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136 <h1>
136 Placing and Visiting Children with Special Educational Needs and Disabilities or Health
Conditions in Long-Term Residential Settings
136 </h1>
141 <div class="well">
142 <p class="bold">
142 SCOPE OF THIS CHAPTER
142 </p>
143 <p>
143 This chapter reflects statutory guidance in relation to children who are placed by health
authorities or local authorities for more than 3 months in residential establishments for
educational purposes and children placed in care homes or independent hospitals (including
hospices) by health authorities or local authorities (Sections 85 and 86 of the Children Act
1989).
143 </p>
144 <p>
144 Statutory visits and monitoring of these placements are undertaken by the Responsible
Authority (see
144 <a href="#definitions">
144 Section 1.2, The Responsibilities of Authorities – Definitions
144 </a>
144 ).
144 </p>
145 <p>
145 However, note that this guidance is not relevant for Children in Care – who have their own
statutory visiting requirements (see
145 <a href="p_sw_visits.html">
145 Social Work Visits to Looked After Children Procedure
145 </a>
145 ).
145 </p>
146 <p class="bold">
146 RELEVANT GUIDANCE
146 </p>
147 <p>
147 <a
href="https://www.gov.uk/government/publications/visiting-children-in-residential-special-sc
hools-and-colleges" target="_blank" rel="noopener">
147 DfE/DHSC, Statutory visits to children with special educational needs and disabilities or
health conditions in long-term residential settings - Statutory guidance for local
authorities, health bodies and health or educational establishments (2017)
147 </a>
147 </p>
148 <a href="http://www.gov.uk/government/publications/send-code-of-practice-0-to-25"
target="_blank" rel="noopener">
148 DfE/DHSC, Special educational needs and disability code of practice: 0 to 25 years Statutory
guidance for organisations which work with and support children and young people who have
special educational needs or disabilities
148 </a>
150 </div>
157 <div class="section">
158 <h2 id="placing">
158 1. Placing a Child in a Long Term Residential Establishment
158 </h2>
159 <h3 id="Considerations">
159 1.1 Considerations to be taken into Account When Placing a Child
159 </h3>
160 <p>
160 Children and young people who spend long periods of time living away from home in
residential settings are a vulnerable group. They can be vulnerable to abuse, experience a
range of poor outcomes and dwindling contact with their families. The likely impact of a
placement in long term residential care away from home on children and young people and
their families should be an important consideration when making a placement. The local
authority or health body making the placement should look to make the placement close to
home where possible.
160 </p>
161 <p>
161 The Children and Families Act 2014 built on measures provided in the Children Act 2004 by
requiring local authorities and health commissioning bodies to make joint commissioning
arrangements for education, health and social care provision for children and young people
with special educational needs and disabilities. Local authorities are also required to
integrate education, health care and social care provision where they consider it would
promote the wellbeing of such children and young people.
161 </p>
162 <p>
162 Local authority staff responsible for services for children in need under the Children Act
1989, should be involved in making decisions about residential placements which are being
considered by education and/or health colleagues.
162 </p>
163 <p>
163 When arranging a residential placement, the accommodating authority should have regard to:
163 </p>
164 <ul>
165 <li>
165 The views, wishes and feelings of the child or young person and their family. This should
have regard to the child's maturity and their capacity to consent and the nature of the
decision being sought;
165 </li>
166 <li>
166 Ensuring the child or young person and their family are provided with impartial
information and support so that they can be as fully involved as possible in making
decisions about the child or young person's future accommodation;
166 </li>
167 <li>
167 Recognising that some disabled children and young people, such as those who have learning
disabilities and/or are on the autism spectrum, may need support to help them understand
the issues involved in relation to placements;
167 </li>
168 <li>
168 Identify children and young people who may need support in communicating their wishes and
feelings. This will depend on their individual needs and could include use of alternative
and augmentative communication, British Sign Language Interpreters, and advocates, etc.
