Statement of Purpose January 2019

Quality Standard

The Quality and Purpose of Care

The Children’s Homes (England) Regulations 2015

Chapel Hill House

Statement of Purpose January 2019

The Care Standards Act 2000

Ofsted Registration Number: SC473699

Introduction to Our Statement of Purpose

Welcome to our Statement of Purpose. This document aims to provide you with all the information you need regarding the purpose, breadth and scope of services at Chapel Hill House.

Chapel Hill House is a registered children’s home that is situated to provide meaningful and effective services to children presenting with Social, Emotional and Mental Health Needs (SEMH), Cognition and Learning Needs, as well as Communication and Interaction Needs. Specifically, children living in Chapel Hill are likely to present with difficulties arising from trauma, rejection and neglect.

We aim to ensure the highest professional standards of safe and effective care. Children are at the centre of all we aim to achieve. We aim to ensure that every child at Chapel Hill House is given the encouragement and support they need to grow, develop, thrive and achieve in a safe and nurturing environment. All of which are essential towards realising life-long independence, resilience and emotional stability.

Chapel Hill House celebrates and welcomes diversity and cohesion, which is based upon underlying principles of respect and tolerance.

Chapel Hill House

Chapel Hill House Registered Children’s Home Whaplode Drove, Spalding Lincolnshire PE12 0SJ

Chapel Hill House is a modern detached house, located in the atmospheric rural location of Whaplode Drove, which is close to the market towns of Spalding and Holbeach. It is a large building with good-sized, well-maintained gardens and it is within easy reach of Peterborough, Kings Lynn, Norwich, Ely, Huntingdon, Cambridge and Wisbech.

Holbeach provides local schools, a modern, well-equipped medical centre, dental practice and opticians. There is local high street shopping and a large supermarket, as well as numerous local shops. Spalding and Peterborough are within 15 miles and offer many shopping, leisure, cultural and social amenities.

Peterborough and Kings Lynn have railways stations, which offer convenient travel to all areas of the country. There are good road links, as Chapel Hill House is close to the A1, A16, A17 and A47 trunk roads.

Parking is available on-site to the front and side of the house. The building has no distinctive features that may identify it as anything other than a private dwelling.

Contents

Introduction 1

Chapel Hill House 2

Part One Scope of Provision of Care and Accommodation 4

Part Two Our Ethos and Objectives 5

Part Three Our Accommodation 5

Part Four Location of the Home 7

Part Five Supporting the cultural, linguistic and religious needs of children 8

Part Six Responding to Complaints 9

Part Seven Access to our child protection and behaviour management policies 10

Part Eight Policy and approach to consulting children about the quality of their care 11

Part Nine Anti-discriminatory practice and children’s rights 12

Part Ten Education Arrangements for children with Special Educational Needs (SEN) 13

Part Eleven Children’s homes registered with a school (N.B. Chapel Hill House not dually registered as a school.) 13

Part Twelve Arrangements for school and the promotion of educational achievement. 13

Part Thirteen Enjoyment and Achievement 16

Part Fourteen Health 17

Part Fifteen Positive Relationships 18

Part Sixteen Safeguarding and Welfare Matters 21

Part Seventeen Details of the Registered Provider and Staff 26

Part Eighteen Admissions 32

Part Nineteen Matters to be included in the Statement of Purpose 33

Ofsted is the regulatory body. Ofsted is responsible for the regulation and inspection of education and social care services throughout England. Quality and Purpose of Care Regulation 6

Part One Scope of Provision of Care and Accommodation

Chapel Hill House provides services to children with Social, Emotional and Behavioural Difficulties (SEBD). It is likely that all the children in the home will have been designated as vulnerable and this means we expect all staff to remain particularly vigilant to maintaining their safety and welfare.

We are a non-partisan organisation and as such there is no bias towards any political group. Equally, we are non-secular and there will be no bias towards any religion, spirituality or faith. We are a home that celebrates and welcomes diversity and cohesion, which is based upon underlying principles of respect and tolerance.

It is likely that many of the children resident will have previously experienced trauma, a sense of rejection, neglect, abuse and possibly exploitation. We understand that such negative life experiences will impact upon their presentation and well-being, which in turn may result in a history of challenging or risk taking behaviours.

Additionally, children resident in our home may present with a range of Special Educational Needs (SEN), which may include:

• High to mid-range functioning Autism or Asperger’s Syndrome; • Moderate Learning Difficulties (MLD); • Attention Deficit Hyperactivity Disorder (ADHD) and Attention Deficit Disorder (ADD); • Pathological Demand Avoidance; • Oppositional Defiance Disorder (ODD); • Attachment Disorders; and • Social Communication Disorders.

However, it should be noted that having been designated as presenting with SEBD, does not imply cognitive difficulties. It is a common misconception that SEBD children will also have a learning difficulty – this is not the case. 4

Chapel Hill House does not provide accommodation for:

• Children with Severe Learning Difficulties (SLD); • Children with Profound and Multiple Learning Disabilities (PMLD); • Children who may have serious mental health difficulties.

Part Two Our Ethos and Objectives

Chapel Hill House aims to provide a therapeutic approach within a framework of meaningful and effective care.

We aim to provide a positive environment that will enable children to grow and thrive. We believe in high quality care delivered through positive adult role models, a high standard of accommodation, access to broad leisure and recreational facilities, good food and a commitment to building upon individual children’s strengths. The individual needs of every child in our care remain paramount. We focus upon building opportunities to enhance wellbeing, promote emotional resilience and develop a sense of positive identity. Staff aim to maintain an environment of giving, rather than taking away.

To augment the above and through care planning, we will work in partnership with significant others to meet the psychological, emotional, health and social needs of our children.

We work alongside the UCH Intervention Model to provide a bespoke and evidence based approach to the work we conduct with our children. All children in our care have a key working plan, which is led by the child and provides keyworkers with planned keywork sessions to undertake with the children. The Intervention Model and GLM provides the means to better map the progress of children and provide detailed analysis of their behaviours and presentation.

The duration of a child’s placement is subject to their individual needs and circumstances.

Part Three Our Accommodation

Chapel Hill House provides accommodation for up to 4 [four] boys who up to 18 years of age.

Accommodation provided at Chapel Hill House comprises:

Ground Floor:

• The kitchen, which is fitted out to a high standard with all the necessary cooking facilities to prepare meals. This incorporates a central island where children can sit and enjoy a snack or drink; • Separate Dining Room; • A large homely lounge, furnished and fitted to a high standard. There is an area within in the lounge for meetings and this provides a quiet space for the children to read or study; • A utility room;

• There is a provision for children to have access to a phone for private calls; • Downstairs bathroom facilities; • Staff Office; • Fitted fire-fighting equipment and fire warning systems, which meet all required safety standards.

