This review considers three young people, two of whom were fatally injured with the third suffering serious injuries, following two separate knife crime incidents. The incidents took place in July 2020 and November 2020. Learning includes: the importance of earlier multi-agency intervention; the importance of understanding the impact of earlier life experiences, trauma and loss; the importance of sharing accurate information and ensuring prompt multi-agency responses, utilising critical moments more effectively and completing assessments and convening planning meetings in a more timely fashion; accurate and timely information sharing within and between schools; and holistic and creative planning to ensure that young people remain in education. Recommendations include: promote the use of the National Referral Mechanism and review its effectiveness for vulnerable children in relation to safeguarding from criminal exploitation; the partnership should be assured by school leaders that arrangements regarding fixed term and permanent exclusions consider issues of vulnerability or risk of harm; and be assured that effective quality assurance systems are in place which ensure that records accurately reflect the correct spellings of names, dates of birth, addresses and family details.
      
 Title:  Thematic local child safeguarding practice review – Child N, YK and B. LSCB: Manchester Safeguarding Partnership and Trafford Strategic Safeguarding Partnership Author: Manchester Safeguarding Partnership and Trafford Strategic Safeguarding Partnership Date of publication: 2023  This case review report was deposited by the publishing LSCB(s) with the national SCR repository, a partnership between the Association of Independent LSCB Chairs and the NSPCC.  This report is available online via the NSPCC Library Catalogue. Copyright of this report remains with the publishing LSCB(s) listed above.                           THEMATIC LOCAL CHILD SAFEGUARDING PRACTICE REVIEW - CHILD N, YK AND B FEBRUARY 2023        Contents 1. INTRODUCTION, SCOPE OF REVIEW AND METHODOLOGY ............................................. 2 2. BACKGROUND .................................................................................................................. 4 3. THEMATIC ANALYSIS ........................................................................................................ 6 3.1 The Importance of Early Help .................................................................................... 6 3.2 The Importance of Trauma Informed Practice ........................................................... 9 3.3 The Timeliness of Intervention ................................................................................ 11 3.4 The Quality of Multi Agency Assessment and Planning ........................................... 14 3.5 The Critical Nature of Education and the Impact of Exclusions ................................ 16 3.6 The Factors that Increase and Reduce Vulnerability ................................................ 19 4. SUMMARY ...................................................................................................................... 24 5. RECOMMENDATIONS ..................................................................................................... 26 APPENDIX 1 – CHILD S .............................................................................................................. 27 APPENDIX 2 .............................................................................................................................. 27     Manchester and Trafford Child Safeguarding Practice Review  1. Introduction, Scope of Review and Methodology   1.1 This review considers three young people, two of whom were fatally injured with the third suffering serious injuries, following two separate knife crime incidents.  Manchester Safeguarding Partnership subsequently commissioned a separate learning review following the death of another young person due to serious youth violence and the additional learning from that review is included at Appendix 1.   1.2 The review explores the young people’s journey through services, how their needs were identified and responded to and how effective the interventions were. It considers whether young people in need of protection from knife crime receive appropriate and effective interventions in a timely manner and whether services were sufficient and in line with both individual and multi agency practice standards.   1.3 A literature review has also been provided at Appendix 2, which considers national and local reviews, current research and which provide a benchmark against which to assess both strategic priorities and the quality of practice.  1.4 The review considers the adequacy of service provision for all three young people with particular reference to the key themes of early help, the timeliness of intervention, education, school exclusions and the availability of additional support.  Consideration is also given to the impact of the Covid-19 pandemic on the quality of the interventions with the young people.  1.5 The review also draws on individual reports provided by service leads and the contributions of practitioners, managers, officers, teachers, health professionals, school nurses, senior leaders and case workers who attended a Practice Event on the 15/7/21. Consideration is given to already existing initiatives in Greater Manchester focussing on good practice and how effective this has been.  1.6 Family members and the surviving young person have been interviewed and have shared in detail their views and perspectives. This has provided a rich source of information regarding their sons and brothers and what may have made a difference. All have expressed a wish that this review improves the quality of services for young people. It is a contribution that I am deeply appreciative of.  1.7 N was a young male of 16 years of Somalian heritage who received fatal knife wound injuries in July 2020.   1.8 YK is a young male aged 17 years and of dual heritage who received significant injuries on the same date. The circumstances involving N and YK was a single related event, however the two young people involved resided in separate Greater Manchester Local Authority Areas.  1.9 B was a young male of Portuguese and Nigerian heritage who received a fatal knife wound in November 2020. He was 16 years old at the time. The incident involving B was unrelated to N and YK although B resided in Greater Manchester at the time of his death.     2. Background  2.1 Child N was a young male of Somalian heritage of 16 years and was described by his sister as a bright, charismatic and engaging young man who had been a loved and valued member of his family.  He had high aspirations at school and had a sharp sense of humour, often being described as funny and playful. He had a wide circle of friends and enjoyed video games. Child N resided in Manchester, part of the Greater Manchester area.  2.2 Child B was a young male of dual heritage of 16 years who came to live in the United Kingdom with his family when he was 7 years old. He was described as talented lyricist who loved music. He had high aspirations at school being described as bright and engaging and had expressed a desire for a career in medicine. Child B also resided in Manchester  2.3 Child YK is a young male aged 17 years of dual heritage. His family described him as outgoing and engaging, loved by his family and like many teenagers was at times more influenced by his peers than his family. He loves music and has had an interest in cars and mechanics. Child YK resided in Trafford, also part of the Greater Manchester area.  2.4 It was important for the review to understand the background and experiences of these children in order to consider if there were similarities that could inform the learning for agencies and that could improve safeguarding responses.  2.5 It was critical that the specific experience of young black males was recognised as being of particular importance. This is the lens that has been applied throughout this review as agency responses have been analysed and has informed the recommendations made. It would be a disservice to the families not to recognise that ethnicity and identity play a crucial role in how children experience the world, how they are perceived and how they receive services which are designed to help and protect them.  2.6 It has also been helpful to identify a number of other factors that they share, that have informed the analysis in the report. Some of these are not surprising and reflect the national understanding that should act as triggers for agencies in considering the risks of exploitation and violence that a child may be facing and inform their plan to safeguard them. For these children these are identified as  • Experience of domestic violence and abuse.  • Difficulties within secondary school, sometimes as result of known factors such as speech and language difficulties, exclusions, a sense of being ‘let down’ and consequently declining attendance and commitment.  • Associations with others involved in criminality, including drugs, the use of knives and the risk of exploitation.  • Episodes of being missing from home   2.7 It is also important to recognise that all these children were loved and supported by their families; were known to statutory agencies and had lived through the difficulties and limitations that the covid-19 pandemic presented to teenagers, impacting on their lives and relationships.    3. Thematic analysis  In examining the narratives, chronologies and background histories of all three young people there were a number of interrelated thematic areas which were agreed as areas for further analysis. These were key themes explored at the Practice Event on the 15/7/21, namely;  • The importance of early help • The importance of ‘trauma informed’ practice • The timeliness of intervention • The quality of multi-agency assessment and planning • The critical nature of education and the impact of exclusions • The factors that increase and reduce vulnerability   3.1 The Importance of Early Help  3.1.1 For all three young people there were issues that related to early help and support. For N there were seven presentations at Accident and Emergency between 2004 and 2019 with three occasions being due to injuries. Whilst there was not information to suggest either compromised or neglectful parenting, there was certainly one instance in 2019 when N attended hospital with an injury to the jaw. Whilst he did not wait to be seen, this may have provided an opportunity to explore whether the injury was related to an assault and whether further support could have been provided.   3.1.2 B had been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) before he reached 7 years of age when the family were living in Germany. As referenced earlier a referral to CAMHS was made in April 2016 and the family were offered an appointment in June of the same year However, B was not brought to the appointment and was subsequently discharged from the service.   3.1.3 This suggested a level of vulnerability related to B’s mental health and emotional well being particularly as his behaviours in school then escalated during 2019-20. This included making violent threats, intimidation and on one occasion, a class was dismissed to ensure their safety. It was also noted that B would often ‘lose his temper’ during sports competitions and display aggressive behaviour towards staff and opposing teams. Information from school as early as 2016 referenced physical assaults against his peers and threatening behaviour towards staff, which were described as ‘reckless and dangerous’. Conversely, B had received awards for positive behaviour and was described by staff members as ‘mature and sensitive, having a lovely side to him’.    3.1.4 Missed appointments are a feature for all three young people during their earlier years which suggested the need for greater ‘professional curiosity’ and a more tenacious approach to the issue of ‘non engagement’. Expected practice, now in line with both local authorities’ Missed Appointments Policy, would be to review the impact on the child’s health and well-being of non-attendance at appointments.  3.1.5 Regarding concerns that B had been involved in anti-social and gang related activity whilst at school, it is recognised that both schools which B attended did provide pastoral support for him, although this could have included wider and earlier multi-agency intervention with partner agencies, particularly given the significant issues with challenging behaviours, aggression and possible gang affiliation.  3.1.6 YK had been diagnosed with a ‘stammer’/speech dysfluency during childhood, which had deteriorated since he was 8 yrs old. There is also a lack of evidence in the Child Health Record regarding the School Nursing Service liaising with either the GP or the school to understand the impact that speech dysfluency was having on his learning or experience which would have evidenced more robust joint working. It was noted that YK had also missed his 2 year developmental assessment, which may have been an opportunity to intervene earlier regarding speech and language issues. YK was not referred to the service until the age of 8 years, suggesting that the issue had been identified far later than necessary.    3.1.7 The repeated missed appointments also suggested some level of family vulnerability, which may have been related to compromised parenting, however this was not explored. YK’s mother reported that his ‘stammer’ had significantly affected his confidence, particularly during year 7, but that ‘he just learned to deal with it’.  YK was also noted as having moderate learning difficulties at primary school. However, this was not recorded at secondary school with the matter remaining unaddressed.  3.1.8 These are critical issues as the literature has identified that the prevalence of Learning Disability and Learning Difficulty in the offending population is 23-32%, compared to a general population prevalence of 2-4% and that 60-90% of young people who offend have speech, language and communication needs. Research also suggests that negative social consequences can begin early for children who stammer, including being perceived negatively by their non-stammering peers. They may be more susceptible to bullying and may have more difficulty in establishing friendships. Communication anxieties are significantly higher in children who stammer and this often increases with age. Many individuals with either a moderate or severe stammer also perceive it as a barrier to effective communication and therefore as a negative life event, which increases a sense of powerlessness  3.1.9 In addition, during April 2008, when YK was 5 years old, he witnessed a domestic abuse incident at the family home. It is recorded that YK’s estranged father attempted to assault his mother with a phone and was verbally abusive towards her. Records also indicate that between 2006 and 2008 YK was identified as a child linked to 4 domestic abuse incidents between his parents, although it is unclear as to what interventions or services were offered at the time. This may well have been a factor which impacted on YK’s language and communication skills, creating further anxiety and possibly contributing towards a poor self-concept and a greater sense of powerlessness and emotional distress.  Similarly, there is information which suggests that B may have been exposed to violence in the home and research literature points to the links between exposure to violence growing up and the risks of violent behaviour as an older child or adult.  3.1.10 YK’s father had historical criminality recorded against them. YK’s mother was a victim of Domestic Abuse. YK along with his mother and siblings were residing with YK’s maternal grandmother for a period of time. These factors were areas of vulnerability which may have warranted an Early Help Plan. As the research acknowledged, ongoing parental acrimony can have a corrosive effect on self worth, identity and efficacy and exposure to criminal activity can profoundly influence behaviour and choices in later life.  3.1.11 Whilst joint initiatives between Police and CSC was a positive example of partnership working, with young people who had been in receipt of threats to life receiving joint home visits by Police and Children’s Services, there was less of a cohesive strategy for these young people who were seen as peripheral or nominal. This links to the importance of earlier multi-agency intervention which could be informed by the involvement of Police School Engagement Officers (PSEOs) in respect of information sharing with schools, so as not to miss earlier opportunities to intervene  3.1.12 However, current initiatives include a community led programme where six of the most ‘in need’ communities have been identified and are now receiving support from the wider GM partnership to develop the building of stronger community links with the Police in order to reduce violence.  