Lived Experience of the Child Practice Guidance

Introduction

Cambridgeshire Safeguarding Children Partnership Board and Peterborough Safeguarding Children Partnership Board during 2024 undertook mock Joint Targeted Area Inspection (JTAIs) Audits, auditing activities across the partnership, Child Safeguarding Practice Reviews (CSPRs) and Rapid Reviews (RRs). Throughout all of the audits and child reviews it was evidenced that the ‘voice of the child’ was often forgotten and the experiences of what ‘is life like for them’ not recorded nor analysed. Children can show and tell us so much about their experiences which effectively informs our assessments and the appropriate support for them.

This document was developed by partners to assist practitioner insight, to ensure that the voice of the child is actively heard and where necessary recorded to support effective action to safeguard our children and young people.

This guidance is for use by all professionals (the term includes managers, staff and volunteers) who have direct and indirect (i.e. may work with parents/families) contact with babies, children and young people and who, therefore, have responsibilities for safeguarding and promoting their welfare.

The Lived Experience of the Child

Definition

For the purpose of this document, the statement ‘the lived experience of the child’ will be referred to as opposed to the ‘voice of the child’; as we recognise that it is not just about ‘the voice’ of what a child can say or communicate to us it is also about what they see, think and feel and how they react to the world around them.

What do we mean by the ‘lived experience of the child’?

The ‘lived experience of the child is ‘What a child sees, hears, thinks and experiences on a daily basis that impacts on their personal development and welfare whether that be physically or emotionally. As practitioners we need to actively hear what the child has to say or communicate, observe what they do in different contexts, hear what family members, significant adults/carers and professionals have said about the child, and to think about history and context. Ultimately, we need to put ourselves in that child’s shoes and think ‘what is life like for this child right now?’ [Definition of ‘lived experience’ partnership task and finish group 2018]

Background and Research

A Child Centred Approach

According to the UK Government’s ratification of the United Nations Convention on the Rights of the Child (CRC) in 1991 recognised children’s rights to expression and to receiving information. In relation to all children’s right to express and have their views given due weight, Article 12 of the Convention grants that:

‘(1) States parties shall assure to the child who is capable of forming his or her own views, the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with age and maturity of the child.’

This right is reinforced by Article 10 of the Human Rights Act 1998 and the Children Act 1989, which requires a local authority to ascertain the ‘wishes and feelings’ of children and give due consideration (with regard to the child’s age and understanding) to these when determining what services to provide, or what action to take.

Professor Eileen Munro stated that ‘everyone involved in child protection should pursue child-centred working and recognise children and young people as individuals with rights, including their right to participation in decisions about them in line with their age and maturity’. In other words ‘the system [child protection] should be child-centred’ [2011:26]

Working Together to Safeguard Children and Young People

Working Together 2023 states that; ‘Children are clear about what they want from an effective safeguarding system: These asks from children should guide the behaviour of practitioners.’

(HM Government, 2023 P11-12)

Anyone working with children should see and speak to the child, listen to what they say, observe their behaviour, take their views seriously, and work with them and their families and the people who know them well when deciding how to support their needs. Practitioners should also be aware that children may find it difficult to always speak about what they need, what is happening to them or what has happened to them. Legal duties under the Equality Act 2016 must be complied with, including putting special provision in place to support dialogue with children who may not be able to convey their wishes and feelings as they may want to. This might include, for example, those who have communication difficulties, unaccompanied children, refugees, those children who are victims of modern slavery and/or trafficking and those who do not speak English or for whom English is not their first language.

What does Child Practice Review Research tell us?

Key findings

Babies (under one) and teenagers continue to feature the most within Child Safeguarding Practice Reviews and Rapid Reviews. Arguably, this could be because babies cannot tell us what’s going on and as practitioners, we fail to make observations as to how they interact with their parents / carers / family and surroundings. Whilst teenagers we reportedly find ‘hard to reach’ or difficult to engage.

