Statement of Purpose Newton House

Quality Standard: Quality & Purpose of Care

Statement of Purpose

Newton House

The Children’s Homes (England) Regulations 2015

February 2019

Newton House Registered Children’s Home Hall Road Walpole Highway Wisbech PE14 7QE

Welcome to Newton House

Newton House is a registered children’s home that is situated to provide meaningful and effective services to children with Social, Emotional and Behavioral Difficulties (SEBD). It is likely that all the children in the home may be considered vulnerable and this means we remain particularly vigilant to maintaining their safety, wellbeing and welfare.

We aim to ensure the highest professional standards within an integrated therapeutic milieu, which encompasses high quality holistic care that places the child at the centre of all we do.

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

We aim to ensure that every child at Newton House will be given the encouragement and support they need to develop, thrive and achieve in a safe and nurturing environment. All of which are essential in ultimately realising life-long independence, resilience and emotional stability. This Statement of Purpose provides details of how that will be achieved.

The Principles of Residential Care

1) Children in residential care should be loved, happy, healthy, safe from harm and able to develop, thrive and fulfil their potential.

2) Residential care should value and nurture each child and young person as an individual with talents, strengths and capabilities that can develop over time.

3) Residential care should build positive relationships; establishing strong bonds with children and young people on the basis of jointly undertaken activities, shared daily life, domestic and non-domestic routines and established boundaries of acceptable behaviour.

4) Residential care should be ambitious, nurturing young people's school learning and out-of-school learning and ambitions for their future.

5) Residential care should be attentive to need, attending to young people's emotional, mental and physical health needs, such as repairing earlier damage to self-esteem and supporting friendships.

6) Residential care should be outward facing, working with the wider system of professionals for each child, and with children and young people's families and communities of origin to sustain links and understand past problems.

7) Residential care homes should have high expectations of staff as committed members of a team, as decision makers, as activity leaders, and engaged in on-going learning about their role and the children, young people and families they work with.

8) Residential care should provide a safe and stimulating environment in high-quality buildings, spaces that support nurture and privacy as well as common spaces, and spaces to be active.

Quality and Purpose of Quality Standard 6 Care 1 The range of needs of the children for whom care and accommodation is 6 provided 2 The home’s ethos and the outcomes that the home seeks to achieve 7 3 A description of the accommodation offered by the home 8 4 A description of the location of the home 8 5 The arrangements for supporting the cultural, linguistic and religious needs of 9 children 6 Who to contact if a person has a complaint about the home and the 11 complaints policy 7 Access to the home’s child protection policies or the behaviour management 13 policy

Views, Wishes and Quality Standard 7 Feelings 8 Our policy and approach to consulting children about the quality of their care 14 9 Anti-discriminatory practice and children’s rights 16

Education Quality Standard 8 10 Details of provision to support children with special educational needs. 17 11 Not applicable – The home is not registered as a school 17 12 Local schools and promoting the children’s educational achievement 18

Enjoyment and Quality Standard 9 Achievement 13 Activities and Personal Development 18

Health Quality Standard 10 14 Details of any healthcare or therapy provided 22 Positive Relationships Quality Standard 11 15 The arrangements for promoting contact between children, their families and 24 friends

Protection of Children Quality Standard 12 16 A description of the home’s approach to the monitoring and surveillance of 25 children 17 Details of the home’s approach to behavioral support 27

Leadership and Quality Standard 13 Management 18 Key Contact Details 31 19 Experience and Qualifications of Staff 32 20 Management and Staffing Structure 35 21 A description of how the home promotes appropriate role models of both 35 sexes

Care Planning Quality Standard 14 22 The criteria used for the admission of children to the home 38

The Safeguarding and Welfare of Children Working Together 39 Safeguarding and Welfare 39 New Referrals 41 Preventing Bullying 42 Missing Child Policies & Procedures 46

Mandatory Operational Instructions 47 Monthly Review 50

Appendices Appendix One: Policy and Compliance Matrix 50

This Statement of Purpose details all elements of our service provision

For example, this includes:

• Aims and objectives of the home; • Qualifications and experience of staff employed by company; • The age range, sex and individual needs of children who we will and will not accommodate; • Behaviour management, discipline and restraint arrangements; • Child Protection and Safeguarding arrangements; • Complaints arrangements; • Accommodation arrangements.

In essence:

• This is a critically important document for Newton House and importantly for children who use our services, their families and their sponsor(s); • It is the primary foundation for the service that we provide at Newton House and how we aim to deliver the service at Newton House; • It is the practice and management template that we aim to adhere to and be measured by; • It is a stated means of how Newton House will aim to ensure that we put children and their rights to the forefront of all that we do.

If assistance is required in respect to matters contained in this document, please discuss these with the Home Manager and/or staff in the home who will be happy to help

Newton House

Newton House is a large, period property. It is located in a peaceful rural location, a short walk from the centre of Walpole Highway. It is a substantial Edwardian building, with good-sized gardens and it is situated within easy reach of Peterborough, Norwich, Ely, Huntingdon, Cambridge. The historic town of Wisbech is a short drive away and there is a full complement of local amenities.

Walpole Highway is a large parish in the West of Norfolk, on the border with Cambridgeshire. The name ‘Walpole’ is thought to derive from the Old English for pool by the wall, and may refer to the Roman bank that encircled a number of the Marshland parishes. ‘Highway’ refers to the main settlement, which is situated on the road between Walton and Terrington St John.

There are good road links with Newton House, as its situation allows convenient access to the A10 (Ely, Cambridge), A17 (Spalding, Holbeach) and the A47 (King’s Lynn, Norwich and Peterborough) trunk roads. King’s Lynn has many

shopping, leisure and medical amenities. Both King’s Lynn and Wisbech have significant historical value and there is a wealth of attractions and activity centres, as well as sites of historical interest.

King’s Lynn is benefitting from the development of the King’s Lynn Transport Interchange, which will dramatically enhance access to the town centre. King’s Lynn Railway Station is a short walk from the Interchange and London is only around one hour via train. Peterborough is some 35 minutes away (by car) and it too has a rail service - the fast train service for the east coast route.

1. QUALITY AND PURPOSE OF CARE

Scope of Provision of Care and Accommodation:

Newton House will provide services to children with Social, Emotional and Mental Health needs (SEMH) cognitive and Learning needs, as well as communication and interaction needs. 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 particular 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; • 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.

Newton House will 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.

2. Details of the home’s ethos, the outcomes that the home seeks to achieve and its approach to achieving them.

Our Ethos and Objectives

To put the child at the centre of what we do. Newton House aims to provide an integrated therapeutic milieu within a framework of meaningful care, education and activities services. We aim to work in partnership with various education providers and mainstream provisions to ensure that each child’s needs are met.

We have a holistic approach to providing positive services (provision) to the children for whom we care. This means providing positive adult role models, good carers, good accommodation, broad leisure and recreational opportunities, good food and a commitment maximising the individual child’s strengths, as well as considering their needs. We aim to maintain an inclusive environment of giving, rather than taking away. We aim to develop realistic boundaries set within the context of the child’s prevailing circumstances.

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.

Newton House aims to provide a stable and safe environment for children.

The duration of a child placement is subject to their individual needs,’ which should be outlined in their Care Plan and Child’s Placement Plan, as well as other key documents such as their Education, Health and Care Plan (EHCP) if appropriate.

