ldren and young people from harm. • Practitioners are confident to build strong relationships with children, young people and families, to understand their daily lives. Practitioners engage in frequent and meaningful direct work and observation to communicate effectively with children and young people of different ages and abilities (including children who are not yet verbal, or children with special educational needs and disabilities which affect communication). Practitioners identify the strengths within a child or young person’s life, and their aspirations for the future, so they are seen as a whole individual, not just as someone experiencing harm. 48 • Practitioners integrate their help and protection roles with confidence and compassion, making good use of their professional authority, clearly conveying their concerns to parents, carers, family networks and other agencies so everyone is clear about what needs to change in children and young people’s lives. • Practitioners use professional curiosity and critical analysis to challenge themselves to consider all relevant evidence to understand and explore the circumstances of a child or young person’s life, recognising that how their circumstances appear may not reflect their reality. Practitioners remain alert to the possibility that children and young people are experiencing abuse, neglect, and exploitation as a result of actions by parents, carers or other individuals in their lives. • Practitioners seek, share, and analyse information proactively and discuss with partner agencies to build a full picture of a child or young person’s experiences. They share information in a way that takes into account ethical considerations and any disproportionality in its use, which may affect minority groups. • Practitioners mak