BHLP Case Studies from Pilot Authorities

Three toddlers
Background
Pregnant Mum living with Dad and five children under five, including a pair of
18-month-old twins. The family lived in a two-bedroom privately rented house.
Approach
Family was referred to Home-Start following a Sure Start registration. The HomeStart worker built a good relationship with the family and they agreed to a CAF
being initiated on the twins and the three-year-old child. The CAF identified that:
• the housing was too cramped and in poor condition
• Dad was volatile and erratic in his support for the children
Blackpool
• the family was socially isolated causing Mum stress
• the family were getting into debt
• the three CAF children were displaying development delay and behaviour problems.
What action was taken
• The family were made a band B housing priority and are bidding for a larger house.
• The family were registered with a dentist.
• BHLP pilot money was used to buy nursery places for the twins.
• The 2-year-old pilot and then 3-year-old grant enabled the three-year-old childto
access the ELF Sure Start service and a Montessori therapeutic play service.
• The father was referred to a psychiatrist
• A family support worker is working on installing some routine in the household.
• Mum and Dad were supported to access the Citizens Advice Bureau for debt help.
Costs
Nursery and play services £2,484
ELF Sure Start service, grant, psychologist £2,797
Professionals’ time £11,587
Outome
The parents agreed to focus the support around the immediate needs of the
children to ensure a safer and less stressful environment. The nursery care and
specialised play provision bought with BHLP money had an instant impact on
the children’s well-being but also alleviated a situation that could have led the
family into child protection procedures (there had been a history of social service
referrals). Other ‘what if’ scenarios where also avoided, including temporary
housing and teaching assistant support.
The professionals involved noted that the family will need constant support
to prevent them from escalating into crisis. This is because both parents have
complex needs that lead to them making chaotic and unrealistic choices with
detrimental outcomes for the children.
Photo: istockphoto/Maartje van Caspel
Sixteen-year-old girl
Background
Divorced Mum with daughter aged 16 and son aged 19.
The daughter was having suicidal thoughts and was of very low mood. In addition
she was experiencing problems with her self-image and felt her body was out of
proportion leading to her becoming anorexic.
Approach
This young person reached crisis when she shared her suicidal thoughts with a
member of staff. Other members of staff were also concerned about her low mood
and rapid weight loss. CAF completed on 3/10/07.
Bournemouth
In addition it was recognised that the young person, whilst a very academic high
achiever, had no idea about her plans post-16 and needed career advice as to the
options available to her.
Who was involved
Child and Adolescent Mental Health Service,school nurse, Diamond Lifeskills –
eating distress coach, Connexions, school, parent (mother), young person.
What action was taken to address identified needs?
• Referral to Clinic (CAMHS) – therapeutic support for low mood/suicidal
thoughts
• Continued weekly support from School Nurse
• Referral to Diamond Lifeskills – eating distress coach
• Referral to Connexions for Careers Advice
Costs
£210 to date for Diamond Lifeskills – eating distress coach
Outcome
The young person was able to access practical advice regarding her eating
disorder and therapeutic input for her emotional needs. She is feeling a lot more
in control of her eating and is no longer constantly obsessing about what she is
eating and feeling guilty. She is also feeling more positive about her self-image,
her mood is improved and she is no longer having suicidal thoughts. She has also
made a decision about which college she would like to go to and the courses that
she wishes to study.
Due to the input the young person has received, some of the anxiety her mother
had regarding her daughter’s weight and low mood has been relieved.
The young person has commented on how valuable the eating distress coaching
has been for her but it is quite costly at £30 per session. Being a single parent, the
young person’s mother would not have been able to fund this work and neither
would the school as there would have been no available funding to access.
Photo: iStock/Galina Borskaya
Sixteen-year-old boy
Background
AB, a 16-year-old male working with YOT was the subject of referral.
He was due to be released from custody and was keen to see this as a turning
point in his life. He wanted to be occupied on release, continue with gym sessions
(started in custody), find paid work and engage with a local youth club.
Approach
A Lead Professional worked with AB to put together a funding application to
support his committment to turning his life around. This was done with ongoing
support from YOT team and meetings with careers adviser for job opportunities.
Additional needs
Brighton
Self-esteem building, constructive leisure activities, education/employment needs,
fitness, prevention of re-offending.
Who was involved
Two professionals from YOT and PA from Careers Service.
What action was taken
Application was made for him to receive a gym induction and 35 sessions at a
local gym.
In addition, a bicycle was purchased for fitness, leisure and accessing job
opportunities.
Cost
£246.76
Who was affected by the action?
AB. No family were involved in this plan.
Outcome
AB has looked at his offending behaviour and his desire to stay out of custody. He
has had no offences since release. He has been engaged with YOT employment
scheme and is now working with a local building firm.
