What works in CPV?

Just leaving this with you: an excerpt from the CSC Innovation Programme Newsletter of November 2020 which has just dropped in to my inbox, on the publication of the final Innovation Programme and Partners in Practice Evaluation Report. The Innovation Programme has been running since 2014, to test and share new ways of working with vulnerable children and young people. It is the intention of the Department for Education, that the findings should inform future practice, policy and funding decisions.

These evaluation reports provide a vast body of learning, which will be useful for practitioners and policy makers across children’s social care. Many of the innovation projects have seen positive outcomes for children, young people and families, including increased safety, stability and wellbeing. While many projects are already being adopted and adapted by other local areas, including those being further evaluated through the Supporting Families and Strengthening Families programmes, we would encourage all those who work with vulnerable children to consider how these evaluations could be useful for your future programming.
Overall, evidence from evaluations of the Innovation Programme suggests various aspects of practice, and of service systems, were key to achieving good outcomes in projects working with cohorts across the spectrum of need and risk.
Common to most approaches within effective projects were:
•  the centrality of building consistent, trusting relationships, and providing time for this;
•  the focus on bolstering and leveraging strengths and resources to identify solutions and working together to support progress towards positive outcomes; and
•  the provision of multi-faceted (often multi-disciplinary and sometimes multi-agency) support that could address multiple needs and issues, including those relating to the wider relationships and social contexts in which individuals and whole families are embedded, in a holistic, coherent, and joined-up way.
The evidence from across Innovation Programme evaluations is also clear that achievement of good outcomes, and of good quality, relationship-based, strengths-based, and holistic practice needs to be supported by enabling systemic conditions, structures, and processes.
Key systemic enablers included:
•  improving practitioner time capacity and service capacity to enable sufficient time for work (including direct work) on each case;
•  using shared, evidence-informed practice methodologies and tools, and providing training and skilled supervision to support this;
•  providing integrated multi-disciplinary specialist support enabled by group case discussion;
•  improving multi-agency collaboration; and
•  engaging in thoroughgoing consultation on and/or co-production of services.
While the findings apply both to whole children’s social care systems and to services working with more targeted cohorts, the evaluations have generated further findings more specific to their project contexts, producing valuable lessons for services considering introducing alternative delivery models, and for services for children and young people in and leaving care. We hope the evaluations also provide you with useful overall lessons on innovation and evaluation in children’s services.

There doesn’t seem to be anything else to add!



Filed under publications, Research

2 responses to “What works in CPV?

  1. Kate Warne

    Helen what does this mean on a practical level. We have multiple agencies involved – CAMHS, SEN school, Social Services Children with Disabilities team and as she has an EHCP they should all work collaboratively- but don’t. The worst bit, is that her school exclude her when she has a serious meltdown . Coming home still dysregulated plus feeling rejected tends to bring worse anger and violence meaning police call outs, and sometimes they arrive and call an ambulance. She has now been put on the Child Protection register for her risk to herself and for seriously hurting us so leading to criminal behaviour, but school still don’t work collaboratively. They ignore advice from CAMHS and won’t work proactively on her anger issues. So we just keep going round and round in circles. Tell agencies they SHOUOD work collaboratively but not auditing them is pointless. Ofsted and CQC say they don’t take individual complaints. Does anyone oversee the implementation of these reports?

  2. You make an important point of course, Kate. Who knows what will happen with a report such as this in 2020? Many people would feel that the findings tell us nothing we didn’t know already, and that this is the way that many people would want to work. To move to this model though requires buy-in at practitioner, manager and strategic level – difficult in times when many practitioners feel messed around too often. Then there is a need for training, budgets, changes to models of recording etc etc … And that’s even before you factor in knowledge and understanding of CPV. I am sorry things are so difficult for you when it should be possible for everyone to work together, supporting eachother rather than working in silos.

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