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 <meta name="viewport" content="width=device-width, initial-scale=1.0"/>
5 W605 Duplicate tag found: See matching tag on line: 22
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" />
6 W605 Duplicate tag found: See matching tag on line: 23
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-Script-Type" content="text/javascript" />
7 <meta http-equiv="Content-Type" content="text/html; charset=utf-8" />
8 <title>
8 Advocacy and Independent Visitors | Next Stage 4Life
8 </title>
9 <link rel='shortcut icon'
href='https://www.proceduresonline.com/resources/logos/procedures/favicon.ico' type='image/x-icon'/>
10 <link rel="apple-touch-icon"
href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-57x57-precomposed.png
" />
11 <link rel="apple-touch-icon"
href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-72x72-precomposed.png
" />
12 <link rel="apple-touch-icon"
href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-114x114-precomposed.png
" />
13 <link rel="stylesheet" type="text/css"
href="https://www.proceduresonline.com/trix_cms_snippets/cookie/jquery.cookiebar.css" />
14 <script type="text/javascript"
src="https://www.proceduresonline.com/trix_cms_snippets/cookie/jquery.min.js">
14 </script>
15 <script type="text/javascript"
src="https://www.proceduresonline.com/trix_cms_snippets/cookie/jquery.cookiebar.js">
15 </script>
16 <script type="text/javascript">
21 </script>
22 W605 Duplicate tag found: See matching tag on line: 5
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" />
23 W605 Duplicate tag found: See matching tag on line: 6
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-Script-Type" content="text/javascript" />
24 W609 The 'content-type' HTTP header specifies a character set of UTF-8, which is different to the value
given here:
The 'content-type' HTTP header specifies a different character set to that specified in the tag. In this case the HTTP header takes precedence. <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1" />
25 <meta name="author" content="Next Stage 4Life" />
26 <meta name="description" content="Next Stage 4Life" />
28 <meta name="robots" content="index, follow" />
29 <meta name="rating" content="all" />
30 <meta http-equiv="pragma" content="no-cache" />
31 <link title="small" href="scripts/style.css" type="text/css" rel="stylesheet" />
32 <link title="medium" href="scripts/style_larger.css" type="text/css" rel="alternate stylesheet" />
33 <link title="large" href="scripts/style_largest.css" type="text/css" rel="alternate stylesheet" />
34 <link title="hivis" href="scripts/style_hi_vis.css" type="text/css" rel="alternate stylesheet" />
35 <script type="text/javascript" src="scripts/print.js">
35 </script>
36 <script type="text/javascript" src="scripts/styleswitcher.js">
36 </script>
37 <script type="text/javascript" src="scripts/highlight.js">
37 </script>
39 </head>
40 <body onload="highlight();">
41 <div class="banner">
42 </div>
43 <div id="buttons">
43 <div id="menu">
44 <ul>
45 <li>
45 <a href="index.html">
45 Home
45 </a>
45 </li>
46 <li>
46 <a href="contents.html">
46 Contents
46 </a>
46 </li>
47 <li>
47 <a href="local_resources.html">
47 Local Resources
47 </a>
47 </li>
48 </ul>
49 </div>
49 <div id="search">
50 <form action="search/search.html" id="cse-search-box" style="margin: 0px;">
51 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="97%" border="0" cellspacing="0" cellpadding="0">
52 <tr>
53 <td>
53 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" value="Search this
manual" onfocus="this.value=(this.value=='Search this manual') ? '' : this.value;"
onblur="this.value=(this.value=='') ? 'Search this manual' : this.value;" style="margin-right: 5px;" />
53 </td>
54 <td>
54 <input type="submit" value="Go"/>
54 </td>
55 </tr>
56 </table>
57 </form>
57 </div>
57 </div>
58 <div id="topper">
58 </div>
60 <div id="printReady">
61 <div id="container">
62 <div id="content_frame_overflow">
62 <div class="content_text">
63 <h1 class="h1">
63 Advocacy and Independent Visitors
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#ch_views
" target="_blank">
66 The Children's Views, Wishes and Feelings Standard
66 </a>
66 <br />
67 Regulation 7
67 </p>
68 <h3 class="h3">
68 RELEVANT GUIDANCE
68 </h3>
69 <p>
69 <a
href="http://webarchive.nationalarchives.gov.uk/20130401151715/https:/www.education.gov.uk/pub
lications/standard/publicationdetail/page1/gis%2004" target="_blank">
69 Get it Sorted
69 </a>
69 </p>
70 <p>
70 <a
href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/441643/Childre
n_Act_Guidance_2015.pdf#page=106" target="_blank">
70 The Children Act 1989 Guidance and Regulations Volume 2: Care Planning, Placement and Case
Review (2015)
70 </a>
70 </p>
71 <p>
71 <a
href="https://www.childrenssociety.org.uk/sites/default/files/tcs/advocacy_guide_-_final_lo_re
s.pdf#page=7" target="_blank">
71 Advocacy services for children and young people – A guide for commissioners (The
Childrens' Society)
71 </a>
71 </p>
72 </div>
73 <h2 class="h2_underlined">
73 <br />
74 Contents
74 </h2>
75 <br />
76 <table title="chapter contents list" cellspacing="0" cellpadding="5" width="95%" border="0">
77 <tbody>
78 <tr>
79 <td align="right" width="3%">
79 1.