First Floor:

There are 4 bedrooms for children. There are two additional bedrooms, which are used as staff sleep-in rooms. There is an additional bathroom for staff use. A further large family bathroom has a shower unit and bath. Additionally, a smaller bathroom is available with a shower unit.

• Each child’s bedroom contains: wardrobes, a bedside table, a chest of drawers, a table lamp and a bed. Bedrooms have safe storage provision for the child’s valuables and an alarm clock. • The rooms are decorated with complimenting bed linen, curtains and carpets. Children will be encouraged and supported individualise their rooms as they see fit; • All children’s bedrooms are lockable from the outside with a key and with a thumb/privacy lock on the inside. Each child is given a key to their own room.

Externally:

Large well-maintained gardens with a Zip-wire and plenty of space to enjoy traditional games and activities. The below (insert) of our vegetable garden is an example of the active participation encouraged by staff. The boys can use the plot to grow food from seed to plate, thereby encouraging an interest in healthy eating and supporting the development of practical and independent skills.

There is a drive and space for discrete parking.

Please note: Chapel Hill House does not accommodate children who needs require special adaption for example sensory, physically disability. The building is accessible to all on the ground floor.

Part Four The Location of the Home

Chapel Hill House is situated in a rural location, just a few miles from a large town. Urban centres, such as King’s Lynn, Peterborough, Norwich and Cambridge, are all within reasonable travelling distance.

Peterborough is the closest urban centre and is only a short drive away. Peterborough offers High Street shopping, shopping malls, large supermarkets, museums and a football stadium. There are a broad range of indoor leisure facilities and Sports Centres. Further indoor and outdoor pursuits such as Cinema, Bowling, can be found at all the local areas, which children will be encouraged and supported to use.

UCH take the location of children’s homes very seriously. We focus upon two core areas of consideration:

• Safeguarding concerns; and • Accessibility of local services.

Area and Location Risk Assessments (ALRA) are completed in consultation with relevant services within the locality. Important considerations include:

• Whether the location of the home influences the potential for an already vulnerable child to be a victim of crime, such as being targeted for sexual exploitation; • Whether there is a likelihood of children placed in the home becoming drawn into gang crime or anti-social behaviour in the local area; • The suitability of the local neighbourhood as a location to care for children who may have already been victims of abuse and neglect; and • Whether there are environmental factors that would represent a hazard to children, such as locations near level crossings or busy roads.

Additionally, positive features are identified within the local community that would offer benefits to children living in Chapel Hill House. For example, we actively seek opportunities for children to participate in leisure, sporting or cultural activities, or links with services that could support the child’s ethnic or religious identity.

For more information, please refer to our Location Arrangements Policy.

Part Five Supporting the cultural, linguistic and religious needs of children

We will work with all appropriate partners to identify, set out and address the cultural, linguistic and religious needs of our children. This information will be recorded and used to ensure that a consistent, reasonable and appropriate response to such individual needs is maintained. In securing this we will take account of the child’s views on these matters, as well as family and significant others.

We are committed to:

• Responding the cultural needs of children from different ethnic, cultural or language groups to include them fully in what we do; • Race equality, diversity and inclusion for children accommodated in the home; • Challenging racism, prejudice, extremism and radicalisation; • Seeking opportunities to celebrate cultural and ethnic diversity; • Supporting access to all community facilities for ethnic minority children; • Supporting the linguistic needs of children who are learners of English as an Additional Language (EAL); • Seeking opportunities to work with different community groups; • Identifying areas for development within the staff team that will support inclusion, equality and diversity; • Maintaining networks of collaborative support for children as necessary and appropriate; • Supporting children to attend religious services, or receive religious instruction on or off the premises, in response to their needs and wishes, given their age, stage and understanding; • Facilitating religious or cultural requirements, such as any specific dietary, toiletry or attire.

Provide information, advice, guidance, training and support for such children, so that they are fully included in the home and community (Local, National and Global as is appropriate their cultural or religious needs for example). Management at Chapel Hill House are expected to gather information on the religious and cultural needs of each child and their parents as part of the pre-admission planning. This should be duly incorporated into their Care Plan and the child’s placement plan.

Part Six Responding to Complaints

Upon arrival, all children will be given a Children’s Guide, which contains information on how to comment upon or complain about the care they are receiving. Each child’s keyworker will go through the Children’s Guide with them ensuring the complaints procedure is understood. In addition, children’s rights and advocacy will be discussed, along with relevant contact details of relevant persons or agencies (such as Childline for example).

All complaints are treated very seriously. All correspondence will be copied to the social worker, Ofsted and other person(s) where appropriate.

Our Complaints Process is explained in the (Right) Insert. This poster is displayed in appropriate places within the home to support those wishing to make a complaint.

Children wishing to complain have a range of options. They can complain to their social worker, registered manager, advocate, independent visitor or whomever the child wishes to do so.

We ensure that children have access to a phone if they need to make a private phone call (with appropriate numbers of various organisations available (below):

Coram Voice Children’s Commissioner Help at Hand 0808 800 5792 0800 5280731 http://www.coramvoice.org.uk https://www.childrenscommissioner.gov.uk/help-at-hand/

Childline Ofsted 0800 1111 0300 123 1231 https://www.childline.org.uk https://www.gov.uk/government/organisations/ofsted

Part Seven Access to our child protection and behaviour management policies

UCH have a robust, comprehensive and carefully implemented policies. These are available to all stakeholders. We aim to ensure that support and clarification is readily available to adults and children who experience difficulties in accessing our policies.

Our policies provide advice, guidance and direction for staff. They aim to be didactic and informative, with clear instruction on what action is to be taken, when, how and by whom.

All policies relating to this home are:

• Written in a clear and easily understandable way; • Publicised, promoted and distributed to the relevant and appropriate persons’ and organisations (such as the placing authority), as well as partners and individuals as is appropriate and necessary; • Mandatory for staff and volunteers; • Available upon request at the staff office in hardcopy format and for distribution via email, in Portable Document Format (PDF); • Kept under review.

Key child protection (“The Protection of Children”) and related policies:

• Child Protection Policy • Missing from Care Policy • Concerns and Speaking Up Policy • Physical Contact Policy • Confidentiality and Privacy Policy • Risk Assessment Policy • Countering Bullying Policy • Safe Computing Policy • Countering Child Sexual Exploitation Policy • Safe Recruitment Policy • Fire Safety Policy • Safeguarding Policy • First Aid and Medication Policy • Security Arrangements Policy • Health and Safety Policy • Staffing Arrangements Policy • Location Arrangements Policy • Whistleblowing Policy

Key behaviour management (“Positive Relationships”) policies:

Our behaviour management policies are based upon the need to establish positive relationships within the home and wider community.

