Top PDF Referrals, assessments and social services for children in Wales, 2015-16

Referrals, assessments and social services
for children in Wales, 2015-16

Referrals, assessments and social services for children in Wales, 2015-16

This release summarises the latest information on referrals, assessments and social services provided to children by Welsh local authorities. Compared to previous editions, some information is not available for 2015-16, which is a transitional year prior to the coming into force of the Social Services and Well- being (Wales) Act 2014 (for further information see the key quality section).

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Referrals, assessments and social services for children in Wales, 2014-15

Referrals, assessments and social services for children in Wales, 2014-15

This annual National Statistics First Release summarises information on referrals, assessments and social services provided to children by Welsh local authorities. The release presents key results at the Wales level and is based on the year 1 April 2014 to 31 March 2015, or the position at 31 March 2015, unless otherwise stated. All statistics in this release can be regarded as final figures, not subject to further revision or update.

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Children’s social care statistics for Northern Ireland
2015/16

Children’s social care statistics for Northern Ireland 2015/16

In order to lessen the information burden on HSC Trusts the DoH has stood down the N-Series data collection on Children in Need. Work is ongoing with the HSCB to develop the Children in Need information captured through the Corporate Parenting/Delegated Statutory Functions (DSF) returns. It is expected that new information obtained will supply a more accurate reflection of the service. An example of this is the reporting of activity at Gateway relating to Family Support and Child Protection referrals requiring UNOCINI assessments, which is included for the first time in this publication. These are regarded as experimental statistics and will be under review.
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Specialized Assessments for Children in Foster Care

Specialized Assessments for Children in Foster Care

From February 1, 1992 through July 31, 1993, 100% of young children (11–74 months of age) entering foster care in region V in Connecticut were enrolled in the evaluation. This was the first episode of substitute care for these children, although by the time they were evaluated for this study, some children had changed placements. All children placed in care through the Waterbury office of the Department of Children and Families (DCF) and living in the Waterbury area were enrolled in the intervention group. Within 60 days of placement, these children received a baseline health, mental health, and developmental assessment in the FCC (n ⫽ 62; 53 [85.5%] seen at FCC at ⱕ 30 days). The FCC visit consisted of an interview with the foster parent, usually the foster mother, as well as a complete medical examination, devel- opmental assessment, psychological assessment, speech and lan- guage assessment, and motor evaluation. The examinations were completed by providers from community agencies and referrals for services were made back to these agencies. The payment for this comprehensive evaluation was generated through Medicaid. During the same 18-month period, all young children (11–74 months of age) placed into substitute care in the same region but through the Danbury/Torrington office of the Department of Chil- dren and Families served as the comparison group (n ⫽ 58). The foster parents of these children received the same interview within their homes administered by trained interviewers rather than at the FCC, and children were assessed for the same developmental, psychological, speech/language, and motor skills using the same battery of instruments used in the FCC. One hundred percent of the comparison families and children were evaluated using the FCC instruments within 30 days of placement. The results of these assessments were not provided to either the children’s social services workers or their medical providers. Foster parents and social workers were asked about any medical, psychological, and developmental services these children had received while in care, and then records were obtained by project staff from the office/ agency where children had received care for each encounter. Recommendations for additional services were collected from the records obtained from community providers. Of the 58 young children enrolled in the comparison group, 36 (62.1%) received some medical, developmental, or psychological service assess- ment within the initial 60 days of placement. These services were
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National curriculum teacher assessments of non-core subjects : Wales 2014

National curriculum teacher assessments of non-core subjects : Wales 2014

All learners in their final year of Key Stages 2 and 3 must be assessed through teacher assessments. Headteachers are responsible for reporting results for all learners on their school roll as at the second Tuesday in May; this is known as the ‘specified date on roll’. In 2014, the date for this was 13 May. Statutory assessment arrangements for the school year 2013/14 can be found at

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National Curriculum teacher assessments of non-core subjects: Wales 2016

