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63 <h1 class="h1">
63 Keyworker Guidance
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#reg_5"
target="_blank">
66 Regulation 5 – Engaging with the Wider System to Ensure Each Child's Needs are Met
66 </a>
66 </p>
67 <p>
67 <a
href="http://qualitystandards.proceduresonline.com/homes/p_quality_standards.html#ch_views
" target="_blank">
67 The Children's Views, Wishes and Feelings Standard
67 </a>
67 </p>
68 <h3 class="h3">
68 SCOPE OF THIS CHAPTER
68 </h3>
69 <p>
69 The term Keyworker is used to describe the person with key responsibility for a child in the
home. This guidance sets out the key responsibilities for that person.
69 </p>
70 </div>
71 <h2 class="h2_underlined">
71 <br />
72 Contents
72 </h2>
73 <ol>
74 <li>
74 <a href="#management">
74 Management of Keyworkers
74 </a>
74 </li>
75 <li>
75 <a href="#role">
75 The Role of the Keyworker - General
75 </a>
75 </li>
76 <li>
76 <a href="#linkworker">
76 Keyworker Guidance
76 </a>
76 </li>
77 <li>
77 <a href="#planning">
77 Planning and Recording a Keyworker Session
77 </a>
77 </li>
78 </ol>
79 <h2 class="h2_underlined">
79 <br />
80 1.
80 <a name="management" id="management">
80 </a>
80 Management of Keyworkers
80 </h2>
81 <p>
81 The Home's Manager is responsible for ensuring that each child has appointed to them (preferably
prior to admission for pre-admission visits or certainly upon admission for the child's
introduction to the Home) a dedicated Keyworker who is able to engage in a positive and
constructive relationship with the child.
81 </p>
82 <p>
82 The Home's Manager should ensure that all Keyworkers are suitably trained and fully competent to
carry out the duties required of them.
82 </p>
83 <p>
83 The Keyworker should remain consistent throughout the child's time at the Home; however, the
Home's Manager may decide that the Keyworker for a child should change if:
83 </p>
84 <ol type="a">
85 <li>
85 The child complains that the relationship is not working;
85 </li>
86 <li>
86 The member of staff leaves the employment of the home;
86 </li>
87 <li>
87 The member of staff is unable to establish a positive relationship;
87 </li>
88 <li>
88 The manager believes that the relationship is not in the best interests of the child or the
member of staff.
88 </li>
89 </ol>
90 <p>
90 The Home's Manager should ensure that Keyworkers are properly supervised and/or provided with
mentors who may offer them support and guidance.
90 </p>
91 <h2 class="h2_underlined">
91 <br />
92 2.
92 <a name="role" id="role">
92 </a>
92 The Role of the Keyworker - General
92 </h2>
93 <p>
93 All staff have a duty to each young person in their care regardless of their role.
93 </p>
94 <p>
94 A Keyworker is a named member of staff who has a central role in respect of a particular child.
94 </p>
95 <p>
95 As a Keyworker the areas of responsibility are broad and involve getting to know the young
person in an enhanced way including their case history, the details of their file and also it is
important to get to know other individuals and service providers that are involved with the care
of the child.
95 </p>
96 <p>
96 Responsibilities of the Keyworker include:
96 </p>
97 <ul>
98 <li>
98 Acting as a positive role model;
98 </li>
99 <li>
99 Assessing the needs the child;
99 </li>
100 <li>
100 Supporting children's links with their families and local community;
100 </li>
101 <li>
101 Establishing guidelines for behaviour;
101 </li>
102 <li>
102 Giving social, spiritual and emotional support;
102 </li>
103 <li>
103 Creating a safe and happy environment in which to live;
103 </li>
104 <li>
104 Helping children to access and use community education, health and leisure services;
104 </li>
105 <li>
105 Giving advice on independent living to those who are about to leave care;
105 </li>
106 <li>
106 The Keyworker will be required to oversee the placement planning and recording systems for the
child;
106 </li>
107 <li>
107 The Keyworker is responsible for establishing and maintaining an appropriate relationship with
the child, and collating information required for Child's Placement Planning Meetings and
Looked After Reviews; see the following relevant chapters:
108 <ul>
109 <li>
109 <a href="p_place_plan.html">
109 Placement Planning Meetings Procedure
109 </a>
109 ;
109 </li>
110 <li>
110 <a href="p_lac_rev.html">
110 Looked After Reviews Procedure
110 </a>
110 ;
110 </li>
111 <li>
111 <a href="p_hlth_assm_pln.html">
111 Healthcare Assessments and Plans Procedure
111 </a>
111 .