We have a separate Physical Intervention Policy. The policy emphasises the use of physical restraint as a last resort, rather

than a behaviour management technique.

Children’s Views, Wishes and Feelings Regulation 7

Part Eight Policy and approach to consulting children about the quality of their care

We believe that gaining the children’s views, wishes and feelings, by a variety of means, is crucial. It is crucial to keeping children safe, informing the development of our care and ensuring we continue to promote effective, child-centred practice. Every aspect of the home’s organisation has a facility to ascertain and appropriately act upon the views, wishes and feelings of the children who live in the home.

The staff at Chapel Hill House consult regularly with children. This is achieved through regular community meetings, requests for direct feedback and keyworker sessions, as well as a wealth of informal opportunities through everyday staff engagement.

Matters for consultation will include general care arrangements (specifically via keyworker sessions), food choices/preferences/needs/allergies/etc., leisure/recreational activities and opportunities, boundaries of conduct and behaviour, as well as accommodation matters, including communal and individual bedroom decoration for example. Weekly Children’s Meetings are structured to include a “Hot Topic” that is best used to offer advice and guidance about topical or pertinent safeguarding issues. Our House Chat children’s meeting record is designed to promote engagement (see below insert).

We are clear that:

• Children will be advised of their right to comment, compliment and/or complain; • Each child will receive a copy of the child’s welcome pack, which will contain information relating to all aspects of the above; • Each child will have access to the Independent Regulation 44 visitor; • Children will be encouraged to make comment about their involvement in the home’s operation; • Each child will be encouraged to access an independent advocacy service, should they wish to speak with someone independent of the home; • Children are actively encouraged to participate in the development of a Code of Conduct that is discussed and agreed via the whole home community.

Additionally, as part of Regulation 45 (Review of Quality of Care) the registered manager will also consult with the children about their involvement in the day-to-day arrangements of the home and service provided.

The advocacy service for children living at Chapel Hill House is Coram Voice who can be contacted on 0808 800 5792.

It is an unequivocal expectation that children will have the right to make any representation they wish about the home’s operation via their Review, Care Plan and Child’s Placements Plan.

Part Nine Anti-discriminatory practice and children’s rights

Promoting Equality and Diversity

UCH are committed to anti-discriminatory practice. We aim to ensure equality of opportunity for everyone regardless of his or her race, nationality, religion or belief, gender, sexuality, disability, age, or marital status.

We are committed to promoting equality and diversity, which embraces a broader definition than equal opportunities. This broader definition recognises that everyone has a contribution to make and that services can be improved by harnessing the skills and contributions from all sectors of the workforce and community.

All employees are expected to behave in a professional, tolerant and responsible way that is exercised with respect and without prejudice. Everyone involved with Chapel Hill House has the right to be treated with consideration, dignity and respect and to work in an environment free from sexual or racial intimidation. The expectations are underpinned by the Equality Act 2010.

Children’s Rights

Chapel Hill House is fully committed to promoting and protecting children's rights and we fully endorse the United Nations Convention on Rights of the Child (UNCRC) (See: https://www.unicef.org.uk/what-we-do/un- convention-child-rights/). This will form the basis of how we deliver our services to children.

We aim to achieve this by:

• Providing information and details of the Children’s Commissioner for England (See insert & Page 9); • Safe, clean and good quality living environments; • Safe and diligent recruitment procedures; • Providing children with information about their rights and advancing children’s rights; • Providing children with access to external bodies, such as independent advocacy, Childline, Ofsted, for example (as described on Page 9); • Responding positively and thoroughly to any complaints and representations they may make (and recording such matters); • Responding effectively to staff concerns about any practice concerning the services provided to children; • Advising the child's placing authority and Ofsted of any matters that affect the child welfares, including staff concerns, child’s complaints and individual staff disciplinary matters; • Working to improve better outcomes for children; • Listening to children; • Providing a good quality of care;

• Rigorously implemented compliance, quality and assurance procedures, as well as regular Regulation

44 and 45 reports. Education Regulation 8

Part Ten Education Arrangements for children with Special Educational Needs (SEN)

Chapel Hill House welcomes children with Special Educational Needs (SEN), including those with a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP).

Supporting, encouraging and reasonably challenging children with Special Educational Needs (SEN) is crucial to enabling and encouraging progress, achievement and ultimately, attainment. These are essential components of a successful transition to independence and adulthood.

Our comprehensive Education Policy details our approach to supporting and encouraging children with SEN to thrive in education. The Policy contains a clear step-by-step outline of all key factors and responsibilities.

For further details, please our Education Policy and Countering NEET Policy

Part Eleven Children’s homes registered with a school

Chapel Hill House is not dually registered as a school.

Part Twelve Arrangements for children to attend school and the promotion of educational achievement

All staff at Chapel Hill House will actively promote the expectation that children of compulsory school age will receive their statutory entitlement to education. This means that where possible and appropriate all children will have a full-time place in a maintained mainstream school. Some children have presented with severe and complex needs. This may mean that their needs are best met in either specialist or alternative provision.

We will support the local authority in ensuring that a full-time education is secured in an appropriate school or setting. If it considered that a full-time education is not appropriate and therefore a reduced timetable may be implemented, we will support the school or alternative provision in monitoring and increasing access to designated placements. If a child is provided with a reduced timetable, it will be regularly reviewed and positive activities with an educational content will be put in place to cover periods when the child is not attending their designated provision. Children aged between 16 and 18, will be supported and actively encouraged to attend continuing education, training, employment or an apprenticeship.

The registered manager, with the support of staff with designated education responsibilities, will ensure that all staff appreciate and act upon the importance of education to a child’s holistic development.

Our Education Policy provides a detailed account of expectations consistent with good practice in promoting attendance, engagement, progress (e.g. “distance travelled”) and attainment. This will be achieved by ensuring that the registered manager and staff must:

• Know where responsibility lies for financing all school costs, including school uniform, school trips, school equipment and out of school activities, and for providing consent for school arranged outings and school journeys; • Ensure that staff contribute to the delivery of any pertinent elements of the Personal Education Plan (PEP) and if appropriate, Individual Education Plans (IEPs) and EHCPs or Statements of Special Educational Needs; • Be aware of and help to secure arrangements for travelling to and from school; • Ensure that home-school agreements are signed; • Provide children with facilities that are conducive to study, learning and being able to do homework. This means ensuring that children are actively encouraged and supported develop and enhance their formal learning through the provision of books, computers, electronic media, music, internet resources, newspapers, magazines, information about current affairs, as well as toys and games; • Ensure library membership is encouraged along with appropriate support to take part in educational and recreational activities; • Ensure that a designated staff member, (e.g. keyworker), attends parents’ evenings and open days; • Ensure arrangements are in place (in consultation with the local authority) for children if they are not in school, including structured occupation during school hours; • Support the local authority in arrangements for children who are of compulsory school age, if they are not registered as a pupil at a school, to receive a suitable full- time education; • Keep the local authority aware of progress, developments and attendance; • Share information effectively and appropriately, including reporting to placing authorities; • Participate in celebrations and other opportunities that will demonstrate that staff value the importance of education and achievement; • Professionally challenge schools and alternative provisions if concerns are raised or identified.