168 </li>
169 </ul>
170 <p>
170 Many children who are likely to require residential placements for consecutive periods of
more than 3 months will have had a holistic, multi-agency assessment or review of their
needs – such as an Education, Health and Care (EHC) (for those who have special educational
needs), or a Care and Treatment Review.
170 </p>
171 <p>
171 There may be exceptions to this where, for example, children or young people are admitted to
learning disability hospitals or Assessment and Treatment Units quickly because of urgent
mental health needs.
171 </p>
172 <p>
172 Where this is the case, such a multi-agency assessment must be undertaken as a matter of
urgency.
172 </p>
173 <h4 id="Considering">
173 1.1.1 Considering the Child's Status: Child in Need or Child in Care
173 </h4>
174 <p>
174 The statutory guidance identifies that where a child is placed away from their parents for
longer than 3 months it should be considered whether the child should become Children in
Care within the meaning of the Children Act 1989, particularly Section 20 of the Act.
174 </p>
175 <p>
175 This decision is a judgment that can only be made after a Single Assessment has been
undertaken by a social worker which has included the views of the parents, and others who
have parental responsibility, together with the wishes of the child. The full facts and
implications of consent should be fully discussed with the parents, and those with parental
responsibility (see
175 <a href="p_dec_look_aft.html">
175 Decision to Look After and Care Planning Procedure
175 </a>
175 ).
175 </p>
176 <p>
176 'The Short breaks' chapter in
176 <a
href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_
data/file/441643/Children_Act_Guidance_2015.pdf#page=134" target="_blank" rel="noopener">
176 DfE, Children Act 1989 Guidance and Regulations - Volume 2: Care Planning, Placement and
Case Review (2015), 'Deciding which provision is most appropriate for the child'
176 </a>
176 may provide a useful framework for making such a decision.
176 </p>
177 <h3 id="definitions">
177 1.2 The Responsibilities of Authorities – Definitions
177 </h3>
178 <p>
178 <span class="bold">
178 Accommodating authority:
178 </span>
178 The health body or local authority which is arranging the placement for a child or young
person.
178 </p>
179 <p>
179 <span class="bold">
179 Host authority:
179 </span>
179 The local authority in which the institution providing the placement is situated.
179 </p>
180 <p>
180 <span class="bold">
180 Home authority:
180 </span>
180 The local authority in whose area the child or young person is ordinarily resident.
180 </p>
181 <p>
181 <span class="bold">
181 Responsible authority:
181 </span>
181 The local authority that is responsible for monitoring and reviewing the progress and
well-being of a child or young person who is placed in long-term residential care, and for
arranging visits in order to safeguard and promote their welfare.
181 </p>
182 
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183 <caption class="hide">
183 Caption: Responsibility for Visits
183 </caption>
184 <tr class="hide">
185 <th scope="col">
185
185 </th>
186 <th scope="col">
186
186 </th>
187 </tr>
189 <tr>
190 <td colspan="3" class="table_header">
190 Responsibility for Visits to Children and Young People Placed in Long-Term Residential
Settings
190 </td>
191 </tr>
192 <tr>
193 <td style="width:3%">
193
193 </td>
194 <td style="width:3%">
194 Placement is within the local authority area where child is ordinarily resident –
194 <span class="italic">
194 the
194 <span class="bold" style="font-style: italic;">
194 home
194 </span>
194 local authority.
194 </span>
194 </td>
195 <td style="width:3%">
195 Placement is within the area of a local authority area where the child is not ordinarily
resident –
195 <span class="italic">
195 the
195 <span class="bold" style="font-style: italic;">
195 host
195 </span>
195 local authority
195 </span>
195 .
