Thursday, 17 April 2014

Outsourcing


I’m not really surprised to hear, as reported in Children and Young People Now, that the Government is considering outsourcing children’s services in England, including child protection.

It fits with the ideological perspective of our current government and provides a convenient and easy way for them to appear to be doing something, without having to do too much hard thinking.

This is no place for a political diatribe about whether privatisation is a good or bad idea. In Britain it seems to have become a knee-jerk response of governments of all political persuasions. My main concern is that reorganising who delivers the services is a complete distraction from the main issue of how to make struggling services better.

Passing child protection to the private and voluntary sectors is no guarantee of improved quality. Nor is it a necessarily a precursor of poorer standards.  But it will take years for new arrangements to bed down, with very uncertain outcomes.
 
In the meantime everybody’s focus will be on how to outsource - not on how to deliver and improve services.

Tuesday, 15 April 2014

Mandatory Reporting - the wrong approach


I am sorry to see that those calling for mandatory reporting of child abuse in England have now managed to get 100,000 people to sign their petition.


My view is that mandatory reporting is entirely the wrong approach. It will increase the already prevalent blame culture and as a result will make child protection disasters more likely, not less.

Professional errors that resulted in Daniel Pelka’s tragic death did not spring from wilful neglect of duty. They sprang from people simply getting it wrong; not realising how bad Daniel’s situation was; being conned by his plausible mother.

Criminalising mistakes in child protection practice is a very bad idea. It will result in defensive practice, not safer children.

Stepping up but not staying in?

I was interested to see that the Department for Education has published a research report into the views of Step Up to Social Work trainees [1]. Step Up to Social Work is a master’s level professional qualifying training route into children’s social work intended to attract academically ‘high flying’ candidates. It involves a partnership between employers and universities.185 trainees started the training in September 2010 followed by and 227 in March 2012.

The programme’s contribution to reducing the workforce shortfall is modest, government figures showing that there are approximately 3,800 children’s social worker vacancies in England [2].

What caught my eye on page 118 of the report was a discussion about the students’ future plans. Only six per cent expressed an intention not to stay in social work at all, but, what the report’s authors refer to as “far more comments” referred to spending only a short period in children’s social work, usually about two years.

The report quotes examples of several students who clearly intend to move on quickly. One student is quoted as saying that s/he did not intend to stay in social work for longer than two years, hoping eventually to work with young people “… in another less confrontational context”. Another was seeking “… more direct work with families…” and hoped to move into therapeutic work. Another said that budget cuts and high caseloads made the job less appealing.

All that confirms my own view that the main cause of excessive vacancies in children’s social work in Britain is failure to retain and not so much failure to recruit. A workforce that is composed largely of recently qualified people who intend to move on as soon as the opportunity arises is not what we want. We want a highly experienced workforce of people who have chosen children’s social work as a long-term career.

Sadly retention is not just a matter of concocting some fancy little schemes with zappy sounding names. It is about changing the culture of the organisations that employ children’s social workers. That is hard but it is the only lasting solution.

[1] The Views of Step Up to Social Work Trainees - Cohort 1 and Cohort 2 Research report April 2014 by Dr Mary Baginsky and Professor Jill Manthorpe, Social Care Workforce Research Unit, King’s College, London 
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/303200/RR327_-_Step_up.pdf 

Wednesday, 9 April 2014

Learning Organisations

There’s an account of an excellent interview with Peter Senge [1] on the RSA [2] website, in which he explores how the concept of a ‘learning organisation’ can be applied to the activities of governments and the public sector.

http://www.thersa.org/fellowship/journal/features/features/seats-of-learning 

One of the things that Senge says is that intolerance of people making mistakes is a major problem for the public sector. On the contrary, argues Senge, public sector organisations need to create the conditions in which it is safe for their people to learn from mistakes.

And he uses the expression “successive approximation” to describe how organisations should slowly progress and learn. This expression has its origins in engineering – it involves people throughout the organisation designing, prototyping, redesigning, re-prototyping and building, evaluating, redesigning etc. etc. Senge says it is a ‘hard philosophy’.

If you work as a practitioner or as a manager in children’s social care in Britain, I think you can quickly give your organisation a ‘health check’ by asking how nearly it approximates to the ideal that Senge is talking about. Does your organisation create conditions in which it is safe for people to learn from their mistakes, or are people afraid of discussing their errors? Do improvements happen through trial and error (‘successive approximation’) or are changes devised by small groups of experts and imposed from above?

Answers please to chris-mills-child-protection-blog@gmx.co.uk 

I bet I know what most people would say, and it wouldn’t be good.

[1] Peter Senge is a professor at MIT’s Sloan School of Management. He is famous as the author of The Fifth Discipline: The Art and Practice of the Learning Organisation 

[2] Royal Society for the Encouragement of Arts, Manufactures and Commerce http://www.thersa.org/


Tuesday, 8 April 2014

Is it any wonder that child protection social work in England is not a developing profession?


Professionals usually undertake and publish research to advance the knowledge base of their professions – lawyers write in law journals, doctors in medical journals, engineers in engineering journals and, in Britain, social workers are supposed to write in journals such as the British Journal of Social Work. (http://bjsw.oxfordjournals.org/)

There you might expect to find articles on subjects such as how to protect children from abuse and neglect better.

But – and it is a very big BUT – unlike other professionals many social workers work for organisations that insist that managers, and even local politicians, control the ability of employees to publish research and to join in open academic debate.

Just to test things out I wrote to one of the largest local authorities in England, a large county council, and asked them, under the Freedom of Information Act 2000, what their policy was on their employees publishing. I wrote:

Dear (County Council),
Please tell me what guidelines, rules and policies apply in your authority to the publication, in academic, professional and trade journals, of articles authored by people who are employed by the authority as social workers in the children’s services department or in a comparable role?

