Public Document Pack
MEETING: CABINET MEMBER - CHILDREN'S SERVICES
DATE: Tuesday, 24th June, 2008
TIME: 9.30 am
VENUE: Town Hall, Bootle
Councillor
DECISION MAKER: P Dowd SUBSTITUTE: Fairclough
SPOKESPERSONS: M Fearn D Jones
SUBSTITUTES: Blackburn Ibbs
COMMITTEE OFFICER: Olaf Hansen Telephone: 0151 934 2067 Fax: 0151 934 2034 E-mail: [email protected]
The Cabinet is responsible for making what are known as Key Decisions, which will be notified on the Forward Plan. Items marked with an * on the agenda involve Key Decisions A key decision, as defined in the Council’s Constitution, is: - ● any Executive decision that is not in the Annual Revenue Budget and Capital Programme approved by the Council and which requires a gross budget expenditure, saving or virement of more than £100,000 or more than 2% of a Departmental budget, whichever is the greater ● any Executive decision where the outcome will have a significant impact on a significant number of people living or working in two or more Wards
If you have any special needs that may require arrangements to facilitate your attendance at this meeting, please contact the Committee Officer named above, who will endeavour to assist.
1
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2 A G E N D A
Items marked with an * involve key decisions
Item Subject/Author(s) Wards Affected No.
1. Apologies for Absence
2. Declarations of Interest Members and Officers are requested to give notice of any personal or prejudicial interest and the nature of that interest, relating to any item on the agenda in accordance with the relevant Code of Conduct.
3. Minutes (Pages 5 - 8) Minutes of the meeting held on 3 June, 2008
4. Review of the Child Care and Social All Wards (Pages 9 - 18) Services Team Joint Report of the Strategic Director of Children’s Services and the Legal Director
5. Basic Need 2008/09: Additional Scheme Harington (Pages 19 - 22) Report of the Strategic Director of Children’s Services
6. Specialist School Status: Newfield School Manor (Pages 23 - 26) Report of the Strategic Director of Children’s Services
7. Recruitment of Qualified Social Workers. All Wards (Pages 27 - 32) Report of the Strategic Director of Children’s Services
8. Schools with International Links Interim All Wards (Pages 33 - 42) Report Report of the Strategic Director of Children’s Services
9. Sefton Local Safeguarding Children Board All Wards (Pages 43 - 50) (LSCB) Quarterly Reporting Report of the Strategic Director of Children’s Services
3 10. Six-monthly Performance Report for All Wards (Pages 51 - 56) Children's Services 2007/08 Report of the Strategic Director of Children’s Services
11. Handbook for Foster Carers All Wards (Pages 57 - 144) Report of the Strategic Director of Children’s Services
12. What Constitutes Good Progress for Pupils All Wards (Pages 145 - 148) with Special Educational Needs Report of the Strategic Director of Children’s Services
13. Exclusion of Press and Public To consider passing the following resolution:
That, under Section 100A(4) of the Local Government Act, 1972, the press and public be excluded from the meeting for the following item of business on the grounds that it involves the likely disclosure of exempt information as defined in Paragraph 8 of Part 1 of Schedule 12A to the Act. The Public Interest Test has been applied and favours exclusion of the information from the Press and Public.
14. Autism Support Services All Wards (Pages 149 - 152) Report of the Strategic Director of Children’s Services
4 Agenda Item 3 THE “CALL IN” PERIOD FOR THIS SET OF MINUTES ENDS AT 12 NOON ON WEDNESDAY 11 JUNE, 2008.
CABINET MEMBER - CHILDREN'S SERVICES
MEETING HELD AT THE TOWN HALL, BOOTLE ON TUESDAY, 3 JUNE 2008
PRESENT: Councillor Fairclough
ALSO PRESENT: Councillors M Fearn and D Jones
Mrs.S.Roberts – Parent Governor Representative Mr.R.Gregson – Sefton Governors’ Forum
1. APOLOGY FOR ABSENCE
An apology for absence was received from Councillor P.Dowd.
2. DECLARATIONS OF INTEREST
No declarations of interest were received.
3. MINUTES
RESOLVED:
That the Minutes of the meeting held on 6 May, 2008 be confirmed as a correct record.
4. NORTHWEST EMPLOYERS - EQUALITY AND DIVERSITY AWARDS
Further to Minute No. 8 of the meeting of Cabinet Member Communities held on 21 May, 2008, the Cabinet Member considered the joint report of the Strategic Director of Children’s Services and the Sefton Equalities Partnership Director which informed of the three awards received from North West Employers and the Children’s Workforce Development Council for work in progressing Equality and Diversity.
The report explained that the Council had made a commitment to progress through the five levels of the Local Government Equality Standard by March 2010 and that promoting equality of opportunity and diversity were key components of the Community Strategy as well as the Council's statutory duties.
RESOLVED:
That the achievements made by Sefton Equalities Partnership and Children’s Services in progressing equality and diversity to improve outcomes be noted.
Page1 5 Agenda Item 3 CABINET MEMBER - CHILDREN'S SERVICES- TUESDAY, 3 JUNE 2008
5. BUILDING SCHOOLS FOR THE FUTURE: UPDATE
The Cabinet Member considered the report of the Strategic Director of Children’s Service that provided an update regarding the consultation on the ‘Management of Building Schools for the Future (BSF) waves 7-15’ and sought approval for anticipated consultancy support.
RESOLVED: That
(1) the update and consultation on the Management of BSF waves 7- 15 be noted;
(2) Mouchel be re-engaged to support Sefton in their resubmission of an expression of interest in BSF; and
(3) the contract procedure rules be waived regarding the invitation to tender due to the special circumstances detailed in the report.
6. THE NATIONAL MINIMUM FOSTERING ALLOWANCE 2008-09
The Cabinet Member considered the report of the Strategic Director of Children’s Services that advised that the first national minimum allowance for foster carers was announced in July 2006, in order to enable fostering services to take account of the rates in planning their budgets for 2007-08. The report sought approval to adopt the new national foster care allowance for 2008/09, and requested the Children’s Services Department uplift all fostering allowances paid to Sefton foster carers to the recommended national minimum fostering allowances from 1 April 2008.
RESOLVED: That
(1) the new national minimum foster carer allowance for 2008-09 be adopted; and
(2) all fostering allowances paid to Sefton foster carers be uplifted to the recommended national minimum fostering allowances from 1 st April 2008.
7. EXCLUSION OF PRESS AND PUBLIC
RESOLVED:
That, under Section 100A(4) of the Local Government Act, 1972, the press and public be excluded from the meeting for the following item of business on the grounds that it involves the likely disclosure of exempt information as defined in paragraph 1 of Part 1 of Schedule 12A to the Act. The Public Interest Test has been applied and favours exclusion of the information from the press and public.
Page2 6 Agenda Item 3 CABINET MEMBER - CHILDREN'S SERVICES- TUESDAY, 3 JUNE 2008
8. RE-STRUCTURE OF CHILDREN'S SERVICE
The Cabinet Member considered the report of the Strategic Director of Children’s Services that sought endorsement of Children’s Services Department proposals for re-structuring part of the service to implement the area delivery of professional services and cover major social care recruitment issues. The re-structuring would include short and long term solutions to weakness in social care from recent inspections.
RESOLVED:
That the proposed re-structuring of the Children’s Services Department, as detailed within the report, be approved.
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Page 8 Agenda Item 4
REPORT TO: Cabinet Member -Children’s Services Cabinet Member -Corporate Services DATE: 24 June 2008 25 June 2008 SUBJECT: Review of the Child Care and Social Services Team
WARDS All AFFECTED:
REPORT OF: Legal Director Children’s Services Director CONTACT C J Elwood Bryn Marsh OFFICER: 0151 934 2032 0151 934 3706
EXEMPT / No CONFIDENTIAL:
PURPOSE / SUMMARY:
To report to Members on the need for the provision of additional resources for the Child Care and Social Services Team based in the Legal Department, particularly given the introduction of the new Public Law Outline Protocol.
REASON WHY DECISION REQUIRED:
To ensure resources are in place to meet the demands on the Child Care and Social Services Team.
RECOMMENDATION(S):
(i) That two Legal Assistants on Scale 5/6 be appointed to assist in the Team
KEY DECISION: No
FORWARD PLAN: Not applicable
IMPLEMENTATION DATE: Upon expiry of the call-in period for the minutes of these meetings.
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ALTERNATIVE OPTIONS: Not to appoint would result in severe difficulties for the Team and a diminution in the service to the Children’s Services Directorate.
IMPLICATIONS :
Budget / Policy Framework:
Financial:
2006/ 2007/ 2008/ 2009/ 2007 2008 2009 2010 CAPITAL EXPENDITURE £ £ £ £ Gross Increase in Capital Expenditure Funded by: Sefton Capital Resources Specific Capital Resources REVENUE IMPLICATIONS Gross Increase in Revenue Expenditure Funded by: Sefton funded Resources 32,830 65,660 Funded from External Resources Does the External Funding have an expiry When? date? Y/N How will the service be funded post expiry?
Legal: Not applicable
Risk Assessment: Not applicable
Asset Management: Not applicable
Page 10 Agenda Item 4
CONSULTATION UNDERTAKEN / VIEWS
Children’s Services Directorate
CORPORATE OBJECTIVE MONITORING:
Corporate Positive Neutral Negative Objective Impact Impact Impact 1 Creating a Learning Community √ 2 Creating Safe Communities √ 3 Jobs and Prosperity √ 4 Improving Health and Well-Being √ 5 Environmental Sustainability √ 6 Creating Inclusive Communities √ 7 Improving the Quality of Council √ Services and Strengthening local Democracy 8 Children and Young People √
LIST OF BACKGROUND PAPERS RELIED UPON IN THE PREPARATION OF THIS REPORT
None
Page 11 Agenda Item 4
BACKGROUND:
1. Introduction
1.1 The team provides legal advice and representation to the Children’s Directorate and the Health and Social Care Directorate on a wide range of matters relating to some of the most vulnerable people in the Borough. The cases are very demanding, dealing with the most sensitive of issues which require the utmost professionalism by the lawyers involved. The work is often of an urgent nature and all court proceedings adhere to strict court imposed time constraints.
