Case Study: Liam – A Graduated Approach with Early Help Locality involvement
Background
Liam is a 7-year-old boy in a mainstream primary school in Bury. He has difficulties with attention, emotional regulation, and social interaction. His family is experiencing multiple challenges:
- Mum is a single parent with mental health needs.
- There is a history of domestic abuse.
- Liam’s older sibling is involved with Youth Justice services.
- The family has previously been supported via early help provision and had previous social care involvement.
Ordinarily Available Provision
The school implements universal strategies:
- Differentiated teaching.
- Visual timetables and structured routines.
- A calm space for regulation.
- Peer buddying.
However Liam continues to struggle, and the school raises concerns via a Multi-Agency Family Help meeting which supports the need for EH Locality Support (via MASH referral).
Referral accepted and allocated to an Early Help Practitioner who moves into a lead practitioner role.
Assess
EH Practitioner completes a Story So Far to understand the needs of the family
Assessment includes:
- School observations and informal assessments.
- Parent’s views and lived experience.
- Consider impact of sibling on Liam
- Consider impact of mums mental health on parenting capacity
- Consider experience of domestic abuse and impact on current situation
- Input from other involved agencies, and previous social care records.
EH Practitioner formulates a multi-agency Family plan and coordinates agencies through a Team Around the Family meeting.
Plan/Do
A multi-agency support plan is created, aligning SEND and Early Help goals:
- Emotional regulation strategies in school.
- Weekly social skills group.
- Family support in the home, mental health signposting etc
- Direct work with Liam/sibling etc
Review
Regular TAF reviews are held every 6 weeks. Liam shows progress in emotional regulation and engagement. Mum feels more supported and begins engaging with mental health services. Throughout the TAF review process additional actions and services are identified such as:
- Referral to CAMHS for emotional wellbeing.
- Educational Psychology involvement etc.
Outcome
After two terms/reviews:
- Liam is more settled and engaged in school.
- His social skills have improved.
- The family is receiving coordinated support and managing better
- The graduated approach has been embedded within a whole-family response.