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136 <h1>
136 Placement Planning and Disruption Meetings
136 </h1>
153 <div class="section">
153 <h2 id="placemeet">
153 1. Placement Planning Meetings
153 </h2>
154 <p>
154 Placement Planning meetings should be convened as part of the process of identifying and
placing a child - as set out in the
154 <a href="p_place_fost_care.html">
154 Placements in Foster Care Procedure
154 </a>
154 and the
154 <a href="p_place_resi_care.html">
154 Placements in Residential Care Procedure
154 </a>
154 . The first Placement Planning Meeting in relation to a placement should be held before the
placement. Where this is not possible because of the urgency of the situation, it should be
held in order that the Placement Plan is prepared within 5 working days of the start of the
placement.
154 </p>
155 <p>
155 Further Placement Planning Meetings should be held at intervals agreed with the manager of
the residential home or the foster carers and their supervising social worker - or as
required for example where there are issues to be resolved in relation to the day to day
arrangements for the placement.
155 </p>
156 <p>
156 The social worker and home manager/foster carers supervising social worker will agree the
best format and venue for the meeting and who will chair the meeting.
156 </p>
157 <p>
157 The people listed below should contribute to the meetings:
157 </p>
158 <ol>
159 <li>
159 The child's social worker and/or other professional associated with the child e.g.
personal adviser or advocate;
159 </li>
160 <li>
160 The child;
160 </li>
161 <li>
161 The child's parents;
161 </li>
162 <li>
162 For children in residential care, the child's link worker/keyworker and, where appropriate
the home manager;
162 </li>
163 <li>
163 For children in foster care, the foster carers and their supervising social worker.
163 </li>
164 </ol>
165 Before any meeting, the chairperson should obtain or be updated on the following, if
available:
166 <ul>
167 <li>
167 The child's Placement Plan;
167 </li>
168 <li>
168 Any work which has been undertaken in supporting the child's placement;
168 </li>
169 <li>
169 If relevant: the child's care plan, personal education plan and pathway plan.
169 </li>
170 </ul>
171 <p>
171 Where the proposed placement has the effect of disrupting the arrangements made for the
child's education and training - see
171 <a href="p_educ_lac.html">
171 Education of Children in Care and Previously Looked After Children Procedure
171 </a>
171 .
171 </p>
172 <p>
172 Where the proposed placement is out of area, see
172 <a href="p_out_area_place.html">
172 Out of Area Placements Procedure
172 </a>
172 .
172 </p>
173 <p>
173 The chairperson should also ensure that the child, parent(s) and others who have been asked
to contribute understand the purpose of the meeting, how it will be conducted and are given
the opportunity to put their views and suggestions.
173 </p>
174 <p>
174 If there are concerns about the suitability of the placement, consideration should be given
to the following:
174 </p>
175 <ul>
176 <li>
176 Whether it is possible to sustain the placement until the next Case Review by, for
example, providing additional support to the placement;
176 </li>
177 <li>
177 Bringing forward the date of the next Case Review;
177 </li>
178 <li>
178 Ending the placement.
178 </li>
179 </ul>
180 </div>
181 <div class="section1">
181 </div>
187 <div class="section">
187 <h2 id="disruptmeet">
187 2. Disruption Meetings
187 </h2>
188 <p>
188 Permanence Planning requires that we promote stability of placement for all our children in
care. Placement Planning meetings at the very start of the placement are crucial in
ensuring stability and should always consider support and disruption prevention.
188 </p>
189 <p>
189 Ideally this should only mean one change of placement for a Child in Care, from their first
care placement to a permanent placement.
189 </p>
190 <p>
190 However, placements do sometimes breakdown. This may be a result of a change in the ability
/ capacity of carers to meet a child's needs or as the depth of a child's needs unfold and
the placement is challenged by the changing needs of a child.
190 </p>
191 <p>
191 Where a child's placement is at risk of breakdown, it is expected that every effort is made
to prevent the breakdown through the holding of a placement stability meeting and the
provision of services to support the placement.
191 </p>
192 <p>
192 A
192 <span class="bold">
192 Disruption Meeting
192 </span>
192 is required for all adoption and long-term fostering placements if the placement
subsequently ends, and this was not in the child's care plan i.e. unplanned breakdown.
192 </p>
193 <p>
193 <span class="bold">
193 N.B.
193 </span>
193 A long-term foster placement must have an agreed match from Fostering Panel or a plan to
match.