195 </td>
196 </tr>
197 <tr>
198 <td>
198 Child or young person is placed in a residential setting
198 <br />
199 (Under section 85 of Children Act 1989)
199 </td>
200 <td>
200 <span class="bold">
200 Home
200 </span>
200 local authority is the responsible authority
200 </td>
201 <td>
201 <span class="bold">
201 Home
201 </span>
201 local authority is the responsible authority
201 </td>
202 </tr>
203 <tr>
204 <td>
204 Child or young person is placed in a residential care home or independent hospital
204 <br />
205 (Under Section 86 of Children Act 1989)
205 </td>
206 <td>
206 <span class="bold">
206 Home
206 </span>
206 local authority is the responsible authority
206 </td>
207 <td>
207 <span class="bold">
207 Host
207 </span>
207 local authority is the responsible authority
207 </td>
208 </tr>
209 </table>
210 <p class="tiny_text">
210 <span class="bold">
210 From: DfE/DHSC, Statutory visits to children with special educational needs and
disabilities or health conditions in long-term residential settings - Statutory guidance
for local authorities, health bodies and health or educational establishments (2017)
210 </span>
210 </p>
211 <p>
211 If the placement is in the area of another local authority, the responsible local authority
will depend on whether the placement is in an educational or a health setting.
211 </p>
212 <p>
212 Where the host authority is the responsible authority as set out in the table above, it is
considered good practice for the accommodating authority to ensure that the home local
authority is also made aware of the placement without delay. The home local authority should
consider whether any duties are owed to the child living in their area including providing
services under Section 17 Children Act 1989.
212 </p>
213 <h3 id="Residential">
213 1.3 Placing a Child in a Residential Establishment
213 </h3>
214 <p>
214 Discussions should normally take place between the accommodating authority, the responsible
local authority, education, social care and health professionals, and the child or young
person and family, before a child or young person is placed in a residential setting. It is
recognised that this may not be possible when an admission is as a result of a child's
urgent health needs.
214 </p>
215 <p>
215 Formal notification of all placements should be made without delay so that the responsible
authority can fulfil its statutory duty to visit the child or young person living in their
area to ensure their welfare is safeguarded and promoted:
215 </p>
216 <ul>
217 <li>
217 Where a placement has been pre-planned, the responsible authority should be notified
before the child or young person takes up the placement;
217 </li>
218 <li>
218 In other circumstances the notification should be made on the day of the placement.
218 </li>
219 </ul>
220 <p>
220 When a child or young person is placed in an educational establishment, the accommodating
authority must ensure that the Director of Children's Services of the local authority where
the child or young person is ordinarily resident (the 'home' authority) is notified of the
placement.
220 </p>
221 <p>
221 Where it is not the accommodating authority, it is important for the relevant Clinical
Commissioning Group (CCG) also to be made aware of the placement so that it is prepared for
any subsequent financial responsibilities for a health care element of the placement.
221 </p>
222 E620 The 'border' attribute is not allowed here:
The most common reasons for this error are the use of an old unsupported attribute, a new one which is not yet part of the specification being tested against, or the misuse of attributes for use with javascript. If the attribute is for use with AngularJS, then see the FAQ for more information. See the HTML Living Standard. <table title="not been resident" border="1" class="table">
223 <tr>
224 <td class="table_row_even">
224 Where the child or family have not been resident in any local authority area prior to
the placement (where they have come from abroad for example) the accommodating authority
must notify the host authority – which then also becomes the Responsible Authority.
224 </td>
225 </tr>
226 </table>
227 <p>
227 Parents or carers with parental responsibility who have children and young people with
learning disabilities and/or autism who are in a 52-week residential school, should be
offered the opportunity to have their child's name on the CCG 'at risk of admission'
register (Care and Treatment Review Policy 2015) to assist with strategic planning and
commissioning.
227 </p>
228 <h4>
228 Advocacy
228 </h4>
229 <p>
229 The responsible local authority should ensure that all children and young people in
long-term residential placements have accessible means of requesting a visit.
229 </p>
230 <p>
230 Children and young people in long-term residential placements who have communication needs
may require the support of an advocacy service which is skilled in methods of non-verbal
communication.