Often children and young people misbehaving or acting out is recorded as a ‘difficult’ or ‘demanding child’ (Brandon et al, 2016) and not that their behaviour is, either a way of trying to communicate with us or a result of something which has happened to them. In terms of ethnicity Bernard and Harris (2018) reported that workers did not consider the risks and vulnerabilities of “older black children” (Bernard and Harris, 2018, p3). Whilst Dickens et al (2021) found that professionals tended to see teenagers as “troublesome as opposed to troubled” which resulted in the children not being protected from harm (Dickens et al, 2021, p21).

Summarising child review research from Ofsted back in 2011, they noted that practitioners

• did not see the child alone
• did not see the child frequently enough / child not asked about their views and feelings
• did not listen to adults who tried to speak on behalf of the child and who had important information to contribute
• Parents and carers prevented professionals from seeing and listening to the child
• focused too much on the needs of the parents, especially on vulnerable parents, and overlooked the implications for the child
• agencies did not interpret their findings well enough to protect the child
• with babies and young children, agencies failed to observe and record their observations of parents interacting with the child (and vice versa) and that practitioners often forgot the other children (siblings) within the family [Ofsted, 2011:p9 -10]

Since that time, Brandon et al (2016, 2020) and Dickens et al (2021,2022,2023) have continued to find repeated practitioner themes where professionals either failed to see, hear or to communicate with the child. More recently the NSPCC has condensed the overall findings into a briefing found here https://learning.nspcc.org.uk/research-resources/learning-from-case-reviews/voice-child.

Our local Child Safeguarding Practice Reviews and Rapid Reviews show the same findings as national child review research, in that as practitioners across all agencies; we failed to

• see the child alone
• speak to the child
• actively listen to and hear what children and young people tell us
• think about and consider other siblings
• record the child’s voice and their lived experience – to say what life was like for them
• record their basic protective factors including their ethnicity, religion and gender
• involve and engage children and young people in planning / reviews regarding their lives
• fail to observe the wider picture of what a child’s home life (environment) / relationship with parents / carers + parents/carers partners and what this looks like

Practice Guidance

Child and Adolescent Development

It is important that the child’s responses are observed, in the context of, and with a full understanding of key child and adolescent developmental and behavioural stages. Practitioners need to know and understand what normal child and adolescent development is in order to ascertain if the child is thriving and developing normally and to adjust practice accordingly at a level which the child will understand.

Conversely practitioners should also be aware of what is ‘not’ normal child and adolescent development/behaviours. Practitioners need to be aware that some behaviours could be a way that the child is trying to communicate or may be a result of child abuse. For example a child uncharacteristically misbehaving and acting out towards family and friends might not be the child being difficult or just ‘being a teenager’ but could be a result of the child suffering extreme pain (findings from Cambridgeshire SILP 2013). The practitioner has to set this behaviour in the context of what is ‘normal for that individual child’ and to ask them, observe and think about why their behaviour has changed.

A child’s developmental needs, parenting capacity coupled with family and environmental factors are the dimensions within the assessment framework triangle which professionals utilise to help to ‘assess’ a child’s experiences and current home situation. The ‘My World’ triangle builds on the assessment framework in a format which can be used directly with children and young people.

According to Scotland’s Government website (where the triangle and additional prompts can be found), the triangle can be used to ‘gather more information from other sources (some of it possibly specialist), to identify the strengths or wellbeing concerns in the child or young person’s world’ and that it ‘supports practice that considers the child or young person’s needs and risks, as well as the positive features in their lives’

Cultural Competence as part of the child’s lived experience

Cultural competence is being respectful of and responsive to the beliefs, practices and cultural and linguistic needs of diverse communities both from the individual (practitioner) and the organisation (agency). When referring to ‘communities’ this extends to areas such as; socio-economic back ground, race, gender, mental health, sexual identity/orientation, religion, disability etc. In other words, professionals should not make assumptions about a family/child and as part of ‘informed practice’ should be confident to ask about what their life experiences are in order to meet their needs and to provide the best service.