In addition, staff will know that they should:

• Ensure children are up and ready for school to maintain appropriate attendance; • Know the dates of examinations for all children; • Give children appropriate help with homework and course work; • Actively encourage and support children to take part in extended services provided by their school, including participation in school trips, sport, music and cultural activities; • Read with children on a regular basis; • Read children’s annual reports and discuss the contents of the report(s) with the child and, where required, the child’s teachers; • Discuss children’s educational progress with teachers and instructors; • Knowing who the designated teacher is at all schools attended by the children; • Act as an advocate and a responsible, informed parental figure when communicating with schools; • Ensure children are provided with support to make applications in pursuit of further and higher education where appropriate;

• Know the importance of liaising with schools, careers service, job centre, employment agencies and

local employers as appropriate.

Westfield House School

Children placed at Chapel Hill House, who for one reason or another are considered inappropriate for mainstream school provision, can access Westfield House School.

Westfield House School is a specialist independent school, maintained by Unique Care Homes (UCH).

The school takes day pupils’ who are:

• Living in UCH homes within the locality; • Living in Children’s Homes maintained by other providers (independent and maintained); • Day pupils living in the area who are not the subject of a Care Order, but who may have experienced difficulties in accessing and maintaining mainstream school provision.

Although not specifically linked to any single children’s home within UCH, it is expected that effective and professional lines of communication will be maintained.

Many of the children placed at Westfield House School will have presented with significant levels of disengagement, school refusal and or disruptive behaviours.

It is likely that pupils will have associated diagnoses of Autistic Spectrum Condition, ADHD and Oppositional Defiance Disorder.

Supportive and caring education staff provide a wealth of opportunities to increase engagement, raise levels of attendance and improve overall distance travelled.

As with all UCH provision and services, the need to protect children from harm or potential harm is paramount. This is a clear expectation of all staff at the school. Where appropriate, care staff from Chapel Hill House will support children in school, which can offer a further sense of assurance.

School placements tend to be initiated, maintained and administered by the local authority in partnership with the UCH Senior Management Team. For further information about Westfield House School, please refer to: http://www.westfieldhouseschool.co.uk Positive Relationships Regulation 9

Part Thirteen Enjoyment and Achievement

The arrangements for enabling children to take part in and benefit from a variety of activities that meet their needs and develop and reflect their creative, intellectual, physical and social interests and skills.

We recognise the value and importance of enjoyment and achievement. This means supporting children to maintain existing interests and to encourage them to experience new leisure activities and hobbies. We aim to promote a positive cultural identity and belief systems, as well as providing opportunities to explore other options and activities (in a neutral, non-partisan way).

To achieve the above all staff at the home will:

• Place the child at the centre of all we do; • Ensure that a culture of valuing the importance of education is maintained throughout the home, as this is critical to securing positive outcomes and further developing the children’s understanding and place in the world around them and essentially, the opportunities that may be afforded to them; • Respond positively to any specific cultural needs, matters relating to personal identity or issues that may exist for children and families from different ethnic, cultural, social or language groups to raise personal achievement and educational attainment, all of which will pave the way for improving overall outcomes and life chances; • Not discriminate in any way against race or ethnicity, religious belief systems or spirituality, as well as other protected characteristics. However radical or extremist views will be challenged and appropriate measures will be used to tackle such instances, as appropriate; • Value and uphold the established virtues of equality and diversity in accordance with our Equality and Diversity Policy.

We will support:

• Full access to appropriate recreational and leisure facilities for all children;

• Opportunities to better meet the needs of children from ethnic minorities or diverse cultural backgrounds with appropriate support, guidance and encouragement; • Initiatives to improve attainment and opportunity gaps for all children; • Children in accessing services required to enjoy, learn and achieve; • Ensure that children are supported to conform to appropriate religious obligations or rites, such as attending church or mosque for example, without prejudice. Health & Wellbeing Relationships Regulation 10

Part Fourteen Health

Details of any health care or therapy provided, including (a) details of the qualifications and professional supervision of the staff involved in providing any healthcare or therapy; (b) information about how the effectiveness of any healthcare or therapy provided is measured, the evidence demonstrating its effectiveness and details of how the information or the evidence can be accessed.

We are committed to working in partnership with appropriate others to secure a good quality of care and general healthcare for children that is tailored to meet their individual needs’ and presentation. This consists of having in place (as part of the Child’s Placement Plan) a robust Health Plan that incorporates individual personal, social, therapeutic, life skills and health needs.

We will actively seek to engage, encourage and support children to have a keen interest in their own health and lifestyle, alongside working with our partners in healthcare to achieve the former aims.

The registered manager is tasked with ensuring:

• That staff will adopt a proactive, responsible and responsive approach to the health of the children in their care by closely monitoring their well-being and developmental progress together with administering medication and first aid treatment as needed; • (Where appropriate and if within a reasonable distance of their previous address) that children access their own General Practitioner (GP). It is plausible that they will get some choice over their assigned doctor (e.g. a doctor of their own sex); • Our staff play an active role in the health education of children in their care by providing them with advice and information sessions on such issues as alcohol/substance abuse, sexual matters (including STDs (Sexually Transmitted Diseases), AIDS and HIV); • Sufficient liaison(s) with the Local Authority regarding the child’s need for medical examination and a written health assessment. Thereafter the written health assessments will be carried out on an annual basis unless stated otherwise.

A proactive approach is maintained towards children’s dental, eye and other health care needs and/or treatment. The home will report regularly upon such matters. Children’s rooms will be checked daily and will only be thoroughly searched if there is a reasonable suspicion that any illegal substance, offensive weapons, stolen goods or due to safeguarding concerns are evident. All formal therapy interventions will be under the approval, management and monitoring of the Operations Director and in addition all such arrangements will:

• Be formally agreed to by the child's placing authority in the child's placement plan as consistent with agreed intervention strategies to meet the child's individual needs. The child’s placement plan and care plan should state the specific interventions needed, as well as why and how; 17

• Chapel Hill House on behalf of the placing authority provides details of such persons’ who will undertake any therapeutic intervention; • That the placing authority gives their consent to any person in the above as being competent to carrying out any therapeutic intervention(s) needed.