3.1.13 Manchester Local Authority also continues to commission Elklan training for school staff from speech and language therapy services.  This ensures that there is at least one member of staff in each school who is trained and skilled at identifying and meeting the communication needs of pupils.  Encouragingly, most schools in Manchester now have trained members of staff and termly communication networks assist professionals in maintaining skills, sharing best practice and new resources. In the recent SEND joint area inspection, inspectors found: ‘SENCo’s have received training that has improved their ability to identify and support children’s emerging speech, language and communication needs. Referrals to therapy services are then triaged and, where accepted, either signposted for urgent attention or placed on the general waiting list for assessment. This makes it easier for families and professionals to get the support they need.’      3.2 The Importance of Trauma Informed Practice  3.2.1 Research into Adverse Childhood Experiences (ACEs) suggests people who experience four or more ACEs are around seven times more likely to perpetrate violence as an adult. The Early Intervention Foundation suggests that 10% of the population have experienced 4 or more ACEs. In the past 5 years, Barnardos frontline staff have reported increasing cases of children with complex vulnerabilities, including experiences of early trauma, neglect, criminal exploitation and gang violence (Overcoming Poverty of Hope: Barnardos (2019)).  3.2.2 For all three young people there were issues that related to traumatic earlier life events and these have been described above. It is therefore critical that practitioners are able to emotionally connect with young people and family members using relational and attachment based interviewing techniques which facilitate change, create possibility and raise aspiration. The absence of trusted relationships characterised by consistency and integrity is a critical factor for practice and is repeatedly referenced by young people in both local and national research.  This is a key theme consistently cited in reviews of failures around child exploitation and abuse (Early Intervention Foundation, 2018).  3.2.3 The conversation between practitioner and young person is at the core of practice and the essential tool for the formation of a relationship within which change can take place. The healing power of such relationships is also recognised in research which notes; ‘through just one relationship with an understanding other, trauma can be transformed and its effects neutralised’ (Fosha 2003). It is critical for practitioners to lay emphasis on the centrality of relationship skills in promoting social change, problem solving and facilitating empowerment which enhances well being. In that sense ‘relationship competence’ is an integral component of a trauma informed response, with practitioners being able to develop emotionally intelligent styles of interviewing and empathic responses to the key elements of attachment and loss. This therefore demands that organisations create the capacity and space to develop these complex skill sets for key practitioners.   3.2.4 Brandon’s (2000) study of over 100 children who had suffered significant harm found that there was a clear link between the quality of the worker’s relationship and the comprehensiveness of assessment information. In particular, information about material such as trauma, loss or substance misuse is significantly influenced by the degree to which the assessor is empathic and non-judgmental. Insensitive assessment practices can result in a failure to elicit crucial aspects of the details and meaning of the young person’s story, leading to inadequate plans, reduced user commitment and ineffective services. Motivational or attachment based interviewing can therefore be crucial tools in the practitioner’s repertoire. It is also encouraging to note that research is currently being undertaken by Manchester Metropolitan University, examining the links between Adverse Experiences in Childhood and serious youth violence.   3.2.5 In that sense the importance of listening to children, identifying who has the trusted relationship and utilising ‘the critical moment’ are critical considerations. The analysis identified ‘critical moments’ as times when a ‘decisive response can make a difference to a child’s long-term outcome’. Critical moments allow all professionals, particularly Police Officers, at the point of first contact, to make a positive contribution to the life of a young person, ‘perhaps by getting them support, being a listening and empathetic ear, understanding more about what is happening for them and making them safer’ (Child Safeguarding Practice Review Panel: March 2020).  3.2.6 The importance of understanding the impact of earlier life experiences, trauma and loss cannot be underestimated. Both N and B spent a year abroad in Somalia and Nigeria and very little is known regarding their experiences when there. It would have been important to understand the impact that this had on family and peer relationships, attachment, loss and re-integration back into home and school life in the UK. N’s sister described him as ‘not fitting in’ when he was in Somalia and that he had attended a number of private schools whilst there. Very little was known regarding N’s father and YK’s mother described his father as ‘struggling with his mental health’, with both YK and his father finding it difficult to communicate with each other. YK had also spent time with his maternal grandmother and there were concerns that his father parents had been involved in criminal behaviour. However, it is not clear what this related to, or how it had impacted on YK when he was younger. Similarly, very little is known about B’s father, B’s relationship with him or how the dynamics in the family home were impacting on his behaviour. Again, Brandon et al (2000) argue that; ‘insufficient attention has been paid to the many dimensions of biography and that such an understanding could lead to differential patterns of intervention’. This has some resonance with Bernard and Harris’ (2019) research which analysed 14 reviews involving Black children and found that even when children were old enough to contribute, their stories and voices were often overlooked.   3.2.7 Positively, a Mentoring Schemes in both Greater Manchester authorities, which addresses the issue of cultural congruence during interventions, has had a positive and significant impact with over forty young people having been referred to the scheme  3.2.8 GMP has also commenced a programme of education to provide all front line officers with the skills to recognise the effects of trauma caused by Adverse Childhood Experiences. The Making a Difference App also provides Police officers with access to a directory of local services to support victims and offenders.    3.3 The Timeliness of Intervention  3.3.1 As referenced earlier, the literature points to the importance of listening to children, identifying who has the trusted relationship and providing trauma informed empathic interventions. However, this must be in the context of timely responses. These are the ‘critical moments’ noted above and organisations must be agile and flexible enough to respond immediately to the critical moment, when the child is more likely to be open to change. This is referred to in the literature (The Child Safeguarding Practice Review Panel, 2020, 8.6).   3.3.2 For N, there were a number of junctures which may have provided greater opportunities for engagement. These included being taken home in March 2019 following concerns that he was associating with older males who were carrying knives, a ‘safe and well’ check undertaken in April 2019 and an incident on the 3 September 2019, following an anonymous referral when N was ‘attached’ to the care plan for an arrested male and when no further enquiries were made. Following an assault on the Police Officer in June 2019, which resulted in a comprehensive referral being made to Children’s Social Care, N was not visited until over nine weeks later and even then was not seen. The Child and Family Assessment was not completed until October 2019 and a multi-agency Child in Need (CIN) Meeting did not take place until November. The period of time between the date of the incident and the first multi-agency meeting was therefore over 5 months.   