Integrated Assessment and Education, Health and Care Plan Explanatory document

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SEND Path inder

The Green Paper Support and Aspiration! A ne" approach to special educational needs and disa#ility sets out the governments commitment to implementing a new integrated assessment process resulting in a single Education, Health and Care Plan (EHCP) to replace the current E! statementing process "# $%1&. by 2014 children and young people who would currently have a statement of SEN or learning difficulty assessment will have a single assessment process and Education Health and are !lan for their support from birth to 2"#$

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'ther (e# themes in the Green Paper include) Giving parents control through greater transparenc# and "# o**ering the option o* a personal "udget. +eveloping an appropriate role *or the voluntar# and communit# sector. ,mproving the e-perience o* children, #oung people and their *amilies throughout the process and through the transition to adults services.

1.. outhampton is one o* twent# SEND Path inder local authorities which will test some o* the recommendations within the Green Paper and in*luence new E!+ legislation within the Children and /amilies 0ill $%1&. This will involve developing new practices "etween eptem"er $%11 and eptem"er $%1& in relation to *our areas) The design o* the new integrated assessment process and single Education Health and Care Plan (EHCP) ,nvestigating wa#s in which children, #oung people and their parents can "e o**ered personal "udgets, and how these could wor( with the new EHCP Considering how the new EHCP could "e o* "ene*it to vulnera"le groups o* children1#oung people who wouldnt currentl# meet the criteria *or a statement o* E! Pu"lishing a 2ocal '**er o* services availa"le to children1#oung people with E!+ and their *amilies.

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0ecoming a path*inder has provided additional mone# and momentum *or moving *orward these developments. 3 range o* pro*essionals *rom education, health, social care, voluntar# sector and parents have "een wor(ing within Tas( and /inish Groups to *urther develop these areas o* wor(. /or *urther in*ormation and the latest progress reports *rom the path*inder, please visit)
http)11www.southampton.gov.u(1living1scchildren1send4path*inder1

1.5 outhampton have made signi*icant progress in the development o* its new ,ntegrated 3ssessment and Education, Health and Care Plan. 6e are well placed to meet the new legislative duties outlined in the Children and /amilies 0ill *rom eptem"er $%1&. 3s a result o* the wor( that we have done we have "een invited

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"# the +*E to "ecome part o* the national polic# development wor(ing group and additionall# we have "een appointed as a national and regional Path*inder Champion to support non9path*inder 2ocal 3uthorities to prepare *or the legislative change.

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Children and %oung People&s De'elopment Ser'ice

$.13s a result o* a +isa"ilit# ervices :eview underta(en ;une $%1%, and in line with the new E!+ legislation within the Children and /amilies 0ill $%1&, olent !H Trust and outhampton Cit# Council are developing a new integrated model o* wor(ing across Education, Health and ocial Care in outhampton, called the Children and %oung People&s De'elopment Ser'ice (C%PDS). $.$The C<P+ has the overall aim o* improving outcomes *or children and #oung people with E!+ and their *amilies through an integrated assessment and resource allocation service. ,t acts as the single point o* entr# *or children1#oung people to access a co9ordinated response *rom specialist services across education, health and social care. The diagram "elow shows the relationship o* these specialist services in relation to universal and targeted services.

C E N., A-AS S E S S 0EN.P, /C E S S

S . A .*. /, % . A, 1E .ED

C % PDS IN.E 1, A .ED AS S ES S 0EN.

*NI+E, S AP*S

*NI+E, S A-

CYPDS Management Coordination role = to bring this together

$..Currentl#, the C<P+ delivers a wee(l# decision panel to agree assessments and agree resource and draws together a range o* pro*essionals to deliver the new ,ntegrated 3ssessment process. ,t also co9ordinates support *or *amilies *rom e-isting services through the EHCP. $.&The range o* pro*essionals involved in the C<P+ assessment process include) Clinical Ps#chologists Child and 3dolescent =ental health ervice sta** Communit# Paediatricians Communit# upport 6or(ers panel and integrated

P S , C A + 0 / % . 4 I 3 E 2

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Communit# Childrens !urses Educational Ps#chologists Earl# <ears upport Teachers 2earning +isa"ilit# !urses ;igsaw 'ccupational Therapists Ph#siotherapists Portage Home >isitors E! o**icers E! Personal 3dvisors E! Coordinators ocial 6or(ers pecialist Teacher 3dvisors peech and 2anguage Therapists