1.2 Guidance issued by the Law Society recognises that the steps involved in deciding whether or not a child should be made the subject of care proceedings will inevitably be a complex process, requiring in-depth and regular consultation and discussion between lawyer and social worker, and local authority solicitors should create and maintain a professional relationship with the local authority and its client departments, which will preserve fully their independent judgement.
1.3 Feedback from the Children’s Services Directorate and the Health and Social Care Directorate demonstrates that this is a valued service but that the demands for the service far outweigh that which can currently be offered. For example, the Team often has to decline invites to meet with social workers in person and to attend strategy meetings to discuss cases, they are unable to provide all the training that would be desirable and they have to decline requests to represent the authority in s.7 (welfare report) and s.37 (court directed child protection investigation) cases.
1.4 It should be noted that in the current structure as depicted at Annex A the two Principal Legal Assistants posts have been re-graded to just one grade less than the solicitors in recognition of the fact that their role is identical to that of the solicitors, other than they do not undertake advocacy and therefore, the true structure is a team of 8 lawyers supported by just one admin officer.
1.5 The result is that the team is struggling to meet the demands placed on it and solicitors are spending too much time performing admin tasks and routine legal tasks.
1.6 Workload
The table at Annex B provides an indication of the volume of some of the work undertaken by the team since 2003.
1.7 The figures demonstrate a major increase in work in recent years. In addition, the workload has further increased by the changing nature of the work. The amount of evidence submitted in each case has increased by as much as 50%.
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1.8 An indication of the increase in work is shown in part, by Counsel’s fees which reflect not only the number of hearings but also the increased complexity of cases which require increased preparation time. In the year 2006/07 the Team spent £166,226 on Counsel’s fees and the figure for 2007/08 was £257,263 .
2. Public Law Outline Protocol (PLO)
2.1 The Public Law Outline (PLO) is a new protocol for the conduct of public law care proceedings in all levels of court. It was piloted in the Liverpool Courts together with a limited number of other court centres from 1 st September 2007 and has been implemented nationwide since April 2008.
2.2 The PLO introduces three significant changes to the way childcare proceedings are currently dealt with.
2.3 Firstly , it places great emphasis on pre issue matters and local authorities are expected to conduct much of the work which was previously undertaken post issue before proceedings are issued. For example, the Legal Team will be expected to lodge with the court and serve on the parties when proceedings are issued, all relevant assessments, experts reports, health visitor records, police records, GP and hospital records, the strategy discussion records, minutes of family meetings, etc. This is in addition to the normal documentation we currently serve such as social work statements, chronology, outline care plans, etc.
2.4 The amount of documentation which must now be filed at court and served on all the other parties at the commencement of the case could easily amount to 2 lever arch files. (As cases progress it is not uncommon for the court bundle as currently composed to amount to 4 or 5 lever arch files of documentation.) The PLO will add to an already very paper intensive process.
2.5 In order to satisfy these requirements the legal team will have to be involved in all cases where there is any chance that legal proceedings are possible. The Team will have to collate all the documentation required by the PLO to be lodged with the court and served on the other parties in anticipation of issuing proceedings, even if the outcome is that proceedings are not issued.
2.6 This element of the PLO will significantly increase the workload of the Team and will place a considerable extra administrative burden on the Team. The courts have made it perfectly clear that cases will be subjected to close judicial supervision and the consequences of not complying with the PLO in this regard are that cases will be adjourned until such time as the PLO has been complied with and adverse costs orders will be made against the local authority.
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2.7 Secondly , the PLO introduces two advocates meetings to the court process, one to be held no later than 2 days before the case management conference and one no later than 2 days before the issue resolution hearing. All advocates must attend the meetings personally and they will not be allowed to attend by way of video or telephone conference. Rooms are being made available in the Liverpool Civil and Family Court in Liverpool city centre. It is envisaged that due to advocates other court commitments the meetings will take place at about 4.30pm.
2.8 The introduction of such meetings will increase the workload of the solicitors considerably, as they will have to prepare for the meeting and travel to and from Liverpool. A further problem is that the courts have already made it quite clear that they require the advocate who appears at the hearing to be the same person who attends the advocates meeting and if the lawyer from the team is unable to attend both consideration will have to be given to instructing counsel.
2.9 Thirdly , local authorities are now required to write to parents formally informing them that they are considering instituting proceedings and inviting them to family group meetings to discuss the issues of concern. Such letters should be drafted by Legal Services and the decision whether or not to issue a letter will be made at ‘Being Looked After’ panel meetings and Legal Services should now attend those panel meetings. Private firms of solicitors will now be able to receive public funding to represent parents at family group meetings and therefore, it is not unreasonable for social workers to also expect legal representation at the meetings. Legal Services will also be expected to attend future ‘Being Looked After’ panel meetings which decide either to commence proceedings or to write to the parents informing them that we are no longer considering instituting proceedings.
2.10 Furthermore, recent guidance from the High Court in the case of Oldham MBC v GW and PW [2007] EWHC136 states that whenever a local authority asks a potential witness for a report or opinion, whether the request is within proceedings or pre-proceedings, a formal letter of instruction drafted by Legal Services conforming to the principles outlined in the Department of Health guidance Bearing Good Witness , should always be used. This will result in further involvement in cases which may never result in court proceedings and which we hitherto would not have been involved with.
3. Mental Capacity Act 2005
3.1 In October 2007 the majority of the Mental Capacity Act 2005 came into force. The Act aims to provide a much clearer legal framework for people who lack capacity and those caring for them by setting out key principles, procedures and safeguards and as with all major legislation it is anticipated that in the short term there will be an increase in requests for advice on the implications of the Act.
Page 14 Agenda Item 4
3.2 Furthermore, for the first time local authorities will be able to apply to the newly constituted Court of Protection to determine welfare issues for service users who lack the capacity to make decisions for themselves. It is difficult to anticipate the amount of applications that we will be instructed to make but given the number of cases which are currently referred to the Team for advice in relation to these issues, it may be the case that the number of applications will not be insignificant.
4. Other Matters
(a) Housing Team to One Vision Housing
4.1 Since the Housing Team have transferred to One Vision Housing in 2006 the Team have had the additional responsibility of matters relating to homelessness and employment law.
4.2 The homelessness work is primarily allocated to one solicitor and together with the youth offending work he undertakes (see below) this takes up one day per week of his time. His childcare and social services caseload has had to be reduced accordingly and absorbed by the other team members. In addition the Principal Solicitor also advises on such matters and recently had the conduct of a judicial review case relating to homelessness.
4.3 Due to the pressure of work, cases concerning the eviction of service users from homelessness accommodation are passed to a private firm of solicitors with the resultant costs implication for our client department. Although this type of work is relatively straightforward the team have no capacity to undertake the work.
(b) Youth Offending Work
4.4 With the recent move of the Youth Offending Team into Children’s Services the team has the responsibility for providing advice and assistance to the Youth Offending Team and representing them in court in relation to breaches of community orders such as community punishment orders.
5. Conclusions
5.1 The Childcare & Social Services Team is a very hardworking team which is well respected by client departments. Unfortunately there are already a number of concerns about the level of service the Team currently provides. For example, when a barrister is representing the authority in court it is good professional practice for a representative of the legal team to be in attendance but this is often not possible. The team also find it very difficult to meet with the clients to
Page 15 Agenda Item 4
discuss cases and often advice is given using email or over the phone which is not the appropriate way of approaching such complex matters. In addition, the team are often requested to attend briefing meetings with Team Leaders in Children’s Services but despite a willingness to do so and a recognition of the benefits of attending such meetings, the requests have had to be declined due to the pressure of work.
5.2 The introduction of the PLO in addition to the other matters referred to above requires urgent action otherwise the level of service will reduce significantly and / or work will have to be outsourced to private firms with the resultant cost to the local authority and a reduction in the quality of service provided.
5.3 The Team estimate that complying with the PLO has increased the time spent on preparing cases for court by 25%.
5.4 Given the pressure and difficulties the Team are under the Director of Childrens Services has already agreed that the current part-time clerical post should be increased to full-time at a cost of £7,262. In addition Members are asked to approve the appointment of two Legal Assistants, Scale 5/6, who should be professionally qualified (preferably as a member of the Institute of Legal Executives) or alternatively with relevant and suitable experience. This will be at a cost, at the top of grade, of £45,690 plus on-costs per annum.
5.5 It is proposed that the post-holders will be responsible for a caseload of the more routine files such as s.7 and s.37 cases and will assist the lawyers in the team with the collection of evidence and the collation of court bundles and attendance at court with counsel. This is a cost effective method of ensuring team members have an appropriate caseload both in terms of the nature and volume of work undertaken.
Recommendations
(i) That two Legal Assistants on Scale 5/6 be appointed to assist in the Team
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ANNEX A
LEGAL & ADMINISTRATIVE SERVICES
CHILDCARE & SOCIAL SERVICES TEAM STRUCTURE
Principal Solicitor (Full Time)
Solicitor Solicitor Solicitor Solicitor Solicitor (Full Time) (Full Time) (28.8 hrs) (21.6 hrs) (18 hrs) PO10 PO10 PO10 PO10 PO10
Principal Legal Principal Legal Assistant Assistant (28.8 hrs) (Full Time) PO9 PO9
Admin Officer (job share) Scale 1/2
Page 17 Agenda Item 4
ANNEX B
LEGAL & ADMINISTRATIVE SERVICES
CHILDREN & SOCIAL SERVICES TEAM
2003 2004 2005 2006 2007
Children 59 72 84 88 83 Act Cases
Court 833 701 853 976 718 * Hearings
Adult 92 91 48 84 88 Cases
* 2007 saw a reduction in the number of hearings due to the greater use of the facility whereby agreed interim care orders can be obtained by lodging an application with the court rather than the parties having to attend court and such applications had been recorded as a hearing due to the work involved in making the application but a decision has now been made not to record them that way.