3.3.3 Agency requirements also specify that a young person must be seen within 5 days of initial allocation. There were 16 weeks from initial allocation to the completion of the first Child and Family Assessment despite agency standards prescribing a timescale of no more than 35 working days. It was then a further 8 weeks until the first CIN Meeting despite an agency requirement that the first CIN Meeting be held within 20 working days of a referral.   3.3.4 N’s arrest for possession with intent to supply (PWITS) in January 2020 may also have been an opportunity to refer him to the National Referral Mechanism (NRM) due to concerns in relation to exploitation which was linked to the holding and selling of drugs on behalf of another.  3.3.5 For B, there was information regarding challenging behaviour at school from as early as 2016, including concerns in respect of gang related activity, violent threats and at least one instance when a class had to be dismissed for their safety. This resulted in ‘trigger point’ meetings and a decline in his attendance during 2019/20. Following the incident in February 2020 when B was arrested following a male receiving a stab wound, a timely and comprehensive assessment was completed which was in line with agency standards. However, following B being arrested in August 2020 following a report by an adult female that a group of males had confronted her and threatened to murder her son, the information was not shared with partner agencies until the 25/9/20. In addition and within this time period, on the 25/8/20, Police were called to a disturbance at the family home which resulted in B being placed in handcuffs and detained, although this incident was not shared with partner agencies until the delayed strategy meeting.  3.3.6 For YK, there were a number of critical junctures. These included being linked to a robbery in December 2018 and being stopped in Manchester City Centre during May 2019 in the company of a male in possession of a knife. Of particular concern however was the incident in February 2020, when YK was arrested for possession of drugs and an offensive weapon. Whilst both Youth Justice and the Emergency Duty Team were informed, no interventions were provided due to YK’s information being merged with another young person’s records with similar identifying details. This was a critical missed opportunity which was only identified after the incident when YK was injured in July 2020.  3.3.7 Systemic theory literature provides the concept of the ‘critical moment which changes social worlds’. It is when the words used at a particular critical moment can have a powerful influence on the direction taken after the conversation has ended. It is the idea of the ‘teachable moment’.  ‘As agencies, we need to find ways of being flexible and responsive enough to be ready to engage in those moments in real time. Days after the event might be too late. Services have to be constructed to be nimble enough to respond in the right moment, in the crisis’ (The Child Safeguarding Practice Review Panel, 2020, 8.6)  3.3.8 These issues have been recognised within Greater Manchester. Arrangements such as the GM Hospital Navigator programme. This has been commissioned by the Greater Manchester Violence Reduction Unit (GMVRU) and seeks to intervene at the critical or ‘teachable’ moment. The project, within four GM hospitals, focuses on areas which have seen some of the highest levels of youth violence and has so far provided support to 125 young people, more than a quarter of whom had suffered knife wounds.  3.3.9 Again, this draws on the principles embedded in initiatives such as the ‘Engage’ Project in Camden which offers a child-centred and child-friendly service at the point at which a child has been arrested. As a child often remains in custody for 10 to 12 hours, a worker is available to meet with the child, complete an assessment and use it to develop a working relationship with the family, often via a Family Group Conference. Nearly all the children involved in Engage agreed to early help or another intervention and over a third of the families engaged in a family plan of intervention (The Child Safeguarding Practice Review Panel: 2020).   3.3.10 Other national initiatives continue to be developed in Greater Manchester and to influence practice although there is a need to consider initiatives such as the ‘golden hour’ approach when a child enters custody. Officers immediately make contact with the relevant Local Authority or Multi-Agency Safeguarding Hub (MASH) that the child resides in, within the hour. The contact with the Local Authority within the first hour enables ‘real time’ information sharing and enables both Police and Social Care to have all relevant information at hand to help inform decisions and next steps. Information received from social care can also support with safeguarding the child in custody and also helps better inform ‘pre-release’ risk assessments (Vulnerability, Knowledge and Practice Programme (VKPP): July 2020).   3.3.11 GMP has also instigated the Prosecution, Prevention, Intervention, Education, and Diversion (PPIED) processes which is being implemented across the county.  This involves a multi-agency response to all young people who come to police attention with the aim of providing bespoke support to the young people and their families to prevent an escalation of violence.   3.3.12 For practitioners the issue is one of timeliness and the importance of sharing accurate information and ensuring prompt multi-agency responses, utilising critical moments more effectively and completing assessments and convening planning meetings in a more timely fashion.    3.4 The Quality of Multi Agency Assessment and Planning  3.4.1 The section in respect of Early Help references a number of issues related to more effective multi agency planning particularly with respect to schools. This was a particular feature for one of the two Manchester children. In terms of the quality of assessment and planning there are a number of elements which merit further consideration and which related to the interface between the Complex Safeguarding Hub (CSH) and the Court and Locality (Central) Team (CLT) in Manchester. It must be noted that interventions with N and B were provided by Manchester Children’s Services.  3.4.2 During the period of Children’s Services involvement from Manchester, N had two Social Workers, the first from the Duty and Assessment Service between June 2019 and December 2019. N was then transferred to a Social Worker within the CLT who retained case responsibility from December 2019 until April 2020 when the case was closed. In addition, a practitioner from the CSH had involvement from July 2019 to April 2020, when the matter was closed to the CSH. However, it was noted that the CLT had an underdeveloped understanding of family dynamics as the CSH worker had greater face to face contact with N than the CLT Social Worker and there was lack of connectivity between the CSH Plan and the CLT Plan. This was compounded by separate supervision sessions which reinforced silo working, a narrow perspective and a less holistic overview.  3.4.3 The CSH was also viewed as the key professional element, which contributed to a ‘stepping back’ by the CLT. This is reflected in the visiting patterns of the Social Workers. In the ten months that N was open to Children’s Services he was seen by a CLT Social Worker on just five occasions. The quality of the visits is variable and the impact of any interventions is not evident. As referenced earlier, investment in relationship building, using attachment based or motivational interviewing to build trust and collaborative interventions is critical. There was also no analysis of family dynamics to understand the lived experience of N in the context of his family or community, nor was a Family Group Conference considered, which may have identified further support from extended family or the wider Somali community.   3.4.4 Whilst it was reported that N was difficult to engage with, particularly from a Social Work perspective, this did not result in further endeavours or a more tenacious approach to relationship building. The belief that N was unreceptive to interventions combined with a low level of professional curiosity resulted in a superficial understanding of his lived experiences, his family and community context, his anxieties about his circumstances or his beliefs about himself. In that sense it is of critical importance that professional tenacity and curiosity drives and informs effective planning with clarity of role for relevant agencies and measurable outcomes. This element can also have a cultural dynamic, as in for instance Somali culture, where a service needs to be offered a number of times before it is accepted as genuine and authentic.   