And here is what they replied:

Dear Mr Mills,

(The) County Council’s general stance is that any request for an employee to be involved in any media publication needs to be agreed by their Manager, Service Director, (the Council’s) Press Office and relevant Cabinet Member (although the Cabinet Member would not usually need to see academic articles unless they related to policy issues).

If you want to see the whole Freedom of Information Act response go to: https://www.whatdotheyknow.com/request/publication_by_childrens_social#incoming-503492

Perhaps I am just naïve, but this seems to me to be a recipe for suppressing knowledge and debate. Professionals need to be able to act like professionals and open discussion and dissemination of research findings is vital to any developing profession. Without it knowledge will not develop, professionals will not become better at their jobs and abused and neglected children and young people will be the ultimate losers.

Ofsted – and the TIWPIR problem


I’m becoming an Ofsted bore. I’m the kind of person you encounter in pubs, blowing the froth off a pint of beer while ranting on and on, in what is obviously an obsessive way, about how Sir Michael Wilshaw - the former head teacher who is now Ofsted’s chief inspector - is really an alien from outer space who is fiendishly planning to abolish early childhood altogether!!

[See http://www.bbc.co.uk/news/education-26853447 for details of Sir Michael’s latest foray into the world of policy and http://www.telegraph.co.uk/education/educationnews/10740041/Ofsted-early-years-overhaul-will-have-catastrophic-impact.html for why nearly 250 experts describe his proposals as ‘catastrophic’.]

I may be a bore, but sometimes bores are right. And I think I am right about one thing at least. Some Ofsted reports concerning local child protection arrangements are simply not much use, they are a waste of time, they are unhelpful, they are not beneficial – I could go on … and on.

An unhelpful or useless report just describes a situation, without providing much evidence or analysis. There is not a lot of point knowing, for example, that assessments take a long time or that there are cases that haven’t been allocated, if we do not know why. And, perhaps naively, I would expect the inspector to look at alternative explanations of the shortfalls and to evaluate each of them in turn. After all it’s not uncommon for different groups within an organisation to offer radically differing accounts of how and why things are going wrong.

Unhelpful inspection reports can also be spotted by the quality of their recommendations. If I were marking a management student’s assignment I would expect some consideration of the various options, each one weighed according to its pros and cons. Most Ofsted reports don’t do that – in fact I haven’t seen even one that does. We just get the inspector’s opinion. That’s fine if it happens to be right, but what if it is wrong?

However the most unhelpful reports are the ones that resort to making crass and blunt recommendations of the TIWPIR (“This Is Wrong, Put It Right”) variety. Several of the recommendations from the recent report on Coventry’s Children’s Services have TIWPIR written all over them. http://www.ofsted.gov.uk/local-authorities/coventry

Take for example just three of the twenty-one recommendations for the ‘inadequate’ Coventry Council to action.

At paragraph 31 the inspector says: “All plans for children and young people should be focused on their assessed needs, with clear outcomes and timescales by which progress can be measured.” Clearly the inspector doesn’t think that some child protection cases can involve uncertainties and dilemmas that can make simple planning and objective setting difficult!

At paragraph 41 the inspector tells the Council to: “Ensure that there are sufficient adoptive and foster placements to meet the specific needs of children for appropriate permanent placements.” That’s simple then! Perhaps the inspector hasn’t heard that there is a national shortfall in the number of foster parents and long established difficulties in finding adoptive parents for some children with high or special needs.

And at paragraph 43, the unfortunate people in Coventry are told to: “Ensure that findings from audits, together with reliable performance reporting, are driving improvements to promote high standards of professional practice so that children are safe.” If it were that simple then all managers would have to do is to gather a bit of data, analyse it and improve. Hey presto! There would be no more child protection tragedies and no more re-abuse following intervention. It all sounds so easy … until you think about it for a couple of seconds, after which you might realise that knowing what to measure and how to improve in child protection are fundamental difficulties which have consistently defied simple solutions. Maybe the inspector hasn’t heard?

I don’t like TIWPIR. But just imagine how it feels if you are a member of staff struggling to deliver a service in an organisation under great pressure and in very difficult circumstances; an organisation with acute staff shortages and high levels of sickness absence, resulting in high caseloads and unallocated cases, combined with failing computer technology and mindless bureaucracy driven by decades of governments believing that people can’t work effectively unless they fill out a form …

Just imagine how it feels to those people to be told by somebody with a nice little job working for a nice little inspectorate: “This Is Wrong, Put It Right!”

Wednesday, 2 April 2014

Pressure of Work


The NSPCC’s report on twenty indicators of child safety (“How safe are our children?) has just been published.


The indicators seem to confirm the picture I outlined in December 2013 of a sustained increase in work for social workers engaged in child protection.


The figures show an unrelenting increase in the numbers of assessments undertaken, the number of children subject to a child protection plan and the number of children looked after due to abuse or neglect.

However, the NSPCC points out that the rate and number of children referred to children’s social care have decreased year on year since 2010/11, suggesting that thresholds have risen.

Last month the government published some statistics on the children’s social care workforce. Although these do not provide much interesting information about trends (e.g. in numbers over the last ten years) there is enough in them to see that the workforce is under strain.


There were just over 3,600 full time equivalent vacancies of children’s social worker posts in England, a vacancy rate 14%. The turnover rate was 15%. And children’s social workers took on average just under one day per month in sickness absence. There was substantial reliance on agency workers, equivalent to 3,250 full-time equivalent posts.

None of this can be easy reading for government ministers. There are all the signs of increased pressure of work and no real increase in resources. People who are over-worked and stressed often fail to make good decisions and they are more likely to make mistakes.