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8 Developing a Safer Caring Plan | Haringey Foster Carer Handbook
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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 Developing a Safer Caring Plan
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_three.html" target="_blank">
53 Standard 3 - Promoting Positive Behaviour and Relationships
53 </a>
53 .
53 </li>
54 <li>
54 <a href="http://www.minimumstandards.org/fost_four.html" target="_blank">
54 Standard 4 - Safeguarding Children
54 </a>
54 .
54 </li>
55 <li>
55 <a href="http://www.minimumstandards.org/fost_six.html" target="_blank">
55 Standard 6 - Promoting Good Health and Well-being.
55 </a>
55 </li>
56 </ul>
57 <p>
57 Training, Support and Development Standards for Foster Care:
57 </p>
58 <ul>
59 <li>
59 <a href="files/foster_care_tsd_standards_guidance.pdf" target="_blank">
59 Standard 2 - Understand your role as a foster carer
59 </a>
59 .
59 </li>
60 <li>
60 <a href="files/foster_care_tsd_standards_guidance.pdf" target="_blank">
60 Standard 6 - Keep children and young people safe from harm
60 </a>
60 .
60 </li>
61 <li>
61 <a href="files/foster_care_tsd_standards_guidance.pdf" target="_blank">
61 Standard 7 - Develop yourself
61 </a>
61 .
61 </li>
62 </ul>
63 <p>
63 <a href="files/app_1_safer_care_pol_temp.doc" target="_blank">
63 Appendix 1: Developing a Safer Caring Policy Template
63 </a>
63 </p>
64 </div>
65 <p>
65 <br />
66 </p>
67 <h2 class="h2_underlined">
67 Contents
67 </h2>
68 <ol>
69 <li>
69 <a href="#introduction">
69 Introduction
69 </a>
69 </li>
70 <li>
70 <a href="#men">
70 Adults and the Safer Caring Policy
70 </a>
70 </li>
71 <li>
71 <a href="#working">
71 Working out your Safer Caring Policy
71 </a>
71 <br />
72 I899 [WCAG21 1.3.2 (A)] Layout tables must represent their content in a meaningful sequence:
Screen readers can struggle to read out tables sensibly, so it is often better to use alternative mark-up and CSS to layout content. Try disabling the table mark-up to see if it still makes sense. See WCAG 2.1 Failure F49. <table width="96%" style="margin-top:10px;" border="0" cellpadding="5">
73 <tr>
74 <td width="3%" align="right">
74 3.1
74 </td>
75 <td>
75 <a href="#names_use">
75 The Names you use
75 </a>
75 </td>
76 </tr>
77 <tr>
78 <td width="3%" align="right">
78 3.2
78 </td>
79 <td>
79 <a href="#show_affection">
79 Physical Contact and Showing Affection
79 </a>
79 </td>
80 </tr>
81 <tr>
82 <td align="right">
82 3.3
82 </td>
83 <td>
83 <a href="#playing">
83 Playing
83 </a>
83 </td>
84 </tr>
85 <tr>
86 <td align="right">
86 3.4
86 </td>
87 <td>
87 <a href="#stop_bullying">
87 Stopping Bullying
87 </a>
87 </td>
88 </tr>
89 <tr>
90 <td align="right">
90 3.5
90 </td>
91 <td>
91 <a href="#intimate">
91 Intimate Care
91 </a>
91 </td>
92 </tr>
93 <tr>
94 <td align="right">
94 3.6
94 </td>
95 <td>
95 <a href="#when_go">
95 When you go out
95 </a>
95 </td>
96 </tr>
97 <tr>
98 <td align="right">
98 3.7
98 </td>
99 <td>
99 <a href="#travel_car">
99 Travelling by Car
99 </a>
99 </td>
100 </tr>
101 <tr>
102 <td align="right">
102 3.8
102 </td>
103 <td>
103 <a href="#photo_internet">
103 Photos, Videos and the Internet
103 </a>
103 </td>
104 </tr>
105 <tr>
106 <td align="right">
106 3.9
106 </td>
107 <td>
107 <a href="#chi_dis">
107 Children with Disabilities
107 </a>
107 </td>
108 </tr>
109 <tr>
110 <td align="right">
110 3.10
110 </td>
111 <td>
111 <a href="#way_dress">
111 The Way you Dress
111 </a>
111 </td>
112 </tr>
113 <tr>
114 <td align="right">
114 3.11
114 </td>
115 <td>
115 <a href="#bedroom">