3.4.5 It must also be recognised that staffing issues within the service in Manchester were at the time particularly challenging. In the Duty and Assessment Teams, vacancy rates contributed to cases remaining in this part of the service for longer periods, which then impacted on work load management. Staffing issues were also an issue for the CLTs and out of 48 full time social work posts, there were only 29 at the time, equating to 60% capacity. This therefore impacted on the ability of the CLT to work collaboratively with other parts of the service, such as the CSH.  3.4.6 Whilst the CSH undertook two complex safeguarding assessments which were detailed and comprehensive, this information did not translate into the Child and Family Assessments undertaken by the CLT or N’s Child in Need (CIN) Plan. This consisted of actions which were both vague and non specific, including that N was to just ‘work with’ the CSH worker and the Youth Justice worker. As these elements did not change throughout the period of CIN planning, this questions the effectiveness of the mechanism for review, evaluation and risk assessment and therefore the overall quality of the CIN Meetings and planning. Whilst CIN Meetings were eventually held on a monthly basis, this did not result in a more developed and effective plan. Neither the Police nor the CSH Social Worker were invited to attend monthly meetings and the Growth Company, where N was pursuing a vocational course, reported that they were unaware of the support plan for him. This inhibited a wider understanding of N’s circumstances and resulted in an incomplete overview of his needs and a fragmented perspective regarding risk. Importantly, N was considered primarily as a perpetrator of suspected criminal activity rather than a child who was being groomed. The language used is one of ‘choices’ rather than an analysis of power due to the coercive relationships that N was enmeshed in.  3.4.7 Whilst these issues indicate a lack of coherence and focus within and between agencies, it must be recognised that positive work has been ongoing in Manchester regarding more effective coherence between the CSH, the CLTs and Youth Justice.   3.4.8 However, for YK, the missed opportunity for assessment and intervention by Trafford Children’s Services, due to wholly inaccurate records, was a critical omission. This has however been addressed by positive developments in Trafford which have brought together the Complex Safeguarding Team (SHINE), Missing from Home (MFH) Services and Youth Justice as part of a significant service redesign reporting to a single Head of Service. This has improved information sharing, organisational agility and ensured more effective responsiveness. For B and as referenced earlier the quality of multi-agency response, assessment and planning, following the incident in February 2020 was timely, of good quality, in line with agency practice standards and included the young person’s views. However, information was not shared with the relevant sixth form college in September 2020, which was a significant omission given the seriousness of the incident in February. In this respect the transition of safeguarding records between schools are critical to ensure appropriate support, informed intervention and more effective oversight.    3.5 The Critical Nature of Education and the Impact of Exclusions  3.5.1 There is a lack of information regarding the year that N spent in Somalia, what experiences or trauma he may have been exposed to and a lack of clarity regarding precisely why N had travelled there, particularly as a concern had been expressed that this was either for ‘punishment or correction’. Academic ‘catch up’ may well have been an issue for N and it is unclear what pastoral support was considered on his return. N (like B) was out of education from the spring of his final year and this lack of visibility was compounded by the Covid 19 restrictions that came into play from March 2020. Whilst N was supported in his education placement at the Growth Company, particularly by his Youth Justice Worker, he struggled to maintain consistent attendance and there was some decline in motivation, particularly after March 2020. The early impact of the pandemic and the period of lockdown when the placement was closed also had a detrimental effect on N’s connectedness with the course. Whilst attempts were made to secure alternative provision, this will have increased his sense of disconnect and isolation. The impact of ‘lockdown’ has been referenced by a number of schools, particularly in respect of reduced pupil visibility, lack of connectedness, greater isolation and alienation, the availability of support services and the ability to implement behaviour management strategies, such as ‘managed moves’.   3.5.2 Following his year in Somalia, N returned to an academy for Year 10 but this did not take place until November 2017, due to an admissions related delay. During Year 11, N was educated off site for 105 days out of 190 and received 20 days of fixed term exclusions due to behavioural issues. Whilst the academy ensured that N progressed to post-16 study with the Growth Company, it is recorded that he stopped attending and was removed from the course shortly before his death in July 2020.  3.5.3 N’s sister believed that his exclusions were for relatively low-level behaviours, recalling that he had ‘sworn at a teacher, slammed doors, and thrown ‘something’ on the floor’. This was 5-6 months before his GCSEs and he was consequently placed in alternative provision. As his sister reported, ‘this had no structure or consistency…it was at this point that his aspirations dipped. He had ‘nothing to look forward to… All of us have achieved educationally and we are not a typical criminal family. It then became harder for mum to control him, mum would give him ‘such a telling off’… we were all on his back’, when at school he would stay in, when in the alternative provision he would go out... 3 days in school, 4 days doing nothing… whilst all his old friends were working towards their GCSEs’  3.5.4 Similarly, during the school year 2017/18, B attended a college in Nigeria and on his return enrolled at an academy in Manchester. However, records indicate that transition information was not requested from his primary school. B reported to his Social Worker that he was angry and felt let down by the school, particularly as he had missed his mock examinations and that his involvement with the Police was based solely on ‘word of mouth’.  He expressed his frustrations trying to keep up to date with his school work, which was on-line due to his bail conditions. B also reported that he was anxious about his future opportunities and had been refused entry to one college due to an ongoing criminal investigation.    3.5.5 As referenced earlier, the research literature extends the idea of the ‘critical moment’ to include the point at which young people are injured or excluded from school and notes that exclusion from mainstream school is a significant trigger point for risk of serious harm. N’s sister spoke of her brother’s feelings of rejection, the severing of friendships and a greater sense of isolation, expressing concerns regarding the loss of peers who might have had a positive influence. There was also a concern that attendance at a Pupil Referral Unit would lead to negative behaviours being reinforced. The National Child Safeguarding Practice Review (2020) notes; ‘we cannot emphasise strongly enough the learning from this review about the impact on children of exclusion from mainstream school. Leaders of local safeguarding agencies and head teachers must work together to ensure an immediate response in providing suitable full-time education each week. This is vital in preventing the escalation of risk of harm’.    3.5.6 There are a number of examples of pro-active and positive practice involving schools in both Manchester and Trafford. These include collaborative work with Greater Manchester Police to support a greater awareness of knife crime, including the No More Knives initiative, the Knife Crime Protocol, stronger multi-agency collaboration, including visiting schools and colleges and an emphasis on stronger pastoral support for all the schools referenced in this review. Curriculum time is also provided, which is dedicated to supporting young people with knife crime education.  