79 </td>
80 E910 [WCAG21 1.4.4 (AA)] Use relative rather than absolute units:
Using relative units helps the page to be rendered correctly at different resolutions and allows people with sight difficulties to 'zoom in' to pages to read them. See Understanding 1.4.4. <td width="3">
80 <a href="#advocates">
80 Children's Commissioner and Advocates
80 </a>
80 </td>
81 </tr>
82 <tr>
83 <td align="right">
83 2.
83 </td>
84 <td>
84 <a href="#duties">
84 Duties of an Advocate
84 </a>
84 </td>
85 </tr>
86 <tr>
87 <td align="right" width="3%">
87 3.
87 </td>
88 <td>
88 <a href="#ind_vis">
88 Independent Visitors
88 </a>
88 </td>
89 </tr>
90 <tr>
91 <td align="right">
91 4.
91 </td>
92 <td>
92 <a href="#iro">
92 Role of the Independent Reviewing Officer (IRO)
92 </a>
92 </td>
93 </tr>
94 </tbody>
95 </table>
96 <h2 class="h2_underlined">
96 <br />
96 1.
96 <a id="advocates" name="advocates">
96 </a>
96 Children's Commissioner and Advocates
96 </h2>
97 <p>
97 All children should have access to independent advice, from an independent advocate and should
be provided with information about how to contact the
97 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/childrens_commiss.html"
target="_blank">
97 Children's Commissioner
97 </a>
97 . See also Children's Society '
97 <a
href="https://www.childrenssociety.org.uk/sites/default/files/tcs/advocacy_guide_-_final_lo_res.
pdf#page=7" target="_blank">
97 Advocacy services for children and young people – A guide for commissioners
97 </a>
97 '.
97 </p>
98 In relation to advocacy Homes Managers must ensure that each child has access to an Independent
Person whom they may contact directly about personal problems or concerns at the home, (such as an
98 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/advocate.html"
target="_blank">
98 Advocate
98 </a>
98 , adult family member, Personal Adviser, befriender, Independent Visitor, or mentor).
99 <p>
99 The person can represent or assist a child at a meeting (for example a
99 <a
href="http://www.proceduresonline.com/resources/keywords_online/nat_key/keywords/looked_aft_revi
ew.html" target="_blank">
99 Looked After Review
99 </a>
99 ), assist in making a complaint or bringing a matter to the attention of staff and Managers or
the
99 <a
href="http://trixresources.proceduresonline.com/nat_key/keywords/regulatory_authority.html"
target="_blank">
99 Regulatory Authority
99 </a>
99 .
99 </p>
100 <h2 class="h2_underlined">
100 <br />
101 2.
101 <a name="duties" id="duties">
101 </a>
101 Duties of an Advocate
101 </h2>
102 <p>
102 An advocate's key objective is to promote children and young people's central involvement in
decisions affecting their lives. The nature of support advocacy provides varies considerably as
it is dependent upon each local authority's commissioning arrangements but every service follows
core principles
102 </p>
103 <ul>
104 <li>
104 The advocate should not be directive or judgmental but help the young person to express their
views;
104 </li>
105 <li>
105 Young people should be offered full information in expressing their views;
105 </li>
106 <li>
106 Young people should decide upon the best course of action.
106 </li>
107 </ul>
108 <p>
108 The advocate should always remain fully supportive of the young person.
108 </p>
109 <h2 class="h2_underlined">
109 <br />
110 3.
110 <a id="ind_vis" name="ind_vis">
110 </a>
110 Independent Visitors
110 </h2>
111 <p>
111 The Placing Authority must appoint an Independent Visitor where it appears to them that it would
be in the child's best interest to do so. This should be considered as part of the development
of the Care Plan for the child or as part of a review of the child's case.
111 </p>
112 <p>
112 Where an appointment is considered necessary, the child's social worker will identify whether
there is a person already known to the child and independent of the Local Authority who may be
suitable. If there is not, each authority will have its own procedures for appointment.
112 </p>
113 <p>
113 Independent Visitors must be suitably qualified and have undergone necessary checks with the
Disclosure and Barring Service and Children's Services records.
113 </p>
114 <p>
114 The child must be consulted about the appointment and if he or she objects, the appointment
should not be made.