111 </li>
112 </ul>
113 </li>
114 </ul>
115 <p>
115 The Keyworker should become the main co-ordinator of multi-agency services for the child. They
should help other staff follow the agreed approaches and care strategies set out in the
Placement Plan. They should also help to monitor and evaluate the effectiveness of each of the
services.
115 </p>
116 <p>
116 The Keyworker should be appointed by the Home's Manager preferably before a place has been
offered to the child. Where this is not possible, it should be done on the date of admission.
116 </p>
117 <p>
117 Wherever possible, the Key/worker should be involved in visits prior to admission. During this
period, they should strive to become a familiar face who will be present at the time of
admission.
117 </p>
118 <p>
118 During the early stages of placement, the Keyworker should spend sufficient time with the new
child to assist with settling in, making sure the child has a copy of the Children's Guide and
ensuring that the child understands and is comfortable with the house rules.
118 </p>
119 <p>
119 The Keyworker should ensure that all the child's records and recording systems are adequately
set up and that recording is taking place.
119 </p>
120 <p>
120 The Keyworker, supported by the staff team, should assist the child to maintain social,
recreational, cultural and religious links through daily living activities inside and outside
the home.
120 </p>
121 <p>
121 Being a Keyworker means working towards meeting a whole range of social, spiritual, emotional
and intellectual needs in a way that promotes dignity, choice and independence, whilst promoting
a caring, healthy, stimulating, safe and secure environment for the child.
121 </p>
122 <h2 class="h2_underlined">
122 <br />
123 3.
123 <a name="linkworker" id="linkworker">
123 </a>
123 Keyworker Guidance
123 </h2>
124 <h3 class="h3">
124 3.1 Being there for the child
124 </h3>
125 <p>
125 <span class="bold">
125 Being there each morning
125 </span>
125 (or making sure someone is doing it for you) checking that the bedroom is tidy, that there are
clean and properly ironed clothes to wear, that s/he has had a wash, groomed hair and is fully
equipped, as required, for the day ahead.
125 </p>
126 <p>
126 Talking to the child to make sure that s/he understands what is planned for the day; issues to
concentrate on, how best to deal with potential problems etc.
126 </p>
127 <p>
127 If there are meetings or Court appearances planned, talk through how these will go, possible
issues etc. Raise any risks or concerns with your Line Manager or supervisor.
127 </p>
128 <p>
128 <span class="bold">
128 Being there during the day
128 </span>
128 by taking a regular interest in the child's health needs, including - dentist, doctors, and
opticians. These need booking and ensuring that regular check-ups occur.
128 </p>
129 <p>
129 Make sure the child has adequate clothing - bought, cleaned, dried and ironed. Ensure that your
child is clean and presentable. It shows that we care and helps improve their self esteem.
129 </p>
130 <p>
130 <span class="bold">
130 Bedrooms
130 </span>
130 - should be kept clean, personalised (the child should have an input into the personalisation of
their room), in good state of repair and well equipped, there should be adequate facility for
personal belongings and clothes to be stored away and kept safe.
130 </p>
131 <p>
131 <span class="bold">
131 Bathroom
131 </span>
131 – should be clean and in good repair, toiletries provided/replaced and child should be taught
and encouraged to maintain a good standard of personal hygiene.
131 </p>
132 <p>
132 <span class="bold">
132 Safety
132 </span>
132 - Children often give the impression that they are 'cool', that they are not bothered or that
they can cope, but the reverse is usually the case. Children can feel vulnerable and frightened.
Some are bullied or abused or live in fear of it. Most fear for the future
132 </p>
133 <p>
133 Your job is to understand and 'Be There' for them. Don't wait to be told by your Keychild that
s/he is afraid; you need to ensure that you are aware that it is the case and do all you can to
make them feel safe and supported.
133 </p>
134 <p>
134 Know your keychild - their file, background and family details; know their interests and
hobbies; encourage them to take part, join clubs etc; what makes them happy, sad and angry; what
frightens or worries them. Then try to ease or reduce their concerns by offering advice,
guidance or direction. If necessary get help but don't leave the child alone.