230 </p>
231 Warrington use the
231 <a href="https://www.nyas.net/" target="_blank" rel="noopener">
231 National Youth Advocacy Service (NYAS)
231 </a>
231 .
232 <h3 id="Independent">
232 1.4 Placement of a Child in a Care Home or Independent Hospital
232 </h3>
233 <p>
233 When a child is provided with accommodation in a care home or independent hospital/hospice
the Responsible Manager of the establishment must notify the local authority's Director of
Children's Services where it is located.
233 </p>
234 <p>
234 The local authority then becomes the responsible authority for the child – irrespective of
where the child or young person are ordinarily resident.
234 </p>
235 <p>
235 When notified of the placement, the local authority, (as the responsible authority), should
inform the local authority where the child/young person is ordinarily resident, so that
there is general awareness and can be properly involved in any element of the educational
aspects of the placement.
235 </p>
236 <h4>
236 Advocacy
236 </h4>
237 <p>
237 Children detained under the Mental Health Act 1983 have the right to an independent
advocate.
237 </p>
239 </div>
240 <div class="section1">
240 </div>
246 <div class="section">
247 <h2 id="visiting">
247 2. Visiting By The Local Authority Representative
247 </h2>
248 <h3 id="Qualities">
248 2.1 The Local Authority Representative - Required Qualities
248 </h3>
249 <p>
249 The responsible local authority must provide a representative who has the skills and
experience to fulfil the statutory requirements and has the capacity to visit the child or
young person on successive visits, in order to build and maintain a relationship with the
child or young person and their family and develop a comprehensive understanding of their
needs.
249 </p>
250 <p>
250 Nevertheless, whenever possible, the Responsible Local Authority should ascertain and take
into account the views of the child or young person who they would prefer to carry out the
visits.
250 </p>
251 <p>
251 In most cases this will be a social worker with whom the child has developed a positive
relationship.
251 </p>
252 <p>
252 Where this is not possible, the skills and experience should include:
252 </p>
253 <ul>
254 <li>
254 An ability to communicate with the child or young person and their parents – this may
include competence in, or access to, different forms of non-verbal communication;
254 </li>
255 <li>
255 An understanding of any specific impairments and behaviours the child or young person has
(including behaviours that challenge) and their impact on the child or young person and on
family life;
255 </li>
256 <li>
256 An understanding of child development and the impact of separation on a child or young
person's attachments;
256 </li>
257 <li>
257 The ability to identify any safeguarding concerns; and
257 </li>
258 <li>
258 An understanding of how to promote contact between the child or young person and their
family.
258 </li>
259 </ul>
260 <h3>
260 2.2 Visits by the Local Authority Representative
260 </h3>
261 <p>
261 Visits to children must be in accordance with
261 <a href="http://www.legislation.gov.uk/uksi/2011/1010/contents/made" target="_blank"
rel="noopener">
261 Long-Term Residential Care Regulations 2011
261 </a>
261 .
261 </p>
262 <p>
262 The identified visiting local authority representative must be sensitive to the particular
care circumstances of each child and care setting.
262 </p>
263 <ul>
264 <li>
264 If the child or young person has not had their needs assessed for the purposes of Section
17 of the Children Act 1989 in the preceding 12 months, the responsible authority must
ensure that an appropriate representative visits the child within 7 working days of
receiving notification of the placement;
264 </li>
265 <li>
265 If the child or young person has had their needs assessed for the purposes of Section 17
of the Children Act 1989 within the last 12 months, and the responsible authority has full
access to all the relevant assessments and data, it must ensure that an appropriate
representative visits the child within 3 months of receiving notification of the
placement;
265 </li>
266 <li>
266 Subsequently, the representative must visit at least every 6 months; or
266 </li>
267 <li>
267 Whenever reasonably requested to do so, if the representative believes that a visit is
required in order to safeguard and promote the child's or young person's welfare as a
result of views expressed by:
268 <ul>
269 <li>
269 The child or young person;
269 </li>
270 <li>
270 Their family or carers;
270 </li>
271 <li>
271 Their advocate; or
271 </li>
272 <li>
272 By the establishment caring for the child or young person.
272 </li>
273 </ul>
274 </li>
275 <li>
275 Whenever a Regulatory Authority reports a concern or publishes an adverse report about the
Residential Home or establishment.