National and Local child reviews have shown us that as professionals we can make the wrong stereotypical assumptions and not check out all available avenues of information. Daniel Pelka was believed to not speak English, as this was recorded as his ‘second language’, even though his older sister could speak English and would translate Daniel’s interactions to staff. In Daniel’s case the reason for him not speaking English could have been attributed to developmental delay or from the abuse he was suffering from his mother and her partner.

Research findings and cultural competence

Children can be abused regardless of their age, gender, culture, disability, racial origin, sexual identity or social class. Research tells us that; disabled children are significantly more likely to be abused than non-disabled children, given that they; are more reliant on families and institutions for support, may have difficulties in communication, are more vulnerable and are more likely to be bullied by peers. It is important for the practitioner not to make assumptions about the child’s behaviours by linking them directly to their disabilities –consider is the reason for their behaviour(s) a result of their disability or something else (i.e. abuse)?

Cases and assessments often [Partnership Board audit activity] refer to missing/absent fathers or sometimes do not mention any father figures at all. Professionals should check out with families/young people if there are any significant males in the child’s life and where they are. Practitioners should take into consideration where and when would be best to complete assessments and interviews so that dads can be present and a part of the child’s wider experience of life. Professionals should consider the new partners of parents and their role within the child’s life.

Finding out about the lived experience of the child

Practitioners need to be confident and competent when working to safeguard children and families. Research, locally and nationally, provides areas of practice which support finding out about ‘the lived experience of the child.’ Some are the more salient ones listed here include, for professionals to have:

Curiosity: practitioners need to understand what is happening within a family rather than making assumptions or accepting things at face value. In other words they need to ask questions, observe the child’s surroundings, think about what they know about the child and what their normal behaviours are. They need to ask themselves ‘What is life like for the child living at home?’ ‘What is it like for the family?’ ‘How does the child react to parents?’

Respectful Uncertainty: A term initially used by Lord Laming (2003) [Victoria Climbie Serious Case Review and again for Baby P] meaning that professionals must remain sceptical of the explanations, justifications or excuses they may hear. Professionals should always ‘check out’ with other agencies and sources of information about what is being said.

Eileen Munro (2011), whilst referring to Ofsted’s findings [2011:8] gave a number of helpful suggestions for practitioners to follow when making assessments on children and young people. For practitioners to:-

• use direct observation of babies and young children by a range of people and make sense of these observations in relation to risk factors
• see children and young people in places that meet their needs – for example, in places that are familiar to them
• see children and young people away from their carers
• ensure that the assessment of the needs of disabled children identifies and includes needs relating to protection and Don’t forget father figures within the family and about the wider family / friends – what can they tell us about the child?
• Actively listen to a child and pay attention to their needs and do not focus too much on the parents, especially when the parents are vulnerable themselves. (it is easy to get lost with parental needs at the risk of losing sight of the child)

Marion Brandon et al (2016) added further elements, that professionals need to:

• Be aware of ‘silent’ ways of telling through verbal and non-verbal emotional and behavioural changes in children
• Explore creative ways of engaging with children with regards to their age, communication skills and personal history to enable them to share their experiences
• Follow up concerns within families by ensuring each child is given an appropriate opportunity to talk
• Professionals need to recognise young people aged 16-17 years as still being vulnerable and to use appropriate children’s services and follow safeguarding procedures [2016:Ch6:134]

Both Brandon and Munro advocate that as professionals we need to be ‘attuned to the child’s world’ and to pay attention not only to what the child says but also what they are not saying.