134 </p>
135 <p>
135 Plan at least one individual session with your Keychild each week, (see
135 <a href="#planning">
135 Section 4, Planning and Recording a Keyworker Session
135 </a>
135 ) use this as an opportunity for you to talk about how s/he is doing, issues to address,
possible ways to behave differently, planning for the short and medium term etc.
135 </p>
136 <p>
136 <span class="bold">
136 Being there at night
136 </span>
136 : Bed or night times are potentially the worst time for all children, not just Looked after
Children, bedtime will be the time where children will reflect and show anxiety about what has
happened that day or in the past, or when children will show anxiety about what lies ahead in
the morning or in plans for the future. You must spend time with your Keychild helping them to
identify and come to terms with their feelings and emotions. You must do what you can to ease or
reduce fears or worries by talking to the child - in a positive and supportive way and also by
alerting colleagues to the child's feelings, identifying how this might affect the child's
behaviour and give advice about how to deal with potential problems.
136 </p>
137 <p>
137 When settling down for bed it is also useful for doing practical things like making sure s/he
has clean clothes for the next day, toiletries and a clean towel, that s/he knows what is going
on the next day and any plans that have been put in place for the short term.
137 </p>
138 <p>
138 <span class="bold">
138 Being there day-to-day
138 </span>
138 : Plan for the future by remembering birthdays and anniversaries and making them special for the
child.
138 </p>
139 <p>
139 Help the child to maintain positive links with their family, significant people in their lives
and friends by planning ahead for important dates that may have a relevance to the child such as
birthdays, anniversaries and other significant events in their lives.
139 </p>
140 <p>
140 Keep all the other staff informed and up to speed about what is happening in the child's life.
140 </p>
141 <p>
141 Advocate on your child's behalf.
141 </p>
142 <p>
142 Get to know the Independent Reviewing Officer who is allocated to the Child.
142 </p>
143 <p>
143 Keep your keychild informed about what changes are happening in their lives, here at the home,
in education, in their overall plan, with the social worker and at home with their family.
143 </p>
144 <p>
144 You are responsible for the child even when you aren't there! If issues need to be dealt with
when you are off duty make sure you inform the Home's Manager or colleagues. If you are likely
to be away on leave plan ahead; don't leave the child alone wondering what is going to happen in
your absence.
144 </p>
145 <h3 class="h3">
145 3.2 Health Care
145 </h3>
146 <p>
146 The Keyworker must actively promote the health care of each child and enable child to learn
about healthy living.
146 </p>
147 <p>
147 In doing so they should liaise with key health professionals, including the Clinical Nurse
specialist, the child's GP and dental practitioner.
147 </p>
148 <p>
148 The Keyworker should ensure that the physical, emotional and health needs of the child are
identified and appropriate action is taken to ensure the medical, dental and other health
services needed to meet them are in place.
148 </p>
149 <p>
149 Children should be provided with guidance, advice and support on health and personal care issues
appropriate to their age, needs and wishes.
149 </p>
150 <p>
150 The Keyworker must ensure that relevant health care procedures in this manual are adhered to, in
particular, that the child is registered with a GP and has access to a Dentist; and that the
child has an up to date Health Care Plan. See the following procedures:
150 </p>
151 <p>
151 <a href="p_hlth_assm_pln.html">
151 Health Care Assessments and Plans Procedure
151 </a>
151 </p>
152 <p>
152 <a href="p_health.html">
152 Health Notifications and Access to Services
152 </a>
152 </p>
153 <h3 class="h3">
153 3.3
153 <a name="educ" id="educ">
153 </a>
153 Educational Achievement
153 </h3>
154 <p>
154 The Keyworker must be responsible for promoting the educational achievement of the child and
liaising with key professionals. See
154 <a href="p_education.html">
154 Education Procedure
154 </a>
154 .
154 </p>
155 <p>
155 This may include ensuring that the child is:
155 </p>
156 <ul>
157 <li>
157 Provided with facilities conducive to study and to homework and actively encouraged and
supported in doing so;
157 </li>
158 <li>
158 Given help with homework if they wish;
158 </li>
159 <li>
159 Provided with reading support where needed;
159 </li>
160 <li>
160 Encouraged to participate in extra-curricular activities;
160 </li>
161 <li>
161 Encouraged to discuss any problems they may have at school in privacy;
161 </li>
162 <li>
162 Encourage attendance.
162 </li>
163 </ul>
164 <p>
164 This may include attending parent's evenings and other school events with or without the child.
The Keyworker should ensure that they are receiving all the necessary information and literature
regarding events that effect the child's education these duties should be carried out with the
purpose of strengthening home/school links and improving the child's educational outcomes in the
absence of the child's parents.