275 <br />
276 <br />
277 <span class="bold">
277 Note:
277 </span>
277 consideration should be given as to whether a Child Protection Enquiry (Section 47
Children Act 1989) may be appropriate.
277 </li>
278 </ul>
279 <h3>
279 2.3 Structure and Framework of the Visit
279 </h3>
280 <p class="bold">
280 Before each visit:
280 </p>
281 <ul>
282 <li>
282 The representative should consult with the parents/carers to establish their views about
their child's progress and well-being. (There may be good reasons to conduct the visit
jointly with the parents/carers);
282 </li>
283 <li>
283 The representative should read and make themselves aware of actions set out in any
previous visit and expected outcomes;
283 </li>
284 <li>
284 Ensure they have authenticated documents proving their identity for the purpose of
entering the care home or residential hospital (see
284 <a href="#powertoenter">
284 note below
284 </a>
284 ).
284 </li>
285 </ul>
286 <p class="bold">
286 During the visit:
286 </p>
287 <ul>
288 <li>
288 The local authority representative must speak to the child or young person in private,
unless the child or young person refuses, or it is inappropriate due to the child's or
young person's age or levels of understanding. If the child or young person does not want
a private meeting, the representative should ensure they know the reasons for this and
record it;
288 </li>
289 <li>
289 Where children and young people have significantly impaired communication, the
representative should speak directly to those working most closely with the child or young
person, (for example, their key worker), so they can ascertain their views. Children's
Communication Passports
289 <span class="tiny_text">
289 [1]
289 </span>
289 will also help the representative in doing this;
289 </li>
290 <li>
290 Seek to ensure the child is safeguarded and protected;
290 </li>
291 <li>
291 Confirm their health and well-being is promoted;
291 </li>
292 <li>
292 The child has their positive behaviour acknowledged and their relationships are promoted;
292 </li>
293 <li>
293 Ensure the child has their views heard, listened to and acted upon;
293 </li>
294 <li>
294 Where the child or young person does not have an advocate, whether such a person should be
appointed;
294 </li>
295 <li>
295 Access the Residential Home or establishment's policies and practices, particularly with
regard to safeguarding;
295 </li>
296 <li>
296 Ensure there is the required support by staff and whether staff deployment enables and
promotes this;
296 </li>
297 <li>
297 That the child could make a complaint or have their differences of opinion, difficulties
and issues responded to and resolved;
297 </li>
298 <li>
298 Should review how any plans are being implemented and whether the intended outcomes for
the child or young person are being achieved;
298 </li>
299 <li>
299 Assess and identify whether there are further steps the responsible authority should take
to:
300 <ul>
301 <li>
301 Promote the welfare of the child or young person; and
301 </li>
302 <li>
302 Promote contact with their family (as long as this is in the child's best interests).
302 </li>
303 </ul>
304 </li>
305 </ul>
306 <p>
306 <span class="tiny_text">
306 [1]
306 <a href="http://www.communicationpassports.org.uk/Home/" target="_blank" rel="noopener">
306 Communication Passports
306 </a>
306 are a practical and person-centred way of supporting children, young people and adults who
cannot easily speak for themselves and pull together complex information in an
easy-to-follow format
306 </span>
306 </p>
307 <p>
307 From Year 9 onwards, (i.e. when the child is 14 years), the visiting representative should
consider what preparation for adulthood is being made, including employment, independent
living and participation in society.
307 </p>
308 <p>
308 The visit should also seek to ensure there are clear systems that are available to staff to
for recording welfare and contact information and ensuring key issues are addressed and
reviewed regularly during the placement.