All staff in the home will aim to:

• Provide a holistic approach in the care of children, as well as their families, whilst living in a community;

• Provide training, guidance and encouragement in those life skills required for a successful move into semi-independent living and ultimately, independent living as appropriate; • Preserve and support the children’s links with their own community by working in partnership with children, their parents and others who have parental responsibility; • Care for children primarily as planned placements, but also be able to facilitate appropriate emergency placements when it is appropriate to do so; • Provide a home for the individual where there are very high standards of accommodation, furnishings, food, positive parenting and care; • Support and encourage the development of positive educational, training and employment opportunities as appropriate to the age and stage of the children, as well as in keeping with their individual needs and presentation; • Secure external specialist support, direction and guidance according to individual need and as necessitated/required; • Work with all partners in terms of focusing on plans in Child Placement Plan, Care Plan, Individual Education Plan (IEP), Personal Education Plan (PEP), etc., to help secure positive outcomes as consistent with reasonable expectation; • Include the child in the further development of plans and strategies (referenced above) as appropriate. Children should be encouraged to engage in in plans and strategies in a meaningful way. Staff must consistently aim to ensure that children are given every opportunity to be heard in terms of what they think, state and aspire to achieve. Importantly there must be on-going proactive regard for their experiences of living in a children’s home, both positive and in terms of how this can be improved.

3. A Description of the Accommodation

Newton 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.

Newton House will provide accommodation for 6 [six] children (either male or female), who range from 6 to 18 years, with careful matching. There will be no mixing of gender groups.

The Type of Accommodation, Including Sleeping Accommodation.

Accommodation provided at Newton House comprises:

Ground Floor:

The kitchen//dining room is fitted out to a high standard, with all the necessary cooking facilities with which to prepare meals and adjoining dining room; There is lounge equipped and fitted to a high standard; A further lounge equipped and fitted to a high standard; There is a community room; There is a provision for children to make and receive private telephone calls; The play room is available for the children to play pool, table tennis, listen to music and to mix informally in a relaxed atmosphere; Shower and toilet facilities; Staff bedroom Staff Office and utility room.

Newton House has fitted firefighting equipment and fire warning systems, which meet the recognised safety standards.

First Floor:

There are 6 bedrooms for children and one has ensuite facilities. There are two bathrooms, shower and toilet facilities; Each child’s bedroom contains wardrobes, a bedside table, a chest of drawers, and a desk with a chair, table lamp and double sized bed and headboard. The room will be suitably decorated with complimenting bed linen, curtains and carpet. Children are encouraged to personalise their rooms; All children’s bedrooms are lockable from the outside, with a key and with a thumb/privacy lock on the inside. Each child is provided with a key to their own room.

Additionally, there is:

1 staff bedroom.

Externally:

Large established, well-maintained gardens that include a vegetable plot.

Newton House is a large detached house, which provides comfortable, good quality accommodation that is furnished and decorated to a high standard. The home is situated in a rural location, just a few miles from a large town, as well as King’s Lynn, Peterborough, Norwich and Cambridge.

Peterborough is a short drive and offers High Street shopping, shopping malls, large supermarkets, museums and a football stadium. There is 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.

4. Arrangements for 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.

In addition to this Statement of Purpose, please see (for further information and by way of example) our:

Equality and Diversity Policy (including reference to ‘Protected Characteristics’; Staff Conduct Policy; Countering Bullying Policy.

As stated earlier, children are our priorities and we will work with our partners to:

Respond to any specific cultural needs or issues that may exist for children from different ethnic, cultural or language groups in order to include them fully in what we do, as well as seeking to raise personal ambition, recreational, educational achievement and other needs to improve outcomes and overall life-chances;

Effectively, fairly and appropriately manage race equality, diversity and inclusion for children accommodated in the home;

Challenge racism, prejudice, extremism and radicalisation;

Develop opportunities to celebrate cultural and ethnic diversity;

Make adjustments and bespoke arrangements available for cultural personal needs in terms of personal care and presentation matters;

We will aim to improve access to all community facilities for minority ethnic children;

Address the needs of children with linguistic needs and those children who are learners of English as an Additional Language (EAL);

Build relationships with different community groups that may assist in each child;

Develop staff skills through training, managerial support and professional development;

Maintain networks of collaborative support for children as necessary and appropriate;

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);

Enable 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;

Gather information on the religious and cultural needs of each child and their parents (if information available) will be gathered as part of the pre-admission planning, and will be incorporated into their Care Plan and the child’s placement plan;

Facilitate religious/cultural demands, such as any specific dietary, toiletry or dress requirements.

5. The arrangements for dealing with complaints.

Complaints and Representations Regulation 39

39. (1) Subject to paragraph (6), the registered person must establish a procedure for considering complaints made by or on behalf of children; (2) In particular, the procedure must provide that no person who is the subject of a complaint takes any part in its consideration or investigation, except at the informal resolution stage if the registered person considers it appropriate; (3) The registered person must ensure that a record is made of any complaint, the action taken in response, and the outcome of any investigation; (4) The registered person must ensure that no child is subject to any reprisal for making a complaint or representation; (5) The registered person must supply to HMCI, at HMCI’s request, a statement containing a summary of any complaints made during the preceding twelve months and the action that was taken in response to each complaint.

A complaint by a child can be made to the social worker, Home Manager, Advocate or whomever the child wishes to do so. Within the home, children have access to a phone if they need to make a private phone call (with appropriate numbers of various organisation’s available, see below).

On admission to the home, all children will be given a child’s guide, which contains information on how to comment on/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. All complaints are treated seriously and responded to with specific timescales. All correspondence will be copied to the social worker, Ofsted and other person(s) where appropriate.

The complaints procedure works as follows:

Stage 1 Complaint made to Home Manager and/or key worker. Acknowledgement made within 24 hours. If possible, the complaint will be sorted out quickly, but sometimes we may need a little longer to investigate the matter. We anticipate that this stage will be used as an informal/problem resolution to the complaint made. Stage 2 If the complainant is not happy with how we have dealt with the initial complaint and/or the response, then they may ask for the Responsible Person to review the complaint. You can do this via telephone and/or in writing. The Responsible Person will aim to respond within ten working days, but if this is not possible we will let you know the reason why and tell you when you can expect to hear from us. Stage 3 If the complainant is unhappy with the response and/or handling in Stage 2 then they can request the Company Directors to review the complaints process, handling and outcome as in Stage 2. This can be requested by telephone and/or in writing and the complainant should expect to hear within 10 days.

In addition, children or their advocate can also contact any of the following: Childline 0800 111111 Who Cares 0500 564570 Ofsted 0300 1231231 Children’s Rights Director (Rights for Me) 0800 5280731

6. Access to The Homes Child Protection & Behaviour Management Policies

The home has a comprehensive range of policies that are clear, robust and accessible. All policies are available to all stakeholders. This includes children who may wish to have support in accessing the policy, which will be provided accordingly.

We believe our policies are effective because they provide give clear instructions on what action is to be taken, when 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; Kept under review.

Please Note:

Policies are not available to the general public, as this may compromise the security and safety of the children within the home; A person, body or organisation involved in the care or protection of a child can access the home’s child protection policies or the behaviour management policy by direct request to any appropriate member of UCH staff; Policies are printed in hard-copy format within the home and available to all staff in the office; Policies are also available in electronic format and the manager will have a copy of every policy on the [computer] system.

For specific guidance regarding content and expectation of how we aim to keep children safe and maintain their wellbeing, please refer to Page 49. A full list of polices is available in Appendix One.

7. The children’s views, wishes and feelings

Virtually 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 or reside in the home. It is crucial that the below Quality Standard (Regulation 7) is consistently maintained:

The Children’s Views, Wishes and Feelings Standard Regulation 7

7.(1) The children’s views, wishes and feelings standard is that children receive care from staff who— a) Develop positive relationships with them; b) Engage with them; and c) Take their views, wishes and feelings into account in relation to matters affecting the children’s care and welfare and their lives.