164 </p>
165 <h3 class="h3">
165 3.4 External Contacts
165 </h3>
166 <p>
166 Keyworkers need to keep themselves and their keychild in touch with interested parties outside
the home.
166 </p>
167 <p>
167 <span class="bold">
167 Family contact
167 </span>
167 - Are there restrictions on contact; who they call or the frequency of calls? Is the child
calling or writing to their family? Build a relationship with the family where appropriate.
167 </p>
168 <p>
168 <span class="bold">
168 Home visits
168 </span>
168 - Are there restrictions? should they be planned/accompanied?
168 </p>
169 <p>
169 <span class="bold">
169 Social Workers
169 </span>
169 - keep them regularly (weekly) informed of good news as well as bad and build up a working
relationship. Ensure social workers visit frequently, see
169 <a href="p_social_visit.html">
169 Social Worker Visits Procedure
169 </a>
169 .
169 </p>
170 <span class="bold">
170 Education
170 </span>
170 - even when this is 'on-site' it should be seen as an external relationship needing your
attention. They need to be informed and aware of issues and you should be equally aware of how the
child is getting on at school, also see
170 <a href="#educ">
170 Section 3.3, Educational Achievement
170 </a>
170 .
171 <p>
171 <span class="bold">
171 Specialist/expert support and guidance
171 </span>
171 : If the key child needs additional support or guidance from specialists or experts (e.g. on
drug misuse, budgeting, sexual health), talk to your supervisor/manager or the social worker
about how it can be obtained. When support has been identified the Keyworker needs to ensure
that arrangements are made for the support to be introduced to the child and for the relevant
support to be sustained and monitored. It is the Keyworker's role where necessary to ensure a
review takes place and to ensure any changes to the child's care are agreed with relevant others
and to make the necessary amendments to the child's records.
171 </p>
172 <h3 class="h3">
172 3.5 Complaints
172 </h3>
173 <p>
173 The Keyworker must ensure the child understands how the complaints procedures work, that s/he
has a copy of the placing authority's complaints procedure and is confident enough to use the
procedures if necessary.
173 </p>
174 <p>
174 Also it is the keyworker's responsibility to ensure the key child has an up to date copy of the
Children's Guide and other information produced by the home for children; ensure the child is
fully conversant with the Fire Precautions and is aware of fire exits. If there are particular
requirements/needs emanating from the key child's
174 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/care_plan.html"
target="_blank">
174 Care Plan
174 </a>
174 ,
174 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/health_care_plan.html"
target="_blank">
174 Health Care Plan
174 </a>
174 or
174 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/placement_plan.html"
target="_blank">
174 Placement Plan
174 </a>
174 (e.g. information on drug misuse, budgeting, sexual health), make sure this is obtained and
provided - in a form which is accessible and understandable to the child.
174 </p>
175 <h3 class="h3">
175 3.6 Paperwork, Files, Placement Plans and Daily Records
175 </h3>
176 <p>
176 Ensure that records and the children's files are current and well organised. Although many other
people will have input to the paperwork overall responsibility lies with the Keyworker.
176 </p>
177 <p>
177 Make sure the child's Placement Plan is kept up to date and relevant to the child's interests
and needs; make sure the child has a copy.
177 </p>
178 <p>
178 The Keyworker must ensure that the Child's file is kept up to date, in particular, that
relevant/up to date copies of the following records are contained in it:
178 </p>
179 <ul>
180 <li>
180 Care Plan,
180 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/pathway_plan.html"
target="_blank">
180 Pathway Plan
180 </a>
180 * and/or Adoption Plan*;
180 </li>
181 <li>
181 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/place_info_record.html"
target="_blank">
181 Placement Information Record
181 </a>
181 /Placement Plan;
181 </li>
182 <li>
182 The home's internal Placement Plan;
182 </li>
183 <li>
183 Essential Information Record**/
183 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/chronology.html"
target="_blank">
183 Chronology
183 </a>
183 ;
183 </li>
184 <li>
184 Health Care Assessment/
184 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/health_care_plan.html"
target="_blank">
184 Health Care Plan
184 </a>
184 ;
184 </li>
185 <li>
185 <a
href="http://trixresources.proceduresonline.com/nat_key/keywords/ed_health_care_plan.html"
target="_blank">
185 Education, Health and Care Plan
185 </a>
185 *,
185 <a
href="http://trixresources.proceduresonline.com/nat_key/keywords/pers_education_plan.html"
target="_blank">
185 Personal Education Plan
185 </a>
185 and SEN Support Plans;