National Curriculum teacher assessments of non-core subjects: Wales 2016

environmental and cultural well-being of Wales. The Act puts in place seven well-being goals for Wales. These are for a more equal, prosperous, resilient, healthier and globally responsible Wales, with cohesive communities and a vibrant culture and thriving Welsh language. Under section (10)(1) of the Act, the Welsh Ministers must (a) publish indicators (“national indicators”) that must be applied for the purpose of measuring progress towards the achievement of the Well-being goals, and (b) lay a copy of the national indicators before the National Assembly. The 46 national indicators were laid in March 2016
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National Curriculum teacher assessments of non-core subjects, Wales, 2013

National Curriculum teacher assessments of non-core subjects, Wales, 2013

• It is optional for schools to provide details of teacher assessments in Welsh Second Language to the Welsh Government. In 2013, 23,575 pupils from an eligible cohort of 24,841 (94.9 per cent) were assessed in Welsh Second Language, compared to 25,082 pupils from an eligible cohort of 25,519 (98.3 per cent) in 2012. The eligible cohort consists of those who did not have a teacher assessment in Welsh first language.

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Concerns and Complaints about Health Services in Wales. Concerns and Complaints about Health Services in Wales

Concerns and Complaints about Health Services in Wales. Concerns and Complaints about Health Services in Wales

The Children’s Commissioner for Wales protects and promotes the rights and welfare of children and young people in Wales. The Advice and Support service is free and confidential. It is a source of help and support if children, young people or those who care for them feel that a child has been treated unfairly. Officers can either point people in the right direction to

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National curriculum teacher assessments of non-core subjects : Wales 2012

National curriculum teacher assessments of non-core subjects : Wales 2012

• It is optional for schools to provide details of teacher assessments in Welsh Second Language to the Welsh Government. In 2012, 25,082 pupils from an eligible cohort of 25,519 (98.3 per cent) were assessed in Welsh Second Language, compared to 25,592 pupils from an eligible cohort of 26,155 (97.8 per cent) in 2011. The eligible cohort consists of those who did not have a teacher assessment in Welsh first language.

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Faculty of Health and Social Care Proposed Masters Academic Timetable 2015/16

Faculty of Health and Social Care Proposed Masters Academic Timetable 2015/16

NM7017 Advanced Practice in Health Care Clinical Practice Riverside Starts Monday 14.. th September[r]

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The Welsh Government response to the report of the
task and finish group on music services in Wales : November 2015

The Welsh Government response to the report of the task and finish group on music services in Wales : November 2015

Welsh Government response: We agree. We have been working with the Arts Council of Wales and a feasibility study on establishing a National Endowment for Music to benefit the young people of Wales has been commissioned. The study will consider the various ways that a National Endowment could be capitalised and funded, including the possibility of a voluntary ticket levy. Arts Council of Wales will receive a report on the findings of the feasibility study later this autumn. We will then consider the next steps.

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Social and educational services for children under five

Social and educational services for children under five

• Many day nurseries (39%), private providers (37%) and childminders (30%) felt that the advantages of child care were that parents were able to go to work. Nursery schools were more likely than other providers to recognise their short opening hours as a difficulty for parents and a quarter of private nurseries saw their cost to parents as a disadvantage. • In terms of formal mechanisms for involving parents, such as parent/ teacher associations and management committees, private nurseries had notably lower levels of involvement than did other group providers. Benefits for children

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Community & Social Services 2015 Business Plan & Budget

Community & Social Services 2015 Business Plan & Budget

Although this initiative was not the Department’s first investment in Community Capacity Building or creating common vision and service principles within the community, this 2014 project represents a shift in terms of a more coordinated approach with designated discussion points building to the possible development of a community hub. It has been about the assessment process and measuring the community’s willingness and interest in working through the necessary steps to have some foundational commitments. At the end of the four sessions, Ms. Graham will be making some recommendations to the participants which may involve further action. This means that, if there is consensus among the group, 2015 will be a period of planning and follow up.
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Information Guide: Wales  September 2015

Information Guide: Wales September 2015

Walisische Regierung: Europa o Strategie der EU für die Walisische Nationalversammlung [Mai 2010] EU in der Nähe: Wales Nationalversammlung Wales: Europa o Walisische Teilnahme in EU For[r]