When thinking about the lived experience of disabled children and young people all of the above (ie everything you might have included for others) apply. Practitioners will need to:

• Maintain a personal awareness of this and challenge themselves and others to keep in mind
• Have an awareness of the additional vulnerabilities of disabled children
• Take additional care not to make assumptions because of the child or young person’s disability, communication or complex needs
• Have an awareness of the increased importance of behavioural and nonverbal communication and paying attention to changes
• Develop some skills in different communication methods that disabled children might use BUT also to be aware of their own limitations in this area and make good use of skills and detailed knowledge of others in the child’s life who know them really well will have
• Consider speaking to those adults in the child’s life who know them really well and maybe more attuned in communicating with them

Adverse childhood experiences (ACEs) and the Lived experience of the child

Understanding the lived experience of children who have experienced ACEs is important in enabling professionals to take action to support them without re-traumatising them. For these children the trauma or stress they have experienced will affect how they interpret the world around them and how they respond to other situations and people as they often live in an ongoing state of hyper-arousal and have disrupted neurodevelopment. It can also have a harmful impact on all aspects of their development and their long-term health and this can often be perceived or displayed through behavioural problems or poor emotional or mental well-being.

For these children it is particularly important to capture their views in assessments and to work in collaboration with them, to understand how they communicate their feelings and interpret past or ongoing trauma and how to enable them to feel safe and have their needs met. As these adverse experiences can be generated through both household situations ie; neglect; abuse; parental separation; family conflict; bereavement; poverty etc, and environmental situations such as unsafe communities; discrimination and inequality; isolation; lack of opportunities; socio-political events etc, it is important to understand which factors feature most predominantly for each child in order to provide the most appropriate support to prevent long-term health and social disadvantage.

Adverse Childhood Experiences (ACEs)

How a child’s brain develops through early experiences

Local Experiences and Lessons Learned for Future Practice

Case studies listed below give an overall view, in relation to the lived experience of the child, as to what could have been done differently to ‘hear the voice of the child’ for safeguarding that child / young person.

Case Study 1

Case Study 2

^{Cases adapted and taken from a Cambridgeshire Significant Incident Learning Process 2014 and Cambridgeshire and Peterborough Multi-Agency Review 2018}

What Works ?

How do Professionals ascertain the Lived Experience of the child?

During 2020 and 2023 professionals’ surveys were undertaken by the partnership board which asked how practitioners and managers put the child at the centre of their practice within assessments and planning. There were many responses and some of the more salient comments that can be used within general safeguarding practice from both practitioners and mangers perspectives are listed below

As a Practitioner, I will……….

• Work in a Child Centred Approach
• When I record information during a meeting or telephone call I will check with them that I have captured all the details they wanted me to
• Complete activity sheets with children to capture what their week looks like and their wishes and feelings
• Ensure that their views are shared on their behalf and act on them as much as possible ensuring that they are benefiting that individual and not putting them at risk
• Use observations from my visits with pre verbal children
• Invite children and young people into meetings if appropriate, use motivational interview assessment tools – decision balance tools, scaling and active listening
• Ensure that… my work is done ‘with’ families and children, not ‘to’
• Empower and support young people in making decisions and being more in control of their lives
• Use tools that support the children’s and families’ voice and use these to inform plans and assessments

_{Practitioners comments taken and adapted from the Partnership Board’s Professionals Surveys}

As a Manager, I will …..

• Work in a Child Centred Approach

• Use supervision as a space to explore ways in which to work openly with children and families including using various tools and techniques for discussing wishes and feelings of children

• Consistently reinforce the importance of safeguarding and promoting the welfare of children to my staff at every opportunity

• Oversee the final care and safety plans that my team produce and ensure that it’s clear that children and young people have participated

• Have management oversight of the service users supervised by my organisation

• Consider what it is like for the child in those particular circumstances at that time in that family. EG do they feel safe? Do they feel loved? Are they frightened? Are they hungry or cold?

