Page reportSummary
Page Layout
Display issue details:
The line numbers refer to lines in the original source. Any with a line number of '0' are implicit tags added by Total Validator:
1 
W874 [WCAG21 2.4.1 (A)] Add a skip navigation link as the first link on the page:
If your document has structure then you should add a skip navigation link to make it easier for accessible users to get to the page's content. To ensure detection, skip navigation links should point to a <main> element, or an element with role='main'. See Understanding 2.4.1, and Skip Navigation. <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
"http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
2 P967 [WCAG21 3.1.1 (A)] Use the 'lang' attribute to denote the primary language of the document:
You should always identify the primary natural language of a document using a 'lang' attribute on the <html> element. See WCAG 2.1 HTML Technique H57. <html xmlns="http://www.w3.org/1999/xhtml">
3 <head>
4 E604 The matching end tag appears to be missing:
According to the HTML specification being tested against, the tag must have an end tag. Sometimes this error is caused by improperly nested tags where the end tag exists but cannot be matched with the corresponding start tag. See XHTML 1.0. <meta name="viewport" content="width=device-width, initial-scale=1.0">
5 <meta http-equiv="Content-Style-Type" content="text/css" />
6 <meta http-equiv="Content-Script-Type" content="text/javascript" />
7 <meta http-equiv="Content-Type" content="text/html; charset=utf-8" />
8 <title>
8 Identity | Haringey Foster Carer Handbook
8 </title>
9 W605 Duplicate tag found: See matching tag on line: 13
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <link rel='shortcut icon' href='https://www.proceduresonline.com/resources/logos/procedures/favicon.ico'
type='image/x-icon'/>
10 W605 Duplicate tag found: See matching tag on line: 14
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <link rel="apple-touch-icon"
href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-57x57-precomposed.png" />
11 W605 Duplicate tag found: See matching tag on line: 15
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <link rel="apple-touch-icon"
href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-72x72-precomposed.png" />
12 W605 Duplicate tag found: See matching tag on line: 16
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <link rel="apple-touch-icon"
href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-114x114-precomposed.png
" />
13 W605 Duplicate tag found: See matching tag on line: 9
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <link rel='shortcut icon' href='https://www.proceduresonline.com/resources/logos/procedures/favicon.ico'
type='image/x-icon'/>
14 W605 Duplicate tag found: See matching tag on line: 10
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <link rel="apple-touch-icon"
href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-57x57-precomposed.png" />
15 W605 Duplicate tag found: See matching tag on line: 11
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <link rel="apple-touch-icon"
href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-72x72-precomposed.png" />
16 W605 Duplicate tag found: See matching tag on line: 12
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <link rel="apple-touch-icon"
href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-114x114-precomposed.png
" />
17 <link rel="stylesheet" type="text/css"
href="https://www.proceduresonline.com/trix_cms_snippets/cookie/jquery.cookiebar.css" />
18 <script type="text/javascript"
src="https://www.proceduresonline.com/trix_cms_snippets/cookie/jquery.min.js">
18 </script>
19 <script type="text/javascript"
src="https://www.proceduresonline.com/trix_cms_snippets/cookie/jquery.cookiebar.js">
19 </script>
20 <script type="text/javascript">
25 </script>
26 <meta name="author" content="Haringey Fostering Service" />
27 <meta name="description" content="Haringey Fostering Service" />
29 <meta name="robots" content="index, follow" />
30 <meta name="rating" content="all" />
31 <meta http-equiv="pragma" content="no-cache" />
32 <link title="small" href="scripts/style.css" type="text/css" rel="stylesheet" />
33 <link title="medium" href="scripts/style_larger.css" type="text/css" rel="alternate stylesheet" />
34 <link title="large" href="scripts/style_largest.css" type="text/css" rel="alternate stylesheet" />
35 <link title="hivis" href="scripts/style_hi_vis.css" type="text/css" rel="alternate stylesheet" />
36 <script type="text/javascript" src="scripts/styleswitcher.js">
36 </script>
37 <script type="text/javascript" src="scripts/rollover.js">
37 </script>
38 <script type="text/javascript" src="scripts/pageOrganizer.js">
38 </script>
39 <script type="text/javascript" src="scripts/highlight.js">
39 </script>
40 </head>
41 <body onload="MM_preloadImages('images/contact_us_button_hover.png'); highlight();">
42 <script type="text/javascript" src="scripts/tooltip.js">
42 </script>
43 <div class="banner">
44 </div>
45 <div id="topper">
45 </div>
46 <div id="container">
47 <div id="content_frame_overflow">
47 <div class="content_text">
48 <h1>
48 Identity
48 </h1>
49 <div class="scope_box_blue">
50 <p style="font-weight:500; font-size: 140%;">
50 Standards & Regulations
50 </p>
51 <p>
51 Fostering Services National Minimum Standards (England) 2011:
51 </p>
52 <ul>
53 <li>
53 <a href="http://www.minimumstandards.org/fost_two.html" target="_blank">
53 Standard 2 - Promoting a positive identity, potential and valuing diversity through
individualised care
53 </a>
53 .
