enting LCPP roles among those interviewed. It is important to note that this example is relevant for the first iteration of the FFCP model. Team structure Existing Independent Review Officer (IRO) and Child Protection (CP) roles were split under the FFCP to create separate IRO and LCPP roles (which were referred to as CP 33 chair roles in this LA) in each locality. The LA also created 4 learning mentor roles which represent education as part of the MACPT, one for each locality, to support the work of the LCPP role. These roles were felt to bring an increased focus on education where traditionally the LA would struggle with capacity in this area. “I hear all the time - 'what an amazing job these four staff are doing' and I think it's about they've got the capacity to focus on the education. So they've got the capacity to get that bit sorted out, which often social workers and early health workers and police, they can't focus on the education.” – Strategic Lead [LA], Wave 1, February 2025 The LCPP role brought some challenges regarding the expectations of the role in overseeing Section 47 cases which would have previously been the responsibility of the manager of the social worker. However, those interviewed reported overall positive experiences and felt the LCPP role facilitated scheduling and collaboration across teams, helped to establish relationships, and resulted in more involvement in learning and development discussions at a team level. A frontline worker in an IRO role described the positive experience: "That combination of having education progress coordinators and the child protection chairs and practice supervisors all working together, all working together with a focus on all the children in that locality... It has had a real benefit to family engagement and 