ocuments that enable joined-up working, using examples already available from FFCP local areas. Alternatively, a bank of templates already in use can be created for local areas to access as needed. Examples include job descriptions for specific roles, data sharing agreement templates • Guidance on the roll out of FFCP across the multiple Health and Education settings to be developed, if not already in place For local areas and safeguarding partners • Early and proactive engagement of partners: To facilitate strong and positive relationships, ideally partner agencies to be engaged in the initial and given the opportunity to input into and shape design of the delivery approach • Structured approach to engaging different levels within Health, Education and Police – Stakeholders had fed back on the complexity of engaging stakeholders at different levels within these organisations, given the different health settings and schools. A clear exercise to map organisations/teams at each 59 level is key in order to set out the different engagement approaches required. An opportunity to collaborate with stakeholders at each level to explore how potential barriers can be addressed. For example, with headteachers to help identify how programme delivery may align with some of their priorities • Continue to invest in strategic communication from leadership: This has played a key role in engaging teams so far and will be crucial to sustaining it going forward. Areas rolling the FFCP out in the future would also benefit from drawing on materials and methods used in Wave 1 and Wave 2 • Clarify roles and responsibilities: A need for leads at all levels in Wave 1 and Wave 2 local areas to clarify FFCP roles and responsibilities. This is especially so for social workers and partner organisati