However, hearings are becoming ever more complex and lengthy requiring additional preparation time and this can perhaps be best demonstrated by the increase in counsel's fees in 2007 (paragraph 1.8 refers).
Page 18 Agenda Item 5
REPORT TO: CABINET MEMBER, CHILDREN'S SERVICES CABINET
DATE: 24 JUNE 2008 10 JULY 2008
SUBJECT: BASIC NEED 2008/09: ADDITIONAL SCHEME
WARDS AFFECTED: HARINGTON WARD
REPORT OF: BRYN MARSH DIRECTOR OF CHILDREN’S SERVICES
CONTACT OFFICER: CHRIS DALZIEL (0151 934 3337)
EXEMPT/ CONFIDENTIAL: NO
PURPOSE/SUMMARY:
The purpose of this report is to seek approval for the proposed scheme detailed in this report.
REASON WHY DECISION REQUIRED:
The Cabinet Member has delegated powers to approve the scheme and to recommend it to Cabinet for inclusion in the Children's Services Capital Programme 2008/09.
RECOMMENDATION(S):
The Cabinet Member is recommended to:-
(i) approve the proposed scheme detailed in this report; (ii) refer the proposed expenditure, to be funded from specific resources, to Cabinet for inclusion in the 2008/09 Capital Programme; (iii) instruct the Technical Services Directorate to progress the scheme.
KEY DECISION: No.
FORWARD PLAN: Not appropriate.
IMPLEMENTATION DATE: Following the expiry of the “call-in” period for the Minutes of the Cabinet meeting.
Page 19 Agenda Item 5
ALTERNATIVE OPTIONS:
Not applicable.
IMPLICATIONS:
Budget/Policy Framework: None.
Financial: There are no financial implications for the Council’s general capital resources. The proposed scheme will be funded entirely from Basic Need funding.
2008/ 2009/ 2010/ 2011/ 2009 2010 2011 2012 CAPITAL EXPENDITURE £ £ £ £ Gross Increase in Capital Expenditure Funded by: Sefton Capital Resources Specific Capital Resources REVENUE IMPLICATIONS Gross Increase in Revenue Expenditure Funded by: Sefton funded Resources Funded from External Resources Does the External Funding have an expiry date? Y/N When? How will the service be funded post expiry?
Legal: There are no legal implications directly associated with this report.
Risk Assessment: There are no risks associated with this report as all funding is from specific resources.
Asset Management: The proposed scheme will improve the condition of Woodlands Primary School, Formby.
CONSULTATION UNDERTAKEN/VIEWS
Consultation has taken place with the Headteacher and Governors of the school.
Page 20 Agenda Item 5
CORPORATE OBJECTIVE MONITORING:
Corporate Positive Neutral Negative Objective Impact Impact Impact 1 Creating a Learning Community ü 2 Creating Safe Communities ü 3 Jobs and Prosperity ü 4 Improving Health and Well-Being ü 5 Environmental Sustainability ü 6 Creating Inclusive Communities ü 7 Improving the Quality of Council Services and ü Strengthening local Democracy 8 Children and Young People ü
LIST OF BACKGROUND PAPERS RELIED UPON IN THE PREPARATION OF THIS REPORT
None.
Page 21 Agenda Item 5
BASIC NEED 2008/09: ADDITIONAL SCHEME
1. Background
1.1 Sefton MBC has received a basic need allocation for 2008/09 of £654,613. Taking commitments into account a balance of £126,546 remains to support further schemes.
2. Proposed Scheme
2.1 Major refurbishment of the kitchen at Woodlands Primary School has been identified as high priority on the Schools’ Asset Management Plan and is in line with the Children's Services Strategy for Investment 2008/09 to 2010/11.
2.2 The estimated cost of the scheme is £126,546.
G:\Capital\2008 2009\CM Report Basic Need 0809 Additional Scheme 240608 &100708.DOC
Page 22 Agenda Item 6
REPORT TO: CABINET MEMBER, CHILDREN'S SERVICES CABINET
DATE: 24 JUNE 2008 10 JULY 2008
SUBJECT: SPECIALIST SCHOOL STATUS: NEWFIELD SCHOOL
WARDS AFFECTED: MANOR WARD
REPORT OF: BRYN MARSH DIRECTOR OF CHILDREN’S SERVICES
CONTACT OFFICER: CHRIS DALZIEL (0151 934 3337)
EXEMPT/ CONFIDENTIAL: NO
PURPOSE/SUMMARY:
To seek approval for the scheme detailed in this report.
REASON WHY DECISION REQUIRED:
The Cabinet Member has delegated powers to approve the proposed scheme and to refer it to Cabinet for inclusion in the Children's Services Capital Programme.
RECOMMENDATION(S):
The Cabinet Member is recommended to:-
(i) approve the proposed scheme detailed in this report and refer it to Cabinet for inclusion in the Children's Services Capital Programme 2008/09; (ii) instruct the Technical Services Directorate to progress the scheme.
KEY DECISION: No.
FORWARD PLAN: Not appropriate.
IMPLEMENTATION DATE: Following the expiry of the “call-in” period for the Minutes of the Cabinet meeting.
Page 23 Agenda Item 6
ALTERNATIVE OPTIONS:
Not appropriate.
IMPLICATIONS:
Budget/Policy Framework: None.
Financial: There are no financial implications for the Council’s general resources as all funding is from specific resources. The estimated cost of the scheme is £159,821 which will be funded from Standards Fund Capital Grant, Specialist Schools Programme (£100,000) and sponsorship money (£20,000) raised by the school. These specific resources will finance the increase in capital expenditure as shown in the table below. The balance of £39,821 will be funded by the School’s Devolved Formula Capital, which is included within the approved Capital Programme.
2008/ 2009/ 2010/ 2011/ 2009 2010 2011 2012 CAPITAL EXPENDITURE £ £ £ £ Gross Increase in Capital Expenditure 120,000 Funded by: Sefton Capital Resources Specific Capital Resources
Standards Fund: Specialist Schools 100,000
Sponsorship 20,000 REVENUE IMPLICATIONS Gross Increase in Revenue Expenditure Funded by: Sefton funded Resources Funded from External Resources Does the External Funding have an expiry date? Y/N When? How will the service be funded post expiry?
Legal: Not appropriate.
Risk Assessment: There are no financial risks associated with this report as all funding is from specific resources.
Asset Management: The proposals detailed in this report will improve the available facilities at Newfield School.
CONSULTATION UNDERTAKEN/VIEWS
The Headteacher and Governors at the School have been fully consulted.
Page 24 Agenda Item 6
CORPORATE OBJECTIVE MONITORING:
Corporate Positive Neutral Negative Objective Impact Impact Impact 1 Creating a Learning Community ü 2 Creating Safe Communities ü 3 Jobs and Prosperity ü 4 Improving Health and Well-Being ü 5 Environmental Sustainability ü 6 Creating Inclusive Communities ü 7 Improving the Quality of Council Services and ü Strengthening local Democracy 8 Children and Young People ü
LIST OF BACKGROUND PAPERS RELIED UPON IN THE PREPARATION OF THIS REPORT
None.
Page 25 Agenda Item 6
SPECIALIST SCHOOL STATUS: NEWFIELD SCHOOL
1. Background
1.1 The Secretary of State has designated Newfield School as a SEN Behaviour Emotional and Social College, with effect from 1 September 2008. A capital grant of £100,000 is available to enable the school to enhance facilities for the specialism and a further £20,000 must be generated by the school, in unconditional sponsorship in cash or relevant goods.
1.2 Newfield School has raised £20,000 in sponsorship and will contribute a further £39,821 from their Devolved Formula Capital funding.
1.3 Approval has been sought from the Department for Children, Schools and Families (DCSF) for the School’s proposed scheme detailed below.
2. Proposed Scheme
2.1 The School proposes to convert a classroom into a multi purpose room which will offer support for parents, pupils and other partners. The area will be flexible to provide facilities for one-to-one or small group work for children and staff from visiting schools or for parents and/or pupils at Newfield School. An extension to the classroom will provide a secure entrance, disabled and child toilets with a foyer/waiting area offering vending machine facilities.
Page 26 Agenda Item 7
REPORT TO: Cabinet Member – Children’s Services
DATE: 24 th June 2008
SUBJECT: Recruitment of qualified Social Workers.
WARDS AFFECTED: All
REPORT OF: Bryn Marsh, Strategic Director, Children’s Services
CONTACT OFFICER: Ken Black, Assistant Director, Children’s Services Philip Cunningham, Resource Manager, Children’s Services EXEMPT/ CONFIDENTIAL: No
PURPOSE/SUMMARY:
To advise Cabinet Member of the proposed initiative to work on collaboration with Jacaranda Recruitment to recruit qualified social workers from Germany
REASON WHY DECISION REQUIRED:
Difficulties are being experienced in recruiting social workers via the traditional routes leading to the engagement of agency staff in relatively high numbers.
RECOMMENDATION(S):
That Cabinet Member notes this particular recruitment initiative.