Pro*essionals named in list a"ove will contri"ute to the integrated assessment process and the deliver# o* the EHCP as part o* their e-isting roles. The# will receive pro*essional (clinical) supervision *rom within their own pro*essional discipline. 6or(*orce +evelopment has planned a range o* training courses to support pro*essionals to contri"ute e**ectivel# to the ,ntegrated 3ssessment and EHCP. ,* #ou need *urther in*ormation regarding these courses, please contact ,nspire on %$. 8%8. .&8% . 3s part o* outhamptons People +irectorate Trans*ormation Programme, the C<P+ will "e *urther developed to "ecome a *ull# integrated %9$5 E!+ service "# 3pril $%1&. /or *urther detail on the progress o* this, please contact ;ulia @atherine on %$. 8%8. .&7%.

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5.

Eligi#ility Criteria

..1The eligi"ilit# criteria *or the ,ntegrated 3ssessment and EHCP are designed to ensure that the *ollowing groups o* children are eligi"le) ..$ 3ll those children and #oung people who would currentl# "e eligi"le *or a statement o* E! Children who are not #et o* school age, "ut who are li(el# to "e eligi"le *or a statement o* E! once the# each school age

The criteria are summarised as) 1. Eligi"ilit# *or an integrated assessment and single education, health and care plan is that the child1#oung person meets the current criteria *or statutor# assessment o* their special educational needs under the 1AA? Education 3ctB or where the child is under 5, where noti*ication has "een given "# Health pro*essionals that the# have di**iculties that are li(el# to result in signi*icant special educational needs in the *uture that might reCuire a statement to "e in place.
BThe de*inition o* E! is as set out in the Education 3ct (1AA?)) D% child has SEN if his&her difficulties in learning are significantly greater than those e'perienced by the ma(ority of his&her peers and which prevent him&her from accessing the provision normally available in schools# i.e. E! are de*ined in terms o* the interaction "etween the child1#oung persons level o* need and also the "arriers that are preventing them reach their *ull potential. The assessment o* level o* need within this interactionist *ramewor(, is "ased on the child1#oung persons presenting needs, rather than on an# diagnosis which has "een given.

...Throughout the duration o* the Path*inder (until eptem"er $%1&), the current statutor# processes and timescales must continue to "e adhered to. outhampton has now incorporated all statutor# timescales and legal o"ligations within the ,ntegrated 3ssessment Process so one s#stem can "e delivered. Parents still however, have the right to reCuest a tatutor# 3ssessment that results in a tatement at this stage.

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Integrated Assessment Process

&.1There is a single point o* entr# to access a co9ordinated response *rom specialist Education, Health and ocial Care services through the C<P+ via the ,ntegrated 3ssessment Process. &.$,n designing the new process, care has "een ta(en to avoid language that is associated with one service or another. The term Dre*erral and the word DreCuest have "een avoided as "eing seen as s#non#mous with the old assessment processes. The single point o* entr# in to the C<P+ will "e made via an 7application& to the C<P+ +ecision Panel. &..This Dapplication can "e made "# a pro*essional, with parental consent, "# completing the application *orm. 3pplications can also "e made "# parents directl#, as the# have the right to reCuest a statutor# assessment o* their childs E! under the current legislation. upport *or parents to complete the application *orm can "e provided "# the C<P+ . &.&,n the *irst instance, parents or pro*essionals should contact the C<P+ "usiness support team on %$. 8%A1 57%1 to reCuest an Application 2orm or an Integrated Assessment. The C<P+ will record this reCuest, send out the application *orm and advise the applicant o* the ne-t steps. &.5Completed applications are considered at a wee(l# C%PDS Decision Panel. This panel is made up o* (e# representatives *rom Education, Health and ocial Care, including) Communit# Paediatrician C<P+ =anagement Co9ordinator E!+ ,nspector enior Educational Ps#chologist E! '**icers chool representatives (Primar#, econdar# and pecial) enior Practitioners, ocial Care &.?3ll applications are considered against the a"ove eligi"ilit# criteria (section .), with *ive possi"le outcomes) 1) The application does not meet the criteria *or an ,ntegrated 3ssessment. 3 letter will "e sent to the applicant giving reasons *or this decision. $) There is insu**icient in*ormation on which to ma(e a decision. The application will "e returned to the applicant with a reCuest *or *urther in*ormation in order *or the application to "e (re9)considered. .) There is a need *or support that can "e provided "# a single service, without the need *or an ,ntegrated 3ssessment and EHCP. The C<P+ +ecision Panel can ma(e the reCuest or re*erral *or this service directl# i* there is parental consent.