115 The Foster Carers' and Other Family Members' Bedrooms
115 </a>
115 </td>
116 </tr>
117 <tr>
118 <td align="right">
118 3.12
118 </td>
119 <td>
119 <a href="#chi_bedroom">
119 Children's Bedrooms
119 </a>
119 </td>
120 </tr>
121 <tr>
122 <td align="right">
122 3.13
122 </td>
123 <td>
123 <a href="#bedtime">
123 Bedtime
123 </a>
123 </td>
124 </tr>
125 <tr>
126 <td align="right">
126 3.14
126 </td>
127 <td>
127 <a href="#edu_relation">
127 Education about Relationships, Sex and Sexuality
127 </a>
127 </td>
128 </tr>
129 <tr>
130 <td align="right">
130 3.15
130 </td>
131 <td>
131 <a href="#fire_plan">
131 Fire Plan
131 </a>
131 </td>
132 </tr>
133 </table>
134 </li>
135 </ol>
136 <h2 class="h2_underlined">
136 <br />
137 1.
137 <a name="introduction" id="introduction">
137 </a>
137 Introduction
137 </h2>
138 <p align="left">
138 Working out a Safer Caring family policy for your family including your foster child is not about
changing everything that you do. It is about thinking about what parts of the family’s behaviour
involve risk and working out what you can all do so that safer care becomes part of everyday life.
This will have already been covered on the Skills To Foster course.
138 </p>
139 <p align="left">
139 It will also help you to know how to deal with situations that might seem ok in your own family
but are not safe in a foster family. It is important that everybody that is in the house is aware
of the policy and is signed up to it. Regular visitors to the home need to know about the Safer
Caring Policy.
139 </p>
140 <p align="left">
140 The whole family should be involved in agreeing your policy and in reviewing it each year (or when
circumstances change). Your Supervising Social Worker can support you with this. When you have
completed your Safer Caring policy you should discuss it with the child’s social worker and give a
copy to the fostering service. Sometimes you may need to review your Safer Caring policy because
something new happens like a new placement.
140 </p>
141 <p align="left">
141 The aim is for all those involved to understand what might happen and to avoid the child feeling
worried or anxious.
141 </p>
142 <p align="left">
142 When you go on holiday you will need to think about your Safer Caring policy.
142 </p>
143 <h2 class="h2_underlined">
143 <br />
144 2.
144 <a name="men" id="men">
144 </a>
144 Adults and the Safer Caring Policy
144 </h2>
145 <p>
145 Some
145 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/looked_after_child.html"
target="_blank">
145 Looked After Children/young people
145 </a>
145 may have had bad relationships with adults/adult carers. The experience of having a positive adult
role model can help improve the chance of them having a positive relationship with men in the
future. If there is more than one foster carer in the household, a good start is for all carers to
ensure that they get involved from the start in developing their family’s Safer Caring Plan. It is
really important that all carers consider their role in order to minimize the risk of allegations.
Foster carers will be expected to share the caring tasks.
146 </p>
146 <h2 class="h2_underlined">
146 <br />
147 3.
147 <a name="working" id="working">
147 </a>
147 Working out your Safer Caring Policy
147 </h2>
148 <p>
148 The following are the some of the issues which you may need to consider when developing your
family’s Safer Caring Plan. This is not intended to be an exhaustive or prescriptive list but
should help in drawing up your own personalised plan, which should be tailor-made for your family.
