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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"
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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. <meta http-equiv="Content-Style-Type" content="text/css" />
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8 Residential Child Care – Key Principles | Next Stage 4Life
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63 <h1 class="h1">
63 Residential Child Care – Key Principles
63 </h1>
64 <div class="scope_box" style="padding-bottom: 0px; padding-top: 15px;">
65 <h2 class="h3">
65 REGULATIONS AND STANDARDS
65 </h2>
66 <p>
66 <a
href="http://qualitystandards.proceduresonline.com/homes/p_quality_standards.html#qual_purpose
" target="_blank">
66 The Quality and Purpose of Care Standard
66 </a>
66 </p>
67 <p>
67 <a href="http://qualitystandards.proceduresonline.com/homes/p_quality_standards.html#reg_5"
target="_blank">
67 Regulation 5 – Engaging with the Wider System to Ensure Each Child's Needs are Met
67 </a>
67 </p>
68 <h3 class="h3">
68 SCOPE OF THIS CHAPTER
68 </h3>
69 <p>
69 This chapter provides the context for all work with children and young people in Residential
Homes.
69 </p>
70 <h3 class="h3">
70 RELATED CHAPTERS
70 </h3>
71 <p>
71 <a href="p_confid.html">
71 Information Sharing Procedure
71 </a>
71 </p>
72 <p>
72 <a href="p_case_record.html">
72 Case Recording Procedure
72 </a>
72 </p>
73 </div>
73 <h2 class="h2_underlined">
73 <br />
74 Contents
74 </h2>
75 <ol>
76 <li>
76 <a href="#overview">
76 Overview
76 </a>
76 </li>
77 <li>
77 <a href="#key">
77 Key Principles
77 </a>
77 </li>
78 <li>
78 <a href="#achieving">
78 Achieving the Key Principles
78 </a>
78 </li>
78 </ol>
79 <h2 class="h2_underlined">
79 <br />
80 1.
80 <a name="overview" id="overview">
80 </a>
80 Overview
80 </h2>
81 <p>
81 The manager will ensure that the home is conducted:
81 </p>
82 <ul>
83 <li>
83 So as to promote and make proper provision for the safeguarding, health and welfare, care,
education, supervision and, where appropriate, treatment, of accommodated children;
83 </li>
84 <li>
84 In a manner which respects their privacy and dignity;
84 </li>
85 <li>
85 With due regard to their sex, gender identity, religious persuasion, racial origin, cultural
and linguistic background and any disability.
85 </li>
86 </ul>
87 <h2 class="h2_underlined">
87 <br />
88 2.
88 <a name="key" id="key">
88 </a>
88 Key Principles
88 </h2>
89 <p>
89 The Children's Homes Regulation (including the Quality Standards) 2015 set out the following key
principles which all homes are expected to apply to ensure that residential child care is a
positive choice for children and young people where a children's home is the best placement to
meet their individual needs.
89 </p>
90 <p>
90 Children in residential child care:
90 </p>
91 <ul>
92 <li>
92 Should feel love, happy, healthy, safe from harm and able to develop, thrive and fulfil their
potential;
92 </li>
93 <li>
93 Should be valued and nurtured as an individual with talents, strengths and capabilities that
can develop over time;
93 </li>
94 <li>
94 Should be supported to foster positive relationships, encouraging strong bonds between
children and staff in the home on the basis of jointly undertaken activities, shared daily
life, domestic and non-domestic routines and established boundaries of acceptable behaviour;
94 </li>
95 <li>
95 Should be ambitious, nurturing children's school learning and out- of-school learning and
their ambitions and aspirations for their future;
95 </li>
96 <li>
96 Should be attentive to children's need, supporting emotional, mental and physical health
needs, including repairing earlier damage to self-esteem and encouraging friendships;
96 </li>
97 <li>
97 Should be outward facing, working with the wider system of professionals for each child, and
with children's families and communities of origin to sustain links and understand past
problems;
97 </li>
98 <li>
98 Should have high expectations of staff as committed members of a team, as decision makers and
as activity leaders. In support of this, children's homes should ensure all staff and managers
are engaged in on-going learning about their role and the children and families they work
with;
98 </li>
99 <li>
99 Should provide a safe and stimulating environment in high-quality buildings, with spaces that
support nurture and allow privacy as well as common spaces and spaces to be active.