The company will not employ formal (clinical) behaviour modification techniques, other than the rewards and incentives that will support positive behaviour, as well as emotional and social development.

Positive Relationships Regulation 11

Part Fifteen Positive Relationships

The arrangements for promoting contact between children and their families and friends.

Chapel Hill House and the placing authority have a duty to promote contact between the child and those connected with him or her unless otherwise specified by a court order. Arrangements for contact are made as soon as possible after admission and are sufficiently flexible to enable visits from parents/others who may live some distance away, or who have irregular working hours.

This means we:

• Facilitate contact with parents, family and friends, etc., subject to the conditions of placement; • Encourage contact between a child, relatives and those significant to them unless it is detrimental to their welfare. Arrangements for contact should be specified in the Care Plan and Placement Plan; • Offer a congenial and welcoming setting for contact visits, with an appropriate amount of privacy; • Encourage parents/others to participate in the child’s daily life (such as shopping for clothes or leisure activities for example); • Provide a private area where calls can be made in the home for the express use of children; • Ensure that provision will be made available for each child to purchase gifts for birthdays, weddings and religious celebrations (such as Diwali and Christmas for example) to support the positive and effective contact.

The home’s approach to behavioural support, including information about (a) the home’s approach to restraint in relation to children; and (b) how persons working in the home are trained in restraint and how their competence is assessed.

All children require clearly defined boundaries that are consistently and fairly administered. This is part of the ensuring safe and responsible practice, as well as ensuring that we maintain a duty of care.

Staff must aim to create an environment that gives a firm structure and sense of order to the lives of children. We believe this will support their ongoing progress, development and achievement as they move towards adulthood.

Our General Policy (Underpinning Principles) on Securing Positive Behaviour

• Many children accommodated by UCH will/may have undergone damaging or traumatic experiences prior to being looked after. Some will have been subject to chaotic life styles, inconsistent parenting and poor supervision. Many will have low levels of self-control. They may have displayed, and may continue to display, disturbed, challenging or anti-social behaviour, which is unacceptable to other

residents, staff, other agencies and the wider community. In some instances, they themselves may be overwhelmed by their own lack of self-control; • Having to “control” children is part of good parenting and should not be regarded as failure, but as an integral part of good quality care; • All instances of any consequences (i.e. positive, reparative and negative) are fully recorded in our Consequences Register and copied to the individual child’s case file; • Physical Restraint may only be used if there is an immediate risk of injury to a person or severe damage to property. For further information, please refer to our Physical Intervention Policy.

We aim to ensure that children have every opportunity to grow and thrive whilst in our care. This means we will:

• Recognise and record success and achievement; • Use reparative consequences wherever and whenever appropriate. We do not believe that unqualified punitive sanctions are appropriate or effective; • Use restrictive consequences only when there is a direct link to a specific event or circumstances (for example, interfering with the steering wheel whist a member of staff is driving would necessitate restrictions on sitting in the front of a car, etc.); • Encourage positive relationships and help children to develop an increasing understanding of tolerance, respect, empathy and understanding.

Full details are available in our Positive Relationships Policy referenced on Page 10.

Our Approach to Physical Restraint

Unique Care Homes (UCH) expects that all staff will deal professionally and appropriately all behaviour and conduct related incidents, whether seemingly inconsequential or potentially serious. Physical intervention is only used where there is an immediate risk of injury to a person or serious damage to property. In all cases, staff must ensure that there is minimal risk to the child or children concerned. This is because safeguarding children is paramount.

The Conditions of Physical Intervention:

• UCH will only allow physical intervention where there is an immediate risk of injury to a person or severe damage to property. Talking, listening, counselling and negotiating must be used first. There are only a few techniques allowable, which should be used after training. If practicable, staff should always seek to obtain adequate assistance before attempting any physical intervention; • Children will be warned when physical restraint is about to happen and why; • Staff will only "hold" a child known to have a physical disability if that disability itself is known to be unaffected by any such action; • Staff will only apply the minimum amount of 'force' required restrain the child safely; • Staff will avoid vulnerable areas when using restraint (head, throat, chest, sexual areas, abdomen or fingers); • Other non-involved children will be removed from the scene for their own safety, to minimise group unrest and to avoid loss of face to the child being restrained;

• Any concerns regarding non-compliance will be taken with the utmost seriousness and may result in a referral to the Local Authority Designated Officer (LADO); • If a child were to leave the home and there was a strong likelihood of injury to the child or others, it would be reasonable to use physical restraint to prevent them from leaving. However, for a child whose absence from the home is judged unlikely to lead to serious risk of harm, injury or serious damage, physical restraint would not be inappropriate. Therapeutic Crisis Intervention (TCI)

UCH have adopted the principles and approach of Therapeutic Crisis Intervention (TCI) for situations necessitating physical intervention. The purpose of TCI is to provide a crisis prevention and intervention model for residential child care organisations that will assist in:

• Preventing crises from occurring, de-escalating potential crises, effectively managing acute crises, reducing potential and actual injury to children and staff, learning constructive ways to handle stressful situations, and developing a learning circle within the organization.

The skills, knowledge, and professional judgment of staff in responding to crises are critical factors in helping children learn constructive and adaptive ways to deal with frustration, failure, anger, rejection, hurt and depression.

All staff will be trained in using TCI techniques and timely refresher training will be provided. This is a mandatory expectation. TCI training is provided as soon as practicable within the induction framework for all staff.

UCH employ a suitably qualified TCI trainer. This is important because it allows greater flexibility regarding training and refresher sessions, as well as a direct route for staff to gain advice and guidance as required.

Training and focused management aim to ensure that staff place a high emphasis upon de-escalation. Children and supported to regulate their behaviour, remain safe and explore change in a positive and supportive environment.

Physical interventions are a last resort; all incidents are closely monitored and recorded to ensure unwavering compliance. This means that all physical interventions are subject to scrutiny to enhance good practice and ensure compliance. Critically, staff practice is assessed in terms of the impact of action taken upon the continuing welfare and safety of the child.

Full details of our approach to physical intervention are detailed in our Physical Intervention Policy (See Page 10).

Protection of Children Regulation 12

Part Sixteen Safeguarding and Welfare Matters

Safeguarding and maintaining the welfare of children is unequivocally paramount. This section provides overview of our policies for safeguarding children, preventing bullying and the missing children.