148 </p>
149 <p>
149 You may wish to also think about:
149 </p>
150 <ul>
151 <li>
151 Each issue from everyone’s point of view (the foster-child, other children in the household,
yourself/ves, visitors, possibly pets etc);
151 </li>
152 <li>
152 Any specific situations when and where areas of conflict might arise;
152 </li>
153 <li>
153 Which caregiver is responsible for implementing each aspect of the plan (remember to include
outsiders like babysitters);
153 </li>
154 <li>
154 Setting times to review the plan, not just annually or when there are significant changes;
154 </li>
155 <li>
155 What will happen when you go for a holiday or weekend away:
155 </li>
156 <li>
156 What will you do if one or more aspects of the plan aren’t working?
157 </li>
158 </ul>
159 <h3 class="h3">
159 3.1
159 <a name="names_use" id="names_use">
159 </a>
159 The Names you use
159 </h3>
160 <p align="left">
160 Children should call you by your first name.
160 </p>
161 <p align="left">
161 Discourage the child from calling you 'mummy' or 'daddy' because it causes confusion about their
own family.
161 </p>
162 <h3 class="h3">
162 <br />
163 3.2
163 <a name="show_affection" id="show_affection">
163 </a>
163 Physical Contact and Showing Affection
163 </h3>
164 <h4 class="h4">
164 Physical contact
165 </h4>
166 <p>
166 You must provide a level of care, including physical contact, which demonstrates warmth,
friendliness and a positive regard for children.
166 </p>
167 <p>
167 Physical contact should be given in a manner, which is safe, protective and avoids the arousal of
sexual expectations, feelings or in any way which reinforces sexual stereotypes.
167 </p>
168 <p>
168 The following include areas which could involve physical contact and which you might want to
include in your Safer Caring plan:
168 </p>
169 <h4 class="h4">
169 Showing Affection
169 </h4>
170 Showing affection is a very important part of your caring role and should never be avoided because
of the fear of allegations.
171 <p align="left">
171 Children should always be asked first if they would like a kiss, hug or a cuddle. They need to be
taught by a caring adult to say ‘no’ if they do not want to be touched and what touch
is appropriate touch.
171 </p>
172 <p align="left">
172 Families will all have different ways of showing affection and you need to be careful not to
impose your way on others. If touch has meant something other than affection to a child in the
past, they might not understand that when you try to show them affection.
172 </p>
173 <h3 class="h3">
173 <br />
174 3.3
174 <a name="playing" id="playing">
174 </a>
174 Playing
174 </h3>
175 <p align="left">
175 Listen out when children are playing and check when they go quiet. Encourage children where
possible to play in public parts of the home.
175 </p>
176 <p align="left">
176 You may feel that the child should play with friends at your home particularly during the early
days of a placement. This may be more difficult when they are older children. If you are not sure,
talk to your Supervising Social Worker.
176 </p>
177 <h3 class="h3">
177 <br />
178 3.4
178 <a name="stop_bullying" id="stop_bullying">
178 </a>
178 Stopping Bullying
178 </h3>
179 <ul>
180 <li>
180 Put in place clear rules that say bullying is not acceptable and what actions will be taken if
the foster carers suspect bullying or are told of bullying happening.
180 </li>
181 <li>
181 Make it clear to children what are acceptable behaviour.
181 </li>
182 <li>
182 Provide opportunities for children to think about the issue of bullying e.g. writing stories or
poems or drawing pictures about bullying.
182 </li>
183 <li>
183 Have discussions about bullying and why it matters.
183 </li>
184 <li>
184 Be good role models as foster carers.
184 </li>
185 </ul>
186 <h3 class="h3">
186 <br />
187 3.5
187 <a name="intimate" id="intimate">
187 </a>
187 Intimate Care
187 </h3>
188 <p>
188 If possible, children should be supported and encouraged to undertake bathing, showers and other
intimate care of themselves without relying on carers. If children are too young or are unable to
bathe, use the toilet or undertake other hygiene routines, arrangements should be made for carers
to assist them. Unless otherwise agreed, if at all possible children should be given intimate care
by adults who do not identify as a different gender.
188 </p>
189 <h4 class="h4">
189 The Bathroom/Toilet
189 </h4>
190 <p>
190 Arrangements for intimate care of young and/or disabled child should be set out in the Placement
Plan for each child.