308 </p>
309 E620 The 'border' attribute is not allowed here:
The most common reasons for this error are the use of an old unsupported attribute, a new one which is not yet part of the specification being tested against, or the misuse of attributes for use with javascript. If the attribute is for use with AngularJS, then see the FAQ for more information. See the HTML Living Standard. <table title="power to enter" border="1" class="table">
310 <tr>
311 <td class="table_row_even">
311 <a id="powertoenter">
311 </a>
311 The local authority representative has the power to enter a care home or independent
hospital to ensure they can meet their responsibilities and safeguard the well-being of
the child. They should produce an authenticated document proving their identity and make
clear that they have this authority.
311 </td>
312 </tr>
313 </table>
315 </div>
316 <div class="section1">
316 </div>
322 <div class="section">
323 <h2 id="arrangements">
323 3. Contact Arrangements for Children
323 </h2>
324 <p>
324 Contact from family and significant others for children and young people living away from
home on a long term basis is important for them in the short and long term future, (unless
there are contra-indicators that this is the case). It may also indicate what status the
child should be placed in the establishment (see
324 <a href="#Considering">
324 Section 1.1.1, Considering the Child's Status: Child in Need or Child in Care
324 </a>
324 ).
324 </p>
325 <p>
325 The Responsible Authority must ensure that a child's needs are met where assessments
identify safeguarding and welfare needs. This includes contact with parents, carers and
other significant people for the child or young person. These services may include:
325 </p>
326 <ul>
327 <li>
327 Advice, guidance and counselling;
327 </li>
328 <li>
328 Services necessary to enable the child or young person to visit, or be visited by, members
of their family, including assistance with the costs of travel; and
328 </li>
329 <li>
329 Assistance to enable the child or young person and members of their family to have a
holiday together.
329 </li>
330 </ul>
331 </div>
332 <div class="section1">
332 </div>
338 <div class="section">
339 <h2 id="reports">
339 4. Reports by the Visiting Representative
339 </h2>
340 <p>
340 Under Regulation 5 of the Visits to Children in Long-Term Residential Care Regulations 2011,
the representative of the responsible authority must provide a report of each visit. Reports
must include the representative's assessment of:
340 </p>
341 <ul>
342 <li>
342 The child or young person's wishes and feelings about the accommodation provided by the
residential placement, so far as the visitor has been able to ascertain them;
342 </li>
343 <li>
343 Whether the child or young person's welfare is adequately safeguarded and promoted by
placement in the accommodation;
343 </li>
344 <li>
344 The success of the placement, including any comments made by the child or young person or
those caring for the child or young person. (It would be helpful to include progress
towards identified outcomes);
344 </li>
345 <li>
345 Whether further visits, in addition to those specified in the Regulations, are required in
order to safeguard and promote the child's or young person's welfare;
345 </li>
346 <li>
346 Whether advocacy support was requested and provided;
346 </li>
347 <li>
347 Any services which the visitor considers should be made available to promote contact
between the child or young person and their family; and
347 </li>
348 <li>
348 Any other steps that should be taken by the responsible authority to safeguard and promote
the child's or young person's welfare, (these could, for example, include access to
particular facilities or community activity).
348 </li>
349 </ul>
350 <p>
350 The representative's reports of visits should highlight any matters of concern or
difficulties so that action can be discussed with their supervisor and then, as necessary,
with other agencies. It is important for action to address matters of concern or
difficulties:
350 </p>
351 <ul>
352 <li>
352 Specifies agreed and appropriate timescales;
352 </li>
353 <li>
353 Is clear who is responsible for taking action.
353 </li>
354 </ul>
355 <p>
355 Where there are serious concerns about the child's or young person's welfare and there is
dwindling contact with their family, the reasons for this should be fully explored and
should consider:
355 </p>
356 <ul>
357 <li>
357 Whether these concerns require the local authority to adopt a safeguarding approach;
357 </li>
358 <li>
358 Whether the placement is appropriate to meet the child's holistic needs;
358 </li>
359 <li>
359 Whether a multi-agency review should be held and, if required, brought forward;
359 </li>
360 <li>
360 Whether the legal status of the child or young person should be re-considered.
360 </li>
361 </ul>
362 <p>
362 The Visiting Representative should ensure that an appropriate existing report format is
used, or is developed, to ensure that all the issues highlighted are covered and commented
on, together with an evaluation of the child or young person's progress against the aims and
objectives that have been established in the child's plan. The report should also identify /
describe their relationship with the child or young person; how they were able to
communicate with them and reflect whether they have made previous visits to them or their
family or carers.
362 </p>
363 <p>
363 A copy of the report must be sent to:
363 </p>
364 <ul>
365 <li>
365 The child or young person, unless inappropriate given their age and understanding;
365 </li>
366 <li>
366 The parent's and/or any person with parental authority unless to do so would place the
child or young person at risk of significant harm;
366 </li>
367 <li>
367 Any other person with responsibility for the child or young person's welfare, (e.g.
extended family);
367 </li>
368 <li>
368 The local authority with responsibility for the child or young person's welfare, unless
the responsible authority is also the home authority;
368 </li>
369 <li>
369 The report is sent to the allocated Social Worker and the Commissioning Team.
369 </li>
370 </ul>
371 </div>
372 <div class="section1">
372 </div>
378 <div class="section">
379 <h2 id="further">
379 5. Further Information
379 </h2>
380 <h3>
380 National Minimum Standards and Quality Standards
380 </h3>
381 <ul>
382 <li>
382 <a href="http://tinyurl.com/MCA-CodeOfPractice2007" target="_blank" rel="noopener">
382 Mental Capacity Act Code of Practice: Protecting the Vulnerable 2007
382 </a>
382 ;
382 </li>
383 <li>
383 <a
href="https://www.gov.uk/government/publications/boarding-schools-national-minimum-standar
ds" target="_blank" rel="noopener">
383 The National Minimum Standards for Boarding Schools
383 </a>
383 ;
383 </li>
384 <li>
384 <a
href="https://www.gov.uk/government/publications/residential-special-schools-national-mini
mum-standards" target="_blank" rel="noopener">
384 The National Minimum Standards for Residential Special Schools
384 </a>
384 ;
384 </li>
385 <li>
385 <a
href="https://www.gov.uk/government/publications/further-education-residential-accommodati
on-national-minimum-standards" target="_blank" rel="noopener">
385 Further education residential accommodation: national minimum standards
385 </a>
385 ;
385 </li>
386 <li>
386 <a href="https://qualitystandards.proceduresonline.com/homes/contents.html"
target="_blank" rel="noopener">
386 The Guide to the Children's Homes Regulations and standards
386 </a>
386 .
386 </li>
387 </ul>
388 <h3>
388 Useful web links
388 </h3>
389 <ul>
390 <li>
390 <a href="http://www.councilfordisabledchildren.org.uk/who-we-are" target="_blank"
rel="noopener">
390 Council for Disabled Children
390 </a>
390 ;
390 </li>
391 <li>
391 <a href="https://contact.org.uk/parentcarerparticipation" target="_blank"
rel="noopener">
391 Contact a Family
391 </a>
391 ;
391 </li>
392 <li>
392 <a href="http://www.nnpcf.org.uk/" target="_blank" rel="noopener">
392 National Network of Parent Carer Forums
392 </a>
392 ;
392 </li>
393 <li>
393 <a
href="https://www.gov.uk/government/groups/the-childrens-education-advisory-service-ceas
" target="_blank" rel="noopener">
393 Children's Education Advisory Service (CEAS)
393 </a>
393 .
393 </li>
394 </ul>
395 </div>
396 <div class="section1">
396 </div>
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