193 </p>
194 <h3>
194 Purpose
194 </h3>
195 <p>
195 The purpose of the disruption meeting is to review the sequence of events leading up to the
disruption and to identify learning points. The main aims are as follows:
195 </p>
196 <ul>
197 <li>
197 To share information and identify factors which have led to the disruption;
197 </li>
198 <li>
198 To identify learning which will inform future planning for the child;
198 </li>
199 <li>
199 To develop and improve knowledge and practice in the field;
199 </li>
200 <li>
200 To enable the process of 'healing' for the child, carers and the family.
200 </li>
201 </ul>
202 <h3>
202 Preventing a Placement Disruption
202 </h3>
203 <p>
203 Preventing placement disruption begins with a strong, effective care planning, which is key
to improving outcomes and placement stability for children in care.
203 </p>
204 <p>
204 Where it appears that a placement may not meet its aims or where the placement is at risk of
breaking down a
204 <span class="bold">
204 Placement Stability Meeting
204 </span>
204 to support and maintain the placement should be convened by the social worker in
collaboration with the Adoption/Supervising Social Worker.
204 </p>
205 <p>
205 The purpose of the
205 <span class="bold">
205 Placement Stability Meeting
205 </span>
205 is to:
205 </p>
206 <ul>
207 <li>
207 Assess the risks to a placement;
207 </li>
208 <li>
208 Identify support opportunities;
208 </li>
209 <li>
209 Agree a plan with clear actions and timescales to support the placement.
209 </li>
210 </ul>
211 <p>
211 In preparing for the Placement Stability meeting the social worker in collaboration with the
Adoption/Supervising Social Worker will seek the views of:
211 </p>
212 <ul>
213 <li>
213 Child/young person;
213 </li>
214 <li>
214 Adopters/foster carers;
214 </li>
215 <li>
215 Independent Reviewing Officer;
215 </li>
216 <li>
216 Any other relevant person.
216 </li>
217 </ul>
218 <h4>
218 Practice Guidance
218 </h4>
219 <p>
219 Examples of support opportunities and prevention methods to promote placement stability
include:
219 </p>
220 <ul>
221 <li>
221 The supervising social worker (SSW) will offer support to the foster carer to
identify the difficulties that are giving cause for concern about the stability of the
placement. The SSW will also support the carer to try to resolve, the areas of
difficulties;
221 </li>
222 <li>
222 Initially the child's social worker will offer a consultation to the child/young person to
enable them to express their views or to consider how the difficulties can be understood;
222 </li>
223 <li>
223 In some cases it may be appropriate to involve an advocate;
223 </li>
224 <li>
224 Drawing up of a contract between the foster carer and young person in respect of the
expectations of the placement. This would include a review of the Placement Planning
Meeting decisions made at the commencement of the placement;
224 </li>
225 <li>
225 Added support in the form of respite or outreach services to give the child some
"time out" and the carers a period of rest from the care of the child will be
considered.
225 </li>
226 </ul>
227 <h4>
227 Disruption Meetings
227 </h4>
228 <p>
228 It is important to give people time to recover from the immediate trauma of a placement
breakdown, feelings and emotions may be running high. The timescale should allow for these
feelings to subside but to be recent enough to influence future care planning for the child
and learning for the service.
228 </p>
229 <p>
229 A disruption meeting is not a substitute for a care planning meeting or case review. Care
Planning and Case Review procedures should be followed at the point of a placement ending.
229 </p>
230 
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231 <caption class="hide">
231 Caption: Disruption Meetings
231 </caption>
232 <tr class="hide">
233 <th scope="col">
233
233 </th>
234 <th scope="col">
234
234 </th>
235 </tr>
237 <tr>
238 <td colspan="2" class="table_header">
238 Disruption Meetings
238 </td>
239 </tr>
240 <tr>
241 <td class="table_row_even_bold">
241 How and When will a meeting be convened
241 </td>
242 <td>
242 At the point of disruption, the social worker will make a referral to the Safeguarding
Unit, who will agree a date and organise the disruption meeting. The meeting should be
held no sooner than 6 weeks but no longer than 12 weeks following the disruption. The
Conference and Review Unit will then send out a Disruption Questionnaire to all those
invited. This will be returned to the Safeguarding Unit by an agreed date prior to the
meeting. A Conference and Review Manager should chair the meeting. This will not be the
allocated IRO for the child or the Fostering Review Manager.