190 </p>
191 <p>
191 Children who are old enough should be encouraged to wash themselves and should have privacy in the
bathroom. It may be possible to sit outside the bathroom so a child remains safe yet is able to
bathe in privacy.
191 </p>
192 <h4 class="h4">
192 Menstruation
192 </h4>
193 <p>
193 Wherever possible, young girls should be supported and encouraged to keep their own supply of
sanitary protection without having to request it from carers. There should also be adequate
provision for the private disposal of used sanitary protection.
193 </p>
194 <h4 class="h4">
194 Enuresis and Encopresis
194 </h4>
195 <p>
195 If it is known or suspected that a child is likely to experience enuresis, encopresis or may be
prone to smearing it should be discussed openly, but with great sensitivity, with the child if
possible, and strategies adopted for managing it; these strategies should be outlined in the
child's Placement Plan. Please be mindful of the fact that the review of the plan may be held in
the presence of a variety of involved professionals and be mindful of a child or young person’s
sensitivities when discussing such sensitive issues. It may be appropriate to consult a Continence
Nurse or other specialist, who may advise on the most appropriate strategy to adopt. In the
absence of such advice, the following should be adopted:
195 </p>
196 <ul>
197 <li>
197 Talk to the child in private, openly but sympathetically;
197 </li>
198 <li>
198 Do not treat it as the fault of the child, or apply any form of sanction;
198 </li>
199 <li>
199 Do not require the child to clear up unless agreed as part of the treatment strategy; arrange
for the child to be cleaned and remove then wash any soiled bedding and clothes;
199 </li>
200 <li>
200 Keep a record;
200 </li>
201 <li>
201 Consider making arrangements for the child to have any supper in good time before retiring, and
arranging for the child to use the toilet before retiring; also consider arranging for the child
to be woken to use the toilet during the night;
201 </li>
202 <li>
202 Consider using mattresses or bedding that can withstand soil. You can request a mattress
protector from the fostering service if you need it.
202 </li>
203 </ul>
204 <h3 class="h3">
204 <br />
205 3.6
205 <a name="when_go" id="when_go">
205 </a>
205 When you go out
205 </h3>
206 <p align="left">
206 You have responsibilities towards the children you are looking after and towards those you ask to
baby-sit or look after children. You need to think what you can do to avoid putting everyone at
risk.
206 </p>
207 <p align="left">
207 You should be clear about what your Supervising Social Worker considers are satisfactory
arrangements for caring for children when you are out. You could make an arrangement with other
foster carers.
207 </p>
208 <h3 class="h3">
208 <br />
209 3.7
209 <a name="travel_car" id="travel_car">
209 </a>
209 Travelling by Car
209 </h3>
210 <p align="left">
210 Think about who travels alone in a car with a foster child. It can be a good way of the child
having one-to-one contact because it can be easier to talk without any eye contact. However, a
child who has, or may have been, abused might feel unsafe alone in a car with an adult.
210 </p>
211 <p align="left">
211 A safer rule is for foster carers, especially men, to avoid travelling alone with a foster child.
If this cannot be avoided, the child should travel in the back of the car. If there are two carers
with a child, it will be safer for the child to be in the front of the car rather than in the back
seat with one adult. Once you know the child well you may want to review this situation.
211 </p>
212 <h3 class="h3">
212 <br />
213 3.8
213 <a name="photo_internet" id="photo_internet">
213 </a>
213 Photos, Videos and the Internet
213 </h3>
214 <p align="left">
214 It should be clear in the
214 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/placement_plan.html"
target="_blank">
214 Placement Plan
214 </a>
214 who can sign to agree for the child’s photo or video footage being taken in settings such as
school.
214 </p>
215 <p align="left">
215 If photos, videos or the internet have been part of any abuse for the child/young person, you
should check the best way forward with the child’s social worker.
215 </p>
216 <p align="left">
216 It is always helpful when you do take photos or videos, to ask the child's permission first and
make sure that they get copies for and that they know who else will see them and why.
216 </p>
217 <p align="left">
217 Be sensitive to how children react to having their photo taken. Be prepared not to take photos at
all. Do not take photos of children having a bath or wearing no clothes.