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Social entrepreneurs as alternative providers of social services in Germany : an analysis of social entrepreneurial activity in the area of children and youth services

Social entrepreneurs as alternative providers of social services in Germany : an analysis of social entrepreneurial activity in the area of children and youth services

Turning  to  the  differences,  this  thesis  revealed  a  few.  In  terms  of  the  size  and  the  influence,  the   traditional  Free  Welfare  Associations  seem  to  have  a  clear  advantage.  They  are  nation-­‐wide   organised,  their  facilities  usually  hold  at  least  100  places  (usually  several  100s)  each,  they  have   tax-­‐advantages  and  can  charge  fees  for  their  services  from  the  insurances.  Additionally,  they   are   politically   well   represented   by   their   umbrella   association.   This   high-­‐level   organisation   ensures   them   more   political   influence   and   they   are   part   of   many   decision-­‐making   bodies.   However,  this  makes  them  a  part  of  the  democratic  game,  they  participate  on  the  political  level   and  are  dependent  in  various  ways  from  the  democratic  game:  they  depend  on  contracts  with   public   institutions,   which   allow   them   to   offer   social   services.   Secondly,   they   also   depend   content-­‐wise  on  political  discussions:  they  can  only  offer  services  on  a  legal  foundation,  this   means  they  have  to  wait  until  a  demand  is  politically  acknowledged  and  legally  implemented.   This   leads   to   the   nature   of   their   services.   Traditionally,   social   policies   were   orientated   at   compensating  the  consequences  of  social  risks,  rather  than  preventing  from  them.  Thus,  one   can  clearly  see  a  clear  focus  on  compensating  –  follow-­‐up  –  offers  and  only  a  small  number  of   preventative   offers   (only   approximately   20%).   The   interview   partner   explained   that   usually   there  is  no  legal  basis  and  also  no  money  for  such   preventative  offers  (interview,  20.  August   2015).  
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School-based Counselling Services in Wales

School-based Counselling Services in Wales

4.27. Lack of funding is an ongoing concern for school counselling services whether provided by schools or LEAs or through contracts with voluntary or independent providers. It is difficult to estimate what an expanded service would cost. The BACP recommends that direct, face-to-face counselling hours are 60 per cent of a counsellor’s time. A full time counsellor would therefore be providing 20 hours per week of direct counselling work with young people. One counsellor working for 39 weeks a year would provide 780 hours of counselling and, assuming an average of 6 sessions, work with between 100 and 150 young people. On this basis a counsellor would be required for most secondary schools with, perhaps, some smaller secondary schools sharing a counsellor. This suggests a need for around 150-200 counsellors across Wales. It was not possible to gain a definitive average cost for a counsellor from the consultation responses and ongoing analysis during the initial years of the strategy will be required in order to develop solid estimates for the level of funding required for future years.
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Programme Specification 2015/16

Programme Specification 2015/16

Five study streams can be accessed by students on the Civil Engineering programme – Bridge Engineering, Construction Management, Geotechnical Engineering, Structural Engineering and Wa[r]

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ACADEMIC CALENDAR 2015/16

ACADEMIC CALENDAR 2015/16

Note: some Faculties will organise Assessment Boards for Taught Postgraduate programmes and Undergraduate Programmes with non- September intakes at various times throughout the academic[r]

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Occupational Engagement (2015/16)

Occupational Engagement (2015/16)

84.Jenkinson, Jill, Hyde, Tessa, Ahmad, Saffia: Occupational therapy approaches for secondary special needs: practical classroom strategies. Whurr, London (2002). 85.Hemphill-Pearson, Barbara J.: Assessments in occupational therapy mental health: an integrative approach. Slack, Thorofare, N.J. (2008).

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Programme Specification 2015/16

Programme Specification 2015/16

Sources of help and advice for UG students include: Induction week information, your Programme Handbook, your personal tutor, laboratory demonstrators, the Director of Undergraduate Studies, the UG Teaching Support Office, your Project supervisor (in Year 3), various Departmental and Faculty web pages, the Students Union, and central support services, including the University Library, SurreyLearn and the University Careers Service.

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