The National Minimum Standards Children’s Homes has consultation embedded in Standard 1:

The staff at Newton House will consult regularly with children (underpinned by Standard 1 in the National Minimum Standards). This will be through regular community meetings and key worker sessions as appropriate. All matters in such meetings (including agenda, matters discussed, targets, dates and outcomes (for example) must be recorded. UCH provide specific administrative procedures and protocol that should be used in accordance with the designated context.

Matters for consultation will include general care arrangements (specifically via key worker 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.

• Children will be advised of their right to comment, compliment and/or complain to augment the above; • 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, which has been set in place to provide another support mechanism, 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; • As part of Regulation 45 (Review of Quality of Care) the Home Manger will also consult with the children about their involvement in the day-to-day arrangements of the home and service provided.

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.

Description of policy and approach in relation to (a) anti-discriminatory practice in respect of children and their families and (b) children’s rights.

Anti-discriminatory Practice

We are wholly committed to anti-discriminatory practice. The company will strive 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 of employees are expected to behave in a professional, tolerant and responsible way that is exercised with respect and without prejudice. Everyone involved with Newton 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.

The Equality Act 2010

The Equality Act came into force in October 2010. The Act harmonises and replaces previous legislation (such as the Race Relations Act 1976 and the Disability Discrimination Act 1995) and ensures consistency in making the workplace a fair environment that complies with the law.

The Equality Act covers the same groups that were protected by existing equality legislation – age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership and pregnancy and maternity. These are now called ‘protected characteristics’

The Act extends some protections to characteristics that were not previously covered, and also strengthens particular aspects of equality law.

The following characteristics are ‘Protected Characteristics:’

 Age;  Disability;  Gender reassignment;  Marriage and civil partnership;  Pregnancy and maternity  Race;

 Religion or belief;  Sex;  Sexual orientation.

Description of policy and approach in relation to (a) anti-discriminatory practice in respect of children and their families and (b) children’s rights.

(b) Children’s Rights

Newton House is fully committed to promoting and protecting children's rights and we fully endorse the UN Nations Convention on Children's Rights. This will form the basis of how we deliver our services to children.

In practice we promote the above by:

• Continuing to aim to secure and fully comply with the values set out in the National Minimum Standards (2011); • Safe and diligent recruitment procedures; • Providing information and details of the Children’s Rights Director (Rights for ME) (0800 5280731); • Safe living environments; • 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; • Responding positively and thoroughly to any complaints and representations they may make (and recording such matters); • Responding positively to any staff concerns about any practice concerning the service provided to children we accommodate; • Enforcing our comprehensive Disciplinary, Professional Conduct, Grievance and Appeals Policy; • 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, as defined by the Every Child Matters Agenda; • Listening to children; • Providing a good quality of care, accommodation, food, education, leisure opportunities as appropriate to the individual needs and requirements of each child; • Rigorously implemented Regulation 44 and 45 processes.

8 Education arrangements to support children with special educational needs.

Newton House welcomes children with designated Special Educational Needs. Many of our children will have 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. Meeting expectation around SEND is achieved in a number of ways that very much depend upon the individual needs of each and every child, but there are certain factors that are consistent in terms of approach.

Our comprehensive Education Policy details the consistencies of our approach to meeting the Special Educational Needs of all children who live at the home. The Policy contains a clear step-by-step outline of all key factors and responsibilities.

For further details, please see the Newton House Education Policy.

Newton House is not registered as a school, the arrangements for children to attend local schools and the provision made by the home to promote children’s educational achievement.

All staff at Newton House will actively promote the expectation that those 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 over a period of time. 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 (where appropriate) 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.

The home 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 development.

Our Education Policy provides a detailed account of the expectations consistent with good practice in promoting attendance, engagement, progress and attainment. This will be achieved

17 by ensuring that the Manager must consistently aim to (either directly or by delegation of a named member of Care staff):

• Understand that the registered person has a “parental responsibility” under the Education Act 2006 to ensure that children of compulsory school age receive a good standard of full-time education suitable to age and aptitudes; • 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) or Individual (IEP); • Be aware of and help to secure arrangements for travelling to and from school; • Ensure that the child’s home-school agreement is signed; • Provide children with facilities that are conducive to study, learning and being able to do homework; children are actively encouraged and supported in doing so – this includes provision of books, computers, electronic media, music, internet resources, newspapers, magazines, information about current affairs, and toys and games according to age, library membership and support to take part in educational and recreational activities; • Ensure that a designated staff member, (e.g. key Worker), attends parents’ evenings and open days; • Making arrangement (in consultation with the local authority) for children if they are not in school, including structured occupation during school hours; • Support the staff and the local authority in making arrangements for children for whom they are responsible and 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; • Sharing information, monitoring celebrations and areas for development and reporting to regulatory bodies as deemed appropriate and proportionate to given circumstances.

Staff with designated education responsibilities within the home must:

• Prepare an appropriate contribution to the assessment of a child’s educational needs and progress for the planning and review process; • Make sure that all reasonable steps are taken to ensure the child attends his education provision/setting and understanding the level of monitoring likely to be needed for the child’s school attendance; • Know the dates of National examinations such as SATs, GCSE, AS and A levels, as well as any other examinations the child may intend taking; • Give children appropriate help with homework, school, college or course work;

• Actively encourage and support children to take part in extended services provided by their school or college - including participation in school trips, sport, music and cultural activities; • Read with the child on a regular basis; • Receive the child’s annual report (and any other reports which the school provides on the child); and discuss the contents of the report(s) with the child and, where required, the child’s teacher; • Discuss with teachers’ about the child’s educational progress and knowing who the designated teacher is at the school attended by the child; • Acting as an advocate on the child’s behalf and supporting the child’s access to additional funding, such as the Pupil Premium for example, as appropriate; • Ensuring that the child is given the necessary support to make applications in pursuit of further and higher education where appropriate; • Supporting the staff to liaise with schools, careers service, job centre, employment agencies and local employers as appropriate; • Acting as a reasonable, informed and responsible parent.

For further details, please see the Newton House Education Policy and our Countering NEET Policy.

Westfield House School

Children placed at Newton 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 at all times. Where plausible, practicable and appropriate expectations of good practice will be consistently delivered by all education and care staff.

School placements tend to be initiated (at point of referral), maintained and administered by the local authority in partnership with the UCH Senior Management Team.

10 ENJOYMENT AND ACHIEVE

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, alongside maintaining past and developing leisure interests, hobbies, 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 what 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, identity or issues that may exist for children and families from different ethnic, cultural, social or language groups in order 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.

Staff will proactively 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 in order to enjoy, learn and achieve; • Ensure that children are able to confirm to appropriate religious obligations or rites, such as attending church or mosque for example, without prejudice.

All such activities will need (where appropriate) parental and/or social worker consents, augmented by the completion of Risk Assessments and with a firm regard for any identified vulnerabilities or situations with the potential to cause harm if not managed appropriately. The following recreational and sporting activities may include, for example:

• Camping; • Swimming; • Go-Karting; • Cycling; • Trips and visits to cultural centers, such as museums and art galleries; 20

• Canoeing; • Ice-skating; • Skating; • Theatre; • Football and other team games; • Trampolining; • Music, drama and dance; • Horse and pony riding; • Communities facilities, such as recreation grounds; • Cinema; • Sports Centres; • Snooker and Pool facilities; • Arts and craft opportunities.

11 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.

Newton House does not provide professional or formal healthcare. However, therapy is provided and the details (including qualifications) of the Therapeutic Practitioners are outlined in Section 19.

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.

Children and should be encouraged engage in healthy lifestyles

The Manager will ensure:

• 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 positive approach will be maintained in respect to 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 Clinical 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; • Newton 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 behaviour modification techniques, other than the rewards and incentives schemes that they operate on a generic basis across care and education services provided by the company for all children.

12 POSITIVE RELATIONSHIPS

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

Newton 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.

