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282 <h2>
282 Children’s Consultation and Participation
282 </h2>
284 </div>
287 <div id="scope_box">
288 <h3>
288 SCOPE OF THIS CHAPTER
288 </h3>
289 <p>
289 Working Together states: “Anyone working with children should see and speak to the child;
listen to what they say; take their views seriously; and work with them and their families
collaboratively when deciding how to support their needs. Special provision should be put in place
to support dialogue with children who have communication difficulties, unaccompanied children,
refugees and those children who are victims of modern slavery and/or trafficking”.
289 </p>
290 It is essential therefore that children and young people are enabled by professionals to
290 <span class="bold">
290 participate
290 </span>
290 in matters that affect them, particularly any plans or arrangements that will affect them and/or
their family and are
290 <span class="bold">
290 consulted
290 </span>
290 with regard to processes designed to improve services both to them individually and more generally.
291 <h3>
291 RELATED INFORMATION
291 </h3>
292 <p>
292 <a href="http://www.nya.org.uk/supporting-youth-work/youth-work-training/hear-right/"
target="_blank" rel="noopener">
292 Hear by Right, National Youth Agency
292 </a>
292 </p>
293 <h3>
293 RELATED CHAPTERS
293 </h3>
294 <p>
294 <a href="g_recording_guide.html">
294 Recording Policy and Guidelines
294 </a>
294 </p>
295 <p>
295 <a href="p_sw_visits.html">
295 Social Worker Visits to Looked After Children Procedure
295 </a>
295 </p>
296 <p>
296 <a href="p_advocacy.html">
296 Advocacy and Independent Visitors Procedure
296 </a>
296 </p>
297 <p>
297 <a href="p_app_role_iro.html">
297 Appointment and Role of Independent Reviewing Officers Procedure
297 </a>
297 </p>
298 <p>
298 <a href="p_look_aft_rev.html">
298 Looked After Reviews Procedure
299 </a>
299 </p>
300 <h3>
300 AMENDMENT
300 </h3>
301 <p>
301 This chapter was reviewed and updated in October 2018 to ensure it reflects current Bexley
processes and social work tools.
301 </p>
302 </div>
303 <div id="sections">
305 <h3 id="sections_list">
305 Contents
305 </h3>
306 <ol>
307 <li>
307 <a href="#intro">
307 Introduction
307 </a>
307 </li>
308 <li>
308 <a href="#benefits">
308 Benefits of Participation
308 </a>
308 </li>
309 <li>
309 <a href="#barriers">
309 Barriers to Participation
309 </a>
309 </li>
310 <li>
310 <a href="#promoting">
310 Promoting Participation
310 </a>
310 </li>
311 <li>
311 <a href="#role_sw">
311 Participation - the Role of the Social Worker
311 </a>
311 </li>
312 <li>
312 <a href="#role_manager">
312 Participation - the Role of Managers
312 </a>
312 </li>
313 <li>
313 <a href="#processes">
313 Processes for Consulting Children and Young People
313 </a>
313 </li>
314 </ol>
315 <h3 id="intro">
315 1. Introduction
315 </h3>
316 <p>
316 Participation of children and young people in decisions about their lives is an essential part of
growing up and if done well it enhances children's safety and well-being and improves services
designed to support and protect them. In the world of social care it is often happening in complex
and emotionally charged situations. To be done well it requires a commitment at all levels of an
organisation to reflect on and promote:
316 </p>
317 <ul>
318 <li>
318 Positive attitudes to children;
318 </li>
319 <li>
319 Skills at communicating;
319 </li>
320 <li>
320 Financial resources;
320 </li>
321 <li>
321 Commitment to developing services which support children's participation, such as advocacy and
participation services;
321 </li>
322 <li>
322 Honest consideration of what expectations are of what can be achieved and what the level of
willingness is to change existing services and decisions in response to children's views.
322 </li>
323 </ul>
324 <p>
324 The Local Authority is actively seeking to ensure children and young people are consulted about
decisions and processes that affect them.
324 <a
href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/175391/Munro-Revie
w.pdf#page=27" target="_blank" rel="noopener">
324 The Munro Review
324 </a>
324 made clear that what is important to children and young people is 'reliability, honesty and
continuity'. The Local Authority is committed to ensuring that children and young people are
informed about what is happening to them and promotes opportunities to contribute to what is
happening. The aim is to share and practise positive approaches to effective communication and
learning through active listening. The Local Authority is committed to both speaking and listening
clearly, purposefully and honestly with children and young people.