KEY DECISION: No
FORWARD PLAN: Not appropriate
IMPLEMENTATION DATE: Upon expiry of the ‘call-in’ period for the minutes of this meeting
Page 27 Agenda Item 7
ALTERNATIVE OPTIONS: Further initiatives aimed at recruiting and maintaining permanent staffing levels within social care teams are being explored – e.g. recruiting from student placements, flexible recruitment exercises across different services.
IMPLICATIONS:
Budget/Policy Framework:
Financial: There are potential savings as a result of this initiative as it is intended to replace agency workers with permanent social work staff. See paragraph 2.4 for details of potential net savings.
2006/ 2007/ 2008/ 2009/ 2007 2008 2009 2010 CAPITAL EXPENDITURE £ £ £ £ Gross Increase in Capital Expenditure Funded by: Sefton Capital Resources Specific Capital Resources REVENUE IMPLICATIONS Gross Increase in Revenue Expenditure Funded by: Sefton funded Resources Funded from External Resources Does the External Funding have an expiry date? Y/N When? How will the service be funded post expiry?
Legal: Any permanent staff recruited via this route will hold the appropriate professional qualification and Social Care Council registration Risk Assessment:
Asset Management:
CONSULTATION UNDERTAKEN/VIEWS HUMAN RESOURCES, FINANCE SECTION
Page 28 Agenda Item 7
CORPORATE OBJECTIVE MONITORING:
Corporate Positive Neutral Negative Objective Impact Impact Impact 1 Creating a Learning Community √ 2 Creating Safe Communities √ 3 Jobs and Prosperity √ 4 Improving Health and Well-Being √ 5 Environmental Sustainability √ 6 Creating Inclusive Communities √ 7 Improving the Quality of Council Services and √ Strengthening local Democracy 8 Children and Young People √
LIST OF BACKGROUND PAPERS RELIED UPON IN THE PREPARATION OF THIS REPORT 1) Comparison of recruitment and retention strategies with other Merseyside authorities 2) Detailed information provided by Jacaranda Recruitment
Page 29 Agenda Item 7
1. Background
1.1 Fewer people are taking up social work as a career and the DCSF describe a number of factors which have an adverse effect on recruitment; these include poor professional image, low status and a lack of public recognition, numerous examples of high profile harsh criticism in the media, low pay compared with other professionals and increasing competition from more attractive careers. ‘Every Child Matters’ has highlighted the need to address workforce issues.
1.2 Within Sefton we have mirrored this trend and experienced our own difficulties in recruiting qualified social work staff – both newly qualified and experienced practitioners as well as managers – for several years.
1.3 Currently, despite regular recruitment campaigns there are twenty agency workers engaged within social care fieldwork teams (accurate at time of writing). This figure includes fifteen agency staff (approximately 15% of social work practitioner posts) covering social worker vacancies. The precise number of agency staff fluctuates somewhat over time depending on the outcome of recruitment exercises but for a significant period of time it has been necessary to use agency social workers in significant numbers to cover gaps in social work teams. Whilst agency staff have been deployed across the social care fieldwork teams (Assessment, Family Support and Looked After Children) there are particular hotspots where they are employed in greater numbers.
1.4 It is of course necessary to tackle the difficulty of recruiting social work staff on a number of different fronts and to be creative in our approach as we have ample evidence that relying on candidates to respond to our adverts in the traditional manner does not provide sufficient staff for our requirements.
1.5 Recruiting from overseas has been used by a number of Local Authorities as a means of appointing social work staff. In Sefton we have had some experience of recruiting from Zimbabwe and Spain with mixed results in terms of finding and retaining suitably skilled staff.
1.6 Our exploratory discussions with Jacaranda Recruitment lead us to feel optimistic that working with this recruitment agency to employ qualified social workers from Germany would help us to replace agency workers with permanent members of staff. Jacaranda Recruitment has a proven track record of providing skilled and motivated staff that are properly prepared to take on full-time employment in another country.
2. Costs
2.1 Jacaranda Recruitment charge a one off payment of 15% of the starting salary for each recruit taken on a permanent contract (with potential for some discount depending on the number of staff recruited). This equates to approximately £3400 per post. Such a payment is preferable to the current cost of agency staff that equates to £1200 per month over and above the salary for each social work post covered by an agency worker. (This is based on the costs for a newly qualified worker from a sample provider on our preferred providers list).
2.2 We are intending to explore with Jacaranda Recruitment the possibility of recruiting up to ten qualified social workers in two separate phases. This would cost approximately £34,000 in fees to the recruitment agency. This cost would be recouped in a three-month period by savings on the cost of ten agency social workers (based on same figures as in 2.1).
2.3 However, there are additional costs associated with this initiative as it will be necessary to retain a number of agency staff following the recruitment of staff from Germany to allow for a six-week induction period. This will incur extra costs in the short term as we will continue to pay for the agency workers for the period of induction.
Page 30 Agenda Item 7
2.4 Summary of the costs and potential savings in one year:
Additional costs of one agency social worker for 12 months - £14,400 Additional costs for ten agency social workers for 12 months - £144,000 Recruitment costs of ten social workers via Jacaranda Recruitment - £34,000
Potential Saving - £110,000 Less cost of retaining agency workers for six-week induction period - £18,000
Potential net saving - £92,000
All figures based on example of newly qualified social worker from a sample agency
2.5 After receiving details of our particular requirements Jacaranda Recruitment will provide a short-list of candidates for interview. Recruitment interviews will be carried out by staff from Children’s Services and the decision whether or not to appoint individual candidates will rest entirely with ourselves. Recruitment fees only become payable on the first day of employment for each permanent member of staff.
3. Proposed further action
3.1 That further discussions take place and Jacaranda Recruitment are tasked with identifying suitable candidates for us to interview with a view to joining our social work fieldwork teams as permanent members of staff.
4. Recommendations
4.1 That the Cabinet Member endorses this initiative with Jacaranda Recruitment as part of a strategy aimed at improving our performance in recruiting qualified social workers on a permanent basis and as a result reduce our reliance on agency staff.
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Page 32 Agenda Item 8
REPORT TO: CABINET MEMBER – CHILDREN’S SERVICES
DATE: 24 th JUNE 2008
SUBJECT: SCHOOLS WITH INTERNATIONAL LINKS INTERIM REPORT
WARDS AFFECTED: ALL
REPORT OF: BRYN MARSH DIRECTOR OF CHILDREN’S SERVICES
CONTACT OFFICER: Lisa Howard – Executive Intern
EXEMPT/ NO CONFIDENTIAL:
PURPOSE/SUMMARY: To inform cabinet members of the impact of international involvement in Sefton Schools in supporting standards and achievements. To give an indication of the funding received by Sefton schools to facilitate this work.
REASON WHY DECISION REQUIRED: Not applicable
RECOMMENDATION(S): Cabinet Member is asked to note this interim report and comment as appropriate.
KEY DECISION: No
FORWARD PLAN: Not appropriate
IMPLEMENTATION DATE:
Page 33 Agenda Item 8
ALTERNATI VE OPTIONS: not applicable
IMPLICATIONS:
Budget/Policy Framework:
Financial:
2006/ 2007/ 2008/ 2009/ 2007 2008 2009 2010 CAPITAL EXPENDITURE £ £ £ £ Gross Increase in Capital Expenditure Funded by: Sefton Capital Resources Specific Capital Resources REVENUE IMPLICATIONS Gross Increase in Revenue Expenditure Funded by: Sefton funded Resources Funded from External Resources Does the External Funding have an expiry date? Y/N When? How will the service be funded post expiry?
Legal: None
Risk Assessment: N/A
Asset Management: N/A
CONSULTATION UNDERTAKEN/VIEWS There has been a consultation with all schools to gain an overview of international involvement and the impact that it has in school improvement.
Page 34 Agenda Item 8
CORPORATE OBJECTIVE MONITORING:
Corporate Positive Neutral Negative Objective Impact Impact Impact 1 Creating a Learning Community X 2 Creating Safe Communities X 3 Jobs and Prosperity X 4 Improving Health and Well-Being X 5 Environmental Sustainability X 6 Creating Inclusive Communities X 7 Improving the Quality of Council Services and X Strengthening local Democracy 8 Children and Young People X
LIST OF BACKGROUND PAPERS RELIED UPON IN THE PREPARATION OF THIS REPORT
Page 35 Agenda Item 8
1. BACKGROUND:
1.1 A study has been undertaken this year in Sefton Local Authority to assess the impact that international links has had in schools. The purpose of this study has been to assess not only the educational value of the links and the impact upon standards but also to assess value for money. The ‘hidden’ costs of these links, i.e. head teacher and officer time, are significant in bidding and related activities. The Local Authority has also used modest amounts of locally sourced ‘project’ money to subsidise some activity. This work has involved research into Ofsted reports across Sefton over the last two years to explore how Ofsted view schools’ international involvement. In addition to this, an in depth review is currently being carried out with selected schools in Sefton who are actively involved in international projects, including the Comenius Programme, through funding received by the British Council. The report also explores the extent to which schools self evaluate the impact of their international work against standards and achievements. 1.2 The main current external funding streams are British Council, Teaching and Development Agency (TDA), Department for Children Schools and Families (DCSF).