NOTE: On no account will contact arrangements be used as any form of sanction or punishment.

This means:

• The home facilitates for contact with parents, family, friends and those with parental responsibility etc., as appropriate; • The home will 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 child’s Care Plan and Placement Plan; • The home aims to offer a congenial and welcoming setting for contact visits, with an appropriate amount of privacy; • Wherever possible, parents/others are encouraged to participate in the child’s daily life (such as shopping for clothes or leisure activities for example); • There is a private area where calls can be made in the home for the express use of children; • 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.

13 PROTECTION OF CHILDREN

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

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.

Closed Circuit Television (CCTV) is installed on exterior parts of the premises, but this is only as a premises safety and security measure.

Details of 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.

The Home’s Approach To Behaviour Support The home community (children and staff) must decide upon and agree a Code of Conduct. Basic ground rules for conduct, behaviour and interaction should be discussed as an adult led open forum, but the overall agreed outcomes must be democratically administered. It is essential that the children are fully involved in this process

The outcomes must be recorded and displayed in appropriate locations within the home. All members of the community should sign the Code of Conduct to demonstrate a willing commitment to upholding the agreed outcomes.

Staff working in two or more UCH homes, should be aware that the Code of Conduct will vary according to the environment and importantly, the individual needs’ and presentation of the children in residence.

Although the Code of Conduct will be individualised, it must comply with the following expectations:

• Sanctions should be ‘reparative’ and not punitive. This is the difference between presenting opportunities to make things better, as opposed to delivering a “punishment”; • There must be a clear link to the negative/inappropriate behaviour and the sanction (consequence) put in place. For example, if damage to property has been identified the sanction (consequence) may necessitate direct reparation (i.e. could the child contribute towards repair and/or cleaning, tidying, etc.?);

• If a child has shown appropriate remorse regarding a negative/inappropriate action, consider if a sanction would achieve anymore and therefore is it necessary? • There must be appropriate regard for context of individual needs: For example, If a child has had a difficult personal issue and ‘acts out’ a sanction may be inappropriate; • Sanctions should not be given in ‘the heat of the moment’ - They should be carefully considered at all time; • No one member of staff should issue a sanction without consultation with colleagues and senior staff; • A child must be spoken with prior to a sanction being given, to give them an opportunity to apologise, explain and initially reflect upon their behaviour and the impact (individual and social consequence) of their actions. The child should be provided with the opportunity to consider what they think is an appropriate way of making amends; • All staff must remember that what works for one child, won’t necessarily work for another; • Do not continue to issue a type/method of sanction if it is proving ineffective as this becomes punitive; • Deductions in pocket money must be very carefully managed as staff must consider: a) Will this really matter to a child? b) Consider where else they might try and get money; c) How is this measured in terms of effectiveness. • Positive behaviour is its own reward; • ‘Treats’ should be a part of everyday life for children, not always given as a ‘reward’.

Once the ‘Code of Conduct” is established all staff must actively promote and maintain the desired outcomes. Children need firm (appropriately applied), fair (appropriate and proportionate) and consistent (established) boundaries. The overall message is that what child takes out of his community they put back in.

The homes approach to restraint in relation to children:

UCH expect that all staff will deal professionally and appropriately in terms of compliance (through policy and legislation) with all aggressive incidents and only use physical intervention where there is an immediate risk of injury to a person or serious damage to property. In doing so staff must always ensure that there is minimal risk to the child or children concerned.

The General Policy

1) 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, and many will have low levels of self-control. They may have displayed, and may continue to display, disturbed, challenging or delinquent 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.

2) In contrast, children with special needs are often provided with respite care to give relief and personal time to other family members or carers. Some children with special needs can exhibit extreme changes in behaviour for no obvious reason and the management of this behaviour may be more difficult because of the child's limited ability to communicate.

3) Having to control children should not be seen as a failure but as an integral part of the caring and therapeutic roles of the Company's staff. It is part of good parenting.

4) All instances of any sanctions and or restraints used must duly be fully recorded and copied to the individual child’s case file and if appropriate notified as per Regulation 40 (The Children’s Homes Regulations 2015).

Details of the home’s approach to behavioral 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

Physical Measures of Control (Restraint & Physical Intervention)

The company have clear and implicit expectations for all staff that are embedded through policy, high levels of supervision and continued professional development:

UCH/PCS will only allow physical intervention where there is an immediate risk of injury to a person or severe damage to property

The following guiding principles are suggested: . Before, or on, admission to the home, staff should ascertain, through discussion with the child, other professionals and previous carers, the significance for the child of physical contact with adults, particularly if previous abuse has occurred. If it is discovered that the child is not comfortable with physical contact, this should be taken into account throughout the child's period of residence in the home. Cultural factors will also be significant in determining unacceptable forms of physical contact; . Physical contact should not be in response to or be intended to arouse sexual expectations or feelings; . Age and gender are appropriate considerations in deciding proper physical contact; . Where a member of staff feels that it would be inappropriate to respond to a child seeking physical comfort, the reasons for denying this should be explained to the child. The child should be comforted verbally, as necessary; . There should be no general expectations of privacy for the physical expression of affection or comfort, although this may be appropriate in some circumstances (e.g. a bereavement); . The issue of touching in general should be raised in induction training for staff and discussed in supervision. The problem of sexual attraction between staff and children in their care is an important one and authorities should also consider including this in their induction programme.

Our behaviour management strategies are relationship-based seeking to facilitate learning, restoration and safety within a therapeutic milieu. We believe that all behaviour has meaning, and we undertake the hard work of seeking to understand what lies behind behaviours and how our own behaviour impacts upon the young people we care for.

One of the principles of our therapeutic milieu is that of permissiveness which allows behaviours to be seen and experienced. Unless we see behaviour, we cannot facilitate change and unless a young person feels able to experiment with new behaviours they will be unaware of what does and doesn't work. This however doesn't mean that there are no consequences to behaviour.

All staff seek to work with young people in a non-punitive way looking to explore the impact of behaviour on relationships or the residential community as a whole. High expectations of behaviour and achievement along with high levels of support and nurture are provided. In doing this young people are challenged and faced with how their behaviour affects others and/or the environment around them but are also given the opportunity to explore the needs of others and of themselves and identify what needs to happen to put things right or repair any harm done. As a result, young people learn how to repair relationships, begin to develop an identity separate from their offending behaviour, obtain social capital, become more aware of their needs, develop empathy and enhance their resilience.

The behaviour of young people and staff is seen as the responsibility of and towards the community and as such other members of the community are encouraged to offer challenge and support in order to affect change. Restorative practices are used informally in the day to day interactions of the home where minor conflicts or disputes arise through to more formal settings where greater preparation maybe needed. We undertake daily community meetings where young people are encouraged to share their thoughts and feelings and where behaviour issues can be discussed and explored using restorative principles. We find that many things can be worked out within this forum before they escalate. We do not use sanctions as we see these as counterproductive, causing a focus on self, a negative impact on relationships and often preventing learning to take place. We prefer the term consequences as we work with the young people to explore the natural consequences to their behaviours and where appropriate what imposed consequences should be instigated. Each young person's needs are regularly assessed and reviewed and risk assessments and care plans monitored to reflect these. An individual crisis intervention plan (ICMP) is also devised and kept under review which enables staff to respond consistently and appropriately to each young person's needs.

The staff team are all trained in Therapeutic Crisis Intervention (TCI) which blends well with our therapeutic ethos and restorative approach. This places a high emphasis upon de-escalation, helping young people regulate their behaviour, remain safe and explore change. One of our staff members at Westfield School has been trained as a trainer in TCI which ensures that the training is service specific and tailored to our requirements.

