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Every Childs Support Plan

By Kenneth Green,2014-06-17 17:43
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Every Childs Support Plan ...

    in Control Paradigm

Every Child’s

    Support Plan

A simple and easy to follow guide to developing a

    Support Plan with a child, young person and those

    closest to them

     Every Child’s Support Plan 1

    in Control Paradigm

     Acknowledgements

This is a resource which can be used to introduce support planning with

    children and young people. It is an amalgamation of different tools and

    approaches.

Key amongst these sources has been some of the ‘person centred thinking’

    exercises. More of these can be found at www.supportplanning.org.uk

The whole resource has been put together by Gill Goodwin, Kate Fulton and

    Nic Crosby, Paradigm.

Copies will soon be available for download from paradigm’s website and the

    in Control website. ‘Taking Control’ is a programme for children’s services

    wanting to begin introducing Personal Budgets, it is an in Control programme of work.

www.paradigm-uk.org

    Every Child’s Support Plan 2

    in Control Paradigm

     Introduction

This process has two key steps and will be followed with a person centred

    approach to reviewing how the plan is going.

     A Personal Profile

Developing a brief person centred profile using a number of person centred

    thinking tools which will inform the development of a Support Plan. These

    profiles can be used in a number of ways and not simply as a part of a

    support plan.

     A Support Plan

Laying out how a child or young person wishes to use their Individual Budget

    to get the best support they can

‘Every Child’s Support Plan’ is based around delivering person centred

    outcomes for the child and young person within the Every Child Matters

    Framework. This approach to planning is not solely focused on Individual

    Budgets for a disabled child or young person but is transferable across

    Children’s Services. In the same way this approach to Support Planning can

    be used at any age; for instance for a very young child or as the Transition

    Review process.

Ground Rules

    ? Be Respectful at all times

    ? No Jargon

    ? No Fixing (or trying to change the way a person lives their life)

    ? No Obsessing (if you can’t sort things out in 5 minutes list it as an

    action point and move on)

!! People only need to share what they are comfortable sharing

Contacts

Please contact Kate Fulton or Gill Goodwin at Paradigm for expert advice or

    information

Kate Fulton katef@paradigm-uk.org

    Gill Goodwin gillg@paradigm-uk.org

    Every Child’s Support Plan 3

    in Control Paradigm

     My Personal Profile

Developing a one page Personal Profile covering:

    ? Introducing ME

    ? What is important to ME?

    ? Supporting ME

    ? Are you getting the MEssage? (Communication)

     Introducing ME

Working in pairs to create a poster (flip chart) detailing My Dreams, My Gifts,

    My Favourite Place, My Favourite Music, My Favourite People.

Once complete ask each partner to guess what is most important to the

    other.

For example:

    Lots of talk about outdoor activities ‘getting plenty of fresh air and exercise’ is really important to this person

Equipment: Flip chart paper, pens, wall space and blu-tac

    Optional: Introduce Principles of Person Centred Planning and Thinking

    (Depending on audience)

     What is important to ME?

Using an exercise called ‘Good Day / Bad Day’ to think about what is really

    important to a child or young person i.e. putting their voice right at the

    centre of the whole planning process

Exercise:

Working singly with a sheet of flipchart

Draw a line down the middle of the sheet, labelling one side ‘A Good Day’

    and the other ‘A Bad Day’

One at a time list what makes a really good day and then what makes for a

    bad day it may not simply be opposites think through this as you fill the ‘day’ in

    Every Child’s Support Plan 4

    in Control Paradigm

    Now, with a partner start to look at some of the things on the list, for

    example:

A ‘Bad Day’ is when I walk in the office, and everybody is trying to talk me

    and grab my attention at once.

    The question is then ‘how do you want things to be if this is a ‘bad day’.

Your answer may be ‘give me 10 minutes to land and then I’ll have a coffee

    and come and find you’

In this example:

It is ‘important to me’ that I have time to get my head together at the

    beginning of the day.

To ‘support me well give me time to land when I get in

In your pairs take a second sheet of paper each, with a line down the middle

    list ‘what is important to me’ and the ‘best support for me’.

     Are you getting the MEssage?

    Begin with a simple exercise highlighting use of non-verbal communication stand in a line with the first birthday of the year at one end and the last in

    the year at the other …. without speaking

The aim of this section is to complete a table similar to this which starts to

    clarify how people communicate and make their wishes and preferences

    know.

    In this situation The person We think it And we should

    does means

    Every Child’s Support Plan 5

    in Control Paradigm

    In partners think about a person you know, how they communicate and what

    you think they mean.

An Example:

In this situation The person We think it And we should

    does means

    At work Quiet, pale, Gill is not Offer to make her a cup

    doesn’t join in feeling well of tea

Out socially Goes very red, Mary is feeling Not draw attention to it

    looks hot, won’t embarrassed

    catch your eye

In partners with a sheet of paper draw up this table and then think about

    the following words and with you partner describe how you communicate

    and what you mean…

Unwell

    Irritated

    Attracted to someone

    Embarrassed

What would be different if you were at home, at work or out socially?