Safeguarding is Everyone’s Responsibility

Everyone who works with children has a responsibility for keeping them safe. UCH is fully committed to safeguarding the welfare of any child who uses our services. The company is clear that this expectation is the primary duty of all staff and volunteers. This duty is also managed in partnership with other agencies.

This means:

• Individual staff must understand that they cannot singularly – one their own – meet the complex needs of our children, which means that they must work together to ensure that that are children remain safe from harm; • In order that organisations and practitioners collaborate effectively, it is vital that every individual working with children and families is aware of the role that they play and the role of other professionals; • Staff must be clear that effective safeguarding systems are child centred.

We have a clear legal duty to take the views, wishes and feelings of children placed in the home into account, particularly in relation to matters affecting their care, welfare and their lives. Children have a right to be respected, their views heard and to have stable relationships with professionals built on trust.

Working Together to Safeguard Children is clear that children have said that they need:

• Vigilance: to have adults notice when things are troubling them; • Understanding and action: to understand what is happening; to be heard and understood; and to have that understanding acted upon; • Stability: to be able to develop an on-going stable relationship of trust with those helping them • Respect: to be treated with the expectation that they are competent rather than not; • Information and engagement: to be informed about and involved in procedures, decisions, concerns and plans; • Explanation: to be informed of the outcome of assessments and decisions and reasons when their views have not met with a positive response; • Support: to be provided with [individual support and] as a member of their family; • Advocacy: to be provided with advocacy to assist them in putting forward their views.

Aims

Our aim is to ensure every child in our home is kept safe and protected from harm or potential harm.

This means harm (or potential harm) from:

Emotional, physical, institutional and domestic abuse, or substantiated indications of bullying, self-harm and faltering growth (‘failure to thrive’, although this is generally related to babies and young children).

This means we will always work to ensure that our children are consistently:

• Protected from any form of maltreatment arising from harm or potential harm; • Prevented from suffering impairment of health or development; • Given every opportunity to grow up in circumstances consistent with the provision of safe and effective care; • Given every opportunity to have optimum life chances and enter adulthood successfully.

This means that there will be:

• Safe recruitment practice through checking the suitability of staff and volunteers who work with our children; • A consistent awareness of child protection issues, which will involve equipping children with the skills necessary to keep them safe; • Sustained development and implementation of procedures for identifying and reporting cases, or suspected cases, of abuse; • Support for any child who has been abused in accordance with individual needs, plans and effective and collaborative working practice.

Our safeguarding policies give clear direction to staff about the expected behaviour and our legal responsibility to safeguard and promote the welfare of all children resident at our home.

Designated Safeguarding Lead (DSL)

Each registered Unique Care Homes (UCH) children’s home has a Designated Safeguarding Lead (DSL). Whilst the activities of the DSL can be delegated to appropriately trained deputies, the ultimate lead responsibility for child protection remains with the DSL. The DSL for the home is the registered manager. In the absence of the registered manager, the deputy manager will assume responsibility in strict consultation with the Responsible Individual.

Countering Bullying (Including Cyberbullying)

Bullying is not tolerated in our home, whether in relation to children or staff. Bullying is unwanted, aggressive behaviour that involves a real or perceived power imbalance. The behaviour is repeated, or has the potential to be repeated, over time.

We understand that children who are bullied and children who bully others may be experiencing and/or go on to experience serious emotional difficulties. Being bullied can impact on a person’s self-esteem, confidence and social skills.

Bullying includes actions such as making threats, spreading rumours, attacking someone physically or verbally, and excluding someone from a group on purpose. One of the most challenging aspects of keeping children safe from bullying is ‘cyberbullying.’ Cyberbullying is using the internet, email, online games or any digital technology to threaten, tease, upset or humiliate someone else.

All Staff Will:

• Comply with the conditions of our Anti-Bullying Policy and Safe Computing Policy; • Record any suspicions about bullying and attempt to address any concerns before the situation escalates; • Take part in all relevant training provided or facilitated by UCH; • Have a good understanding of bullying as unwanted, aggressive behaviour among school aged children that involves a real or perceived power imbalance. The behaviour is repeated, or has the potential to be repeated, over time; • Ensure that the conditions of monitoring and reviewing internet use are applied consistently. Staff must be vigilant to the potential and real dangers of social media, as well as direct (face-to-face) bullying; • Understand that under the Children Act 1989 a bullying incident should be addressed as a child protection concern when there is ‘reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm.’

Our Commitment

• All children will be encouraged to speak up if they feel they are subject to any bullying, both in and out of the home; • All children will be supported in the above process, including use of complaints; • All actions will be recorded; • Both the victim and perpetrator of bullying must be protected and made to feel safe; • In all instances of suspicions relating to bullying behaviours immediate action will be taken to protect the children concerned.

Children Missing from Care (MfC)

There are times when a child may take it upon themselves’ to leave home without the due authority to do so. Staff know that the children for whom we provide care are particularly vulnerable. This means we aim to maintain a robust and fluid response to all incidents of children categorised as ‘missing’ from care.

The registered manager is responsible for ensuring that all Safety Plans include a MfC risk category that is based upon relevant information from the child’s plans. This must be reviewed regularly and communicated to all staff.

A MfC incident would be prioritised as ‘high risk’ where:

• The risk posed is immediate and there are substantial grounds for believing that the child is in danger through their own vulnerability; or • The child may have been the victim of a serious crime; or • The risk posed is immediate and there are grounds for believing that the public is in danger.

A MfC incident would be prioritised as ‘medium risk’ where the risk posed is likely to place the subject in danger or they are a threat to themselves or others. This category requires an active and measured response by police and other agencies to trace the missing child and support the person reporting. This will involve a proactive investigation and search in accordance with the circumstances to locate the missing child as soon as possible.

Our Approach

Our approach to minimising MfC incidents is multi-faceted. Full details are available in our Missing from Care Policy. Staff understand that when a child goes missing, whether considered at ‘medium risk’ or at ‘high risk,’ it must be treated as a priority. Children who leave the home premises without the knowledge of staff will be regarded as at immediate risk of potential harm. This is because the children for whom UCH provide care are vulnerable. All staff should be fully aware that however “streetwise” the child may appear, s/he is a child and may be extremely vulnerable to multiple risks.

As soon as staff become aware that a child has gone missing or been missing, they must:

• Inform the Registered Manager (RM) and the Responsible Individual (RI) immediately; • Contact the Police to report the child as missing and state clearly the child’s risk category; • Contact the child’s social worker or the Emergency Duty Team (EDT) and child’s parents; • Try to contact the child by phone, and/or known contacts and friends to locate the child.

When a child is found, we expect staff to:

• Ensure safe and well checks are carried out by the police as soon as possible after a child reported as missing has been found; • Ensure measures are taken to complete an independent return interview within 72 hours; • Review Safety Plans following every MfC incident. This will provide an opportunity to add any information gained through ‘lessons learnt.’