Where it has been assessed as appropriate in order to keep a young person and others safe Physical intervention as taught within TCI can be used. This is very much seen as a last resort and all incidences are closely monitored and recorded to ensure they comply with all regulations, policies and a young person's ICMP. We never undertake this form of intervention lightly and seek to work with the young person and as a staff team to ensure appropriate reflection and review is carried out.

FULL DETAILS OF PERMISSIBLE AND UNAUTHORISED MEASURES OF CONTROL CAN BE FOUND IN OUR POLICY AND PROCEDURES CONCERNING BEHAVIOUR MANAGEMENT, DISCIPLINE & RESTRAINT.

(b) How persons working in the home are trained in restraint and how their competence is assessed

It is a mandatory expectation that all staff remain compliant with the following standards of conduct, which are underpinned by training and regular supervision. There must be:

• Respect for the children being looked after; • Concentration on the child's positive attributes; • Positive reinforcement and reward of good behaviour and the development of self-esteem; • Clear and accessible complaints procedures for children and clear procedures when staff have concerns over others' practices; • Clear children’s placement and care plans which take account of the wishes, feelings and needs of each individual child and the significant people in their lives, and any specific control issues and possible responses; • Explicit written agreements between child, family and carers; explicit, fair and reasonable rules for conduct and behaviour within each unit; • Good quality living environment with a varied and regular programme of leisure activities; • Opportunities for staff and children to meet and discuss issues of care and control; • Staff awareness of relevant histories of children being looked after; • An understanding by staff of any problems which may arise from the care and management of children with physical or medical conditions e.g. Congenital heart defects, epilepsy etc.; • A flexible approach to control which can take account of a child's age, competence and ability to recognise and understand danger to themselves, others and property; • An understanding that positive parenting is key component of a successful children's home; • A recognition by staff that, personality, prejudices and attitudes will affect the care we offer children. Attention should be given where possible to balancing out styles, personalities and gender whenever staff rotas are drawn up; • Levels of supervision of children should be commensurate with age, • Understanding and maturity; • In exercising supervision, staff should operate from the stand-point that a high percentage of children being looked after are unable to exercise sufficient self-control or behave according to generally accepted standards and that this generates risk to themselves or to others. From such a cautious approach, staff will be better prepared for problem behaviour or situations that put children at risk; • The nature of supervision will vary from moment to moment and Home to Home according to circumstances and the group. In some instances, a discrete and distant watch may be sufficient, whilst in some Homes it will be essential that one or more staff are with the children at all times; • Staff should know the whereabouts of children at all times whilst they are in the establishment to ensure maximum safety and early intervention and reduce escalation of much negative behaviour. When children are away from the establishment, staff should know where they should be expected to be found; • Management of the homes should accept an open style that promotes discussion, negotiation and problem solving. Children should be part of the decision-making process;

• Staff and children should know the expectations and be treated with consistence at all times. Permissible sanctions must be clearly understood. Written leaflets will be provided for children (children’s guide) on admission together with a copy of the home's philosophy of care.

Therapeutic Crisis Intervention (TCI)

The staff team are all trained in Therapeutic Crisis Intervention (TCI), which blends well with our therapeutic ethos and restorative approach. This places a high emphasis upon de-escalation. There is a firm emphasis upon helping and supporting children to regulate their behaviour, remain safe and explore change in a positive and supportive environment. Training is service specific and regular refresher opportunities are consistently applied throughout the organisation.

Physical interventions (particularly “restraint”) are seen as a last resort and all incidences are closely monitored and recorded to ensure unwavering compliance.

Specific details of training opportunities – both mandatory and non-mandatory – are available through various means (such as The Training Plan and Induction Framework for example).

14 Leadership and management

Senior UCH Professionals (Leadership and Management)

Head of Education, Care & Responsible Individual (UCH)

Jo Murray 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 undertaken the level 5 Leadership and Management within Residential Care and has extensive training in caring for young people, including Child Protection, Child Development, Self Harm, Attachment Theory, Conflict Management, Effective Communication, Therapeutic Crisis Intervention, Child Sexual Exploitation and Supervision Training. Jo has been a designated Safeguarding lead for over

10 years and she has a passion for young people and will endeavor to secure the very best for the home, school community and, most importantly, for its children.

Operations Director (UCH)

Lindsey Blickem

Qualifications, Skills, Knowledge and Experience

Lindsey has worked in the child care 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.

Independent Advocacy Officer & Independent Regulation 44 Inspector

Trevor Lyon-Smith

Qualifications, Skills, Knowledge and Experience 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 child 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.

(a) Registered Provider Details

The Whitehouse Wilderspool Business Park Greenalls Avenue Warrington WA4 6HL

(b) Name of Responsible Individual

Jo Murray is the Responsible Individual.

Rosie Ellington is the Registered Manager

Home Staff:

Registered Manager (Full Time)

Rosie Ellington

Skills, Knowledge, Qualifications and Experience

Rosie has over 18 years' experience of working with children and adults in residential care. She has held senior and management positions in the past, which included undertaking supervision and managing shifts, managing finances and the running of the home. Rosie has also in the past been a foster carer for the local authority. Rosie has had extensive training in caring for young people, including Child Protection, Child development, self-harm, attachment theory, conflict management, effective communication, Therapeutic Crisis intervention, Child Sexual exploitation and Supervision training.

Rosie is passionate about achieving positive outcomes for children and possesses good interpersonal skills. She has undertaken numerous training courses in past employments and has completed Level 3 and 4 NVQ in Working with Children and Young People. Rosie has completed NVQ Level 5 in Leadership and Management.

Deputy Manager (Full Time) Karen Furnell

Skills, Knowledge, Qualifications and Experience

Karen has worked in social care most of her career. Karen worked for the NHS mental health team for three years. Karen then went into working in semi – independence for young people aged 16 – 25 years for 7 years. Karen worked with prolific offenders settling them into the community for 2 years. Karen started in residential child care careers in 2012 and joined UCH in 2015 to work in the semi – independence accommodation as this is where her experience lies. I have NVQ Level 2 in drug awareness, NVQ levels 3 & 4 in advice and guidance, Level 3 Diploma in children and young people. Karen has completed QCF level 5 Leadership & Management.

Team Leader(s) Name and Date Commenced Skills, Knowledge, Qualifications and Experience Israel Phillips I have worked voluntary at Childline as a counselor. I have experience with working with young people, previous to working at Newton House, I worked for an agency. The relationship I developed with the staff at Newton House in the time that I spent there through the agency was a massive factor in applying for a permanent job at newton House. I felt welcomed by the staff team and had received positive feedback regarding my conduct and my ability. I made positive connections with the young people within the house and I intend to further my career. Israel has commenced her Level 3 Diploma in Working with Children and Young People.

Rachael Foster I joined Newton House in November 2016. I have worked in the care sector with adults with dementia. After working with the dementia care I moved to work at Southend hospital, where I worked on an orthopaedics ward. I enjoyed working with the public. I have recently moved to Holbeach St John to live with family. I joined an agency and spent 2 weeks within residential children’s homes. I am enjoying the complex needs of the young people and challenges, not one day is the same. I have recently joined the staff team at Newton House and I am pleased that I have been given the opportunity to enhance my career. I have completed NVQ level 2 and 3 in Health and Social Care with adults. I am currently working towards my NVQ Level 3 in Children and Young People. I am looking forward to learning new skills and I am a very motivated person and look forward to all the training. I do wish to progress as far as possible with Unique Care I am hoping to complete NVQ level 4 and 5 within the near future.