324 </p>
325 <p>
325 The Local Authority seeks to consider identity, diversity, culture, sexual orientation, language,
disability, delayed speech, low confidence and trust in all its interactions with both children
and adults.
325 </p>
326 <p>
326 Every member of our staff is committed to seeking and recording the views of every child they work
with. They will also record the decisions that are made and the influence that the views of the
child/young person have had on those decisions. Where decisions are made that are different from
or contrary to the views of the child or young person this will be clearly recorded with the
reasons for the decision clearly explained.
326 </p>
327 <p>
327 In addition, the Local Authority will ensure that systems are in place to support formal
consultation with young people's groups and will seek to aggregate individual issues and concerns
so that managers may consider the impact that current services have on young people. This
information may be used to inform future developments.
327 </p>
328 <p>
328 In 2017 Bexley launched the new Children in Care Council, Positive Journeys. This group will be
consulted and engaged in decisions about the services we deliver for looked after
children. Engagement work, the work of Positive Journeys, is led by The Young Director, this is a
new role within the service. In 2018 Bexley launched Positive Journeys Seniors as our formal
consultation and engagement function for young adults leaving our care.
328 </p>
329 <p>
329 Our formal feedback loops across the service are:
329 </p>
330 <p>
330 <span class="bold">
330 Children and Families Feedback
330 </span>
330 </p>
331 <p>
331 The standard feedback form is used across children's services. It should be given or used with
children, young people and their families at regular as a means of getting their feedback on the
quality and effectiveness of the service provided. This is to be used to inform ongoing service
improvement. This form is available on Liquid Logic.
331 </p>
332 <h3 id="benefits">
332 2. Benefits of Participation
332 </h3>
333 <p>
333 Much has been written on the benefits and barriers to participation in matters that affect them.
In brief the benefits for children and young people are:
333 </p>
334 <ul>
335 <li>
335 Having a safe space to reflect on the events that have brought them into contact with Social
Care;
335 </li>
336 <li>
336 The opportunity to give their version of what has happened to them and to say what they would
like to happen in the future;
336 </li>
337 <li>
337 The sense of empowerment that comes from being listened to and seeing what one has said making a
difference to what happens;
337 </li>
338 <li>
338 The possibility of having their concerns and issues dealt with at an early stage, which could
have an immediate impact for them in terms of how they identify their 'quality of life';
338 </li>
339 <li>
339 The opportunity to have explained to them what is happening in the present moment and what is
likely to happen in the future and what will be done to keep them (and their siblings) safe.
339 </li>
340 </ul>
341 <p>
341 For parents/carers the benefits of children's participation can be:
341 </p>
342 <ul>
343 <li>
343 The opportunity (perhaps for the first time) to hear their children's views about what has
happened and what they want to change;
343 </li>
344 <li>
344 A model of communicating that may improve their relationship with their child(ren).
344 </li>
345 </ul>
346 <p>
346 For professionals and organisations offering services to children and young people the benefits
can be:
346 </p>
347 <ul>
348 <li>
348 Reinforcement of a focus on the child's safety and wellbeing;
348 </li>
349 <li>
349 A self auditing tool;
349 </li>
350 <li>
350 The greater likelihood of effective engagement with the Plan by the child / young person
themselves;
350 </li>
351 <li>
351 A focus for all professionals to work from.
351 </li>
352 </ul>
353 <h3 id="barriers">
353 3. Barriers to Participation
353 </h3>
354 <p>
354 There are a number of barriers to participation. Broadly speaking these are:
354 </p>
355 <ul>
356 <li>
356 Structural - complex procedures and lack of clarity about responsibilities; too many changes of
personnel;
356 </li>
357 <li>
357 A lack of clarity about what participation is or confusion over how it will be addressed and a
lack of clarity about what it can and cannot change and what it should deliver for the child,
the family and the organisation;
357 </li>
358 <li>
358 Competence - staff lacking in experience or having an inability to effectively communicate with
children, or children of a particular age or from a particular culture;
358 </li>
359 <li>
359 Capacity - a lack of time (e.g. staff too overwhelmed by other pressures)or other resources
required to enable participation, thus 'rushing' or making it a 'box ticking' exercise;
359 </li>
360 <li>
360 Inadequate plans that fail to be clear about who will be responsible for ensuring participation;
360 </li>
361 <li>
361 Children's behaviour - can be misinterpreted and sometimes causes a barrier for professionals
and carers. Those seeking to engage often need a variety of tools / methods and patience / space
to deal with this to promote engagement;
361 </li>
362 <li>
362 Children themselves can become disinterested and disengaged because of delays;
362 </li>
363 <li>
363 Children are far more spontaneous and their timescales are far shorter;
363 </li>
364 <li>
364 Professionals need to ensure that children have a variety of times, people, places and
approaches to participation available to them (i.e. seeing children on their own, allowing time
after traumatic events, using technology relevant to children and young people).
