Child protection learning and development 2024: national framework

Appendix A: Quality Assurance Framework sample

This Quality Assurance Framework sample is intended as a guide for learning and development practitioners to assess their learning resources against key themes and messages for best practice from National Guidance for Child Protection in Scotland 2021 – updated 2023.

A. Values/culture/best practice: does this resource incorporate the following themes relevant to the identified target group?

1. rights-based approach (child and parent)

2. needs-led and strengths-based approach (professional curiosity and professional mandate)

3. trauma-informed/enhanced (relevant to target group/area of practice e.g. understanding the impact of domestic abuse; understanding parental use of alcohol or other substances)

4. child's (individual) experiences (needs and developmental stage) at heart of all intervention; parental pathways/support

5. does the content recognise diversity and inclusion, sensitivity of language, culture and communication differences?

B. Enhanced practice skills: does this resource incorporate the following themes relevant to the identified target group?

1. relationship-based practice (difficult conversations, when necessary, are best done in the context of an established relationship)

2. engaging and communicating with children (in the context of developmental stage) and parents/carers

3. articulating/advocating on child's behalf; child's voice/parents' perspective

4. holistic assessment, familial/non-familial harm; role of fathers/step-parents (resident/non-resident) and extended family/kinship or other key relationships e.g. foster carers

5. learning from evidence-based research/strategic documents and implementing learning from Learning Reviews and previous Significant Case Reviews

C. Policy, research and evidence base: does this resource incorporate the following themes relevant to the identified target group?

1. GIRFEC principles/updated guidance

2. GIRFEC/CP continuum/role of universal services; use of GIRFEC tools; CP processes (updates to language and timescales)

3. best multi-agency practice (shared responsibility, accountability; best use of each other's expertise, information-sharing)

4. holistic family assessment (pre-birth – 18yrs); parental pathways/capacity; child in context of past/present lived experience

5. significance of transitions (developmental stages, educational systems, changes to family life/child's plan; children's services/adult services and self-care skills)

6. importance of language and its impact in verbal and written communication, including analysis within assessment, recording and chronologies; spoken and written communication with children and their families, representation of child's feelings, wishes, views and understanding and reference to evidence-based practice.