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&) There is need *or co9ordinated support (*rom more than one service) "ut at a Dtargeted level rather than a Dspecialist level. The application can "e re*erred to the Targeted 3ssessment panel with parent consent. 5) The application meets the criteria *or the ,ntegrated 3ssessment and EHC Plan. &.7 . ,* the application meets the criteria the *ollowing 3ssessment Process will "e *ollowed)

Day 1
3pplication received "# C<P+ 0usiness support actions completed

4y 8ee9 $ +ecision Panel agrees ,ntegrated 3ssessment and identi*ies 3ssessment Co9 ordinator and the 3ssessment Team 4y 8ee9 : Pro*essionals carr# out assessments in partnership with parents, as outlined in the assessment plan. :eports *rom all pro*essionals received

4y 8ee9 5 The 3ssessment Coordinator meets with the *amil# to draw up an action plan *or the assessment process and complete 'ne and 'nl# +ocuments :eports are reCuested reports *rom pro*essionals. et date *or /inal 3ssessment 4y 8ee9 1; The 3ssessment Coordinator holds the /inal 3ssessment Team meeting to draw up a proposed Education, Health and Care Plan with pro*essionals and parents 4y 8ee9 $; Placement and resources put in place. The *inal proposed Education, Health and Care Plan is shared with parents "# the assessment coordinator. Parents have 15 da#s to agree or reCuest *urther meetings.

4y 8ee9 1$ The proposed Education, health and Care Plan is ta(en to +ecision Panel to agree and allocate resources and a 2ead Pro*essional is identi*ied

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&.83n Assessment Co<ordinator will "e identi*ied to "ring together the assessment team and coordinate the assessment process) Please see 3ppendi- 1 *or a role description &.A Assessment .eam! The 3ssessment Team are identi*ied "# the C<P+ +ecision Panel and are pro*essionals *rom education, health and social care. Their role is to pro*essionall# assess the child1#oung person and to gather previous assessment in*ormation. 3s a minimum, this assessment in*ormation should include *eed"ac( *rom) The child1#oung person, The parent1carer, The Communit# Paediatrician1or other medical practitioner (+esignated =edical '**icer) Educational Ps#chologists The chool or Pre9 chool, i* the child is attending a school or pre9school ocial Care (even i* the in*ormation availa"le is that this child1#oung person is not (nown to ocial Care) 3n# pecialist Teachers involved in supporting the child1#oung person 3n# Therapists involved in supporting the child1#oung person The chool !urse or Health >isitor in regards to the child1#oung persons Health urveillance Chec(s

The ,ntegrated 3ssessment timeta"le is planned at the Parent and 3pplicant 3ssessment =eeting. The 3ssessment Co9ordinator and 3ssessment Team should loo( *or opportunities *or streamlining the assessment activit# where this would "e appropriate e.g. two pro*essionals might decide to carr# out a home visit and collect in*ormation on "ehal* o* others. &.1% The model o* assessment *ollows the DPlan +o :eview model

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Phase 1! 7Preparation = consideration& o existing in ormation! The 3ssessment Co9ordinator will ma(e contact with the parents to e-plain the role o* the 3ssessment Coordinator and to *ind out how the parents could li(e to "e involved in the assessment process. The 3ssessment Coordinator will convene the Parent and 3pplicant 3ssessment =eeting. 'ne o* the purposes o* this meeting is to ensure that ever#one is in*ormed a"out the process. 3t this meeting consideration is given to all the in*ormation that alread# e-ists a"out the child1#oung persons needs and the "arriers that e-ist to their reaching their *ull potential. ,t ma# "e possi"le to draw out *rom the in*ormation at this stage some tentative initial guiding h#potheses that might o**er an e-planation as to the di**iculties that the child1#oung person is e-periencing. Gaps in the availa"le in*ormation should also "e identi*ied which should "e *lagged up as reCuiring *urther investigation "# the relevant pro*essional. Thin(ing at this stage could "e recorded as a series o* Cuestions1areas *or *urther investigation to guide the in*ormation9gathering stage. These Cuestions should "e as wide ranging as possi"le to avoid stereot#ping and to ensure that all possi"ilities are *ull# investigated. The 3ssessment Co9ordinator will timeta"le the ,ntegrated 3ssessment Process which will include setting the date *or the Pro*essionals 3ssessment Team =eeting. The 3ssessment Co9ordinator will ensure that statutor# timescales are met and where possi"le the assessment activit# is streamlined. ee pro9 *orma *or Parent and 3pplicant 3ssessment meeting.