364 </li>
365 </ul>
366 <h3 id="promoting">
366 4. Promoting Participation
366 </h3>
367 <p>
367 The Local Authority has a number of formal processes for seeking the Participation and
consultation of children and young people. Staff, carers, managers and others who come into
contact with children are encouraged and enabled to see each and every interaction as a potential
opportunity to develop trust and confidence such that children and young people feel able to
confide and state their views and preferences in matters that affect them.
367 </p>
368 <h3 id="role_sw">
368 5. Participation - the Role of the Social Worker
368 </h3>
369 <p>
369 The most important means of encouraging and enabling participation by looked after children and
young people in decisions that affect them and their lives remains the relationship with their
Social Worker and other significant professionals and adults in their lives.
369 </p>
370 <p>
370 Enabling children and young people who have not previously had opportunities to express their
views is demanding and can be challenging work that requires creativity, empathy and resilience on
the part of the worker. Consultations need to be planned for, reflected on and, if necessary,
returned to in order that children and young people are given every opportunity to express their
views.
370 </p>
371 <p>
371 In order for them to express views about matters that affect them it is also vital that children
and young people are in possession of information and have experiences that enable them to make
informed choices.
371 </p>
372 <p>
372 If participation is not possible or is restricted for whatever reason, steps should be taken to
ensure those affected are informed of decisions as soon as practicable after they are made, and an
explanation for the decision given, together with the opportunity to make a comment and express
their views.
372 </p>
373 <p>
373 If it is then felt that a different decision may have been appropriate, steps should be taken to
reconsider the decision.
373 </p>
374 <p>
374 If decisions are made against people's wishes, they should be informed of the decision and the
reasons for the decision should be explained. In these circumstances, the person should be
informed of any rights they have to formally challenge the decision, and of the availability of
the Complaints or Grievance Procedure (see
374 <a href="p_reps_complaints.html">
374 Children's Social Care Statutory Complaints Procedure
374 </a>
374 ).
374 </p>
375 <p>
375 Sometimes children and young people express their preferences through their behaviour rather than
through words i.e. by running away or by having tantrums. It is important to attempt to see beyond
the behaviour and to try to see what the child or young person is trying to express. (
375 <span class="bold">
375 Note
375 </span>
375 : that where children have returned home from having run away, the 'return' interviews should be
conducted by an independent person who has been trained to undertake this. (See
375 <a href="files/missing_joint_pol.pdf" target="_blank" rel="noopener">
375 Missing Procedure
375 </a>
375 ).
375 </p>
376 <p>
376 Finally, children and young people should be made aware of the systems and processes available to
them if they wish to raise concerns or complain and what, if any, other forms of redress may be
available to them if things go wrong.
376 </p>
377 <h3 id="role_manager">
377 6. Participation - the Role of Managers
377 </h3>
378 <p>
378 Managers must ensure that social workers and/or staff have the time and resources available to
them to ensure the effective participation of children and young people.
378 </p>
379 <p>
379 Managers should:
379 </p>
380 <ul>
381 <li>
381 Use supervision to consider issues relating to the Voice of the Child in ongoing cases;
381 </li>
382 <li>
382 Check that records show where and how the Voice of the Child has been sought, what was said and
how the child's wishes have been responded to and, if not, why not;
382 </li>
383 <li>
383 Review, on a regular basis, the various methodologies whereby children's views are sought;
383 </li>
384 <li>
384 Review complaints or concerns raised by children and young people and what actions have been
taken to address these;
384 </li>
385 <li>
385 Review compliments to build on this;
385 </li>
386 <li>
386 Consider how representative issues raised by children and young people are in relation to such
issues as gender, culture, sexuality and disability;
386 </li>
387 <li>
387 Ensure processes designed to aggregate issues raised by children and young people are in place
and are routinely being used;
387 </li>
388 <li>
388 Ensure processes are in place whereby it can be fed back to both individual children,
practitioners and the wider family and professional group (as appropriate) what changes have
been made as a result of issues raised.