Whilst the No More Knives Initiative is relatively recent, the Community Safety Partnership has commissioned awareness sessions, facilitated by the Manchester Safeguarding in Education Team, which has been in place for 5 years.  The Complex Safeguarding Hub (CSH) has also supported targeted schools and colleges via mapping activity and training to address issues relating to exploitation and knife crime. Whilst the GMVRU has commissioned activity regarding knife education at a small number of selected settings the impact of this has yet to be evaluated.  3.5.7 GMP has also deployed 20 new Schools Engagement Officers (SEOs) across the region as a targeted resource to support schools in challenging circumstances. The aim of the SEO is to build positive relationships and trust with students and to influence students towards more a positive community orientation. Manchester has 4 officers out of the 20.  3.5.8 The Manchester Inclusion Strategy also emphasises a holistic cross partnership approach to prevent exclusion and to support children and young people to thrive. Manchester City Council, in collaboration with partners, including schools and colleges has produced guidance in respect of managing concerns for young people who carry knives and weapons which identify risk factors and the support which is available. This was developed in response to the GMVRU knife protocol and provides a rich evidence based resource for educational establishments.   3.5.9 The Team around the School is a positive example of a multi-agency strategic approach which has been effective in supporting schools with complex safeguarding issues. Manchester’s Thrive in Education offer for children and young people, regarding well-being and mental health and introduced in September 2020 for all schools and colleges, provides a source of early help and support.  3.5.10 The effectiveness of these initiatives is currently being evaluated by Manchester Metropolitan University and the evaluations will be available during 2022. This is part of a wider strategic endeavour which aims to build a longer term public health approach to youth violence and knife crime in accordance with national policy and research.  3.5.11 In Trafford, schools have also adopted the ‘Knife Crime Protocol’ leading to a reduction in exclusions and a package of multi-agency support for young people found in possession of a knife in school. In addition the Serious Youth Violence Fund has sponsored 3 full time mentors working with over 50 young people, since March 2020, who were at risk of involvement in knife crime. The mentoring has seen no offending or a reduction in offending for the majority of young people on the programme. However, it must be noted that YK was not identified as a Trafford Young Person otherwise it is likely that a referral would have been made. The Serious Youth Violence Fund has also supported detached Youth Work, targeted at areas where there are a disproportionate number of young people not in employment, education or training (NEET) and based on community and police intelligence. This has been delivered by the Councils Street Talk Team and a number of partners working together. The extended role of the Virtual Hub has also provided enhanced scrutiny regarding exclusions.   3.5.12 However, further work needs to take place to ensure the timely transition of safeguarding records and the sharing of information between educational establishments so risks can be identified and mitigated against, and support can be provided in a timely manner. This includes concerns from siblings who may attend other schools and is crucial in ensuring effective and informed ‘managed moves’. Designated Safeguarding Lead (DSL) networks are continuing to address these issues, including sessions in respect of ‘whole family’ approaches, transitions and information sharing. Transition guidance, critical incident management and risk assessment guidance has been refreshed with best practice and the GMVRU Knife Protocol Guidance has been shared with schools and colleges to ensure alignment with local priorities. However, concerns remain from a number of schools in Manchester that knife crime is increasing, that school staff cannot be available for young people when incidents occur out of school time and that, for at least one school, an incident involving knives was not taken seriously enough by Children’s Services. For another school collaborative support has been inconsistent and a request for more enhanced support regarding complex safeguarding has not been recognised.   3.5.13 The impact of Covid 19 on commissioned services, intelligence gathering and information sharing regarding schools, families and young people cannot be underestimated. It has been referenced by all the schools in this review and was a factor in implementing effective interventions for B in his final year at school. This has profoundly impacted on visibility, face to face contact with services and schools, the agility of organisational responsiveness, teaching and learning time, anxiety and stress levels for young people, their families and communities, economic stability and multi agency working. The elements of increased isolation, reduced social contact, greater alienation and a more acute sense of dis-connectedness, which have characterised government imposed ‘lockdowns’ have also exacerbated already existing structural and environmental issues which contribute to knife tolerance and violence (Damilola Taylor Trust, 2021).   3.5.14 For practitioners and schools, successful outcomes will often depend on early recognition of concerns, accurate and timely information sharing within and between schools, holistic and creative planning to ensure that young people remain in education and robust oversight and review, either via early help, or CIN processes.  3.6 The Factors that Increase and Reduce Vulnerability  3.6.1 In understanding the factors which increase vulnerability there are number of key elements to consider. Firstly, the extent to which ‘hyper’ or ‘aggressive’ masculinity contributes to increased risk is well documented in the research literature. Carrying weapons are part of a wider dynamic which causes young people to feel unsafe, reflecting the importance of understanding knife crime in a wider structural and cultural context (Bateman 2019). In addition, the issue surrounding aggressive masculinity, image and the need for respect is referred to by young people and is supported by national and international research such as The Future Men (2018) Survey which identified that 2 out of 3 18-24-year-old men believe they are pressured to display ‘hyper-masculine behaviour’. As referenced earlier, the need for physical defence, the need for respect, limited trust in authorities and limited control over status were found to be inter-correlated and predictive of aggressive masculinity, which was then predictive of knife tolerance (Palasinski, M. 2019).  3.6.2 Not only did YK report that he had carried a knife for protection, but when asked if he would have done anything differently reported that he ‘would not be as showy’. His decision to carry a knife that day influenced his behaviour and whilst his actions were not pre-meditated, they were reactive. If he had been unarmed it is far more likely that he would have run away, as others did.   3.6.3 YK described the incident when N was killed and how YK and his associates inadvertently met another group of young people who then targeted one of YK’s group. ‘It all happened so quickly, the other group ran away to get weapons - I couldn’t run away because I would be ‘violated’ on social media’. The exchanges were therefore fuelled by the threat of social media postings which YK perceived as potentially impacting on his identity and self concept and which will have been exacerbated by the speed and volume of the communications.  In this respect ‘bravado’, not being seen to ‘lose face’ and the importance of reputation and respect in peer groups was perceived as key and therefore predictive of behaviour, particularly knife tolerance. As his Youth Justice Officer reported, ‘an aggressive response is celebrated; a young person who flees is mocked’.  3.6.4 In a similar manner, B’s behaviour at school was at times both adversarial and challenging but little is known regarding what the drivers may have been, or how B perceived himself in the wider contexts of family or community.   