What difference did having a budget make?
There would have been no other source of funding for these purchases. He
has benefited from having constructive activities which have contributed to his
commitment to stay out of custody. He is now engaged in EET.
Photo: istockphoto/Bernd Klumpp
Boy F
Background
Single Mum with son ‘F’ aged 12, and a grown-up child who has left home. The
father lives abroad and has sporadic contact.
F found the transition to secondary school very hard and was refusing to attend,
saying that the school made him have suicidal thoughts. F was overweight and
very unfit. Mum, who does part-time voluntary work, has a history of depression.
Approach
Devon
The school referred to an educational psychologist who completed the CAF. A
multi-agency meeting was set up and used as a TAC meeting. The assessment
identified that F needed to be:
• helped back to school
• given a male role model to help with confidence, motivation etc
• involved in physical activities.
What action was taken
• Male personal trainer employed to work on F’s fitness, confidence and motivation.
• F and Mum given local leisure centre pass so that they could go swimming together.
• The CAHMS worker started work with F on his confidence in preperation for the
start of the Supported Return to Schools programme.
• Supported Return to Schools was arranged to start in September.
• The AXS co-ordinator volunteered to take F for a short walk each week to help
increase F’s physical activity.
Costs
Personal trainer (6 initial sessions, increased to 16), paid for using BHLP – £560
Leisure centre pass – estimated £30
Outome
Pressure was taken from Mum. Other practitioners work was aided by F’s
success with the personal trainer. F felt more positive about the whole package. F
reports great physical confidence, better self image, more enjoyment of physical
activity and a more positive attitude towards returning to school. Mum is
more confident that the return to school will work.
The one-to-one attention could not have been achieved in any othe way. F has
made a flying start to his Supported Return to School Programme and the use of
BHLP money was integral to this.
Photo: istockphoto/Les Byerley
Boy K
Background
Mum living with Stepdad and four children aged one, two, five and 11, in a small
house.
Mum split from K’s Dad because of extreme domestic violence. There were
unconfirmed rumours that K too was abused by his Dad. K has volatile relationship
with Stepdad and hurt himself by jumping out of a window following a row. K
has ADHD, which his parents find hard to cope with. They also dedicate a great
deal of their time to the younger son who has cerebral palsy. At school, K is
withdrawn, lacking in self confidence and can be violent. A social care initial
assessment found that the family did not meet their threshold.
Devon
Approach
• Volunteer bureau provided K with a mentor who, once a week, gives K quality time
with an adult and gives the parents a break.
• K was referred to the Learning Support Unit within the college for a six week
intensive support programme to help build his self-esteem and manage anger.
• The Family Centre are now supporting the family, and are working towards holding
a family and friends meeting to draw up a family plan. They are also supporting Mum
with regard to the DV.
• A CAMHS referral is under consideration.
• An ADHD nurse was asked to provide the parents with advice on managing K’s
condition in the home.
Costs
BHLP funds paid for the mentor’s costs – £500 committed for the year
Notional costs
Learning Support Unit placement funded by the school – £1000
10 hours Family Centre worker – £370
Outome
K feels a lot calmer in school and finds it easier to talk to people about what is
worrying him.
Photo: istockphoto/Les Byerley
Fifteen-year-old boy
Background
The family consists of mother, father and three children (two boys and one girl).
All children are living in the family home.
Child A (male, 15) is the second oldest child within the family and is the subject
of referral. Before the work was undertaken, he had been permanently excluded
from school and was not undertaking any kind of formal education.
Gateshead
He frequently displayed anti-social behaviour and was often in trouble with the
police. Much of his time was spent ‘hanging around the street’. It was noted that
his general attitude and outlook were quite negative not only with professional
workers but also on occasion with his peers. The main issues were that he needed
to re-enter education and this required addressing his attitude and behaviour.
Approach
The Lead Practitioner (from Youth and Community Learning) co-ordinated a team
around the family, which included a number of multi-agency professionals. Child
A was enlisted on an alternative education package through Connexions, and
funding was released from EIF to purchase transport to college and lunch costs
whilst he was in education.
Child A, along with his mother attended the multi-agency meetings that the LP
had arranged. He felt he was being targeted by the police as a troublemaker,
despite the efforts and progress that he was now making. As a result of discussions
between the LP and the Community Beat Officer, it was agreed that there was no
need to pursue an Acceptable Behaviour Agreement.
Child A is currently attending his college placement, other elements agreed with
him and his family, was his attendance at the Liberty project for one day a week
(this is a voluntary sector project incorporating learning self-discipline and respect
through boxing). It was also agreed to purchase a leisure card to continue to
support his attendance on his alternative education provision.