2. KEY FINDINGS TO DATE
2.1 Schools in Sefton are all involved in international work to differing degrees. This ranges from after school clubs to in depth curricula planning, modern foreign language teaching from Nursery and whole school International/ Cultural Weeks. 2.2 Sefton has the appropriate infrastructure to support schools to develop internationally and develop effective school networks. 2.3 All schools are delivering a modern foreign language (MFL) ahead of government requirements for teaching a modern foreign language in KS2 by 2010 and many schools exceed this requirement by teaching a modern foreign language from the Foundation Stage for children in Nursery and Reception. 2.4 Ofsted reports show that schools who are actively involved with global projects, which as a result promote greater cultural awareness, are mainly judged to be good or outstanding in this area (Annex 1 Schools Actively involved in International Projects). 2.5 All schools are enthusiastic about the international work that they are involved in and the schools comment positively on the impact that this has had on enriching the curriculum and raising standards. 2.6 Over the past 7 years Sefton has increased the number of schools who are linked with China (Annex 2 Sefton linked schools). 2.7 Currently 10 schools in Sefton hold the International School Award. This figure will be higher next year as many more are currently be assessed. 2.8 13% of schools in Sefton are currently involved in Comenius projects and this figure shows an upward trend. 2.9 Schools who are participating in international projects report that these projects are having a positive impact on the curriculum and supporting standards and achievements. 2.10 There is evidence that involvement in a Comenius project encourages greater community links with parents and the wider community. 2.11 More schools would like to become involved directly with Comenius but are unsure how to do this. 2.12 Sefton has a high level of networks supporting internationalism and promoting long- term links with countries. Schools actively share resources and expertise in the spirit of promoting good practice and apply for joint funding for international projects.
Page 36 Agenda Item 8
2.13 Schools need to further highlight and promote the valuable international work that they are involved in. Evidence of this work needs to be clearly cited in the School Self Evaluation Form with reference to its impact so that this in turn is noted by Ofsted in the inspection report.
3. CONCLUSION
3.1 Grant funding received by the Authority in the last year has exceeded £191,000. This clearly offsets significant, but difficult to quantify head teacher and officer time. 3.2 There is a close relationship between Ofsted judgement of ‘Good’ and ‘Outstanding’ and international links and activities in which schools participate.
4. RECOMMENDATION
4.1 Cabinet Member is asked to note this interim report and comment as appropriate.
Page 37 Agenda Item 8
Annex 1 Schools Actively Involved in International Projects
School Type Ofsted Judgement 1. Aintree Davenhill Prim Good 2. All Saints Primary Prim New school 3. Bedford Prim Outstanding 4. Churchtown Primary Prim Outstanding 5. Crosby High Spec Outstanding 6. Deyes High Good 7. Forefield Infant Inf Outstanding 8. Formby High School High Good 9. Freshfield Prim Outstanding 10. Great Crosby Prim Outstanding 11. Green Park Prim Good 12. Greenbank High Satisfactory 13. Hillside High Outstanding 14. Hatton Hill Prim Satisfactory 15. Holy Family High Good 16. Holy Rosary Prim Outstanding 17. King George V Sixth Outstanding College 18. Kings Meadow Prim Good 19. Lander Road Prim Good 20. Larkfield Prim Good 21. Linaker Prim Good 22. Litherland High Outstanding 23. Marshside Prim Good 24. Northway Prim Good 25. Range High High Outstanding 26. St. Ambrose Barlow High Outstanding 27. St George’s Prim Good 28. St. George of High Good England 29. St. Jerome’s Prim Outstanding 30. St. Michaels High Satisfactory 31. St. Monica’s Prim Very Good 32. St. Nicholas’ Prim Good 33. St. Oswald’s Prim Good 34. St Patrick’s Prim Good 35. St Robert Bellamine Prim Good 36. St. Wilfrid’s High Satisfactory 37. The Grange Prim Outstanding 38. Thomas Gray Prim Good 39. Valewood Prim Outstanding
Page 38 Annex 2 Sefton Links with China
Sefton School China School Date Twinned Comments 1 Larkfield Primary Sigongli Primary School November 2006
2 All Saints Primary Bashu Primary School May 2001 Not in Nan’an District.
3 Formby High Guangyi Middle School November 2006
4 Forefield Infants Nanping Experimental Kindergarten November 2006
5 St. George of England High Chongqing No.110 Middle School November 2006
6 St. Nicholas’ Yifeng Experimental School November 2006
Page 39 7 St. Oswalds Danzishi Primary School November 2006
8 St. Michael’s High Chongqing Nanping Middle School May 2007
9 St. Patricks Primary Chongqing Huangjueya Primary May 2007 School 10 Litherland High Guang zhou No 7 Middle School Oct 2004 Not in Nan ‘an
Chongqing Foreign Language 2005 Middle School Agenda Item8 11 St.Ambrose Barlow High Sports Chongqing No.18 Middle School Specialist College 12 Stanley High Sports Specialist Chongqing No.11 Middle School March 2005 College 13 Hillside High Science Specialist Chongqing Feng Mingshan Middle March 2005 College School 14 Holy Rosary Primary Chongqing Lian Guang Primary March 2005 School 15 Churchtown Primary Chongqing Shan Hu Primary School
Agenda Item8
16 St. Monica’s Primary Chongqing Tian Taigang Primary March 2005 School
17 St. Wilfrid’s High Fu Ren High School March 2006
18 KGV College Chongqing Verakin High School November 2006
19 Deyes High Shuanhu Middle School
20 Range High Requested Nov 2007
21 Greenbank High TIFERT (an international business since 2000. which is in Tianjin. college)
Page 40 The other is with No 8 Middle School in Chongqing since 2002 22 Waterloo Primary Linked with school in China
23 Thomas Gray Chongqing Shan Hu Primary * Also linked with Churchtown 24 St. Elizabeth’s Primary Linked with school in China
25 St. Benedicts Primary Linked with school in China
26 Northway Primary Changsheng No 3 Primary School, November 2006 Chongqing Now known as Subsidiary Primary School of Nan’an Teacher’s Training School 27 Holy Spirit Primary Linked with school in China
28 Green Park Primary Linked with school in China
29 Bedford Primary Chuanyi Primary November 2007
30 St Robert Bellarmine Primary Bashu Experiment School November 2007
31 Springwell Park Primary New link requested 03 Dec 2007
32 Valewood Primary New link requested Jan 08
33 Linaker Primary Long Menhao Primary School, March 2008
34 Our Lady Of Lourdes Primary New link requested 03.01.08
35 Crosby High Specialist Chongqing School For The Blind March 2008 Humanities College 36 Range High Chongqing Nankai Middle School March 2008
Page 41 37 Great Crosby Primary Changsheng Primary School March 2008
Agenda Item8
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Page 42 Agenda Item 9
Meeting: Overview and Scrutiny - Children’s Services Cabinet Member - Children’s Services
Date of Meeting : 10 th June 2008 24 th June 2008
Title of Report: Sefton Local Safeguarding Children Board (LSCB) Quarterly Reporting
Report of : Bryn Marsh This report contains Yes No Strategic Director – Children’s Services CONFIDENTIAL √ Information/ Contact Officer : Ken Black EXEMPT information by virtue of Assistant Director – Children’s paragraph(s)...... of Part 1 of Services (0151 934 2615) Schedule 12A to the Local √ Christine Mellor Government Act, 1972 Service Manager – Safeguarding (If information is marked exempt, Children (0151 934 3234) the Public Interest Test must be applied and favour the exclusion of the information from the press and public). Is the decision on this report √ DELEGATED ?
Purpose of Report By instruction by Overview and Scrutiny Committee (Children’s Services), Sefton Safeguarding Children Board (LSCB) shall quarterly report on its business plan/developments
Reason why decision required The Overview and Scrutiny Committee (Children’s Services), in accordance with the requirements of the Children Act 2004, should scrutinise and review the competence of Sefton Local Safeguarding Board (LSCB) by receiving a quarterly report on its business plan.
Recommendation(s) That Overview and Scrutiny Committee (Children’s Services) scrutinises the work of the Sefton Safeguarding Children Board (LSCB) and reports findings to the Lead Cabinet Member (Children’s Services) and in return to, Sefton Safeguarding Children Board (LSCB).
Risk Assessment Safeguarding and promoting the welfare of children is a key priority for the local authority and as the lead agency. Assessing and dealing with risk to children is a key function for the Council and rates as a high priority.
Page 43 Agenda Item 9
Corporate Objective Monitoring
Corpor Positive Neutral Negative ate Impact Impact Impact Objecti ve 1. Creating a Learning Community √ 2. Creating Safe Communities √ 3. Jobs and Prosperity √ 4. Improving Health and Well-Being √ 5. Environmental Sustainability √ 6. Creating Inclusive Communities √ 7. Improving the Quality of Council Services and √ Strengthening local Democracy 8. Children and Young People √
Financial Implications No implications. The Local Safeguarding Board has a multi-agency agreed budget, agreed on an annual basis.
2006/ 2007/ 2008/ 2009/ 2007 2008 2009 2010 CAPITAL EXPENDITURE £ £ £ £ Gross Increase in Capital Expenditure Funded by: Sefton Capital Resources Specific Capital Resources REVENUE IMPLICATIONS Gross Increase in Revenue Expenditure Funded by: Sefton funded Resources Funded from External Resources Does the External Funding have an expiry When? date? Y/N How will the service be funded post expiry?
Departments consulted in the preparation of this Report N/A
List of background papers relied upon in the preparation of this Report Attached quarterly reporting and briefing paper (Appendix 1)
Page 44 Agenda Item 9
Quarterly Reporting and Briefing Paper (Appendix 1)
Sefton Safeguarding Children Board
Quarterly Reporting & Briefing Paper to
Overview and Scrutiny Committee (Children’s Services) And to Cabinet Member (Children’s Services)
Purpose:
The Overview and Scrutiny Committee (Children’s Services) requested a quarterly reporting mechanism to be established in order for the Scrutiny and Review Committee (Children’s Services) to scrutinise the effectiveness of Sefton Local Safeguarding Children Board (LSCB).
The Sefton Safeguarding Children Board (LSCB) was set up as a result of statute under the Children Act (2004).
The Lead Member (Cabinet Member for Children’s Services) and the Director of Children’s Services are legally accountable for the safety and welfare of all children in Sefton, both personally and as proxy for the Council.
