Getting it right for every child (GIRFEC): practice guidance 2 – role of the named person

9. When further information is identified about a child or young person's wellbeing

Further exploration of wellbeing needs may lead to additional support. There are several ways this can happen. It is good practice, and in keeping with taking a child's rights-based approach, to give the child or young person the opportunity to say what they think about the sharing of their information. Their views should be taken into account and given due weight in accordance with their age and maturity, as part of any decision-making process. However, in some circumstances, this may not be appropriate. See Practice Guidance 4 – Information Sharing for guidance. Where the named person notes wellbeing concerns, there are two options:

Support within universal services: Single agency adjustments or arrangements may be sufficient to address wellbeing concerns without the need for the full assessment and planning process. For example, a child who needs extra support at the beginning of the school day may be helped by agreeing a "soft start", arriving early when the school is quieter, possibly to participate in a breakfast club. On other occasions, it may be helpful to use the National Practice Model as a framework for assessment and planning (see Practice Guidance 1). The tools within the GIRFEC approach should be used proportionately depending on the level of support required.

Support where there is a need for other organisation's involvement: Together with the child or young person and family, the named person should initiate the single planning process. They may take on the role of lead professional. Alternatively, the lead professional role can be taken on by another agency or organisation.

The named person should support full participation of the child, young person and their family (where appropriate) and request support from other agencies based on assessment. These services should be provided without the delay of a reassessment from the second agency. There should be discussion with the child, young person and family, to ensure there is clear understanding of the decision-making. This support could be provided from within education or health, or from a targeted or specialist service, or from the third sector. This kind of trust and co-operation is fundamental to the success of GIRFEC. Additional information may be required and the gathering of this could include more specialist assessment of a particular aspect of a child or young person's needs, such as an assessment of mental health needs. In this case, the specialist assessment should build further on the information that has already been gathered.