Engaging in simple practical helpful actions can be transformative • The individual receives tailored and flexible support that meets their needs and is matched to their capacity to act • The individual experiences a seamless transition from touch point interactions to, where appropriate, working with more specialist services on issues at the core of experienced challenges • Professionals and support workers have a wide knowledge base, supported by learning on the job, the sharing of best practice, and good relationships between services Following a presentation by the Anchor Project, the following points were raised during discussion: • This is a good example of what the Christie Commission envisaged in action • Recognising the value and work of support workers is so important – sometimes the person with the statutory duty isn’t best placed to act • Statutory duties are sometimes seen as having most to offer, but we can also see impact through the de-escalation of crisis • Crisis has a huge price tag in terms of outcomes for individuals, not just in terms of resource and hours • Sometimes families haven’t had positive relationships with schools or parents didn’t have a good relationship when they were at school so it can be difficult to empower head teachers to change that • There is PEF (Pupil Equity Funding) available in some schools, but it can be difficult for head teachers to know how to approach families • There are political issues with state intervention in family life and this is not always straightforward • In order to get it right for every child (GIRFEC) the family role must be recognised, supporting families before they reach crisis point • This work would help a named person to identify need • GIREC is the right approach, but staff – especially in universal services – do not always have capacity to deliver.