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Phase $! In ormation<gathering 7listen = understand&! The 3ssessment

Coordinator will liaise with the pro*essionals who ma(e up the 3ssessment team in order to share in*ormation and discuss how the assessment will move *orward. The 3ssessment Team gathers in*ormation,
*ollowing their own pro*essional *ramewor(s, "ut giving consideration to the Cuestions1areas *or investigation that have "een raised at Phase 1. ,* issues

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are identi*ied in implementing this 3ction Plan the# can "e re*erred up to the C<P+ 'perational =anagement Team. 3ll pro*essionals involved in the assessment will wor( to the *ollowing agreed principles) 6here possi"le) in*ormation9gathering should ta(e place over time, in*ormation should "e chec(ed out *rom a num"er o* sources (triangulated), assessments should ta(e place in conte-t. Parents and the child1#oung person must "e (ept in*ormed o* the progress o* the assessment at all stages throughout this process "# the 3ssessment Coordinator ,* possi"le Eoint visits should "e arranged "# pro*essionals to avoid duplication. Pro*essionals will su"mit reports o* the in*ormation the# have gathered "# the reCuired date. The *ormat and content o* these reports1contri"utions to the integrated assessment will "e down to pro*essionals to decide, according to their own pro*essional guidelines1*ramewor(s and areas o* e-pertise.

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Phase 5! Analy>e = synthesi>e& in ormation gathered The 3ssessment Co9ordinator calls a /inal 3ssessment Team =eeting at the end o* the in*ormation gathering period. 3t this pro*essionals meeting, discussion should ta(e place that *acilitates the consideration o* all aspects o* the assessment. +i**erences o* pro*essional opinion should "e ac(nowledged and recorded. 3 potential -ead Pro essional is identi*ied at this meeting. Please see *urther detail a"out this role in 3ppendi- $. /ollowing this meeting, the in*ormation should "e drawn up "# the 3ssessment Co9ordinator into a proposed EHC Plan.

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Phase 6! 7Agree = allocate& The proposed EHC Plan comes "ac( to the C<P+ +ecision Panel *or decisions to "e made a"out the allocation o* resources, "# the manager or their representative at the Panel. The Panel will also con*irm the proposed 2ead Pro*essional. The 3ssessment Coordinator will ma(e contact with the parents to see( their agreement to the plan that has "een proposed and *ormall# handover to the lead pro*essional. ,* the child1#oung person or parents are not in agreement with an# aspect o* the EHC Plan or the choice o* proposed 2ead Pro*essional then the 3ssessment Co9 ordinator ma# need to "ring this "ac( to the +ecision Panel. Phase ?! 70onitor = re'ie"&! The EHC Plan will "e reviewed at least annuall# (more *reCuentl# *or ver# comple- cases or #ounger children). The review will ta(e place via a meeting which is convened "# the 2ead

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Pro*essional *or this purpose. :ecommendations *rom this review meeting will "e recorded as recommended# on the EHC Plan document. This document will then "e sent to the C<P+ where a decision will "e made as to whether the recommendations are agreed or *urther actions are needed. 3n# changes in provision1resources will need to come "ac( to the +ecision Panel. The outcome will "e communicated to the 2ead Pro*essional who will ensure the Plan is distri"uted. &.1? Throughout the assessment process an# a*eguarding concerns will "e addressed as the need arises, in accordance with relevant departmental policies and procedures. 2urther In ormation /or *urther in*ormation contact) %9$5 ervice Path*inder C<P+ 6or(*orce +evelopmen t ;ulia @atherine 0ec(# +avis Caitriona cull# Chris Tal"ot %$.8% 8..&7% %$.8% 8.$8&$ %$.8% 8..1%1 %$.8% 8...7& ;ulia.(atherineFsouthampton.gov .u( :e"ecca.davisFsouthampton.gov .u( Caitriona.scull#Fsouthampton.go v.u( Chris.tal"otFsouthampton.gov.u (

