milies and their networks. • Practice supervisors are child-centred and promote whole family approaches to help meet their needs. They encourage practitioners to reflect on relationships between the whole family and provide constructive challenge and advice to help them to understand how best to provide support. • Practice supervisors recognise that receiving help from children’s social care can be a stigmatising experience and are proactive in encouraging their teams to tackle stigma, build strong relationships with children, young people and families and communicate clearly and effectively. They consider the needs of families of disabled children, or where children are providing care for a parent, sibling, or family member, where safeguarding is not the primary reason for accessing support. • Practice supervisors support practitioners to work creatively, explore new ideas and initiatives to solve problems, and draw on the expertise of other agencies and professions to meet the needs of children, young people, and families. • Practice supervisors work with their colleagues in education settings so that children and young people have consistent access to learning and are able to reach their potential. They build strong relationships with colleagues in schools 33 and education settings to promote attendance and recognise that when attendance falls, this may be a sign of other difficulties in their lives. • Practice supervisors establish strong working relationships with Virtual School Heads in their local authority to learn from, and draw on their expertise, so that children and young people can be supported to overcome barriers to attendance and attainment. How practitioners should achieve this outcome in practice • Practitioners use strength-based approaches to build t