388 </li>
389 </ul>
390 <h3 id="processes">
390 7. Processes for Consulting Children and Young People
390 </h3>
391 <ol style="list-style-type:lower-roman">
392 <li>
392 Children and young people can be involved in the development of services through the
392 <span class="category">
392 Children in Care Council (CiCC)
392 </span>
392 Positive Journeys and Positive Journeys Seniors are the Bexley Children in Care Council and care
leavers forum and meet regularly. They have a workplan and set activities and should be engaged
in decisions about services that affect them as often as possible.
392 <br>
393 <br>
394 Children and young people are also involved in recruitment and selection of senior staff through
the young people selection panels?
394 </li>
395 <li>
395 Looked After Reviews and other Meetings (see
395 <a href="p_look_aft_rev.html">
395 Looked After Reviews Procedure
395 </a>
395 );
395 <br>
396 <br>
397 <span class="bold">
397 Looked After Children and Young People
397 </span>
397 are sent a consultation form prior to their looked after review which has the sub title 'being
involved in your review. There are two age groups, one for children under 11 and one for young
people 11+. For older children we also ask them if they would like to chair their review and the
IRO will prepare with them the agenda and sit alongside them at the review for support;
397 <br>
398 <br>
399 After the review children and young people are given a feedback form once a year to ask them how
they took part; whether they understand what the looked after review is for? Did they feel
listened to and felt able to have a say about their care? Whether they know what the plan is for
their future? We also ask them if there is anything else we could do to make them feel they can
take part in their review meeting.
399 </li>
400 <li>
400 Every Review and/or meeting relating to a child's case is an opportunity for children and young
people to participate in their Care Plan and arrangements.
400 <span class="bold">
400 Children with Child Protection Plans
400 </span>
400 are prepared for a case conference by their social worker, who use the the SOS direct work tools
to gain their wishes and feelings. The Chair will also visit the child, or if they are
attending, meet them before the conference to explain what will happen and how they wish to
participate. The chair might also see them after the review to talk about the outcome;
400 </li>
401 <li>
401 Advocacy and Independent Visitors (see
401 <a href="p_advocacy.html">
401 Advocacy and Independent Visitors Procedure
401 </a>
401 );
401 <br>
402 <br>
403 Advocates and Independent Visitors support and assist children and young people to participate
in the services offered.
403 </li>
404 <li>
404 Support to children who have communication difficulties see also
404 <a href="p_child_disability.html">
404 Children and Young People Aged 0-25 with Special Educational Needs and Disabilities Procedure
404 </a>
404 ;
404 <br>
405 <br>
406 Support and specialist services to children who have communication difficulties will always be
offered. For children for whom English is not their first language a translator should be
considered to enable the child to contribute. For children with communication difficulties as a
result of physical or learning disabilities people who can use whatever medium of communication
is most helpful to the child will be used;
406 </li>
407 <li>
407 Social media
407 <br>
408 <br>
409 Increasingly children and young people are becoming confident users of social media such as
Facebook, texting, Twitter and other apps. We see this as an opportunity for enabling children
and young people to participate in decisions about their life whether by texting their IRO or by
using social media applications.
409 </li>
410 </ol>
411 </div>
414 </main>
415 </div>
418 <footer>
419 <div class="footer">
420 <div>
421 <p>
421 <a href="privacypolicy.html">
421 Privacy Policy
421 </a>
421 <br>
422 <span style="font-size:small;">
423 <span id='desktop_button' tabindex='0'>
423 Desktop
423 </span>
423 |
423 <span id='mobile_button' tabindex='0'>
423 Mobile
423 </span>
423 |
423 <span id='responsive_button' tabindex='0' style='text-decoration:underline'>
423 Responsive
423 </span>
423 </span>
423 </p>
425 <div id="trix_logo">
426 <a href="https://www.trixonline.co.uk/" target="_blank" class="imagelink">
426 <img src="images/trixlogo.png" height="40" alt="Tri.x Logo links to Tri.x homepage"/>
426 </a>
427 </div>
428 </div>
429 </div>
431 </footer>
432 <div id="desktoptest">
432 </div>
433 <script>
560 </script>
562 <script>
571 </script>
573 <script>
620 </script>
623 <script>
625 </script>
633 <script>
672 </script>
673 <script type="text/javascript">
673 </script>
675 <script>
714 </script>
718 <script type="text/javascript">
730 </script>
731 </body>
732 </html>