217 </p>
218 <p align="left">
218 When the child uses the internet, take an interest in what they do and agree, when, where and how
they will use it. Look into some software that filters inappropriate material for children.
218 </p>
219 <p align="left">
219 Also see
219 <a href="internet.html">
219 Internet, Photographs and Mobile Phones
219 </a>
219 .
219 </p>
220 <h3 class="h3">
220 <br />
221 3.9
221 <a name="chi_dis" id="chi_dis">
221 </a>
221 Children with Disabilities
221 </h3>
222 <p align="left">
222 Children with a disability may be particularly vulnerable to abuse.
222 </p>
223 <p align="left">
223 There may be more of a need for intimate personal care. Where a child/young person has a
disability or complex health needs, you should speak to the child’s social worker for advice.
223 </p>
224 <p>
224 Foster carers will need to make sure that a child/young person with communication difficulties is
able to express their wishes about personal care, and this should also be recorded.
224 </p>
225 <h3 class="h3">
225 <br />
226 3.10
226 <a name="way_dress" id="way_dress">
226 </a>
226 The Way you Dress
226 </h3>
227 <p align="left">
227 It is important for people to dress appropriately when in the house. Make sure that your family,
and foster children have nightwear, dressing gown and slippers.
227 </p>
228 <h3 class="h3">
228 <br />
229 3.11
229 <a name="bedroom" id="bedroom">
229 </a>
229 The Foster Carers' and Other Family Members' Bedrooms
229 </h3>
230 <p align="left">
230 Some parents like to let young children get into their bed to talk, and listen to stories or to be
comforted when they are not well. It is one of the dilemmas you face when as a family you are
trying to give your own children a normal upbringing whilst wanting to provide a safe environment
for the children you foster:
230 </p>
231 <p align="left">
231 Sharing your bed can trigger the memory of abuse and give the wrong messages about what might
happen and what is acceptable. It will be safer to provide all children with a time of affection
outside your bedroom, telling stories and maybe having a hot drink together.
231 </p>
232 <h3 class="h3">
232 <br />
233 3.12
233 <a name="chi_bedroom" id="chi_bedroom">
233 </a>
233 Children's Bedrooms
233 </h3>
234 <p align="left">
234 Your policy should be clear about bedroom rules.
234 </p>
235 <p align="left">
235 Children over the age of 3 should have their own room but there are exceptional circumstances when
children can share. When this happens, they should have their own space in the room and somewhere
to store personal possessions.
235 </p>
236 <p align="left">
236 Children should not share beds. It may be decided that you should knock on their bedroom door
before going in.
236 </p>
237 <p align="left">
237 Some children who have been abused might need their own space so that they learn that they have
the right to be safe and private. The most important thing is for them to have somewhere to keep
their belongings safe.
237 </p>
238 <h3 class="h3">
238 <br />
239 3.13
239 <a name="bedtime" id="bedtime">
239 </a>
239 Bedtime
239 </h3>
240 <p align="left">
240 Bedtimes are an opportunity for carers to show care and warmth towards the child. Striking the
balance between rules and safe caring need to be found for each individual child. The rules are
similar to bath time. Consideration should be given to whether the child’s previous experiences
and preferences mean it might be better for either a carer identifying as a particular gender to
carry out this task, or for both joint carers to do it. Carers should leave the door open when
putting children to bed.
240 </p>
241 <h3 class="h3">
241 <br />
242 3.14
242 <a name="edu_relation" id="edu_relation">
242 </a>
242 Education about Relationships, Sex and Sexuality
242 </h3>
243 <p align="left">
243 Relationships and sex education is important for all of us as we grow up. This should also be age
appropriate. Children need to be helped to think about what makes a good friend and what makes a
bad friend. They need to learn how to avoid situations that might put them at risk of abuse and
how to protect themselves and others. Children need to learn how to say ‘no’. Carers
need to know how to explain the difference between what is and is not acceptable behaviour and how
to help children change behaviour that is not right for their age. You may need to say that you
are talking to them about relationships and sex to help them deal with situations, feel safer and
as part of growing up not to abuse them further.