53 </li>
54 </ul>
55 <p>
55 Training, Support and Development Standards for Foster Care:
55 </p>
56 <ul>
57 <li>
57 <a href="files/foster_care_tsd_standards_guidance.pdf" target="_blank">
57 Standard 1 - Understand the principles and values essential for fostering children and young
people
57 </a>
57 .
57 </li>
58 <li>
58 <a href="files/foster_care_tsd_standards_guidance.pdf" target="_blank">
58 Standard 2 - Understand your role as a foster carer
58 </a>
58 .
58 </li>
59 <li>
59 <a href="files/foster_care_tsd_standards_guidance.pdf" target="_blank">
59 Standard 4 - Know how to communicate effectively
59 </a>
59 .
59 </li>
60 </ul>
61 <p>
61 Also see
61 <a href="keeping_memories.html">
61 Keeping Memories
61 </a>
61 .
61 </p>
62 </div>
63 <p>
63 <br />
64 </p>
65 <h2 class="h2_underlined">
65 Contents
65 </h2>
66 <ol>
67 <li>
67 <a href="#intro">
67 Introduction
67 </a>
67 </li>
68 <li>
68 <a href="#culture">
68 Culture
68 </a>
68 </li>
69 <li>
69 <a href="#language">
69 Language
69 </a>
69 </li>
70 <li>
70 <a href="#care_ethnic">
70 Providing Care for Black and Minority Ethnic Children
70 </a>
70 </li>
71 <li>
71 <a href="#religion">
71 Religion
71 </a>
71 </li>
72 <li>
72 <a href="#disab">
72 Disability
72 </a>
72 </li>
73 <li>
73 <a href="#gender">
73 Gender
73 </a>
73 </li>
74 <li>
74 <a href="#positive">
74 Living in a Positive Environment
74 </a>
74 </li>
75 </ol>
76 <h2 class="h2_underlined">
76 <br />
77 1.
77 <a name="intro" id="intro">
77 </a>
77 Introduction
77 </h2>
78 <p>
78 In order to understand other people’s identity we need to understand our own. This helps us to
identify whether there are differences between us and the children that we care for and their
families and whether there are gaps that can be bridged. You and your family should try and spend
some time thinking about this before you start caring.
78 </p>
79 <p>
79 A person’s identity is important particularly for black and minority ethnic children and can be
made up of a mixture of the things below:
79 </p>
80 <ul>
81 <li>
81 How we look including our skin colour.
81 </li>
82 <li>
82 How we dress.
82 </li>
83 <li>
83 How we sound and the language that we speak.
83 </li>
84 <li>
84 Our views.
84 </li>
85 <li>
85 Our family values and traditions.
85 </li>
86 <li>
86 Our religious beliefs.
86 </li>
87 <li>
87 Our family history and background.
87 </li>
88 <li>
88 How we form relationships, including our sexual orientation.
88 </li>
89 </ul>
90 <p>
90 It is important for you to develop and promote a child/young person’s identity. It is vital that
you uphold and develop the child’s identity particularly when they are not living with their own
family or else it will weaken their sense of who they are.