What would you like people to do?

Completing a table like this for a child or young person, especially where

    the child doesn’t use verbal communication will begin to make sure they are

    listened to and are able to participate with those putting their plan together.

In most families big decisions about life are usually taken by parents and

    older family members; children and young people are hopefully included in

    these. In a Personal Profile it is good to log the sorts of decisions children

    and young people make for themselves, where they need help and who has

    the final say.

Think of yourself as a child or a son or daughter and fill in the following with

    a couple of examples (using flipchart).

    Every Child’s Support Plan 6

    in Control Paradigm

    Decisions I make Decisions I need Who has the When will you

     help with final say review my

     decisions?

What time I get up When I am too

    on a Saturday poorly to go to

    morning school

What I wear to Who can help me

    school go out on

     Saturday mornings

How much

    television I can

    watch

Drawing together all the information from these exercises will produce a

    Personal Profile. The next step is to use this information and working with

    the child, young person and their family or those closest to them to produce

    a Support Plan.

    Every Child’s Support Plan 7

    in Control Paradigm

     My Support Plan

Referencing the ‘Easy to read’ Guide to Support Planning produced by in

    Control but being clear that the common feature of ‘Every Child’s Support

    plan is the focus on delivering the five outcomes of Every Child Matters:

    ? Stay Safe

    ? Be Healthy

    ? Make a Positive Contribution

    ? Enjoy and Achieve

    ? Achieve Economic Well-being

There are key parts to developing a Support Plan;

    ? Getting the best support

    ? ‘What is working’ and ‘What isn’t working’

    ? Every Child Matters Outcomes

    ? Thinking about Risk

    ? Creative uses of your Individual Budget

     Getting the best support

Looking back at the Personal Profile you have developed and thinking about

    the section where you have outlined how you want to supported.

Working with your partner:

Identify three ways you need supporting

Write a Person Specification for the support person: who are they, how old,

    what do they like doing, what do they need to know about you and what

    other knowledge do they need.

For example:

I love body boarding a person supporting me would need to be able to

    swim, be happy to learn to body board and doesn’t mind cold water and

    early mornings

Really challenge each other to think about who and how they would really

    want to supported; the activity as in the example may shape the support,

    the age of the person, their cultural background, their first language… this

    is your chance to think about really person centred support.

    Every Child’s Support Plan 8

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    One way of really exploring this is to design an Advert for your support

    person; doing this with a child, young person and/or their family would be a

    great way of thinking about some of the flexibilities that Individual Budgets

    can give you.

     What is working? What is not working?

Working in partners think about a child or young person you know. Using a

    sheet of paper with a line down the middle make a list of ‘what is working’

    i.e. what the child and their family would like to keep the same and then

    make a list of ‘what is not working’ i.e. what needs to change.

Example:

    What is working What is not working

Enjoying lessons at school and break Getting to school on time without

    time being really distressed and upset

Things to be included within this section will be:

    - Services being used by the child and family like playgroups, family

    support services (mainstream / free services)

    - Other funding currently being accessed by the family for the child

    which has been offered due to the child’s specific support needs

    Similarly these may also appear in ‘what’s not working’ if services are failing or eligible funding is not being accessed

Using this information it is now time to think about the outcomes of the

    Support Plan using the Every Child Matters outcomes.

Divide a sheet of paper into 5 sections and title each section with one of the

    5 outcomes:

Stay Safe, Be Healthy, Make a Positive Contribution, Enjoy and Achieve

    and Achieve Economic Well-being

    Every Child’s Support Plan 9

    in Control Paradigm Using the list of what is working and what is not working list each under an

    appropriate outcome (it may be that there are cross-overs, i.e. it may mean

    writing the same thing in more than one section.

You now know what the plan will be delivering based on completely person

    centred information under the five outcomes and the best match for a

    support person.

     Thinking about Risk

A sound and robust Support Plan needs to include a positive approach to risk

    in a child or young person’s life. A key way of starting this off is to

    acknowledge risk from the outset. Doing this also addresses the ‘Stay Safe’

    outcome in a person centred way.

    Possible or Perceived Risk Way of minimising or supporting

    appropriately

Filling in something like this with the child and family means sharing

    concerns at the very beginning meaning that appropriate support can be

    part of the Support Plan.

     Creative use of an Individual Budget

You now know who would be the best support, what the support plan will do

    (outcomes and what is and isn’t working) and any risks that need to

    acknowledged.

Exercise:

You and your partner have an allocation of ?6000 per year. Using the

    information you have gathered think about how this money can be used over

    a week (?6000 / 52 weeks) to provide the support and opportunities to grow

    and develop outlined.

    Every Child’s Support Plan 10

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