Who was involved
Child A, Child A’s mother, LP (from Youth and Community Learning), Connexions
worker, Liberty project worker, Police officer
What action was taken
The total cost was £598, including travel costs, lunch costs and the leisure card.
Who was affected?
Child A primarily, also his mother and his younger sister.
Outcome
Child A has been reconnected with education and other positive activities
locally. He has now been promised a place in Correlian training next year after he
completes his college attendance. He is really looking forward to starting this.
A potential Acceptable Behaviour Agreement has been avoided and he is no
longer ‘on police radar’. Child A’s mother is less stressed; his sister is also happier.
Funding his travel costs helped him to attend college.
Photo: istockphoto/Bernd Klumpp
Two Gloucestershire boys
Background
Single Mum lives with eight-year-old A, who has no contact with his Dad, and
15-year-old B who has inconsistent contact with his Dad. Mum experienced
serious domestic violence from A’s Dad. Although they had split up, she was still
experiencing violence and wanted to move out the area. A worried about leaving
Mum alone which affected his attendance at school. B’s attendance was also
low. Both A and B had regular contact with the police had received a pre-ASBO
warning. Mum expresses guilt for the effect of the domestic violence, and suffers
from anxiety and depression.
Approach
Devon
CAF completed as a step-down service from the Children and Families Team to help
provide the on-going support needed for the family.
Action taken
• YIST worked with Mum and A initially to set and implement boundaries. YIST also
introduced A to local activities, the consequences of getting involved with the police etc.
• EWO and BEST Futures worked with B to improve his attendance, and school staff
supported B to complete coursework. A bus pass was purchased for travel to school.
• CAMHS worked with Mum, A and B to explore their feelings around the domestic
violence and GDVSAP helped Mum further. A GP also helped Mum with the anxiety.
• A family day out at the Wilderness Centre to build on their existing relationships.
• Webster Stratton parenting course to help Mum manage difficult behaviour.
• Both children were introduced to a structured activity they both wished to undertake
within the community – Soccer Camp and Army Cadets
Costs
Financial support for Mum’s move – £500
Money to purchase furniture – £200
Transport for B to get to school – £124
Wilderness Centre – £340.75
Soccer Camp – £48.00
Outome
“Everything is cool now” – A.
“I think I’m the happiest I’ve ever been” – Mum
B’s attendance has improved greatly. The family no longer fear domestic violence
and the children are happy to leave their Mum. Mum is more able to cope with
her anxiety and as a result, the children’s behaviour. B is now happy that he can
get to school without depending on Mum for lifts. A and B are no longer getting
into regular trouble with police.
Photo: istockphoto/Hedda Gjerpen
Eight-year-old disabled girl
Background
R (8) lives with Mum and Dad and sister aged 11. She is the subject of referral.
and has physical and learning disabilities, with no sight. She has a rare blood
disorder, which requires management with daily injections. R has no verbal
communication skills and poor comprehension ability. She is dependant on her
parents to meet all of her needs and to understand her non-verbal communication.
She attends a special school and has various specialist equipment at home for safe
moving and handling. She enjoys school but was displaying signs of boredom and
frustration during school holiday periods.
Gloucester
As R requires one-to-one adult attention to maintain her safety and to assist
her to engage in any activity it was difficult for her sister to have any time with
her Mum during holidays. Activities often had to be planned around R’s needs
rather than her sister’s interests.
Approach
A referral was made to the Children with Disabilities Social Work team; this was
not allocated within the fieldwork team and was passed for a CAF. A CAF was
completed and a BHLP budget used to address some needs, detailed below:
R needs to participate in activities; her Mum needs some regular breaks away;
her sister needs some time and opportunity to explore her own needs, to spend
quality time with her Mum and to be supported to engage in activities of her
choice. R needs: a pushchair/buggy; and safe access to bed and bathroom
facilities within her home. Her parents need to be able to safely move R from
living area to bed and bath facilities without risk of injury.
Who was involved
Parents, local out of school club, local charities, occupational therapy department,
BHLP, wheelchair assessment department.
What action was taken?
Liaison with OT department regarding access to DFG for home alterations and
extension to provide downstairs with accessible facilities; co-ordination with local
out of school club to look at R’s needs, apply for inclusion grant to enable
safe childcare provision and activities during summer holiday period; provision
of list of appropriate charities and letter supporting application for financial
contributions towards cost of a buggy; liaison with wheelchair assessment centre
to seek financial contribution towards cost of suitable buggy.