90 </p>
91 <p>
91 Within our own culture we often do this without thinking or meaning to by assuming that what we do
is the same as everybody else. The way in which we celebrate Christmas is an example of this.
91 </p>
92 <p>
92 Our understanding is helped by understanding the child/young person’s background and should be
addressed in the
92 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/placement_plan.html"
target="_blank">
92 Placement Plan
92 </a>
92 at the start of their placement about how this will be done.
92 </p>
93 <p>
93 Where children are placed with you from different backgrounds or cultures, the fostering service
will provide additional training and support and information. This will make sure that the
child/young person receives the best possible care to develop a positive understanding of their
background and heritage.
93 </p>
94 <h2 class="h2_underlined">
94 <br />
95 2.
95 <a name="culture" id="culture">
95 </a>
95 Culture
95 </h2>
96 <p>
96 Culture is part of a child’s/young person’s identity and heritage. All foster carers should
respect and value a child’s cultural heritage.
96 </p>
97 <p>
97 Culture describes the way people live their lives. Culture is based on many different factors,
memories, common experience, background, language, racial identity, class, religion and family
attitudes etc.
97 </p>
98 <p>
98 Sometimes conflicts arise in foster homes between the way you are used to living and the ways that
the child/young person is used to. Dilemmas arise about what is the right thing to do. When a
young person doesn’t want to follow the way that is expected of them there are rarely easy answers
when sorting these problems out. Examples can be as simple as eating at the table, or religious
observance. You should talk to the child and their family (where appropriate) to try and
understand what their views are and find a way forward. Your Supervising Social Worker and/or the
child’s social worker can also provide help.
98 </p>
99 <h2 class="h2_underlined">
99 <br />
100 3.
100 <a name="language" id="language">
100 </a>
100 Language
100 </h2>
101 <p>
101 It is possible that a child whose first language is not English may be placed with you.
101 </p>
102 <p>
102 Language is an important part of a child’s identity and culture. Every effort should be made to
preserve a child’s linguistic and communication skills; otherwise they may lose a large part of
their culture.
102 </p>
103 <p>
103 If you need more information or advice about a child’s cultural and linguistic needs contact the
child’s social worker or your Supervising Social Worker.
103 </p>
104 <p>
104 You should look for ways in which you can promote the child’s identity. Discuss this with your
Supervising Social Worker and the child’s social worker. This information will be important should
the child return home or move to another carer.
104 </p>
105 <h2 class="h2_underlined">
105 <br />
106 4.
106 <a name="care_ethnic" id="care_ethnic">
106 </a>
106 Providing Care for Black and Minority Ethnic Children
106 </h2>
107 <p>
107 Black children will have particular practical needs in relation to their identity. Their hair and
skin care may be different, toys and educational material such as books and DVDs and birthday
cards should reflect black people. These will promote their sense of black identity.
107 </p>
108 <p>
108 When the child is placed with you, it would be useful to talk to the child’s birth family or
their social worker about the kind of things that are important to them and that they may be used
to having in the family home. This may be to do with food or it may be their skin and hair care.
You could find out how to cook particular dishes and introduce them to the rest of the family
which also helps to extend their understanding and experiences.
108 </p>
109 <p>
109 Skin care is generally important to everyone but is really important to black children as it is
naturally dry and needs to be creamed regularly, more so in winter months. You should try and find
out what they already use or try oil based products e.g. cocoa butter.
109 </p>
110 <p>
110 Hair care for black children and mixed heritage children is different to European children and
should generally only be washed once a week and will usually need special products. Again try and
talk to either the birth family or the child’s social worker for specific details. Some
children because of religious beliefs should not have their hair cut e.g. Rastafarians and Sikhs.
111 </p>
112 <h2 class="h2_underlined">
112 <br />
113 5.
113 <a name="religion" id="religion">
113 </a>
113 Religion
113 </h2>
114 <p>
114 The religious upbringing of a Looked After Child is very important.
114 </p>
115 <p>
115 The right to determine the child's religion is one of the rights all birth parents retain for
whatever reason the child comes to live with you.