A description of the home’s approach to the monitoring and surveillance of children.

Door Alarms

The following arrangements are subject to approval from Ofsted and each child’s social worker.

Each child’s bedroom door may be fitted with an electronic signal devise if this is deemed necessary. This is to enable greater safeguarding capacity, particularly during the night. An alarm system can also be used with this system but would only be activated where it can be explicitly demonstrated (with the consent of the child’s placing authority) that such equipment is necessary for protecting and safeguarding the child’s welfare. The use of the alarm system would also be agreed in the child’s placement plan.

The child will be informed of the use of the measures and these will be kept under review.

CCTV

CCTV (a term used under the umbrella of, Surveillance Camera Systems) are commonly deployed extensively within England and Wales. Where used appropriately these systems are valuable tools, which contribute to further assurances of safety and security in protecting both people and property.

The use of external CCTV at the home is solely as a for home security. CCTV will not be used to monitor the movements of children resident at the home and it will not be used inside the home.

Safeguarding Matters addressed through policy, procedures and within staff training and supervision include:

• Abuse of Trust • First Aid and Administration • Placement Matching • Admissions Process of Medication • Power and Positions of Trust • Allegations • Hate Crime • Professional Judgement • Behaviour Management • Internet Use • Public Confidence and • Bullying (Including • Intimate Care Conduct Cyberbullying) • One-To-One Situations • Radicalisation and Extremism • Child Missing from Care (MfC) • Photography, Video, (inc. Prevent) • Child Sexual Exploitation (CSE) cameras and Images • Recruitment of Staff • Clothing and Appearance • Physical Contact • Self-Harm • Confidentiality • Physical Intervention • Sexting • Drugs (Substance Misuse) • Physical Intervention with • Trafficking • Duty of Care Children in Distress • Transporting Children • Female Genital Mutilation • Whistleblowing (FGM)

Leadership and Management Regulation 13

Part Seventeen Details of the Registered Provider and Staff

The name and work address of (a) the registered provider; (b) the Responsible Individual; and (c) the Registered Manager:

Registered Provider: Unique Care Homes Support (“UCH”)

Registered Address: The Whitehouse, Widerspool Business Park, Greenalls Avenue, Stockton Heath, Warrington WA4 6HL

Responsible Individual: Jo Murray (Head of Education and Care)

Registered Manager: Mathew Putterill

Our Staff Team

Details of the experience and qualifications of staff, including any staff commissioned to provide education or health care.

Mathew Putterill Registered Manager

Mathew has extensive experience in working within children’s residential services and also 16 plus, having worked for the last few years as senior member of staff for a major childcare provider then moving over to UCH. He was a team leader at Chapel Hill for 2 years and then made the swift transition to Deputy and then onto Registered Manager. Mathew holds a Level 5 Diploma qualification for both Children and Adult services. Mathew joined UCH in 2015.

Steph Walton Deputy Manager

This was Steph’s first job in residential care but has many transferrable skills from her five years working in the prison service with many vulnerable adults and young adults. She completed her Level 3 qualification in 2017. Steph moved from RSW to Team Leader in 2017, then made the transition to Deputy in 2018. Steph joined the Chapel Hill Team in June 2016.

Amie Hart Team Leader

Amie has experience in working within children’s residential services, working within industry and then working at one of our sister homes as an RSW. She then came over to Chapel Hill in the June of 2018. She has completed her level 3 diploma and has proven herself to be adept at running a shift and handling child related issues.

Darren Williamson Team Leader

Darren has a wealth of Knowledge and experience within the childcare sector. Darren has expert knowledge of outdoor centres and nature. He is a keen mountain climber and hiker and sometimes bring his dog Bertie to the house. Darren came to us from Newton House where he was an accomplished Team Leader and then made the transfer to Chapel Hill in October 2018.

Simon Parker Residential Support Worker

Simon has many years of experience working with a wide range of children in various different settings. Originally based in a Specialist school he made the transition to residential childcare working for a major childcare provider gaining experience and moving up the ranks to become team leader. After leaving that setting he enjoyed a few years in the agency sector and then found his calling at Chapel Hill.

Miranda Loose Residential Support Worker

Miranda has over 2 years experience in residential care work. Miranda is currently on loan from Bridge House and is learning the UCH way before it opens. Miranda is currently working towards her level 3, her hobbies are socialising with friends and holidays in the sun.

Dan Mills Residential Support Worker

This was Dan’s first job in residential care and he has displayed all the attributes needed to be an excellent support worker. Dan is a very active keyworker and is currently undertaking his Level 3 diploma. Dan joined the Chapel Hill Team in October 2018

Kerry Joyce Residential Support Worker

Kerry has recently joined Chapel Hill from 16 plus. She has lots of experience working with the end of being looked after and now looks forward to working with children that are being looked after long term.

Elaina Cook Residential Support Worker

Elaina has worked for UCH for 3 years, she have several qualifications which include a level 3 in childcare and development, a national diploma in health and social care and a level 2 in team leading and management! Elaina specialises in behaviour management, speech and language therapy and Autism/ASD. Elaina has several hobbies which include going to the gym, drawing and cooking.

Jo Rydz Residential Support Worker – Bank

Jo has been in the industry for a year now joining the team in December 2018. Previously to this role she worked for Agency and is working on her level 3 NVQ. Jo originates from Poland and is a very adept cook and loves to teach how to cook to young people. Jo has shown great potential and enthusiasm to the role and is an excellent role model to teens. Her previous jobs include being a manager in the pub trade and restaurants.

Management and Supervision

Line Management & Supervision Structure of permanent staff working at Chapel Hill House (Overview)

The: Operations Manager line manages (Supervises) the Head of Education and Care who line manages (Supervises) the Registered Manager who line manages (Supervises) the Deputy Manager who line manages (Supervises) the Team Leaders who line manage teams of Residential Support Workers (RSWs).

Staff Supervision

Chapel Hill House is fully committed to ensuring high standards of supervision and meaningful support for all staff. In part, this means that staff will receive regular formal and informal supervision from their line manager. All staff, as a minimum, will receive regular practise supervision. In addition, regular group meetings and practise discussions that are available to all staff to attend. Staff supervision records are maintained in accordance with good practice and all new staff must successfully complete a mandatory induction, which [initially] includes a higher frequency of supervision.

Training and Development

Chapel Hill House is committed to meeting established training and development standards. Staff receive training in:

• First Aid • Therapeutic community working • Fire Safety • Therapeutic Crisis Intervention • Safeguarding (inc. Child Protection) • Risk Assessment • Food Hygiene • Child Sexual Exploitation • Health and Safety • P.A.C.E • Medication Administration

In addition, the Company will provide training commensurate with regulatory standards.