3.6.5 Secondly, and as referenced earlier, the literature references the confiscation or loss of items such as drugs as a factor which then increase a young person’s vulnerability to violence. Following the incident in January 2020, N was found to be in possession of a large sum of money and a significant amount of a Class A drug, which was then retained and sent for forensic examination. Importantly it was noted that ‘danger statements’ were not updated and the risk to N of having the drugs taken from him was not considered. Following this incident his sister described N as ‘staying in more’, and whilst this was reinforced by the Covid-19 restrictions which commenced in March 2020, his sister had noticed this as being ‘a relief to him’.  3.6.6 Thirdly, the level at which all professionals have an in-depth knowledge relating to child exploitation in its various and diverse forms is also a key element in the reduction of risk to young people. The ability of professionals to be able to recognise and identify young people who are at risk of child criminal exploitation, not to rely on assumptions and to therefore effectively assess risk is critical in effective responses (The Child Safeguarding Practice Review Panel: March 2020). For N the focus of concern was in respect of suspected criminal activity not the risks associated with exploitation. Consequently no concerns were shared with partner agencies such as health colleagues or the GP. N’s sister, when describing his involvement in ‘drug dealing’ reported that, ‘he didn’t need money, mum would give him money’ suggesting that it was not an economic imperative that was driving his behaviour, but deeper issues related to identity, belonging and vulnerability.   3.6.7 As referenced earlier, the national CCE report identified that children who are at risk of criminal exploitation require strengths-based, relationship-driven approaches. This was a recurrent theme in all the research literature which repeatedly emphasised the importance of trusting, consistent relationships in effective work with young people. For practitioners there needs to be sufficient emphasis on relationship-based work, developing professional curiosity and the building of capacity to allow this. In addition, known risk factors often associated with vulnerability, such as ‘being in care’ or being ‘known to Social Services’, are not necessarily predictive of exploitation or greater risk. The corollary of this is that the absence of these factors does not suggest an absence of risk or lower levels of vulnerability. It is important for practitioners and responding officers to be aware of misplaced assumptions regarding background and therefore proclivity to knife crime.   3.6.8 As N’s sister reported, ‘we are not a typical criminal family…it became harder for mum to control him, mum would give him ‘such a telling off’… we were all on his back’. His sister also reported higher levels of aspiration when N returned from Somalia describing him as wanting to do well and be successful. YK’s mother actively supported him and challenged her son regarding as to why he was carrying a knife and B reported aspirations for a career in medicine. As the literature identifies, most of the children considered in national research were characterised by practitioners as bright, respectful and polite. In that sense there are no conclusive findings about deprivation or poverty and there was no common pattern, with young people from families with working and non-working parents and from a range of areas, not only those with high levels of disadvantage (The Child Safeguarding Practice Review Panel: 2020).  3.6.9 Fourthly, the literature has cited how ethnicity, age and gender are integral features in how young people are perceived and engaged with by professionals. Thus is reinforced by Goff et al, (2014) who provide the category of ‘Adultification’, meaning the concept of childhood may not be applied equally to all Black children. They may be excluded from being perceived as vulnerable and may experience punitive and neglectful responses, therefore being more likely to be treated as ‘adult-like’.  N’ sister described her brother as ‘very charismatic, very noticeable, tall, he walked upright, he was big boned and looked like an adult, ‘all eyes were on him’ when he was out… he stood out from the crowd, he was a ‘young boy in a big man’s body…he looked older than me and yet he was my baby brother’. Misplaced perceptions regarding conceptions of ‘adulthood’, particularly in respect of Black children, can inhibit an ability to recognise child vulnerability, potentially increasing or compounding risk.  3.6.10 Fifthly, the literature has identified as problematic an overemphasis on ‘gangs’, which can result in the perpetuation of highly racialised stereotypes, particularly as gang-specific interventions have mixed evidence of success. There is also increasing evidence that the designation of ‘gang-member’ is applied in ambiguous and opaque ways which then results in a range of discriminatory consequences. The Serious Crime Act 2009 definition of a gang is now defined as; ‘having one or more characteristics which enable its members to be identified as a group by others’ (Section 34(5). This can include a common name, emblem or colour, an association with a particular area, a leadership structure and involvement with unlawful activity. However, care must be taken not to assume alliances or a predisposition to organised violent behaviour which may not be entirely accurate.  Excessive focus on ‘gangs’ as a primary driver of violence can therefore detract attention from the deeper structural drivers of violence, racism and identity.  3.6.11 YK reported that he had images on his phone relating to a ‘red bandana’ and this was used to create a group image. However, it did not infer anything further than ‘purely wearing red’ to identify with a particular area of Manchester. This had previously been referenced as a link to the Active Only (AO) gang which had one time been more prevalent in the Manchester area  3.6.12 Whilst this must not detract from the seriousness of the offence which resulted in N’s death, it is critical that racialised stereotypes, regarding gangs as a primary driver of violence, are subjected to more rigorous analysis. Encouragingly, the GMVRU is currently piloting a community led approach to Policing over six areas in Greater Manchester which seek to address issues regarding risk and vulnerability at the point of arrest or intervention.  3.6.13 There are also ongoing and recent concerns regarding the potentially racist nature of Joint Enterprise convictions, which hold all participants in a violent incident, however minor individual actions, equally guilty if they have found to have intentionally encouraged and assisted anybody who has committed the most serious violence (Guardian, 6/6/21). Amnesty International has argued that young black men are classed as gang members and criminalised ‘based on weak indicators’ including ‘reasons as trivial as the music they listen to or the videos they watch on line’. In a similar vein it has been argued that collective prosecutions have led to ‘black youths serving hundreds of years inside for crimes they did not commit’.  3.6.14 The issue here is for practitioners to rigorously examine any assumptions regarding gang involvement as primary drivers of violence and to have a greater degree of professional curiosity and inquisitiveness with regards young people’s experiences, life histories, aspirations and how these elements shape identity. This will inform a more considered response and influence any support service provision.  3.6.15 Sixthly, parental and wider family engagement is a key factor in risk reduction.  The literature noted that parents are often recorded as ‘refusing to engage’ or having ‘poor relationships’ with statutory services, which can influence relationship building. All three children had family members who cared deeply about them and have provided a rich source of information and insight for this review. There is also the issue of precision and clarity regarding names, dates of birth and address details for families and young people. The issue regarding YK’s details being merged with another young person’s information has already been referenced and contributed to a missed opportunity to provide an intervention for him, therefore increasing vulnerability. Police systems had three different names for N, including mis-spellings and during the Court process an attendee noted that N had been referred to by five different names. N’s sister also reported that ‘the day after he died, 2 officers turned up at the house for the tag, laughing and joking, they didn’t know… ‘how could they not know he was dead… and they got his name wrong in Court… a Barrister referred to him by five different names…’  . It must be noted that the visit to the family address was made by representatives of the Electronic Monitoring Service (EMS) who were responsible for the oversight of tagging. This visit took place at 10pm on the evening after N’s death and whilst a number of other agencies had been informed of the incident, this had not been communicated to the EMS Company. This resulted in further and avoidable distress for the family. This issue has been shared with all Youth Justice Managers to ensure that appropriate and timely communication following significant events takes place.  