115 </p>
116 <p>
116 Some parents may express strong preferences, but when they do this is usually reflected in the
choice of a foster family for the child.
116 </p>
117 <h2 class="h2_underlined">
117 <br />
118 6.
118 <a name="disab" id="disab">
118 </a>
118 Disability
118 </h2>
119 <p>
119 A child/young person’s disability is a part of who they are and the arrangements that are made to
meet their needs are a part of respecting their identity.
119 </p>
120 <h2 class="h2_underlined">
120 <br />
121 7.
121 <a name="gender" id="gender">
121 </a>
121 Gender
121 </h2>
122 <p>
122 Some young people may identify as transgender (i.e. as a different gender from their birth gender)
or as non-binary (they may not identify as either male or female). Girls, boys and
transgender/non- binary young people should receive equal opportunities and encouragement to
pursue their talents, interests and hobbies. Sexist stereotypes of behaviour must not be
imposed or condoned, for example there should be equal expectations that boys and girls will
participate in domestic tasks.
122 </p>
123 <p>
123 Young people who are experiencing gender identity issues should, in general, be given space and
support to develop their own gender identity, However it is important that they are protected from
adverse effects such as bullying and discrimination.
123 </p>
124 <p>
124 Some young people may wish to discuss specialist medical intervention, or may require specialist
support. Discuss this with your Supervising Social Worker and the child’s social worker.
124 </p>
125 <h2 class="h2_underlined">
125 <br />
126 8.
126 <a name="positive" id="positive">
126 </a>
126 Living in a Positive Environment
126 </h2>
127 <p>
127 It is useful to think about all the things a child or young person comes into contact with. For
example, toys books and posters. Do they have positive images of children who are from a different
race or who have a disability?
127 </p>
128 <p>
128 This may seem like a small thing but it can have a big impact on a child if for instance all they
see are images of white children and they are black, this is also important for things like
birthday cards.
128 </p>
129 </div>
130 </div>
132 <div id="navigation_frame">
132 <div id="navigation_frame_inner">
135 <div align="center">
135 W884 [WCAG21 2.1.1/2.1.3 (A/AAA)] Mouse/Pointer event handlers require keyboard equivalents:
When using mouse/pointer event handlers on elements that can be accessed by keyboard, ensure that you provide an equivalent keyboard handler. See WCAG 2.1 Failure F54. <a href="contact_us.html" onmouseout="MM_swapImgRestore()"
onmouseover="MM_swapImage('contact_us','','images/contact_us_button_hover.png',1)">
135 <img src="images/contact_us_button.png" alt="Useful Contacts and Suggestions"
name="contact_us" width="196" height="58" border="0" id="contact_us" />
135 </a>
135 <br />
136 W884 [WCAG21 2.1.1/2.1.3 (A/AAA)] Mouse/Pointer event handlers require keyboard equivalents:
When using mouse/pointer event handlers on elements that can be accessed by keyboard, ensure that you provide an equivalent keyboard handler. See WCAG 2.1 Failure F54. <a href="http://www.haringey.gov.uk/children-and-families/childrens-social-care/fostering" target="_blank"
onmouseout="MM_swapImgRestore()"
onmouseover="MM_swapImage('contact_us21','','images/foster_carer_hov.png',1)">
136 <img src="images/foster_carer.png" alt="Want to Become a Foster Carer?" name="contact_us21"
width="196" height="58" border="0" id="contact_us21" />
136 </a>
136 <br />
137 W884 [WCAG21 2.1.1/2.1.3 (A/AAA)] Mouse/Pointer event handlers require keyboard equivalents:
When using mouse/pointer event handlers on elements that can be accessed by keyboard, ensure that you provide an equivalent keyboard handler. See WCAG 2.1 Failure F54. <a href="http://www.proceduresonline.com/haringey/childcare/" target="_blank"