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APPENDI3 1! CHI-D,EN AND %/*N1 PE/P-E&S DE+E-/P0EN. SE,+ICE ASSESS0EN. C/</,DINA./, ,/-E
The 3ssessment Co9ordinator is allocated *or the duration o* the ,ntegrated 3ssessment. The 3ssessment Co9ordinator manages the compilation o* all the evidence and advice received during the ,ntegrated 3ssessment process leading to an Education, Health and care (EHC) Plan. Principles and operational processes to support the Assessment Co<ordinator role "ithin the Children and %oung People&s De'elopment Ser'ice (C%PDS) The C<P+ will provide an integrated, multi disciplinar# assessment and EHC plan *or children and #oung people with E! and1or multiple or compledisa"ilities who meet the eligi"ilit# criteria. This will "ring together health, social care and education *unctions to o**er an integrated assessment leading to a shared education, health and social care plan. ,t is the role o* the 3ssessment Co9ordinator to identi*# the in*ormation that needs to "e gathered *or this integrated assessment *rom a range o* pro*essionals and to ensure that a *ull anal#sis o* this in*ormation is carried out at the pro*essionals meeting, prior to the agreement o* the EHC Plan. Assessment Co<ordinator core unctions The core *unctions o* the 3ssessment Co9ordinator are to) 6or( in partnership with parents and ensure that children, #oung people and their *amilies are involved where appropriate and are (ept in*ormed and that the child or #oung person is central to an# decisions made a"out him1her. Convene and chair pro*essionals meetings. Ensure that all assessments are completed within timescales. =anage the compilation o* all the in*ormation received *rom children, #oung people and their *amilies in addition to the reports received *rom a range o* pro*essionals *rom education, health and1or social care. ,n consultation with education colleagues, provide support and help to identi*# appropriate educational placements *or children and #oung people. =onitor the agreed EHC Plan and ensure that a review is held at least annuall# and that the plan continues to meet the identi*ied needs o* the child or #oung person. 6rite the EHC Plan, using the in*ormation gathered as part o* the assessment. Present completed EHC Plans at the C<P+ +ecision Panel in order *or resources to "e agreed and allocated and *or a 2ead Pro*essional to "e nominated. Ensure that in*ormation is recorded on the appropriate data"ases. Ensure that the children or #oung peopleDs wel*are remains paramount and adhere to responsi"ilities and timelines under the Education 3ct
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(1AA?), E! Code o* Practice ($%%1), 6or(ing Together to a*eguard Children ($%1%) and 2ocal a*eguarding Childrens 0oard procedures.

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Identi ication o the Assessment Co<ordinator The 3ssessment Co9ordinator will "e identi*ied "# the C<P+ +ecision panel according to the predominate needs o* the child or #oung person. S9ills and 9no"ledge o the Assessment Co<ordinator The *ollowing have "een identi*ied as the (e# s(ills and (nowledge reCuired o* an 3ssessment Co9ordinator) e**ective communication s(ills including diplomac# and sensitivit# to the needs o* others without the use o* Eargon a"ilit# to esta"lish e**ective wor(ing relationships the a"ilit# to ma(e consistent decisions and use initiative while using supervision to ena"le e**ective pro"lem solving the a"ilit# to meet deadlines and adhere to the agreed timelines the a"ilit# to wor( with others to negotiate and agree actions the a"ilit# to wor( in partnership with parents, children and #oung people and other involved practitioners the (nowledge and s(ills o* recording using the appropriate electronic data"ase with due regard to in*ormation governance and clinical @nowledge o* relevant legislation and statutor# timescales

Accounta#ility 3ssessment Co9ordinators will "e responsi"le to the C<P+ +ecision Panel *or the preparation o* the EHC Plan *or children and #oung people who reCuire an ,ntegrated 3ssessment. 2ine management and pro*essional supervision will continue to "e the responsi"ilit# o* the emplo#ing agenc#. The responsi"ilit# o* each agenc# to contri"ute to the C<P+ Path*inder will "e set out in a Eoint wor(ing agreement. and E!+

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Appendix $ @ ,ole o the -ead Pro essional