114 </p>
115 <p>
115 The Independent Visitor should undertake regular visits to the child and maintain other contact,
by telephone and letter as appropriate with the aim of:
115 </p>
116 <ul>
117 <li>
117 Promoting the child's development, social, emotional, religious and cultural needs;
117 </li>
118 <li>
118 Encouraging the child to exercise his/her rights and to participate in decisions which will
affect him/her;
118 </li>
119 <li>
119 Support the Care Plan for the child and his/her carers; and
119 </li>
120 <li>
120 Aim, as far as possible, to complement the activities of staff.
120 </li>
121 </ul>
122 <p>
122 The Independent Visitor's role and functions can also be described in terms of what s/he is not
intended to do, e.g.:
122 </p>
123 <ul>
124 <li>
124 Not to be anything other than child-focused, however sympathetic to other points of view;
124 </li>
125 <li>
125 Not to be a substitute parent or carer;
125 </li>
126 <li>
126 Not to allow personal prejudices to determine actions;
126 </li>
127 <li>
127 Not to accept unquestioningly what those responsible for the child tell him/her but to remain
open-minded and even sceptical;
127 </li>
128 <li>
128 Not to engage the child in intensive counselling involving complex situations; and
128 </li>
129 <li>
129 Not to take on the role of a skilled advocate in complex situations (see paragraph 3.270)
129 <a
href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/441643/Childre
n_Act_Guidance_2015.pdf" target="_blank">
129 The Children Act 1989 Guidance and Regulations Volume 2:Care Planning, Placement and Case
Review
129 </a>
129 .
129 </li>
130 </ul>
131 <h2 class="h2_underlined">
131 <br />
132 4.
132 <a name="iro" id="iro">
132 </a>
132 Role of the Independent Reviewing Officer (IRO)
132 </h2>
133 <p>
133 Under the Care Planning, Placement and Case Review (England) Regulations 2010, the IRO has a
responsibility to monitor the child's case in between Looked After Reviews.
133 </p>
134 <p>
134 For example:
134 </p>
135 <ul>
136 <li>
136 The IRO should be notified within 2 working days of a child becoming Looked After;
136 </li>
137 <li>
137 Children should be told who their IRO is and how to make contact with him/her;
137 </li>
138 <li>
138 The IRO must be consulted before a child is placed outside the area where the child normally
lives;
138 </li>
139 <li>
139 The IRO should be notified and consulted if a child persistently absents him/herself or has
been missing from the home;
139 </li>
140 <li>
140 Children have a right to contact their IRO if they are concerned about their placement or Care
Plan.
140 </li>
141 </ul>
142 <p>
142 Home's Managers should be aware of these wider responsibility and should ensure that children
are informed of their right to consult or notify the IRO; and Home's Managers should also
consult the IRO if they are concerned about the child's placement.
142 </p>
143 <p>
143 <br />
144 <br />
145 </p>
146 </div>
147 </div>
148 </div>
149 </div>
150 <div id="footer-wrap">
151 <div id="footer-container">
151 <div id="footer">
152 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="100%" border="0" cellspacing="0" cellpadding="0">
153 <tr>
154 <td width="60%" align="left" style="padding-top: 0px;">
154 <a href="http://www.trixonline.co.uk/" target="_blank">
154 <img src="images/trix_logo.gif" width="57" height="22" alt="tri.x logo" border="0"/>
154 </a>
154
154 <span class="darkdivider">
154 |
154 </span>
154 Copyright ©
154 <a href="http://www.trixonline.co.uk/" target="_blank">
154 tri.x
154 </a>
154
154 <span class="darkdivider">
154 |
154 </span>
154
154 </td>
155 <td width="40%" align="right" valign="top" style="padding-top: 0px;">
157 <div class="footer_box">
157 <a href="#">
157 visibility:
157 </a>
157
157 <a href="#" onclick="setActiveStyleSheet('small'); return false;">
157 <img src="images/icons/small_a.gif" alt="View this website with small text" border="0" />
157 </a>
157 <a href="#" onclick="setActiveStyleSheet('medium'); return false;">
157 <img src="images/icons/medium_a.gif" border="0" alt="View this website with medium
text" />
157 </a>
157 <a href="#" onclick="setActiveStyleSheet('large'); return false;">
157 <img src="images/icons/large_a.gif" border="0" alt="View this website with large text" />
157 </a>
157 <a href="#" onclick="setActiveStyleSheet('hivis'); return false;">
157 <img src="images/icons/hivis.gif" border="0" alt="View this website with high
visibility" />
157 </a>
157
157 <span class="darkdivider">
157 |
157 </span>
157
157 </div>
158 <div class="footer_box">
158 <a href="#" onclick="window.external.AddFavorite(location.href, document.title)">
158 <img src="images/icons/favourite.gif" alt="Add this page to your favourites" width="18"
height="18" border="0" />
158 </a>
158 <a href="#" onclick="window.external.AddFavorite(location.href, document.title)">
158 favourites
158 </a>
158
158 <span class="darkdivider">
158 |
158 </span>
158
158 </div>
159 <div class="footer_box">
159 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. <input name="printMe" type="image" onclick="printSpecial()" value="Print this Page"
src="images/icons/print.gif" onmouseover="images/icons/print.gif'"
onmouseout="this.src='images/icons/print.gif'" alt="Print this page"/>
161 <a href="#" onclick="printSpecial()">
161 print
161 </a>
161
161 <span class="darkdivider">
161 |
161 </span>
161
161 </div>
162 </td>
163 </tr>
164 </table>
165 </div>
165 </div>
166 </div>
167 </body>
168 </html>