99 </li>
100 </ul>
101 <h2 class="h2_underlined">
101 <br />
102 3.
102 <a name="achieving" id="achieving">
102 </a>
102 Achieving the Key Principles
102 </h2>
103 <p>
103 To achieve these key principles, practice in Children's Homes should be shaped around the
following:
103 </p>
104 <p>
104 <span class="bold">
104 The best interests of the child:
104 </span>
104 Children's welfare, safety and needs will be at the centre of the care provided. All decisions
made in relation to children will have, as the first and paramount consideration, the best
interests of the child.
104 </p>
105 <p>
105 <span class="bold">
105 Avoiding delay:
105 </span>
105 All decisions in relation to the provision of services to children will be made promptly and
within agreed time-scales, having regard to the needs of the child. The achievement of these
timescales will be monitored and reviewed.
105 </p>
106 <p>
106 <span class="bold">
106 Children's wishes and feelings:
106 </span>
106 Children have their own views, wishes and feelings, and homes must promote each child's right to
have a say. Children's views, wishes and feelings will be sought in all aspects of their
planning and day to day care. All children should be enabled to communicate their views
(including very young children or those with communication difficulties) and appropriate methods
for gaining their views should be sought and provided the home. Children will be provided with
information about how to contact the Children's Commissioner and, have access to a Children's
Rights Officer (within the Placing Authority) and/or an Independent Advocate.
106 </p>
107 <p>
107 <span class="bold">
107 Keeping children informed:
107 </span>
107 Children should be provided with information about the home and other services available
locally. They should also be helped to understand the types of personal information which is
kept in their case records, what is used for, who it will be shared with and how long it will be
kept for. Their right to access their case record should also be explained to them.
107 </p>
108 <p>
108 <span class="bold">
108 Promoting contact:
108 </span>
108 Contact with family members, friends and other significant persons will be promoted (unless
particular circumstances indicate that such contact would not be in the child's best interests).
Parents and others with
108 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/parental_respons.html"
target="_blank">
108 Parental Responsibility
108 </a>
108 will be enabled to participate in the child's daily life in so far as this is compatible with
the facilities of the home, the child's
108 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/placement_plan.html"
target="_blank">
108 Placement Plan
108 </a>
108 and associated agreements. Children will be encouraged to establish relationships with friends
within and outside the home and with people from the wider community.
108 </p>
109 <p>
109 <span class="bold">
109 Promoting diversity:
109 </span>
109 Staff will take every step to make sure that individual children and young people are not
subject to discrimination, marginalisation or bullying from their peers by virtue of their
gender, religion, ethnicity, cultural and linguistic background, sexual identity, gender
identity, mental ill health, disability or for any other reason. Children and families will be
treated with respect and dignity, and receive services which respect their ethnicity, culture,
language, disability, sexuality and religion.
109 </p>
110 <p>
110 <span class="bold">
110 Admissions and reception of children and reviews:
110 </span>
110 Wherever possible children should be placed in a planned and sensitive manner and services
provided on the basis of initial and continual assessment, planning, monitoring and review. Each
child will have a
110 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/placement_plan.html"
target="_blank">
110 Placement Plan
110 </a>
110 that underpins their
110 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/care_plan.html"
target="_blank">
110 Care Plan
110 </a>
110 and other significant plans and which accurately reflects the way in which identified needs will
be met. Behaviour and Activity Risk Assessments will be undertaken as part of the process of
Placement Planning and review to ensure the child or family lives within a structured and safe
environment.
110 <span class="bold">
110 Children will
110 </span>
110 receive regular and frequent visits from their social workers for the purposes of monitoring and
reviewing the suitability of their placement arrangements.