Costs
£120.00 for one day per week for holiday scheme for all school holidays until end
March 08. £500 contribution for specialist buggy (full cost £1,200 – funded by
parents, fundraising event, wheelchair assessment grant and charity)
Outcome
R now has a safe way to go out with her family and community. She has
enjoyed attending a local out of school club, is accepted by her peer group and is
able to participate in a range of activities. As a result she sleeps much better. Mum
feels confident that R is safe when in her new buggy. R’s sister spends time
with her Mum engaging in her own choice of activity. At end of summer review
(after initial intervention) Mum reported that it was “the best summer that they (the
family) had had in years”.
Two siblings
Background
Single Mum has two children, A (year 10) and M (year 7), who are the
subject of referral. A is on roll at a mainstream secondary school. She has
been a persistent non-attender for a number of years and as a result is a long way
behind in terms of literacy and numeracy and has poorly developed social skills.
M is also developing a record of non-attendance.
Trafford
Mum has been prosecuted several times for her children’s non-attendance and
has had involvement from a wide range of agencies but none has been able
to make any difference. There is currently a threat of aggravated offence for
non-attendance. Although Mum appears to be unable to work meaningfully or
effectively with agencies to improve the family’s situation, she is co-operative,
attends meetings, and has strong relationships with her children.
Approach
Opportunity arose via eBHLP to work in a different way and address A’s
needs. A required support to: access a training or education opportunity
suitable for her; improve numeracy and literacy skills; and improve social skills.
M required motivation and support to attend school regularly
Who was involved
EBHLP (Education Welfare Officer) co-ordinated a plan involving: training
provider, tutor, mentor, Connexions.
What action was taken
A training placement in hairdressing; a tutor to develop A’s literacy and
numeracy skills; a flexible mentor to support A to ensure she continues with
the placement and tutoring and also to develop her social skills in preparation
for adulthood; a positive activities support worker; and positive activities for both
A and M.
Costs
The cost was: training placement part-funded by school (negotiated by eBHLP); a
tutor at £30 per hour, for two hours per week for 40 weeks (up to GCSE); a mentor
via eBHLP; positive activities funded through Connexions and BHLP monies.
Outcome
A has made significant progress and is now fully engaged with her course.
She is motivated and although required support initially, she now takes herself
to the course on the bus. Although she will be unable to sit GCSEs with her
year group, she is keen to go to college to do this with the support of additional
tutoring. She has become involved with the Young Women’s Outreach Project who
will provide her alternative education from September.
The eBHLP planned with M for him to receive access to positive activities
following full attendance at school. He is responding to this and has been in
school full time. Mum is engaged in the plan.
All of the services (except positive activities) have had to be negotiated and were
made possible through the availability of funding. Although school would not
have fully funded such a package for A, they have agreed to support the plan
with a financial contribution which will enable A to participate in the Young
Women’s Project (part time) when she reaches Year 11.
Photo: istockphoto/Daniel Goodchild
Four children
Background
D, a young pregnant Mum, and her partner live in a three-bedroomed house
with five children under 10. Four of the five children have had a CAF completed:
R (3), O (1), N (7) and C (9).
D and her children had just moved to Trafford to flee an abusive relationship.
Both D’s brother and Mum live locally, however D does not have a
good relationship with her Mum.
Trafford
All the children are of ethnic minority origin and the area to which they have
moved is predominantly white. The children have struggled to make friends and
the two eldest have been racially attacked. As a result, D would not let the
children out to play and the children had no friends of their own age. O, the
youngest child, was having difficulties sleeping which affected D’s sleep and
her ability to manage. D’s partner was spending half his time in London,
which made D feel unsupported. The back garden was full of broken glass
and rubbish from previous tenants, so the children could not play in it.
Approach
A CAF was completed on four of the children and a Lead Professional allocated. A
Multi-agency meeting was called and a plan of support drawn up for each child,
which identified appropriate interventions.
Who was involved
Family support worker from Sure Start Children’s Centre, school nurse, school
teacher, housing officer.
What action was taken
• Funding was provided for: the two eldest children to attend dance classes; a
child minder to help D over the summer holidays when the baby is born; a
washing machine.
• Plans were put in place for the garden to be cleaned up and made safe
• The family support worker continued parenting advice and support around sleep
patterns for the youngest child O.
• Housing Officer assisted D to complete housing applications and advised
on bidding for a bigger property.
• School nurse provided advice on immunisations for the children and to continue
to monitor their health.
Costs
Dance classes were £380, paid over the year. Child minding over the summer
was £900 for three children for six weeks. Summer play scheme for two eldest
Children cost £80. The washing machine was £169.
Outcome
The two eldest children in the family enjoyed dance classes and have made new
friends. The other children have benefited from child care and nursery. Child care
over the summer period when D had the baby reduced the worry and stress
of having to look after five children and a new born baby. Financial support has
made a big difference and the meetings and ISPs were a useful tool in addressing
issues identified in the CAF.
Photo: istockphoto/Ana Abejon