243 </p>
244 <p align="left">
244 Families will have different approaches to this subject and how children get information about
relationships, sex and sexuality and what they are told. You will need to find out from the
child’s social worker what the family’s approach was and the best way of dealing with
this, particularly if the child/young person has a different cultural or religious background from
your own. You may also want to check out with school what they are doing on the subject so you can
be prepared.
244 </p>
245 <p align="left">
245 Providing a safer environment means that other children in the foster home must understand that
any sexual activity with a foster child is as unacceptable as with a biological brother or sister.
See
245 <a href="relationships.html">
245 Relationships and Sex
245 </a>
245 .
245 </p>
246 <p>
246 The most important thing is that the child feels they can come and ask you questions and talk to
you about the subject if they are not sure. Foster carers should never share personal details
about this subject with the child.
246 </p>
247 <h3 class="h3">
247 <br />
248 3.15
248 <a name="fire_plan" id="fire_plan">
248 </a>
248 Fire Plan
249 </h3>
250 <p>
250 Discuss as a family what routes you will take if a fire starts and practice an evacuation. Think
about where keys are kept so everybody knows where they will be for the front and back doors and
windows.
250 </p>
250 </div>
251 </div>
253 <div id="navigation_frame">
253 <div id="navigation_frame_inner">
256 <div align="center">
256 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)">
256 <img src="images/contact_us_button.png" alt="Useful Contacts and Suggestions"
name="contact_us" width="196" height="58" border="0" id="contact_us" />
256 </a>
256 <br />
257 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"
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257 <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" />
257 </a>
257 <br />
258 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)">
258 <img src="images/proc_buttons.png" alt="View the Inter-Agency Procedures Manual"
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258 </a>
258 <br />
259 <br />
260 </div>
261 <div class="subsections_frame">
261 <div class="subsections">
262 <h2 class="h3_boxed">
262 Subsections
262 </h2>
263 <ul>
264 <li>
264 <a href="index.html">
264 Home
264 </a>
264 </li>
265 <li>
265 <a href="about_us.html">
265 About Us
265 </a>
265 </li>
266 <li>
266 <a href="being_foster.html">
266 Being a Foster Carer
266 </a>
266 </li>
267 <li>
267 <a href="safeguarding.html">
267 Safeguarding Everyone in our Household
267 </a>
267 </li>
268 <li>
268 <a href="placement.html">
268 The Placement
268 </a>
268 </li>
269 <li>
269 <a href="caring_children.html">
269 Caring for Children
269 </a>
269 </li>
270 <li>
270 <a href="http://www.haringey.gov.uk/fostering" target="_blank">
270 Want to become a Foster Carer
270 </a>
270 </li>
271 <li>
271 <a href="http://www.londoncp.co.uk/" target="_blank">
271 London Child Protection Procedures
271 </a>
271 </li>
272 <li>
272 <a href="http://haringeychildcare.proceduresonline.com/contents.html#fostering_adopt"
target="_blank">
272 Haringey Children's Services Fostering Procedures
272 </a>
272 </li>
273 <li>
273 <a href="fam_friend_carer_pol.html">
273 Family and Friends Carers Policy
273 </a>
273 </li>
274 <li>
274 <a href="guidance.html">
274 Useful Resources
274 </a>
274 </li>
275 <li>
275 </li>
276 <li>
276 <a href="forms.html">
276 Forms and Records
276 </a>
276 </li>
277 <li>
277 <a href="training.html">
277 Training & Support
277 </a>
277 </li>
279 <li>
279 <a href="http://trixresources.proceduresonline.com/nat_key/index.htm" target="_blank">
279 Keywords
279 </a>
279 </li>
280 <li>
280 </li>
281 </ul>
281 </div>
282 </div>
283 <div class="text-size">
284 <h2 class="h3_boxed">
284 Search
284 </h2>
285 <form action="search/search.html" id="cse-search-box">
286 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" />
287 <input type="submit" name="button" id="button" value="go" />
288 </form>
289 <h2 class="h3_boxed" style="margin-top:25px;">
289 Text-size
289 </h2>
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