Staff Appraisal

All core staff receive an annual appraisal, following their 6-month probationary period.

The Senior Management Team work closely together to discuss, review and implement any further training needs that are highlighted during the appraisal process. This seeks to ensure that all staff have the skills and knowledge to provide a high standard of care.

Role Models and Gender Balance 28

We aim to maintain a balanced staff gender mix in the home and take genuine care to ensure that a homely and relaxed atmosphere is maintained. Staff know that their primary role is to provide a safe supportive home environment, along with practical assistance and good parenting. We make every reasonable effort to ensure that staff provide the children with opportunities to interact with both male and female positive role models.

Senior Management and Independently Commissioned Professionals

Details of the experience and qualifications of management and independently commissioned professionals, including any staff commissioned to provide education or health care.

Lindsey Blickem Operations Director

Lindsey has worked in the childcare profession for over 20 years in a variety of settings and organisations. Lindsey has worked as an Ofsted Inspector, Independent Chair, Local Authority Designated Officer (LADO) and Social Worker. Lindsey is a qualified Social Worker and registered with the HCPC.

Jo Murray Responsible Individual and Head of Education and Care

Jo has more than 20 years’ experience working with children and young people, most which has been spent with disengaged young people within education and voluntary services. Jo’s career includes not only classroom practice but middle and senior leadership roles, including significant involvement within Special Educational needs and Alternative Provision units. Jo started her career in Early Years and worked with children and Young People from 3 to 24 years old. Jo holds a CMI Leadership and management degree and has full QTLs (Qualified Teacher Learning and Skills) status and specialises in behaviour management and support for disengaged and disadvantaged Young People. Jo has been a designated Safeguarding lead for over 10 years and she has a passion for young people and will endeavour to secure the very best for the home, school community and, most importantly, for its children.

Justin Rolph Responsible Individual and Head of Education and Care

• MBA • M.Ed. in Applied Research • Post Graduate Professional Certificate in Youth & Community Education • B.Sc. (Hons.) Psychology & Mathematics

Justin has a proven track record of over 25 years of successful leadership and management in the public, private and voluntary sectors. All within the broad context of services to children, young people and their families. He has held positions as Operations Director for one of the largest Fostering Agency in the UK, Corporate Parenting Strategy Commissioning Manager for a major Local Authority. Additionally, Justin has held specialist consultant roles offering strategic advice and support to Local Authorities, as well as Voluntary and Private sector partners working within Children’s Services.

Justin has also been Chair of Youth Access, Member of DfES Independent Advisory Group on Teenage Pregnancy, Trustee National Youth Agency and Chair of Quality Standards Sub-Committee National Agency tasked with developing youth work in England.

Victoria Breeze Finance Director

• ACMA/CGMA Chartered Accountant

Victoria has 13 years’ experience in Finance, operation and commercial areas and has worked in various sectors, which has broadened her skill set and allowed her to transfer skills from various areas to make her an integral part of the Board & Senior Management Team.

Victoria has a wide range of skills but specifically in financial modelling, policies and procedures, tendering, acquisitions, cash flow forecasting, working Capital Management and budgeting & forecasting.

Trevor Lyon Independent Visitor

Trevor Lyon-Smith is currently Unique Care Homes, Regulation 44 Independent Visitor. He is Director of Child in Need Ltd which provides a range of child protection and counselling services to the looked after child and education sectors.

Trevor has worked as a health and safety adviser for a local authority and as a tutor in the prison service. He has a BA Hons in Counselling and Psychotherapy from Warwick University and an NVQ Level 3 – “An introduction to advocating on behalf of children and Young People” Accredited by the National Open College Network. He is a member of the British Association of Counselling and Psychotherapy (BACP). He started Independent Reg 33 visits, now Reg 44 visits in 2014 carrying out hundreds of visits on behalf of a charitable organisation. He has conducted return to care interviews and advocated on behalf of young people in a variety of settings including chid protection meetings. He has carried out investigations within children’s homes and provides a range of consultancy and support services to owner managers. In 2017 he formed Child in Need and produces reports for a diverse range of Children’s homes. Trevor also has a private counselling practice and a counselling contract with five middle schools. He has worked as a counsellor within the NHS and for Mind.

Whatever spare time he has is spent running around after his four daughters.

Care Planning Regulation 14

Part Eighteen Admissions

Any criteria used for the admission of children to the home, including any policies and procedures for emergency admission.

The Head of Education and Care, in liaison with the Operations Manager and Registered Manager will consider each potential admission (whether planned or as an emergency) with strict regard for the child’s needs and best interests). Safeguarding is paramount and matters relating to the protection and welfare of all children involved are consistently applied to:

• The completion of Referral Forms; • Risk Assessment Arrangements (including a comprehensive matching process and impact assessment; • The development and implementation of a Safety Plan and Independent Crisis Management Plan (ICMP) prior to or upon admission; • The completion of Child’s Placement Plan; • Information gathered from Education, Health and Care Plans; • Wherever possible, pre-placement visits; • Consideration of staff skills and experience to meet the child’s needs; • Other children accommodated and impact of new referral on the former.

The above are derived from the 1989 Children Act and underpin the care of children at Chapel Hill House. The registered manager is expected to ensure:

• Each home has and implements clear procedures for introducing children to the home, the staff and the other children living there; • All children are fully supported to understand what to expect from living in the home; • Only children whose assessed needs can be met, taking account of safety measures, our ethos, the mix of children and other environmental factors will be registered at Chapel Hill.

In order that we achieve a safe and effective admissions process, staff at Chapel Hill House will aim to ensure that:

• The welfare of the child remains paramount. We, in partnership with the placing authority, have a duty to act in a way that safeguard’s and promotes this; • There is partnership with the child (as far as practicable, given their age and understanding), their parent(s), and those with parental responsibility; • Children, their parent(s), and those with parental responsibility are actively involved in decisions that are made and their views are duly taken accounted for; • All children will have a Child’s Placement Plan and a Safety Plan; and • Each child will have a key worker allocated at the point of admission to the home.

All referrals for admission will be made by the child’s social worker and placing authority to the Operations Director, Head of Education and Care or the registered manager.

The decision to accept a referral must be made by the registered manager. This decision is made using information sent on a referral request form for assessment, pre-placements visits (where possible) and the child’s placement plan. All acceptances of a referral are officially made following a Child Placement

Agreement Contract.

Statement of Purpose Regulation 16

Part Nineteen SCHEDULE ONE Matters to be included in the Statement of Purpose