Sefton LSCB Quarterly Reporting – 4th Quarter:
1 Produce comprehensive guidelines on Safeguarding Children for all those working with children and young people in Sefton, ensuring that they are available and that all staff are trained in their use.
Current Progress: Procedures were signed off in September 2007 and launched in November 2007.These are available on Sefton LSCB’s own independent website (www.seftonlscb.co.uk ), launched on 1 st May 2008. These are also available on the Sefton Council Intranet and Internet ( www.sefton.gov.uk ), and downloadable for those agencies requiring a paper copy. A Review of the LSCB Safeguarding Procedures began April 2008 and the LSCB has commissioned an independent writer to assist in this process. The Procedures are to be completed by October 2008 and re-launched in November 2008. It has been agreed that its contents should be modular according to professional need, and supported by website search facility.
Any delays: none
Page 45 Agenda Item 9
2 Ensure that single agency and multi-agency training on safeguarding and promoting the welfare of children is provided to meet local need
Current Progress: A Training Strategy that identifies common standards has been ratified. E-learning pilot is reaching completion. Stakeholder identification completed, and will inform Training Needs Analyses. Voluntary sector Training Needs Analysis complete and safeguarding training has been identified as a priority by all agencies. Statutory agencies Training Needs Analysis is to be completed by September 2008. A multi-agency Training Pool has been identified by the LSCB and 4 dates have been set for the delivery of Pan- Merseyside Training programme throughout 2008. An Induction book has been distributed to all new and existing LSCB members and induction process agreed. Consideration is being given to accreditation of all new and existing LSCB training programmes. Plans for cross border collaboration have been formalised and a pan-Merseyside work programme has been developed. The LSCB Training programme for 2008 – 2009 has been produced and is available on the website. The LSCB Training Subgroup has identified a Development day in order to plan ahead next years training programme.
Any delays: None
3 Develop the concepts of quality, audit and performance information and implement this approach across the Safeguarding Agenda to ensure that children grow up within a safe environment.
Current Progress: A Dataset has been agreed and ratified for inclusion in the LSCB Annual Report. The Performance Management Subgroup has circulated the Section 11 (Children Act 2004) audit to partner agencies January 2008 for completion by end February 2008. This deadline has been extended until June 2008 in order to incorporate new agencies and report back to the Performance Management Subgroup in July 2008. Non-Section 11 (Children Act 2004) organisations are currently piloting audit as a good practice exercise. This will evidence any gaps, or areas for development for the non-statutory agencies in relation to Safeguarding responsibilities. The Stay Safe sub group regularly monitor key Stay Safe priorities and report to the LSCB Executive Board. A Private fostering action plan is in place and has included a wider availability of information and awareness raising to the community and professionals, this has been achieved via the press, billboard, radio and the Internet. The Local Authority was inspected in February 2008 for Private Fostering arrangements and received a ‘Good’ report for Safeguarding and Service Management and no recommendations for future action.
Any delays: None
4 Ensure that the Children and Young Peoples Thematic Group (CYPTG) address the ‘Stay Safe’ priorities contained within the Sefton Children and Young Peoples Plan (CYPP) are addressed and scrutinised in order to contribute to the development of a safe environment
Page 46 Agenda Item 9
Current Progress: Clear links between the priorities within Children and Young People’s Plan (CYPP) and the LSCB Business Planning have been established. Specific areas for action from the mapping exercise have been agreed to be superseded by new government ‘Stay Safe’ Action Plan to include the identified benchmarks and performance indicators. ‘Allegations Against Professionals’ processes have been established and embedded into the Local Authority processes. Allegations procedures have been disseminated throughout partner agencies and a helpful guidance and flowchart have been completed for the Independent and Voluntary sectors. A launch event for the Allegations guidance was held on 21 st February 2008 attended by Independent and Voluntary sector providers. National and local guidance including the LSCB produced pocket guide was provided at the launch, as well as the opportunity to give feedback and identify training needs. The Flowchart has been produced by the LSCB with the support of Sefton Counsel for Voluntary Services (CVS) and widely circulated to voluntary groups, and support systems identified. Training dates have been identified for later in the year.
Any delays: None
5 Develop work in specific areas of the ‘Staying Safe’ outcomes in order to contribute to the development of a safe environment
Current Progress: A successful Internet safety event was held in March 2008. Further training to support safeguarding children online is planned for the coming year. Accessible and user - friendly publicity and awareness raising materials are now available in a range of formats. An audit has begun of reviewing all leaflets and guidance available to children, young people and their families to ensure consistency throughout Sefton. Links have been established with the Supporting Parents Strategy, and LSCB ‘Parenting Handbook’ has been commissioned and will be widely available in two age formats by September 2008.The LSCB has established its Child Death Overview Panel (CDOP) which required to review all child deaths within Sefton. A series of cases have been discussed and a dataset to monitor trends has been agreed that will report to the LSCB on a quarterly basis. Funding for the CDOP has been identified within the Local Area Agreement however, match funding from health providers has yet to be identified. A high profile launch event has been organised by the five Merseyside CDOPs to raise awareness of the role of CDOPs. This event will take place on 25th June 2008 and Chairs of LSCBs, Chief Executives and Lead Members have been invited to attend. Sefton CDOP has planned a development day in June 2008 to consider the ongoing scrutiny of all child deaths within Sefton. The development day will also review its Procedures to ensure clarity of roles and responsibilities.
Any delays: Yes. Communication Strategy remains outstanding
Page 47 Agenda Item 9
6 Working with those providing and commissioning services to Children and Young People to ensure safe recruitment, vetting and barring practices
Current Progress: At the LSCB development day held in February 2008 it was agreed that wide local adoption of the guidance for ‘Safer Working Practice’ should be a priority for year 2 of the LSCB Business Plan. Work has begun on an equivalent guidance produced by a young person on how children and young people can expect to be treated. The Safer Working Practice guidance is now embedded in Children’s Services Induction programmes, and will be sent to new appointees with the appointment letter, and be linked to any relevant posts advertised on Sefton’s website. A half time Local Authority Designated Officer (LADO) role funded by Children’s Services was agreed in March 2008. The Allegations Monitoring Group reviewed its allegations processes in January 2008 and guidance is awaiting final ratification. Allegation’s Against Professionals, Vounteers and Carers Training has been incorporated into LSCB training plan for 2008. All schools within Sefton have the DCSF Guidance “Safeguarding Children & Safer Recruitment in Education” in place and school governors have been trained.
Any delays: Yes. Vetting and Barring Training to be identified in all agencies and reported to the LSCB.
7 Work with Adult Services to ensure children are effectively safeguarded
Current Progress : At the LSCB development day in February 2008 priorities for year 2 of the LSCB Business Plan identified the need to develop a joint protocol between Adult and Children’s Services. Models and good practice examples have been identified and forwarded to colleagues in Adult Services for consideration.
Any delays: Yes. Adult and Children Services to set identified targets in order to complete a joint protocol arrangement.
8 Engage more effectively with Children and Young People, their families and communities in raising awareness of the wider safeguarding issues in order that their view can be incorporated in the development of future plans
Current Progress: The LSCB needs to develop a Communication Strategy. This was identified as a priority for year 2 of the LSCB Business Plan. The LSCB independent Website has pages available for access by children and young people. It has been identified that these pages will be developed in consultation with the Sefton Young Advisors. LSCB needs to develop meaningful consultation with relevant groups, including children and young people under safeguarding topics.
Any delays: None.
Page 48 Agenda Item 9
9 Review structures for Sefton LSCB to enable it to fulfil its functions
Current Progress: Over the last twelve months, Sefton LSCB has reviewed its structures and significant new partners have been engaged. The LSCB development day in February 2008 consolidated the active engagement of the new members, and the LSCB’s links to the Children and Young People’s Strategic Partnership. The LSCB advertised the post of Independent Chair in May 2008.
Any delays: None
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Page 50 Agenda Item 10
REPORT TO: Overview and Scrutiny– Children’s Services Cabinet Member – Children’s Services DATE: 10 June 2008 24 June 2008 SUBJECT: Six-monthly performance report for Children’s Services 2007/08
WARDS AFFECTED: All
REPORT OF: Bryn Marsh – Children’s Services Director
CONTACT OFFICER: Liz Johnson, Partnership & Communications Manager– 0151 934 2863
EXEMPT/ No CONFIDENTIAL:
PURPOSE/SUMMARY:
To advise elected members about the six-month (end-year) performance for 2007/08, with particular regard to the Annual Performance Assessment 2007 (conducted in September 2007), Council Plan, Service Delivery Plan, associated targets, the APA dataset, the APA self-assessment 2007 and the JAR 2006 .
REASON WHY DECISION REQUIRED:
Cabinet agreed on 12 th May 2006 that reports on performance would be made to each Portfolio on a 6 monthly basis and subsequently considered by the Cabinet Member of Performance.
RECOMMENDATION (S):
Scrutiny and Review are recommended to note the targets against performance and send any comments to the Cabinet Member.
KEY DECISION: None
FORWARD PLAN: No
IMPLEMENTATION DATE: Following the expiry of the call in period for the minutes of this meeting
Page 51 Agenda Item 10
ALTERNATIVE OPTIONS: No alternative options have been considered, as it is a corporate requirement to report performance as per this report.
IMPLICATIONS:
Budget/Policy Framework:
Financial: None
2006/ 2007/ 2008/ 2009/ 2007 2008 2009 2010 CAPITAL EXPENDITURE £ £ £ £ Gross Increase in Capital Expenditure N/a N/a N/a N/a Funded by: N/a N/a N/a N/a Sefton Capital Resources N/a N/a N/a N/a Specific Capital Resources N/a N/a N/a N/a REVENUE IMPLICATIONS Gross Increase in Revenue Expenditure N/a N/a N/a N/a Funded by: N/a N/a N/a N/a Sefton funded Resources N/a N/a N/a N/a Funded from External Resources N/a N/a N/a N/a Does the External Funding have an expiry date? Y/N When? How will the service be funded post expiry?