110 </p>
111 <p>
111 <span class="bold">
111 Promoting independence:
111 </span>
111 Children will be encouraged to be as independent as possible and to take a full and active part
in everyday life as is appropriate to their age and level of understanding. Young people will be
provided with information, advice and practical assistance to help prepare them for adult life.
111 </p>
112 <p>
112 <span class="bold">
112 Promoting educational achievement:
112 </span>
112 Staff will promote and support the educational achievement of children and ensure that a
positive learning environment is promoted both at school and within the home. This could include
supporting children with homework, accessing the internet and possibly home study. Staff will
work closely with social workers and other professionals (e.g. teachers) to ensure that each
child has a
112 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/pers_education_plan.html"
target="_blank">
112 Personal Education Plan (PEP)
112 </a>
112 which accurately reflects their needs and is reviewed at regular intervals.
112 <br />
113 </p>
114 <p>
114 <span class="bold">
114 Health care:
114 </span>
114 To promote children's health, staff in the home should ensure there is a continuity of treatment
and that children's physical, emotional and psychological health needs are properly assessed and
accounted for. All children will have healthcare assessments and screening resulting in a Health
Care Plan designed to ensure their healthcare needs, including immunisations, are up to date.
Young people should be provided with advice and support on sexual health and relationships
(including sexual exploitation and domestic violence and abuse where appropriate), smoking,
alcohol and substance misuse.
114 </p>
115 <p>
115 <span class="bold">
115 Promoting positive behaviour and relationships:
115 </span>
115 Homes should have high expectations of all children and staff and aim to create an environment
and culture which promotes and supports positive behaviour. Behaviour management strategies
should support positive behaviour and de-escalation of conflicts. Staff will be trained to build
and maintain positive relationships and resolve conflicts positively. Children will be
encouraged to take responsibility for their behaviour, in a way that is appropriate to their age
and abilities. Sanctions and rewards for behaviour will be clear, reasonable and fair and
understood by all staff and children. Bullying within the home will not be tolerated.
115 </p>
116 <p>
116 <span class="bold">
116 Leisure and recreation:
116 </span>
116 Children will be provided with opportunities to participate in a range of leisure, exercise and
recreational activities appropriate to their needs, abilities and interests. Children's
birthdays, name days, cultural and religious festivals will be celebrated where appropriate, and
children should participate with staff in the planning of these events.
116 </p>
117 <p>
117 <span class="bold">
117 Protecting children:
117 </span>
117 All staff will have training in how to recognise, and respond to, concerns of abuse and neglect.
Any allegations against staff members will be deal with promptly in accordance with Local
Safeguarding Children Partnerships Procedures.
117 </p>
118 <p>
118 <span class="bold">
118 Physical contact and relationships:
118 </span>
118 Staff will develop caring and nurturing relationships with Children, based on clear boundaries,
which demonstrate affection, acceptance and reassurance. Staff are encouraged to use appropriate
physical contact, positively and safely in keeping with the child's past experiences, needs and
wishes. Where staff spend time alone with Children, this will be underpinned by effective
procedures, evidence-based risk assessments and training which safeguard the interests of both
children and staff/carers. Play fighting is not allowed under any circumstances.
118 </p>
119 <p>
119 <span class="bold">
119 Complaints and representations:
119 </span>
119 All children will be provided with information on how to make a complaint or comment about their
care. In addition we will carry out on-going consultation with children, young people and
carers.
119 </p>
120 <p>
120 <span class="bold">
120 Safe practices, health and safety:
120 </span>
120 Each home will have a written Health and Safety Policy clarifying responsibilities under The
Health and Safety at Work Act and related legislative guidance. The home will identify a senior
manager responsible for health and safety and designated health and safety representatives. Each
home should complete comprehensive Health and Safety Risk Assessments; these should be regularly
reviewed and monitored.
120 </p>
121 <p>
121 <br />
122 <br />
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