Residential Support Worker(s) Name and Date Commenced Suitability, Skills, Knowledge, Qualifications and Experience

Charlie Britton I first started my career in social care in 2012. I worked in respite care for children and young people with disabilities. I then spent 3 years working in a residential school for children with Autism. I enjoyed this but was ready for a change. I moved to working with vulnerable young females in a secure children’s home. I joined the staff team at Newton House in September 2017. I am looking forward to commencing my Level 3 Diploma in Children and Young People. Derek Rogers I have previously worked within the building trade and bus driving. For the last six years, I have worked within social care. I have gained my level 2 and 3 in health and social care. I have completed my NVQ level 3 Health & Social Care Children and Young people. I have previously worked with adults who have had learning difficulties, I then decided that I would like to work with children so that I could help them to improve their lives and pass on my life skills to them. Sian Jones I have always wanted to work with EBD children at school and to this end I have obtained my GNVQ Health & Social Care. After school, I pursued a career in performing arts. At 30yrs I wanted to change my career into the care sector. I joined Newton House and have a year’s experience. I have a passion for being a positive role model and helping young people to have fun and get the most out of life. Sian has completed the diploma in residential childcare advanced level 3 and am enjoying learning new skills. Louisa Mart Newton House was my first experience of working in a Residential Care Home. I originally joined the team in January 2016 but took some time out whilst relocating. I returned to Newton House in June 2017. I have personal experience due to having a daughter with Special Educational Needs and volunteering as a governor at her school. I am currently working towards my NVQ Level 3 Diploma working with Children and Young People. I have embraced all the training opportunities given to us at Newton House and use the skills I have learned to build positive relationships within the home. Lindsey Walker I was working with the elderly in the community for 21/1 years and 11/2 years in a care home. I wanted a new challenge and always wanted to work with children. Newton House for me is a great opportunity for myself to reach my goals. I am looking forward to enrolling on my NVQ Level 3 Diploma in working with Children and Young People. I am a friendly & outgoing person that enjoys life the best way I can and I can hopefully pass on my positivity to the children at Newton House. Zachary Ransome Zachary completed Cache Level 3 Childcare and Development at college in 2013 – 2015. Zachary worked in childcare nurseries for 2 years. Zachary then worked in the restaurant business for 3 years before deciding to pursue a career in residential childcare with UCH/Newton House. Victoria Sadler I started my child - based career back in 2014 working in a nursery whilst completing my Level 2 qualification in children and young people. IN 2015 I started working closely with a child in my family who was getting himself in and out of trouble, form that year I knew I wanted to go into a career

with vulnerable children. I took a few years exploring what I need to do to pursue a career in child care and the residential homes in the area. In September 2018 I began working for 121 social care going to many different residential homes. I heard a lot about Unique Care Homes and applied to join the team at Newton House. I am looking forward to expanding my learning and knowledge and enrolling on Level 3 Diploma in Working with Children and Young People. Alice Singleton I was never really sure what I wanted to do in life. I knew I wanted to work with people, but young people never crossed my mind. It was only when I started working in my previous role as an independent travel trainer and worked with one of the young people at Newton House and visited the home regularly that I realised this was the career path for me. I had a fairly turbulent childhood myself so I feel I can empathise with the young people and show them you can be whatever you want to be in life with he right support behind you. I am looking forward to enrolling on my Level 3 Diploma in working with Children and Young People and completing all training. Nigel Glover - Bank I have worked with young people on and off for 15 years, through voluntary and paid employment. Over my various roles I have been a voluntary climbing and abseiling instructor, a range marshal and shooting instructor and a scout leader teaching survival techniques to young people as well as a Duke of Edinburgh’s award leader. Throughout my career, I started in the hospitality industry as a restaurant and bar manager before moving into the care industry holding positions such as a senior carer in a residential home, pastoral support roles and more recently as an inclusion manager at a large local secondary academy, leading for the academy on student behaviour, safeguarding, attendance and as the Prevent Lead for the academy. Lindsey Ellington - Housekeeper Newton House will be my first experience working with children although I have worked in care homes in the past. I have 2 children of my own. I am looking forward to working at Newton House with the children and staff.

Details of the management and staffing structure of the home, including arrangements for the professional supervision of staff, including staff that provide education or health care.

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

The: Operations Manager Line Manages (Supervises) the Registered Manager who Line Manages (Supervises) the Deputy Manager who Line Manages (Supervises) the Team Leaders who

Line Manage (Supervise) Teams of Residential Support Workers (RSWs).

Staff Supervision

Newton 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 practice supervision. In addition, regular group meetings and practice discussions will be available to all staff to attend. Staff supervision records will document competencies, areas of success and areas for development.

All new staff must successfully complete a mandatory full induction, which will include regular supervision. The Induction Framework is detailed and recorded in the UCH Induction Programme:

15 Details of the management and staffing structure of the home, including arrangements for the professional supervision of staff, including staff that provide education or health care.

Bank staff who form part of the core team will receive supervision commensurate with hours worked.

All supervision will be recorded and kept safe.

All staff will be required to complete documentation during supervision about any concerns that staff may have. The Home Manager will provide direct, on site support, monitoring and supervision to augment formal supervision.

The Home Manager will receive supervision more often if needs require.

Training & Development

Newton House is committed to meeting established training and development standards. Staff will receive training in:

• First Aid • Fire Safety • Safeguarding/Child Protection • Food Hygiene • Health and Safety • Medication administration • Therapeutic Crisis Intervention • Risk Assessment • Child Sexual Exploitation • P.A.C.E In addition the Company will provide training commensurate with Quality Standards and with an individual’s job specification, for example, management, care matters and arrangements, diplomas etc.

Staff Appraisal

All core staff will receive an annual appraisal. In addition to the former appraisal, staff will be appraised following their 6 month probationary period.

The Senior Management Team will work closely together to discuss, review and implement any further training needs that are highlighted during the appraisal process to ensure that all staff members have the skills and knowledge to demonstrate a high standard of Care delivery.

If the staff are all of one sex, or mainly of one sex, a description of how the home promotes appropriate role models of both sexes.

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 employed offer the children opportunities to interact with a variety of adults both male and female positive role models, comprising a balanced mix variety of ages, cultural backgrounds and ethnicity. We are proud to celebrate diversity, both proactively and

36 responsibly. We feel this is important because the children are given further opportunity to benefit from these differences in individuals and they are able to have different experiences with different staff members.

Recruitment processes aim to ensure that the children in the home are cared for by a staff team who have the required skill, experience and personality mix to meet the individual and charismatic needs of the children. The Registered Manager will be consistently mindful of dynamics within and between existing children and staff when recruiting new staff.

16 CARE PLANNING

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

The Clinical Director, in liaison with the Operations Manager and Registered Manager will consider each potential admission for appropriateness, whether the referral is for an emergency (same day) or for planned admissions through the following process (wherever possible and strictly in line with the child’s needs and best interests):

• Completion of Referral Forms; • Risk Assessment Arrangements; • Completion of Child’s Placement Plan; • Statements of Special Educational Needs and/or Education, Health and Care Plans; • Completion of IPP and National Residential Contract; • Wherever possible Pre Placement visits for all parties concerned; • Consideration of staff skills and experience to meet 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 Newton House. The 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, which covers planned and where permitted, emergency/immediate placements. They help children understand what to expect from living in the home. • The children’s home only provides admission children whose assessed needs they can reasonably expect to meet.

In order that we achieve some effective admissions criteria, staff at Newton House will aim to ensure that:

• The welfare of the child is paramount; Newton House, in partnership with the placing authority, has 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 will be actively involved in decisions that are reached, and their views must be taken into account; • All children will have a Child’s Placement Plan and a Safety Plan.

All referrals for admission will be made by the child’s social worker and placing authority to the Clinical Director or Home Manager.

The decision to accept a referral must be made by the Home 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.

Wherever possible and reasonably practicable all relevant documents must be provided prior to or at the time of admission.

Each child will have a key worker allocated at the point of admission to the home.