• Through audits and dip sampling ensure that family plans and case notes all record voice of the child/young person/adult and these are linked throughout plans and intervention

• Ensure the design and delivery of safeguarding training is structured with ‘what life’s like for the child’ case studies alongside academic / information / content

_{Managers comments taken and adapted from the Partnership Board’s Professionals Surveys}

Partner Resources

This section of the guidance gives a list of some of the tools which are utilised within single agencies for working directly with children and young people. It is not meant to be an exhaustive list of all of the tools available in every agency, but serves as a point to start from, in terms of awareness and who to contact to find out more.

As a final note the tools below will not cater to every child’s need and each child is an individual and with their own unique ways of communicating and understanding. As a professional practitioner you need to consider how to adapt these tools and your practice to engage with the child to understand more about them to safeguard them.

Children Social Care / Early Help (Cambridgeshire and Peterborough)

Mind of My Own – utilised within Children Social Care is an electronic way (by phone / app/ laptop) of gaining children / young people’s thoughts ‘makes it easier for children and young people to express their views’

Other assessment tools –

• Three houses
• Observation
• Disability write their assessments from the ‘child’s point of view’ in the first person, which is very powerful (Cambs)
• Set questions
• Distance Travelled Tool – Early Help Assessment (Cambs)
• Early Help Assessment Tool Kit (Peterborough)
• Outcome Star (My Star and Team Star are the most common tools used)

Safeguarding Quality Assurance

SQA team have held briefing sessions with a number of practitioners and listed below are some of the tools that were suggested as being helpful to gain the lived experience of the child – for children and adolescents:

• Jenga (with questions written on the individual bricks in sharpie)
• The Rabbit Puppet
• The use of Graded Care Profiles and Genograms.
• Car Game and a board of questions and move the car around the Board answering questions as they go.
• Putting your worry’s into a box and addressing them with consent over time.
• Skittles/Smarties game – Put sweets in a bowl, everybody picks a few out, different colours are different types of questions, answer the question eat the sweet.
• The use of Timelines and making them fun activities.
• Best venue for some appears to be the car journey.
• Visual Tools – Pictures of activities and likes / dislikes column to places pictures in, especially useful for children with additional needs.
• Eco-Maps / Genograms – with the use of photographs of family members and also asking children for their views of family members etc.
• Talking and drawing time – exploring the child’s own interests whilst discussing various points of home
• The use of cards games (Uno etc.) to build initial relationships and initiate discussion.
• Feelings card activities.
• Magic wand questions

Early Years

• Early years log of concern template – contains prompts
• Establishing a day in the life template
• Recovery through relationship sessions
• Engagement with parents

Youth Justice Teams

• Assessment Tools

All Youth Justice Services are mandated to assess children referred to the service using a Prevention and Diversion Assessment Tool (PDAT) for prevention and out of court resolutions or an Assetplus assessment for court ordered interventions.

The PDAT is a new tool and it is ‘written to the child’. This means that their voice is reflected back to them as well as our observations about their situation and their interactions with the things around them (family, school, friends as examples). All children are offered a copy of their assessment to keep.

Assetplus has a self-assessment that the child is asked to complete, and which forms the basis of the assessment. The child’s voice and an analysis of the child’s situation is required throughout.

Youth Justice Officers have access to a Resource Box that contains tools to assist with building good relationships with children and contain games, cards, colouring pens and pads and fiddle toys.

Other tools include

• Ecomaps
• Genograms
• Timelines
• Professional Curiosity
• OARS and ‘Change Talk’
• The 5 Whys
• Root Cause Analysis
• Asking ‘Best Questions’
• Weighing up information
• Social GGRRAAACCEEESSS
• Conversation Starter Cards

YJS take a trauma informed approach that recognises each individual child’s needs capacities rights and potential.

Young people’s engagement and feedback is gathered and informs practice development. In Peterborough young people have contributed to the development of a partnership Young People’s Safeguarding Practice Guide.