242 </td>
243 </tr>
244 <tr>
245 <td class="table_row_even_bold">
245 Who should attend
245 </td>
246 <td>
246 <ul>
247 <li>
247 Child's Social Worker and their Principal Manager;
247 </li>
248 <li>
248 Foster Carer or Adopters Supervising Social Worker and their Manager;
248 </li>
249 <li>
249 Carer(s)/adopter(s) who had cared for the child;
249 </li>
250 <li>
250 Child's IRO.
250 </li>
251 </ul>
252 <p>
252 Additional (where relevant):
252 </p>
253 <ul>
254 <li>
254 School/Nursery;
254 </li>
255 <li>
255 Medical (ie Health Visitor, Community Paediatrician, School Health Advisor);
255 </li>
256 <li>
256 Current Carers;
256 </li>
257 <li>
257 CAMHS/Therapist;
257 </li>
258 <li>
258 Psychologist;
258 </li>
259 <li>
259 NYAS;
259 </li>
260 <li>
260 Any other person with a significant contribution to make.
260 </li>
261 </ul>
262 <p>
262 The Social Worker will discuss with the Chair who to invite to the meeting and provide
them with a list of names and addresses. It may be appropriate to have some written
contributions (via questionnaire) and/or more than one meeting.
262 </p>
262 </td>
263 </tr>
264 <tr>
265 <td class="table_row_even_bold">
265 Child's View and Feelings
265 </td>
266 <td>
266 It is essential that the views of the child are represented at the meeting. This may be
via the child's Social Worker, the current carer or an independent worker such as an
advocate. Older children should be given the opportunity to express their views in
writing or any other medium relevant to them. Younger children should be assisted via an
age appropriate medium to share their feelings about the disruption and their views on
what should happen in the future.
266 </td>
267 </tr>
268 <tr>
269 <td class="table_row_even_bold">
269 What is the Agenda
269 </td>
270 <td>
270 <p>
270 The Agenda of the meeting will consider the following:
270 </p>
271 <ul>
272 <li>
272 Relevant background information on the child;
272 </li>
273 <li>
273 Significant events in the child's life;
273 </li>
274 <li>
274 Matching process;
274 </li>
275 <li>
275 Planning for Placement;
275 </li>
276 <li>
276 Preparation of the child;
276 </li>
277 <li>
277 Introductions;
277 </li>
278 <li>
278 The Placement;
278 </li>
279 <li>
279 The disruption;
279 </li>
280 <li>
280 Conclusion/recommendations;
280 </li>
281 <li>
281 Learning Points.
281 </li>
282 </ul>
282 </td>
283 </tr>
284 <tr>
285 <td class="table_row_even_bold">
285 What preparation is required
285 </td>
286 <td>
286 <p>
286 The main preparation for all participants is to complete the
286 <a href="files/disrupt_questionnaire.doc" target="_blank" rel="noopener">
286 Disruption Questionnaire
286 </a>
286 . It should be used as a reflective thinking tool. In order to complete this
questionnaire, participants need to have time to reflect on the disruption and the
reasons for this. Carers should discuss this with their supervising social worker and
Social Workers should be supported by their manager via reflective supervision.
286 </p>
287 <p>
287 The completed questionnaires will not be circulated at the disruption meeting.
However, an overview of the information gathered will be shared at the disruption
meeting and used by the Chair to assist them in beginning to understand the reasons
for the disruption.
287 </p>
288 <p>
288 The Social Worker and Supervising Social Worker will need to ensure that they are able
to provide all relevant information to the disruption meeting, see Agenda.
288 </p>
288 </td>
289 </tr>
290 <tr>
291 <td class="table_row_even_bold">
291 What is the role of the Chairperson
291 </td>
292 <td>
292 <ul>
293 <li>
293 Ensure open discussion;
293 </li>
294 <li>
294 Summarise feedback from questionnaires;
294 </li>
295 <li>
295 Enable participants to share their views/feelings;
295 </li>
296 <li>
296 Identify and summarise key contributory factors to the disruption;
296 </li>
297 <li>
297 Summarise main findings/conclusions of meeting to inform future planning;
297 </li>
298 <li>
298 Ensure minutes and key summary points are circulated according to the appropriate
timescales;
298 </li>
299 <li>
299 Send summary of key points to the Relevant Senior Managers within 6 weeks of the
meeting being held;
299 </li>
300 <li>
300 Attach minutes to child/young person's file;
300 </li>
301 <li>
301 Ensure all learning points are shared with relevant managers.
301 </li>
302 </ul>
302 </td>
303 </tr>
304 </table>
305 <p>
305 In relation to the disruption of a permanent foster placement, where the foster carers are
in-house approved carers, consideration should be given to holding an early Foster Carer
Review to consider the foster carer's approval - see
305 <a href="p_review_fos_care.html">
305 Review and Termination of Approval of Foster Carers Procedure
305 </a>
305 .
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373 </html>