17 SAFEGUARDING AND WELFARE OF CHILDREN

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. This means working with colleagues, professionals and agencies to share information and take prompt action, as soon as concerns are identified; • 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 have to play and the role of other professionals; • Staff must be clear that effective safeguarding systems are child centred. Failings in safeguarding systems are too often the result of losing sight of the needs and views of the children within them, or placing the interests of adults ahead of the needs of children.

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 want to be respected, their views to be heard, to have stable relationships with professionals built on trust and to have consistent support provided for their individual needs.

Our Safeguarding Policy falls into three distinct but interrelated elements:

• SECTION ONE Signs of Abuse; • SECTION TWO Keeping Our Children Safe from Harm; • SECTION THREE Responding to Allegations or Suspicions of Abuse (including by a Child)

The aim of our safeguarding policy 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.

This policy will 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.

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

New Referrals

In considering this policy, the starting point is in the case of a new referral is whether or not the home has staff who possess sufficient skills, experience, qualifications and external support to care for any child who may have been abused.

The Responsible Individual (RI) and Manager must be able to demonstrate that the above has been fully considered. In addition, that all child protection arrangements, monitoring, reviewing and support mechanisms are detailed in full in the Child’s Care and or Pathway Plan.

Existing Children Accommodated

Any child who is suspected of being abused or has been abused must be afforded the necessary support following such an event. Such support must be detailed and monitored via:

• Strategy Meeting; • Child Protection Conference; • Statutory Review; • Child’s Protection Plan; • LADO; • Child’s Placement Plan and Care Plan; • Use of Specialist Support - for children and staff.

It will be the Responsible Individual (RI) and Manager responsibility to ensure that all staff are familiar with the verbal and written outcomes of any of the above processes and documents. In addition, the Responsible Individual (RI) and Manager will be responsible for:

• Monitoring any actions regarding the service’s responsibilities as detailed in Care Plans, etc.; • Ensuring arrangements in (a) are detailed in the UCH child’s plan.

The treatment of any abused child must be considered in the above processes. Staff should play a full part in such discussions.

In particular:

• All CHILDREN MUST BE LISTENED TO; • Staff must take seriously any abuse concerns reported to them and report these to the manager; • All staff must report weekly to the child’s social worker upon progress and needs (etc.) in relation to post-abuse circumstances as is appropriate; • The child must be informed of their rights, should they believe that their needs are not being addressed; • The principles of dignity, respect, choice, rights, independence and fulfilment must always be at the forefront of staff practice; • Staff must develop plans/actions to ensure the child's specific needs are met sensitively; • Staff will be proactive in preventing any further reoccurrence of abuse for the child;

• Staff must support the child and use relevant procedures to achieve the former; • Staff must maintain professional confidentiality at all times; • Staff must challenge other children and staff should anything insensitive be said. Any occurrences must be reported to the manager for consideration for any action; • Staff must seek to prevent any further harm to the child; • The child must be afforded appropriate support during critical periods (i.e. night-time); • Staff must be available to the child.

18 Preventing Bullying

Newton House is fully committed to ensuring that the home is a safe place for children to live. We will consistently aim to ensure that the home remains free from anti-social behaviours and this includes bullying. This extends to all children and staff, as well as visitors to the home.

Any form of alleged bullying will be:

• Taken seriously; • Be reported (See Child Protection Procedures); • Be recorded in relevant child’s case file (both alleged victim and perpetrator) and homes registers; • Plans must be drawn up to counter bullying.

NOTE: All staff must be open and vigilante to such occurrences.

Bullying is also ‘harassment’ and is used to describe a threatening or intimidating environment, in which a group of people or an individual may become fearful or intimidated because of the negative or hostile behaviour of another group of people or individual. It is usually persistent, often unpredictable and may be vindictive, cruel or malicious. However, it can also arise even when a person is unaware of the effect his or her behaviour is having on someone else

We are wholly committed to fostering an environment where everyone has the right to live, work, learn and relax in an atmosphere free from victimisation and fear. It is essential that ‘our’ children are able to build positive social relationships with other people. Bullying undermines this objective and will not be tolerated. All members of the home community are made aware that everyone has a responsibility to ensure that these standards are achieved and maintained.

The whole home community will be involved in devising possible solutions to bullying, so that they feel they are part of the answer and our policies may be reviewed in the light of their views.

Staff training sessions are used to discuss bullying (for example our approaches to countering bullying).

Through confronting bullying in this manner, we are aiming to maintain a culture where all members of the home community understand and believe that:

• Bullying is wrong and unacceptable; • It is important to “tell”; • It is safe to “tell”.

Anti-Bullying Procedures for Children

All staff will need to make subtle enquires in activity opportunities for example to check on how safe the child feels, are they being subjected to any form of bullying etc.

It is our aim that all children:

• Will be encouraged to speak up if they feel they are subject to any bullying, both in and out of the home; • Will be encouraged to speak up if they feel another child is being bullied; • Will be supported in the above process, including use of complaints.

Staff will ensure that:

• All actions taken following above processes must be recorded; • Both the victim and perpetrator of bullying must be protected and made safe from further occurrences of bullying.

Bullying is wrong. The person who is doing it (the perpetrator) must change their behaviour. Children will be advised that as well as speaking with parents/guardians, they may also speak with: • Your social worker and/or the area Authority in which you are living – Norfolk County Council; • Home staff or Home management; • Children’s Rights Director; • OFSTED Inspector; • Child line; • NSPCC; • An advocate, friend, etc., who can be trusted to help with a complaint.

Dealing with those who have alleged to have bullied others

• During the course of the investigation, the alleged perpetrator(s) will be interviewed individually to try to establish the reasons why they are bullying. This approach should be non-confrontational; • Attempts should be made to make the bully share an understanding of the damage they could cause the victim, and how he/she is feeling; • Efforts will be made to gain a commitment from them that they will try to help the victim in some way (e.g. leave them alone in future or consider friendship);

• When the complainant has been established, the perpetrator(s) will be referred to the Home Manager where their behaviour will be discussed, and a solution will be sought; • If the bullying behaviour persists, the child’s placement will be in jeopardy and steps may be taken to have it terminated.

Bullying and Child Sexual Exploitation (CSE)

It is essential that staff are aware and vigilant to the threat of Child Sexual Exploitation (CSE). This can be manifested within the context of bullying. UCH have rigorous procedures in place to ensure that all children remain safe and there is a distinct emphasis upon staff to ensure that they have the knowledge, skills and understanding to ensure that they carry out their duties effectively. This is bolstered by relevant training and staff development initiatives and opportunities.

It is therefore critical that all staff recognise the potential for children to abuse or contribute to the abuse of other children. Sexual bullying can be [in part] defined as putting pressure upon someone to act in a sexual way, which is consistent with the UK Governments definition of CSE.

Sexual exploitation of children under 18 involves exploitative situations, contexts and relationships where children (or a third person or persons) receive ‘something’ (e.g. food, accommodation, drugs, alcohol, cigarettes, affection, gifts, money) as a result of them performing, and/or another or others performing on them, sexual activities.

Child sexual exploitation can occur through the use of technology without the child’s immediate recognition; for example, being persuaded to post sexual images on the internet/mobile phones without immediate payment or gain. In all cases, those exploiting the child/young person have power over them by virtue of their age, gender, intellect, physical strength and/or economic or other resources. Violence, coercion and intimidation are common, involvement in exploitative relationships being characterised in the main by the child or young person’s limited availability of choice resulting from their social/economic and/or emotional vulnerability.

Department for Children, Schools and Families (2009) Safeguarding children and young people from sexual exploitation.

Allegations of Staff Bullying Children

ALL DISCLOSURES/ACTIONS MUST BE TAKEN IN CONTEXT OF CHILD PROTECTION PROCEDURES.