Health

Three houses + adaptation of three houses to three islands / 3 caravans

Establishing a Day in the Life of a School aged Child – a prompt tool / checklist for practitioners to consider and ask a child about their day

Feelings – Words chart + Emojis for letting children and young people who how they are feeling

https://www.mefirst.org.uk/safeguarding-model/listen-to-me-and-validate-my-feelings/

https://mindofmyown.org.uk/

Disability

All the things that practitioners might consider for any child could be helpful and work well for a disabled child either as they are or with adaption to meet specific needs. Additionally, practitioners would consider

• Use of the child’s Communication or activity passport – know how the child or young person communicates and what support they need to participate in activities
• Talking Mats
• Using Makaton, Pecs Easy Read or other communication methods that the child or young person knows
• Proactively teaching children signs they can use, symbols or way of communicating emotions
• Social stories

The Booktrust has lots of curated book suggestions like Feelings | BookTrust, Picture books to help you talk about tough topics | BookTrust . And our own library services have a whole range of wellbeing type books and resources

Cambridgeshire and Peterborough Safeguarding Children Partnership Board

Multi-Agency Policies and Procedures | Cambridgeshire and Peterborough Safeguarding Partnership Board (safeguardingcambspeterborough.org.uk)

Resources for Practitioners

Including tools, risk assessments, briefings, and resource packs

Resources For Practitioners | Cambridgeshire and Peterborough Safeguarding Partnership Board (safeguardingcambspeterborough.org.uk)

Concern Specific Tools / Resources

Child Neglect Tools

• Graded Care Profile Tool http://www.safeguardingcambspeterborough.org.uk/children-board/professionals/child-neglect/
• Safeguarding children from Neglect leaflet for professionals and neglect resource materials / training http://www.safeguardingcambspeterborough.org.uk/children-board/about/resources/

Child Sexual Abuse

• www.nspcc.org.uk/preventing-abuse/keeping-children-safe/underwear-rule/
• Child Sexual Behaviour Assessment Tool | Cambridgeshire and Peterborough Safeguarding Partnership Board (safeguardingcambspeterborough.org.uk)

Self-Harm and Suicide

• Self- Harm and Suicide strategy for schools Supporting Schools and Colleges in responding to suicides in teenagers: A multi-agency guide for practitioners (March 2023) | Cambridgeshire and Peterborough Safeguarding Partnership Board (safeguardingcambspeterborough.org.uk)

Child Exploitation

• Child Exploitation | Cambridgeshire and Peterborough Safeguarding Partnership Board (safeguardingcambspeterborough.org.uk)

Domestic Abuse / Violence

• Domestic Violence Risk Identification Matrix Tool Cambridgeshire County Council DASV Partnership – Children and Young People (cambsdasv.org.uk)

Online Safety and Tools

• Online Abuse and Exploitation | Cambridgeshire and Peterborough Safeguarding Partnership Board (safeguardingcambspeterborough.org.uk)

Child Safeguarding Practice Reviews

• Child Safeguarding Practice Reviews | Cambridgeshire and Peterborough Safeguarding Partnership Board (safeguardingcambspeterborough.org.uk)

Partner Agencies – Do not forget the resources available within your own agency!

Websites

Kooth https://kooth.com/ A confidential online service to support young people with their mental health and emotional wellbeing;

Keep Your Head. http://www.keep-your-head.com/ A hub with links and Apps to help young people cope with the pressures of life. (includes links to Bullying websites)

NSPCC http://nspcc.org.uk – Research fact sheets / resources for working with young people.

https://learning.nspcc.org.uk/research-resources/learning-from-case-reviews/voice-child

Centre 33 http://centre33.org.uk Free, confidential help for those aged 25 and under. Sexual health, family problems, mental health, accommodation, money, benefits.