Children and %oung People&s De'elopment Ser'ice -ead Pro essional ,ole 3 (e# element o* the Eoint disa"ilit# model involves the development o* the lead pro*essional role at "oth a specialist level and in localit# teams, as well as s(illing up the universal and targeted services wor(*orce to "etter support children and #oung people with disa"ilities and E! in their local communities. Principles and operational processes to support the lead pro essional role "ithin the Children and %oung People&s De'elopment Ser'ice (C%PDS) The C<P+ will provide an integrated, multi disciplinar# assessment and EHC plan *or children and #oung people with E! and1or multiple or compledisa"ilities who meet the eligi"ilit# criteria. This will "ring together health, social care and education *unctions to o**er an integrated assessment and shared education, health and social care plan. Children and #oung people who access the C<P+ ma# reCuire integrated support *rom more than one practitioner. These children and #oung people should e-perience a seamless and e**ective service where one lead pro*essional ensures that services are co9ordinated, coherent and achieving intended outcomes. 3ll children and #oung people who receive an integrated assessment through the C<P+ will have an identi*ied lead pro*essional to provide a central point o* contact *or the *amil# and other pro*essionals and coordinate multiagenc# service provision in line with their EHC plan. This ma# "e a pro*essional wor(ing within the C<P+ or a pro*essional wor(ing in universal or targeted services -ead pro essional core unctions The core *unctions o* the lead pro*essional are to) ensure that the children or #oung people Ds wel*are remains paramount and adhere to responsi"ilities under 6or(ing Together to a*eguard Children $%1% and 2ocal a*eguarding Childrens 0oard procedures "uild a productive wor(ing relationship with children, #oung people and their *amilies ensure that children, #oung people and their *amilies are involved where appropriate and are (ept in*ormed to act as a EHC point o* contact *or all agencies1services involved ensure that children, #oung people and their *amilies remain central to an# decisions made a"out them provide in*ormation to ena"le children, #oung people and their *amilies to ma(e "est interest decisions meet with the *amilies to share and agree the proposed EHC plan convene at least annual review meetings to monitor the agreed EHC plan and to ensure that the plan meets the identi*ied needs o* the child or #oung person
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copies o* the reviewed EHC plan must come "ac( to the C<P+ +ecision Panel (C<P+ Fsouthampton.gov.u() "# secure email onl#

wor( with others to identi*# where additional services and other practitioners need to "e involved and wor( to secure that engagement and to (eep other pro*essionals in*ormed o* developments as appropriate progress e**ectivel# agreed interventions identi*ied on the EHC plan agree and manage a clear e-it strateg# or manage a handover to another lead pro*essional or statutor# wor(er

=an# practitioners will "e designated as the lead pro*essional, as the s(ills, competence and (nowledge reCuired to carr# it out are similar regardless o* pro*essional "ac(ground or role. The lead pro*essional is de*ined "# the *unctions and s(ills, rather than "# particular pro*essional or practitioner grouping. Identi ication o the lead pro essional The lead pro*essional will "e identi*ied "# the C<P+ +ecision panel and clear criteria will "e considered when identi*#ing the lead pro*essional such as) the predominant needs o* the *amil# the (e# services responsi"le *or addressing children, #oung people or *amilies needs clear statutor# responsi"ilit# e.g. social wor(er previous or potential ongoing relationship with the children or #oung people a"ilit# to in*luence other practitioners ongoing responsi"ilit# to carr# out a (e# wor(er role *or the children or #oung people ,t is essential that this is agreed with the children, #oung people or *amilies. ,t is also essential that the panel agree the speci*ic remit o* the lead pro*essional in the deliver# o* the pac(age o* support. S9ills and 9no"ledge o the lead pro essional The *ollowing have "een identi*ied as the (e# s(ills and (nowledge reCuired o* a lead pro*essional) e**ective communication s(ills including diplomac# and sensitivit# to the needs o* others without the use o* Eargon a"ilit# to esta"lish e**ective wor(ing relationships a"ilit# to support children, #oung people and *amilies to implement the care plan a"ilit# to convene meetings a"ilit# to discuss reports1assessments with di**erent practitioners a"ilit# to wor( with others to negotiate and agree actions a"ilit# to wor( in partnership with other involved practitioners a"ilit# to monitor the care plan and (eep on trac( (nowledge o* the importance o* earl# intervention and support Accounta#ility The line o* accounta"ilit# and supervision arrangements *or a lead pro*essional wor(ing either within the C<P+ or as part o* a localit# team is through the line management arrangements in their home agenc#.
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6here a lead pro*essional wor(s in an educational esta"lishment, the accounta"ilit# will also "e through the settings line management arrangements. ,n cases were there are instances o* con*lict "etween agencies this should "e resolved through the C<P+ management "oard. ,* this does not resolve the issue then the situation should "e "rought to the attention o* the trategic 2eadership Grou

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