185 </li>
186 <li>
186 Risk Assessment;
186 </li>
187 <li>
187 Any specialist health care or educational reports or plans.
187 </li>
188 </ul>
189 <p class="tiny_text">
189 *These records do not apply to all children.
189 </p>
190 <p class="tiny_text">
190 **Most local authorities now use the Integrated Children's System (ICS), therefore will have
ceased using Essential Information Records, if so, they will now use the Chronology.
190 </p>
191 <h2 class="h2_underlined">
191 <br />
192 4.
192 <a name="planning" id="planning">
192 </a>
192 Planning and Recording a Keyworker Session
192 </h2>
193 <p>
193 Key working sessions provide you with a chance to observe, assess, develop your relationship,
identify and resolve problems etc.
193 </p>
194 <p>
194 You must arrange weekly Keyworker sessions with your keychild as soon as possible after s/he is
placed and then weekly thereafter.
194 </p>
195 <p>
195 The overall purpose of Keyworker sessions is to discuss progress, problems and achievements.
195 </p>
196 <p>
196 There are various ways to do this: formally in a meeting or informally whilst undertaking an
activity.
196 </p>
197 <p>
197 <span class="bold">
197 PLAN AHEAD
197 </span>
197 : It is not exhaustive, but this is a list of things you should do in planning a Keyworker
session:
197 </p>
198 <ul>
199 <li>
199 Plan ahead, talk to the child and build time into your week when it will be suitable to
conduct a Keyworker session;
199 </li>
200 <li>
200 It is important that the child feels comfortable so consider which is likely to be better: a
formal meeting or informal i.e. during an activity;
200 </li>
201 <li>
201 Plan the meeting or activity in advance, arrange for petty cash etc;
201 </li>
202 <li>
202 Inform the child of the date, time and where you will be having the meeting;
202 </li>
203 <li>
203 Ask the child to think about issues s/he wants to talk about;
203 </li>
204 <li>
204 What is the purpose of the session: Progress Chasing; Dealing with specific issues, behaviours
or problems, Planning for a Review or Court Appearance, Developing ideas for the future,
Talking about the past;
204 </li>
205 <li>
205 Think through (with your supervisor, or Line Manager) what you need to deal with or talk about
and how you can make it work;
205 </li>
206 <li>
206 If planning a first session, as soon as possible after the child's placement, make sure all
the basics are in place: that the child understands why s/he has been placed, the timescales
for the placement, that a Placement Plan has been completed or a date for completion is set
(go through the Placement Plan with the child, identify any areas of concern), that the child
has a copy of the home's Children's Guide or other information provided for children, that the
child is fully aware of the Fire Precautions, that s/he has necessary toiletries, clothing,
bedding, towels etc;
206 </li>
207 <li>
207 At the first meeting or soon after, agree or set some boundaries or rules about how you will
conduct your sessions. For example: That you will meet once a week, that you can't offer
confidentiality but you will keep information safe, that you will be keeping a record, that
you will be on time, what sort of meeting would suit: formal or activity based (if so what
activities);
207 </li>
208 <li>
208 If you need to deal with negative behaviours or issues think carefully about how to present
them. Don't forget you need the young person to accept the negatives and be prepared to
change;
208 </li>
209 <li>
209 Relationships take time and change is always difficult so don't try to do too much too soon;
209 </li>
210 <li>
210 The child may try to reject or avoid you. Don't let this get to you; keep at it but talk to
your supervisor or Line Manager if you need support or guidance;
210 </li>
211 <li>
211 Start small, concentrate on the positives;
211 </li>
212 <li>
212 If you are unsure about your own or the child's safety talk to your supervisor or manager and
ensure you plan to reduce or avoid your concerns;
212 </li>
213 <li>
213 Afterwards talk to your supervisor or manager - Do this immediately if you have any concerns
or you feel uncomfortable about what has happened.
214 </li>
215 </ul>
216 <p>
216 <br />
217 <br />
218 </p>
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