-operative working relationship is emphasized, so that parents or caregivers feel respected and informed, they believe agency staff is being open and honest with them and, in turn, they are confident about providing vital information about their child, themselves and their circumstances. The consent of children, young people and their parents or caregivers should be obtained when sharing information, unless to do so would place the child at risk of significant harm. Decisions should also be made with their agreement, whenever possible, unless to do would place the child at risk of significant harm.
1.3.8 Building on strengths as well as identifying difficulties
Identifying both strengths and difficulties within the child, their family and the context in which they are living is important, as is considering how these factors have an impact on the child’s health and development. Too often it has been found that a deficit model of working with families predominates in practice, and ignores crucial areas of success and effectiveness within the family on which to base interventions. Working with a child’s or family’s strengths becomes an important part of a plan to resolve difficulties.
1.3.9 Multi and inter-agency in approach
From birth, there will be a variety of different agencies and programmes in the community involved with children and their development, particularly in relation to their health and education. Multi and interagency work to safeguard and promote children’s welfare starts as soon as there are concerns about a child’s welfare, not just when there are questions about possible harm.
1.3.10 A continuing process, not an event
Understanding what is happening to a vulnerable child, within the context of his or her family and the local community, and taking appropriate action, are continuing and interactive processes, not single events. Assessment should continue throughout a period of intervention, and intervention may start at the beginning of an assessment.
1.3.11 Providing and reviewing services
Action and services should be provided according to the identified needs of the child and family, in parallel with assessment where necessary. It is not necessary to await completion of the assessment process. Immediate and practical needs should be addressed alongside more complex and longer term ones. The impact of service provision on a child’s developmental progress should be reviewed.
1.3.12 Informed by evidence
Effective practice with children and families requires sound professional judgments that are underpinned by a rigorous evidence base and draw on the practitioner’s knowledge and experience.