Staff who are concerned or have suspicions that a child or children are being bullied must report these to their Registered Manager immediately. Concerns in relation to bullying must be treated in the same way as Child Protection or Safeguarding concerns in this respect.

In all instances of suspicions relating to bullying behaviour immediate action should (where appropriate) be taken to protect the children concerned.

This may result in a strategy meeting being convened to discuss a plan of action.

The registered manager will ensure that a recorded plan of action to protect the all children from further occurrences of bullying prior to the strategy meeting and such a plan must be endorsed by the child’s social worker and or other is in place. In addition, the person with parental responsibility of the child who is alleged to have carried out any bullying must be included in the discussions and be party to any plan and actions to protect both the victim and perpetrator of the bullying from further occurrences.

Anti-Bullying procedures for Staff

All reported incidents of bullying are taken very seriously and fully investigated.

Staff should speak to the following people for advice:

• [They can] report the harassment or bullying to your Line Manager. The manager will seek to resolve the complaint and they will offer support and advice. The matter must be treated as confidential, though the manager may have to report instances where there is evidence that serious offences may have been committed. Staff can ask that an Assistant Manager deal with a complaint formally. It will also be taken seriously; • If the Manager and/or Assistant Manager is/are causing the harassment and or bullying then staff should speak to: a) An individual who is not causing the problem and/or; b) A trusted friend or colleague, who could speak on your behalf to any of the above as a first step; and/or c) A Director who will fairly investigate any complaint received.

If the bullying continues:

If an individual will not stop the behaviour which is considered to be distressing or continues to harass or bully after they have agreed to stop, staff are aware that they can discuss the next option a with UCH Director. If they have previously involved a manager, they will also be advised to talk to him or her again and discuss how they would like the matter dealt with.

If a member (or members) of staff feel someone else is being bullied:

Staff should speak to the individual and ask him or her if they find the behaviour a problem. If they do, then you can suggest that they make this clear to the person directly or speak to a Manager. They can offer to accompany him or her if it is considered that this would be helpful.

Dealing with false accusations:

Complaints of harassment or bullying will be assumed to have been made in good faith unless there is evidence to the contrary. However, if an accusation of harassment or bullying is shown to be deliberately false and was not a genuine mistake, a Director will consider whether action should be taken against the complainant.

19 Missing Child Policies and Procedures

Since April 2013 police forces have been adopting new definitions of ‘missing’ and ‘absent’ in relation to children and adults reported as missing to the police. These are:

Missing: anyone whose whereabouts cannot be established and where the circumstances are out of character, or the context suggests the person may be subject of crime or at risk of harm to themselves or another; and Absent: a person not at a place where they are expected or required to be.

The police classification of a person as ‘missing’ or ‘absent’ will be based on on-going risk assessment. Note that ‘absent’ within this definition would not include those defined as “away from placement without authorisation” above: a child whose whereabouts are known would not be treated as either ‘missing’ or ‘absent’ under the police definitions. Guidance on how police forces will apply these definitions to children was issued by ACPO in April 2013.

Paragraph 19 of DfE Report 2014* explains how local protocols for safeguarding young runaways or children missing from home or care should reflect these definitions.

Our arrangements in these circumstances will comply with National Minimum Standards – Standards 5 Children Missing from Care (5.1 through 5.10), including:

5.1 The care and support provided to children minimises the risk that they will go missing and reduces the risk of harm should the child go missing.

DfE Statutory Guidance on Children who Run Away or Go Missing from Home or Care 2014 provides a positive framework for our staff who managing arrangements around Children who go Missing from our Care.

A copy of above document is available for staff.

The report highlights that:

Looked after children missing from their placements are particularly vulnerable.

Key issues identified suggested that:

• Children in residential care are at particular risk of going missing and vulnerable to sexual and other exploitation; and • Local Safeguarding Children Boards have an important role to play in monitoring and interrogating data on children who go missing.

The Ofsted report ‘Missing Children’ published in February 2013 on local authorities’ work in relation to children missing from home and care highlighted a number of concerns. These were that:

• Risk management plans for individual looked after children were often not developed or acted on; • Placement instability was a key feature of looked after children who ran away; • Reports about looked after children missing from their care placement were not routinely provided to senior managers in local authorities; and • There was little evidence that safe and well checks or return interviews were taking place.

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

The manager is expected to:

• Discuss this policy with local police and local authority and take account of their views on any amendments. • Ensure that the Child’s Placement Plan is completed in respect to specific measures for any child if they are absence without authority. This will include any areas of increased risk of being absence, for example attending school, social events, holidays, levels of supervision, etc. and actions to be taken to prevent any authorised absence. • Ensure that UCH Policy, Procedures and Actions are consistent with Local ‘Runaway and Missing from Home and Care (RMFHC) Protocol’ which identify details of the lead person in local authority, police and other agencies responsible for children missing from home or care. • The Manager can adopt in full the local RMFHC procedure providing it is made known to all for sake of constancy and working together. If this action is taken, then a copy of the full procedure must be made available to staff and that measures are taken to ensure that they have a working knowledge of the RMFHC protocol • Ensure RMFCH protocol is put into action as soon as a child is reported as missing. • Ensure that the child’s placement plan is discussed, approved and regularly reviewed with the child‘s social worker concerning any arrangements around being missing. • Develop a working relationship with the local police in respect to the management of and any issues arising if and when children are absent without authority. • Regular review and incident of a child going absence without authority and consider and developing with others strategies to prevent any future occurrences, including the supervision and monitoring of the child.

Given the nature, abilities and vulnerability of the children we look after, all such children will be considered 'absent without authority' when they have left the premises without permission and their whereabouts is unknown, or they have failed to return to the home at a designated, or prearranged time.

Immediate Risk Whilst Absent Without Authority

When a staff member considers that a child is at immediate risk whilst 'absent without authority', they will:

• Search the home and the immediate vicinity; • Contact the manager or senior on call to advise and seek advice on the situation; • Contact the Police to report child as missing; • Contact the child’s social worker or the Emergency Duty Team (EDT) and child’s parents; • Contact the local geographical area social services office or EDT; • Staff should also try to make contact with the child via phone, and/or known contacts and friends to ascertain where the child is. • NOTE: Children who leave the premises and are 'absent without leave' during the night will be considered to be at immediate risk.

All 'absences without authority' will be recorded in writing in both the Absence Register and the child’s individual case file, stating the time the child went/was discovered missing, time reported missing to the Police, their age, circumstances surrounding the absence, and their return home. A member of staff will sign all entries.

If a Child is Identified as “Missing”

In order to ensure a robust and consistent response to any concerns relating to children missing, Newton House has in place:

• Missing Child Policy; • A Missing Child Register; • Missing from Home – Initial Report to Police Form (Parts A and B; Part B will be completed for all children in readiness to act should it be necessary); • A clear displayed (in the staff office for example) ‘Missing from Home Essential Response Protocol’ (below).

Safe and Well Checks

“Safe and well” checks are carried out by the Police as soon as possible after a child reported as missing has been found. This is to check for any indications that the child has suffered harm, where and with whom they have been, and to give them an opportunity to disclose any offending by or against them.

Independent Return Checks

Our Missing Child Policy details all procedures relating to how the Independent Return Checks are implemented.

Mandatory Operational Instructions IMPORTANT

1) All entries must comply with pertinent regulations and company recording standards; 2) Regulation 37 (2)(c) requires that this Register shall be kept for 15 years from the date of the last entry in the register; 3) Home Manager must on a monthly basis review and sign this Statement of Purpose in respect to maintaining Regulatory Quality Standards and National Minimum Standards (see table: below); 4) The manager must ensure that copies of this document are made available to: any staff working in the home, any child accommodated in the home, the parent of any child accommodated in the home and the placing authority of any child accommodated in the home. A copy of the National Minimum Standards for Children’s Homes will also be provided.