Legal: Legal implications are considered in setting performance targets and during service delivery
Risk Assessment: Not monitoring performance is considered to the a high risk and therefore performance reporting is carried out on a monthly basis within Teams, quarterly at Management Team and bi-annually to Cabinet Member with ad-hoc reports to address performance issues as required.
Asset Management: Asset Management implications are considered in setting performance targets and during service delivery.
CONSULTATION UNDERTAKEN/VIEWS Discussion has taken place with each division in the department during the compilation of this report and their views incorporated. Furthermore discussions have taken place with Children Services partners whilst constructing the self-assessment statement for the recent APA and the subsequent APA report and have therefore been used within this report.
Page 52 Agenda Item 10
CORPORATE OBJECTIVE MONITORING:
Corporate Positive Neutral Negative Objective Impact Impact Impact 1 Creating a Learning Community √
2 Creating Safe Communities √
3 Jobs and Prosperity √
4 Improving Health and Well-Being √
5 Environmental Sustainability √ 6 Creating Inclusive Communities √ 7 Improving the Quality of Council Services and √ Strengthening local Democracy 8 Children and Young People √
LIST OF BACKGROUND PAPERS RELIED UPON IN THE PREPARATION OF THIS REPORT
None
Page 53 Agenda Item 10
Children’s Services: 2007/2008 six-monthly performance report (end year)
1. Risks
1.1 Risks are managed within Children’s Services as part of its performance management framework. The Departmental Plan and Service plans identify key risks against objectives and are managed accordingly by those named as responsible for the objective. The Director of Children’s Services will discuss with all service managers their year work programme (Individual Work Plans), which help to identify and confirm responsibilities and accountabilities for areas of work and associated risks e.g. child protection, IT services.
1.2 Corporately, Children’s Services have one key risk “ Breach of Legislation likely to lead to court action” - to manage. Children’s Services have identified resource to manage and control policies and procedures relating to children and associated services. New legislation is swiftly identified, summarised and distributed. In addition to this regulatory and statutory inspections (including the Annual Performance Assessment) provide a safeguard as a “process check” that legislation is being adhered to. Subsequent reports show that CS is effective.
2. Service achievements
2.1 The recent (September 2007) Annual Performance Assessment (APA) is still current and the feedback, both positive and negative, has now been communicated and dealt with accordingly. The service is now leading with partners on the self-assessment for the APA 2008. This will be submitted in June 2008 with the assessment and markings confirmed or otherwise by September 2008.
2.2 Key achievements recognised from the APA 2007 include:
• Sefton Metropolitan Borough Council’s contribution to improving outcomes for children and young people is good. Outcomes are mostly better than similar authorities and the national average
• The council has a relentless focus on outcomes for young people and is striving to improve services year-on-year. It is responsive to external advice and scrutiny and is proactive in commissioning reports that lead to further improvement. Young people’s needs are rigorously assessed and services personalised so that each individual can be healthy, be safe, enjoy and achieve, make a positive contribution and achieve economic well-being. The gap between most children and vulnerable pupils is narrowing. The council’s capacity to improve is good.
• Schools continue to make a particularly good contribution to promoting healthy lifestyles. Almost all are judged in their latest inspection to be good or better in enabling learners to be healthy. Schools value the efforts of local agencies to help children eat healthily and participate in exercise and sport. The council achieved the July 2007 target of 54% for the number of schools with Healthy School status
• In partnership with the local police force, the council has made progress in tackling issues in relation to youth gangs in the south of the borough. Agencies have worked particularly well together to tackle bullying, which is having a positive impact.
• Pupils make good progress between Key Stages 2 and 4. The standards that pupils reach by the end of Key Stage 3 are above the national average and above those reached by pupils in similar authorities
• The majority of children attend and enjoy their time at school. Fewer than average pupils are excluded from school and behaviour is judged in Ofsted inspections as mostly good or better.
Page 54 Agenda Item 10
• Actions to prevent offending and re-offending, including a good approach to restorative justice, have had a positive impact. Re-offending rates are below the national average. The council acted promptly to identify that a change in local policing caused offending rates to rise and this is now being tackled
• School inspections reveal that over 80% of schools are good or better at enabling pupils to achieve economic well-being and over a third are outstanding. These percentages are higher than found in similar authorities.
• Partnership and inter-departmental working is strength. There is substantial involvement of the voluntary and community sector. The council ‘runs a tight financial ship’ and has achieved good or better outcomes with relatively low income. It is innovative in accessing funding and gives good value for money. It has invested well in the training and development of its workforce.
2.3 Full APA 2007 report was attached to the previous 6-monthly performance report.
2.4 Performance against specific actions within the Corporate and Departmental Plan is good. All areas are on target, but with revised targets for the key area of Investors In People accreditation.
2.5 Notable achievements so far this year (other than the APA feedback) are:
• Partnership working under the guidance of the 14-19 executive group has led to successful bids for new diplomas through Gateway 2 Sefton and is now well placed to deliver on the Government’s developing diploma strategy. • The new 6 th form centre development has been launched and will significantly aide the raising of standards of attainment of students post 16. • Good progress is being made with the rollout of the Common Assessment Framework with over 40% of the Borough now covered. • The Primary Capital Strategy has been developed and is out for consultation. Submission to DCSF will be by mid June and when approved will release £10m in the first 2 years of the programme. • Equality and Diversity manual finished and distributed to all Sefton schools. On 23 April 2008 The North West Employers held their second celebration event for the Equality and Diversity Awards at the Lowry Hotel, Salford. Sefton won an award as a direct consequence of consultation a project was developed to work alongside the Gypsy and Traveller community to develop a Key Stage One book supported with awareness raising sessions in schools. • Local Area Agreement reward targets are currently on schedule. • Ofsted judgements provide evidence of a strong improvement trend for childcare since when termly support, monitoring and challenge visits were established and improvement support was negotiated with managers. • Across the 7 phase 1 Children’s Centres, during April 2007 to March 2008, over 6,000 children and families have accessed the many services provided in the centres. • For IiP – good progress is being made. However, the timescales for achievement of IiP status has now been revised to April 2009.
3. Knowledge and Qualitative information
3.1 Key findings from reports, consultations and inspections that went into helping select key areas for this report include:
• Annual Performance Assessment 2007 • Service Area 6 month reviews • Children and Young People’s Plan consultation with schools and chimed with data analysis.
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4. Corporate or cross-cutting issues
4.1 Equalities : Council have been confirmed as standard level 3. Equality group has approved manual for schools. Award given at NW event.
4.2 Sickness Rates : Currently being analysed. Verbal update due at the meeting.
4.3 Sustainability : Verbal update due at meeting.
4.4 Business Continuity Plan : Emergency plan for Children’s Services and for schools has been finalised and is in place.
4.5 Data Quality : Quality procedures in place.
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REPORT TO: CABINET MEMBER – CHILDREN”S SERVICES
DATE: 24 JUNE 2008
SUBJECT: HANDBOOK FOR FOSTER CARERS
WARDS AFFECTED: ALL
REPORT OF: DIRECTOR CHILDREN’S SERVICES
CONTACT OFFICER: ANNE HARVEY DEBBY RIGBY (EXECUTIVE INTERN) EXEMPT/ CONFIDENTIAL: NO
PURPOSE/SUMMARY: The handbook for foster carers in Sefton required some updating.
REASON WHY DECISION REQUIRED:
Legislation and procedures had changed and some foster carers found the document difficult to access.
RECOMMENDATION(S):
The Cabinet Member is recommended to: • approve the handbook for foster carers. • authorise the distribution of the updated document to all existing and new foster carers in Sefton.
KEY DECISION: No
FORWARD PLAN: Not appropriate
IMPLEMENTATION DATE: Following the expiry of the call-in period for the Minutes of the Cabinet Member meeting
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ALTERNATIVE OPTIONS: Sections within the handbook may be updated on a regular basis to reflect changes in legislation and council policy and procedures.
IMPLICATIONS:
Budget/Policy Framework: No additional budgetary implications.
Financial:
2006/ 2007/ 2008/ 2009/ 2007 2008 2009 2010 CAPITAL EXPENDITURE £ £ £ £ Gross Increase in Capital Expenditure Funded by: Sefton Capital Resources Specific Capital Resources REVENUE IMPLICATIONS Gross Increase in Revenue Expenditure Funded by: Sefton funded Resources Funded from External Resources Does the External Funding have an expiry date? Y/N When? How will the service be funded post expiry?
Legal: Not applicable
Risk Assessment: Not applicable
Asset Management: Not applicable
CONSULTATION UNDERTAKEN/VIEWS
11% of Sefton’s Foster Carers were interviewed and their views were collated and informed the updating and re-writing of the new handbook. The interviews also provided Children’s services with additional information about operational issues. These have since been passed on to relevant staff within the service. Specific sections of the handbook required specialist knowledge and this was obtained from a variety of specialist sources such as the school nursing service, Sefton’s health unit and from experienced Sefton social workers.
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CORPORATE OBJECTIVE MONITORING:
Corporate Positive Neutral Negative Objective Impact Impact Impact 1 Creating a Learning Community √ 2 Creating Safe Communities √ 3 Jobs and Prosperity √ 4 Improving Health and Well-Being √ 5 Environmental Sustainability √ 6 Creating Inclusive Communities √ 7 Improving the Quality of Council Services and √ Strengthening local Democracy 8 Children and Young People √√√
LIST OF BACKGROUND PAPERS RELIED UPON IN THE PREPARATION OF THIS REPORT
Handbook for Sefton Foster Carers 2007 Handbooks for foster carers from local authorities across England Internet research into foster carer procedures from Children’s Service departments across England National Minimum Standards – Fostering Services regulations Health information leaflets
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1. BACKGROUND
1.1 The foster carers handbook was in need of updating, both in its content and presentation. The aim was to include all updates in legislation and procedures and to make the document as accessible as possible. In order to do this plans were made to interview at least 10% of Sefton’s foster carers. It was also agreed to include the expertise of personnel from health, education and social care in Sefton when updating relevant information.