NYAS (National Youth Advocacy Service) www.nyas.net – Free independent advocacy service for young people (looked after, care leavers and those subject to child protection in Cambridgeshire, and looked after, care leavers only in Peterborough) Helpline 0808 808 1001; help@nyas.net

CAFCASS (National Service – Children and Family Court Advisory and Support Service). https://www.cafcass.gov.uk/grown-ups/professionals/resources-for-professionals/ Supportive materials available to engage with children and young people

Cambridgeshire and Peterborough Domestic Abuse and Domestic Violence Partnership https://www.cambsdasv.org.uk/website

Calm Zone https://www.childline.org.uk/toolbox/calm-zone/

Me First https://www.mefirst.org.uk/

An education and training resource that helps health and social care professionals to develop their knowledge, skills and confidence in communicating with children and young people.

References

Bernard, C., Harris, P., 2018. Serious case reviews: The lived experience of Black children. Child and Family Social Work. Vol 24(2): 256-263. DOI:10.1111/cfs.12610.

Brandon, M., Bailey, S., Belderson, P., Gardner, R., Sidebotham, P., Dodsworth, J., Warren, C., and Black, J., 2009. Understanding Serious Case Reviews and their Impact: A biennial analysis of serious case reviews 2005-07. London: Department for Children, Schools and Families, D bvCSF- RR129.

Brandon, M., Bailey, S., Belderson, P., 2010. Building on the learning from serious case reviews: a two-year analysis of child protection database notifications 2007-2009. London: Department for Education, DFE-RR040.

Brandon, M., Sidebotham, P., Bailey, S., Belderson, P., Hawley, C., Ellis, C., Megson, M., 2012. New learning from serious case reviews: a two-year report for 2009-11. London: Department for Education, DFE-RR226.

Brandon, M., Sidebotham, P., Belderson, P., Cleaver, H., Dickens, J., Garstang, J., Harris, J., Sorensen, P., and Wate, R., 2020. Complexity and challenge: a triennial analysis of SCRs 2014-2017. Final Report. London: Department for Education. University of East Anglia.

Dickens, J., Taylor, T., Garstang, J., Nutmeg, H., Rennolds, N., and Sorensen, P., 2021. Annual Review of LCSPRs and rapid reviews. The Child Safeguarding Practice Review Panel.

Dickens, J., Taylor, J., Cook, L., Cossar, J., Garstang, J., Hallett, N., Molloy, E., Rennolds, N., Rimmer, J., Sorensen, P., and Wate, R., 2022. Learning for the future: final analysis of serious case reviews, 2017 to 2019. London: Department for Education.

Dickens, J., Taylor, J., Cook, L., Cossar, J., Garstang, J., and Rimmer, J., 2022a. Serious case reviews 1998 to 2019: continuities, changes and challenges. London: Department for Education.

Dickens, J., Cook, L., Cossar, J., Okpokiri, C., Taylor, J., and Garstang. J., 2023. Re-envisaging professional curiosity and challenge: Messages for child protection practice from reviews of serious cases in England. Children and Youth Services Review. 152 (2023) 107081. https://doi.org/10.1016/j.childyouth.2023.107081.

HM Government (2023) Working together to safeguard children: A guide to inter-agency working to safeguard and promote the welfare of children. London: Department for Education

Laming, H. (2003) The Victoria Climbié Inquiry. London: HMSO

Munro, E. (2011b). The Munro review of child protection: Final report – a child-centred system. London: Department for Education.

Ofsted (April 2011):The voice of the child :Learning lessons from SCR:A thematic evaluation of SCR from 1 April to 30 September 2010

Sidebotham.P;Brandon.M;Bailey.S;Belderson.P;Dodsworth.J;Garstang.J;Harrison.E;Retzer.A;Sorensen.P;(2016); Pathways to harm, pathways to protection: a triennial analysis of serious case reviews 2011 to 2014. University of Warwick University of East Anglia. Department for Education

(Daniel Pelka: 2013)

https://www.nspcc.org.uk/preventing-abuse/child-protection-system/case-reviews

Cambridgeshire and Peterborough Child Safeguarding Practice Reviews

Child Safeguarding Practice Reviews | Cambridgeshire and Peterborough Safeguarding Partnership Board (safeguardingcambspeterborough.org.uk)