3.6.16 The research also questioned the applicability of the Child Protection framework in certain circumstances and whilst acknowledging its strengths when responding to intra-familial risk of harm expressed concerns regarding it’s applicability for young people involved in criminal behaviour or serious violence. The review noted that ‘whilst parents clearly retain some responsibility for their children’s safety, where most of the risk is extra-familial their experiences of Child Protection Conferences can sometimes feel blaming and unsupportive. If the conference is not chaired well, it can lead to deterioration in the relationship between practitioners and parents’ (11.3).   3.6.17 In Trafford this issue is already being addressed, incorporating the key themes and findings contained in ‘Adolescent Safeguarding Principles (DfE) and the ‘Achieving Change Together’ (ACT) Programme.  3.6.18 The response to children who are at risk of significant harm and exploitation from within their communities must be therefore formulated in the light of that wider context. The current narrative and requirements in Working Together are not clear enough about how the guidance should be applied to children who are subject to risks from outside the home.  This may well have been the rationale for interventions for N and B having been delivered on a CIN basis, however, this carries the possibility that elements of risk are not considered as thoroughly as possible    4. Summary  4.1 This review has considered the experience of three children, N, B and YK. The young people’s journey through services and how needs were identified and responded to have been described in detail. The key questions throughout the review have been:   • How effective the interventions were  And  • Whether young people in need of protection from knife crime receive appropriate and effective interventions in a timely manner.    The review has considered these two questions in the context of six interrelated themes;  • The importance of early help • The importance of ‘trauma informed’ practice • The timeliness of intervention • The quality of multi-agency assessment and planning • The critical nature of education and the impact of exclusions • The factors that increase and reduce vulnerability   4.2    Consideration has also been given to the impact of the Covid 19 pandemic on the strength of engagement and the quality of the interventions with the young people.  4.3    These factors have been examined in the context of the individual experiences of the young people and have been located within a review of literature and current research regarding knife crime. This has provided a ‘benchmark’ against which to assess both strategic priorities and the quality of service responses and interventions.   4.4    It has been recognised that whilst there was considerable evidence of some good practice, innovative initiatives and in places, strong relationships with the young people and their families, there were areas of engagement which did fall short of agency practice standards. For both authorities this related to the themes of earlier recognition and response regarding issues related to learning disability, domestic abuse and accurate communication both within and between agencies. However, for Child YK it is recognised that there was very limited involvement with services in Trafford although the issue regarding ‘merged’ details, which appeared to be related to human error, is key.   4.5    For Manchester the timeliness of referral and responses and wider family engagement were critical features and there were a number of critical junctures where services and support could have been provided in a timelier manner and where the quality of plans could have been improved.  The review has also considered the wider themes related to racism and ‘hyper’ masculinity which increase risk and vulnerability. The importance of locating the experiences of young people in a criminal exploitation context is also referenced, as is a wider treatment of whether an emphasis on ‘gangs’, as a primary driver of violence, can divert attention from more fundamental issues.  4.6    However, the review could not identify any specific deficits which suggested that the tragic events which befell Child N, Child B or Child YK were preventable. The review also acknowledged that much work has been undertaken by safeguarding partners to address these issues and that an effective response to the issues of knife crime will continue to require a wider organisational and cross partnership approach.    5. Recommendations  5.1 The following recommendations are grouped into four broad areas namely; The Importance of Critical Moments, Education and Exclusions, Safeguarding Processes and Early Help and Trauma Informed Practice  5.2    A more comprehensive set of considerations, referencing wider strategic priorities drawn from national research and regional policy planning is included with the literature review at Appendix 2. This addresses wider issues in respect of organisational coherence and connectivity, wider strategic planning and the critical importance of understanding serious youth violence, particularly knife crime, as a public health issue.  The Importance of Critical Moments  5.3   Manchester: For the Safeguarding Partnership to be assured that risk assessments consider Child Criminal Exploitation where appropriate, including factors such as the impact of retaining drugs or money which may increase vulnerability.  5.4   Manchester: To continue to promote the use of the National Referral Mechanism (NRM) and to review its effectiveness for vulnerable children in relation to safeguarding from criminal exploitation.  5.5    Manchester and Trafford. For the Safeguarding Partnerships in both areas to receive assurances that risk assessments for children and young people at risk of violence or exploitation routinely involves parents, particularly fathers and wider family members.   Education and Exclusions  5.6    Manchester: For the Safeguarding Partnership to be assured by School Leaders that arrangements regarding fixed term and permanent exclusions consider issues of vulnerability or risk of harm and that alternative education arrangements are both appropriate and safe   5.7    Manchester: For the Safeguarding Partnership to receive assurances that arrangements regarding transitions and information sharing between schools, particularly when there are cross border issues, are both effective and timely.  Safeguarding Processes  5.8   Trafford and Manchester. For the Safeguarding Partnerships in both areas to be assured that effective quality assurance systems are in place which ensure that records accurately reflect the correct spellings of names, dates of birth, addresses and family details   5.9    Manchester: For the Safeguarding Partnership to be assured that the Children’s Social Care interventions of referral, assessment, planning and review to be in accordance with agreed practice standards and appropriately link with other services such as Youth Justice or the Complex Safeguarding Hub.  Early Help and Trauma Informed Practice  5.10  Manchester and Trafford. For the Safeguarding Partnerships in both areas to receive assurances that arrangements for the Early Identification of need are effective, so that families receive support in a timely manner, particularly where this relates to domestic abuse complex needs and learning disability.  5.11 Manchester and Trafford. For the learning from this review to inform training and professional development regarding trauma informed practice, professional curiosity, child criminal exploitation, ‘Adultification’ of Black children, working with hard to reach families and relational and attachment based practice.   Appendix 1 – Child S Child Practice Reviews – resources for practitioners : Manchester Safeguarding Boards (manchestersafeguardingpartnership.co.uk)' Appendix 2  Literature Review for Thematic Review 