onmouseout="MM_swapImgRestore()"
onmouseover="MM_swapImage('contact_us22','','images/proc_buttons_hov.png',1)">
137 <img src="images/proc_buttons.png" alt="View the Inter-Agency Procedures Manual"
name="contact_us22" width="196" height="58" border="0" id="contact_us22" />
137 </a>
137 <br />
138 <br />
139 </div>
140 <div class="subsections_frame">
140 <div class="subsections">
141 <h2 class="h3_boxed">
141 Subsections
141 </h2>
142 <ul>
143 <li>
143 <a href="index.html">
143 Home
143 </a>
143 </li>
144 <li>
144 <a href="about_us.html">
144 About Us
144 </a>
144 </li>
145 <li>
145 <a href="being_foster.html">
145 Being a Foster Carer
145 </a>
145 </li>
146 <li>
146 <a href="safeguarding.html">
146 Safeguarding Everyone in our Household
146 </a>
146 </li>
147 <li>
147 <a href="placement.html">
147 The Placement
147 </a>
147 </li>
148 <li>
148 <a href="caring_children.html">
148 Caring for Children
148 </a>
148 </li>
149 <li>
149 <a href="http://www.haringey.gov.uk/fostering" target="_blank">
149 Want to become a Foster Carer
149 </a>
149 </li>
150 <li>
150 <a href="http://www.londoncp.co.uk/" target="_blank">
150 London Child Protection Procedures
150 </a>
150 </li>
151 <li>
151 <a href="http://haringeychildcare.proceduresonline.com/contents.html#fostering_adopt"
target="_blank">
151 Haringey Children's Services Fostering Procedures
151 </a>
151 </li>
152 <li>
152 <a href="fam_friend_carer_pol.html">
152 Family and Friends Carers Policy
152 </a>
152 </li>
153 <li>
153 <a href="guidance.html">
153 Useful Resources
153 </a>
153 </li>
154 <li>
154 </li>
155 <li>
155 <a href="forms.html">
155 Forms and Records
155 </a>
155 </li>
156 <li>
156 <a href="training.html">
156 Training & Support
156 </a>
156 </li>
158 <li>
158 <a href="http://trixresources.proceduresonline.com/nat_key/index.htm" target="_blank">
158 Keywords
158 </a>
158 </li>
159 <li>
159 </li>
160 </ul>
160 </div>
161 </div>
162 <div class="text-size">
163 <h2 class="h3_boxed">
163 Search
163 </h2>
164 <form action="search/search.html" id="cse-search-box">
165 E885 [WCAG21 1.1.1/1.3.1/3.3.2/4.1.2 (A)] User interface controls should have a label or an accessible
name:
Associate form controls with <label> tags, or use the 'aria-label' or 'aria-labelledby' attributes to label controls where it might be confusing or not possible to use a label. See WCAG 2.1 Failure F68. <input type="text" name="zoom_query" class="search_input" size="20" id="zoom_searchbox" />
166 <input type="submit" name="button" id="button" value="go" />
167 </form>
168 <h2 class="h3_boxed" style="margin-top:25px;">
168 Text-size
168 </h2>
169 <div align="center">
169 <a href="#" onclick="setActiveStyleSheet('small'); return false;">
169 <img src="images/small_a.png" border="0" alt="View this website with small text" />
169 </a>
169 <a href="#" onclick="setActiveStyleSheet('medium'); return false;">
169 <img src="images/med_a.png" border="0" alt="View this website with medium text" />
169 </a>
169 <a href="#" onclick="setActiveStyleSheet('large'); return false;">
169 <img src="images/large_a.png" border="0" alt="View this website with large text" />
169 </a>
169 <a href="#" onclick="setActiveStyleSheet('hivis'); return false;">
169 <img src="images/hi_vis_a.png" border="0" alt="View this website with high visibility" />
169 </a>
169 </div>
170 <br />
171 </div>
171 </div>
172 </div>
174 <div class="footer_left_column">
174 Copyright ©
174 <a href="http://www.trixonline.co.uk/" target="_blank">
174 tri.x
174 </a>
174 |
174 <a href="sitemap.html">
174 Site Map
174 </a>
174 </div>
175 </div>
176 <script type="text/javascript">
185 </script>
186 </body>
187 </html>