Safeguarding Early Help: An essential guide
Safeguarding Early Help is the principle of understanding and implementing early intervention and providing the right support to children and families before they reach a crisis point. Its framework enables multi-agency professionals to work collaboratively to address concerns and prevent escalation into more complex safeguarding challenges. This guide examines the concept of safeguarding Early Help, discussing its evolution and practical steps for conducting an Early Help Assessment (EHA) as well as the challenges professionals face in delivering these types of services.
Why is safeguarding Early Help important?
In the introduction, we have already explained the main principle of safeguarding Early Help and implementing early intervention. While the terms Early Help and early intervention are often used interchangeably they do have slight differences. Safeguarding Early Help is a more holistic, preventative approach focused on a range of issues to support multi- agency professionals, while early intervention typically refers to professionals addressing specific developmental concerns, such as behavioural problems or learning disabilities in younger children.
Early Help is important as it promotes collaboration between agencies, helping multi-agency professionals to recognise potential risks and offer support without the need for formal intervention. This approach aligns with the updated 2023 Working Together to Safeguard Children guidance, which places greater emphasis on early preventative action. When professionals can identify concerns early, hopefully children and families can receive timely support, reducing the need for crisis intervention.
The Early Help Assessment (EHA)
The Common Assessment Framework (CAF) was initially introduced as a tool to assess the needs of children and families across different services and it aims to create a unified approach to multi-agency collaboration. Over time, the CAF transitioned into a more comprehensive Early Help Assessment (EHA) process, this has become a universal tool used by professionals across various sectors.
The EHA allows for an in-depth analysis of a family’s strengths and weaknesses and it provides a structured framework for professionals to assess a family’s situation and determine what support is needed. It covers the following areas:
- Development of a Baby/Child/Young Person
- Parenting Capacity
- Family and Environmental Factors.
You can explore the different factors within these three areas in the image below:
The EHA process involves:
- Engaging with the family: Building trust is essential. The assessment should begin with a conversation with the family to discuss their concerns and identify areas where support is needed.
- Consent: Importantly, the family must give consent before an EHA can be conducted. This is a statutory requirement, as the process is voluntary and families must agree to engage.
- Identifying key areas of need: This may include challenges related to housing, mental health, education or social care.
- Involving relevant agencies: Multi-agency collaboration is often necessary to provide comprehensive support. A lead professional will typically coordinate the Early Help plan.
- Agreeing on an action plan: Once the assessment is complete, the next step is creating an action plan that outlines the support the family will receive and who is responsible for delivering it.
It’s important to note that the EHA marks the start of providing safeguarding Early Help. In some cases, the initial conversation and engagement with the family during the EHA can be enough to provide the necessary support and further interventions may not be required.
Regional differences in safeguarding Early Help
Legislation which was created after the cases of Victoria Climbié and Peter Connelly have been important in shaping the current safeguarding processes and procedures. These tragedies led to significant reforms, with a focus on ensuring that local authorities provide support before situations become critical.
Although the EHA framework is now widely adopted, there are regional differences in how it is implemented. Understanding the approach in your area is key to navigating the system and ensuring families receive the appropriate support.
Safeguarding Early Help and the threshold of needs
The Working Together to Safeguard Children 2023 legislation sets out a framework that also outlines four levels of need for children with a continuum of help. By assessing and offering services along this continuum, professionals can respond flexibly to varying needs. It also acknowledges that, regardless of complexity, universal services like education and health will always be provided alongside specialist support. Local authorities provide guidance on their thresholds for intervention and many use a ‘windscreen’ diagram to show how this works. A typical example is shown below:
Who may benefit from safeguarding Early Help?
While Early Help can be offered to any family facing difficulties, certain signs may indicate a child or family could particularly benefit from this early intervention. Indicators include:
- Children exhibiting challenging behaviour or at risk of exclusion from school.
- Parents struggling with parenting challenges or relationships.
- Children at risk of exploitation, including online exploitation or involvement in criminal activity.
- Mental health concerns in children or parents.
- The family has housing instability or financial problems.
- Children with special educational needs or disabilities.
Recognising these signs early is essential in making timely referrals for safeguarding Early Help services. The sooner support is provided, the better the chances of preventing further harm.
Challenges in providing safeguarding Early Help
While Early Help is a valuable framework for safeguarding, professionals often face challenges in delivering these services effectively. Some of the common challenges include:
- Limited resources: Budget cuts and staff shortages can hinder the ability to offer timely support.
- Lack of awareness or reluctance to engage: Families may be hesitant to seek help, fearing judgment or stigma. Building trust and communicating the benefits of safeguarding Early Help are essential.
- Inconsistent implementation across regions: Local authorities may have different thresholds and processes for Early Help, creating disparities in service provision.
Conclusion
Early Help is an essential part of safeguarding, offering the opportunity to intervene early and provide families with the support they need before challenges escalate. By understanding the safeguarding Early Help framework, recognising the signs of need and engaging in the EHA process, professionals can play a pivotal role in improving outcomes for children and families.
Resources
GOV.UK – Supporting Families: Early Help System guide
GOV.UK – Working together to safeguard children
GOV.UK – Early help – concepts, policy directions and multi-agency perspectives
Early Intervention Foundation – Why early intervention matters
Local safeguarding partners – Who are the three safeguarding partners?
NI Department of Health – Understanding the Needs of Children in Northern Ireland (UNOCINI) framework
Scottish Government – Getting it Right for Every Child (GIRFEC) guidance
Welsh Government – Families First guidance
Interested in our safeguarding training?
Some of our key online safeguarding courses, such as our online Safeguarding Children course, outlines the key principles of safeguarding Early Help, providing guidance on how to identify, assess and assist vulnerable individuals with early intervention within any professional role.
Contact our friendly customer support team if you need assistance in discussing your safeguarding training options.
Meet one of our safeguarding experts and author of this article
Anna Bowden is a key member of our in-house safeguarding training team. She has had an extensive career in education and leadership, with a wealth of knowledge gained through her work in schools, most recently as Head of School.
Her experience in education has given her expert understanding of safeguarding practices and a commitment to ensuring the safety and well-being of pupils. In addition, her specialist knowledge, gained through hands-on experience, enables her to write high-quality content and deliver outstanding training that is learner-focused and informed by practical case studies.