2. RESEARCH AND FINDINGS
2.1 Experienced social workers provided the up to date legislation and procedural information whilst members of the health unit, drugs teams, police, school nursing service and primary care trusts provided information relevant to their experience and expertise.
2.2 11% of Sefton’s registered foster carers were interviewed. All had heard of the 2007 handbook but found most of it heavy going. They asked for it to be presented differently. They asked for a reduction in the academic philosophy and asked for more information on day to day issues. Information from handbooks from Children’s Services across the country proved useful and in providing new sections and helpful information. 2.3 Foster carers used the interviews to share their views about the handbook, but also used the opportunity to talk about fostering in general and some suggested ideas that may be of interest to council.
2.4 Foster carers wished that personnel did not change so often. Most believed that too few people are doing too much work, become ill, leave and then are difficult to replace. Foster carers felt that the training offered to them was appropriate and thorough and updates were regularly received. When a training course was inappropriate, foster carers views were immediately taken on board and the course was altered. (Health and Safety) Particularly useful courses were reported as Alcohol Foetal Syndrome and Attachment.
2.5 Some carers felt that they should have completed record keeping, health and safety and first aid courses before children were placed with them.
2.6 Foster Carers said that they did not attend training as often as they would like to because they did not wish to leave the children they are looking after. Foster carers asked for more individual home training, more evening sessions so that family members could baby sit and more crèche facilities at the course centres.
2.7 Some foster carers asked for training dvd’s to watch at convenient times in their own homes and said they would like training courses to be held in Southport and Formby more often. Foster carers asked for a course on the workings of the courts. Some foster carers would like more courses on Life Story Work. Most foster carers asked for e mail and on line services from social care.
2.8 Foster carers reported a growing pressure to care well for one foster child on the money provided. Foster carers with three children found the amount acceptable. They said that clothes, favourite foods, trips out, toys, clubs and activity fees were all expensive and that they want the children they care for to have access to the best
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possible. Foster carers asked for financial allowances for foster carers to be looked into and increased if possible, particularly for the first child.
2.9 Foster carers interviewed all knew that they would get paid more money if they went to a private agency, but most were happy to stay with Sefton because of the advice and support they receive and the commitment of the family placement team. Some carers had recently been considering private fostering, as they felt that fostering only one child cost the family too much money.
2.10 The resultant Foster Carers Handbook is attached at Annex 1
3. RECOMMENDATIONS 3.1 The Cabinet Member is recommended to:
• approve the handbook for foster carers. • authorise the distribution of the updated document to all existing and new foster carers in Sefton.
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Annex 1 Welcome
Welcome to your Foster Carers’ Handbook. It has been written after extensive consultation with Children’s Services personnel and experienced foster carers.
The handbook begins with a letter of thanks from Sefton Children’s Services Director, Mr Bryn Marsh and is followed by a contents list.
Section one contains information regarding legislation and orders, much of which will have been covered in your training programme.
Section two explains contact arrangements, whilst sections three and four contain information about reports and meetings.
Section five will assist you with record keeping and section six contains a useful a – z of information that you can dip into if and when you need it.
The final section contains useful contact information, reading lists, website addresses and suggested books for your children to read.
Throughout this handbook the word ‘child’ has been used to cover all babies, children and young people aged 0 – 19. As legislation, booklists and procedures change, you will receive regular updates to this handbook. Please file appropriately.
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Letter of thanks
Dear Foster Carer,
It is with great pleasure that I write to you as a newly appointed foster carer for Sefton Children’s Services and introduce you to our handbook.
This handbook is under constant review and additions and amendments will be sent to you as they arise. I hope that the handbook proves to be a helpful resource to you.
If there are any aspects of your fostering that are not covered in the handbook, which you need further advice about, please speak to your family placement worker.
We are really fortunate in Sefton to have such a skilled group of foster carers who demonstrate again and again their commitment to giving children and young people a good start in life. Please take up the regular training offers to keep your knowledge and skills up to date.
I would like to use this opportunity to express Children’s Services appreciation of the work that you and your families do to support us in providing an excellent service.
Yours sincerely,
Bryn Marsh Director of Children’s Services
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CONTENTS
Section 1
Legislation for Looked After Children Parental Responsibility Section 20 Emergency Protection Order Interim Care Order Section 31 Care Order Section 8 Orders Contact Order Specific Issues Order Prohibited Steps Order Supervision Order Courts Special Guardianship Order 2004 Children Act Leaving Care Act 2000 The Needs Assessment Pathway Plan The Personal Advisor Financial Support for 16 or 17 year olds The Core Standard Act 2000
Section 2
Contact
Section 3
Reports, Forms & Meetings in respect of Looked After Children Placement Planning Meetings Individual Placement Agreement Children’s Guides LAC Reviews Action & Assessment Records Child Protection Case Conferences Core Group Meetings Care Planning Meetings Child Permanency Report Personal Education Planning Forms (PEP’s) Individual Education Plans (IEP’s) Social Worker Statutory Visits Unplanned Placement End Meetings Fragile Placement Meetings
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Section 4
Reports, Literature Forms & Meetings in respect of the Fostering Role Foster Care Supervisory Visit The Foster Care Annual Review
Section 5
Record Keeping for Foster Carers Methods of Recording Confidentiality of Information
Section 6
A - Z Accidents Adoption Alcohol Allegations against Foster Carers Attachment Attention Deficit Hyperactivity Disorder Babysitting Bedwetting and Soiling Birth Certificates Bullying Car Safety Child Development Children’s Participation Confidentiality Consents Compliments and Complaints Corporal Punishment Death of a Child Dental Care Difficult behaviour and Positive Discipline Dinner Money Discrimination and Inequality Drugs and Solvent Misuse Eating Difficulties Education Equal Opportunities Exit Interviews Finances Fostering Network Fostering panel
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Guardians Hair Care Health and Safety Hepatitus HIV and Aids Holidays Identity and Heritage Illness Independent Visitors Insurance Leisure Passes Life Story Work Loss, Grief and Bereavement Luggage Media Medical Examinations and health Assessments Missing from Care Moving On Names National Insurance Ofsted Passports Pets Placement Support Workers Racism Religion Safer Caring Sexual Health Sleepovers Smoking Statement of Purpose Storage of Documentation Substance Misuse Training Vegetarianism Whistle Blowing
Section 7
Useful Contacts Reading & Reference Material Books for Children
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Legislation for Looked After Children and Foster Carers
On your Preparation for Fostering Course you will have received information about the legislation, which is pertinent to the process of children living away from their birth parents. This information was provided both in the delivery sessions and in Section 2 of your preparation pack.
It includes Child Care legislation as well as legislation applicable to Fostering Services/Agencies.
To remind you of this legislation here is a summary.
The 1989 Children Act underpins all work relating to the care and welfare of children. The Act stresses “the welfare of the child is paramount”.
Relevant sections of the Act are:-
Parental Responsibility (P.R)
This is the term used to emphasise the parent’s responsibility and rights towards their child. A mother always has P.R., a father has it if married to the mother or if his name is on the birth certificate. A father can acquire P.R. in other circumstances by applying to the Court. Another adult can gain P.R. by virtue of Residence Orders and Special Guardianship Orders. In such cases parents with P.R. still retain it.
When a Care Order (Section 31) is granted the Local Authority gains P.R. alongside others who have P.R. (see Court Orders). When an Adoption Order is made the only people who hold P.R. are the Adoptive parent(s).
Section 20 – If a child you look after is accommodated (Section 20) with you this means their parent(s) retain all parental responsibility. The child is looked after on a voluntary basis and the parent with parental responsibility can ask for their child to return to their care at any time without giving any notice.
Emergency Protection Order – If a child’s safety is immediately threatened, the Local Authority can apply straight away to the Court for such an Order (E.P.O.). The order means a child can be removed from home for up to eight days. If the child is in hospital the order means the child cannot be discharged by anyone other than Sefton Children’s Service.
If after eight days it is still deemed unsafe for the child to return to the care of their parent(s) an Interim Care Order must be applied for by Sefton Children’s Services.
Interim Care Order – This order means the Court can direct that a child lives away from home in a Local authority approved placement which could be Foster Care whilst assessments and care plans are undertaken and determined by the Local Authority. When all relevant reports and assessments are completed and filed with the Court, the Judge will then decide whether a Section 31 Care Order should be made or not. A Interim Care Order (ICO) gives some parental responsibility to the Local Authority.
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Section 31 Care Order
When a child is the subject of a Section 31 Care Order this means that the Court has made such an Order and the child cannot move out of Local Authority Care without the leave of the Court or they reach the age of majority i.e. eighteen years of age.
This order gives Parental Responsibility to the Local Authority. The parent(s) still retains their parental responsibility but they share it with the Local Authority.
Remember – As a Foster Carer you do not gain parental responsibility.
Section 8 Orders
• Residence Order – This order is made by the Court. It decides where a child can live and gives parental responsibility to the adult(s) the child moves to live with. The parental responsibility is shared with the child’s parent(s).
As a Foster Carer you can apply for a Residence Order on behalf of the child who lives with you provided the following applies:-
- The child is the subject of a Section 31 Care Order and consent is given by Sefton Children’s Service.
- The child has lived with you for a minimum of three years.
- The child is accommodated under Section 20 1989 Children Act and you have the consent of the people with parental responsibility for the child.
- You are a relative of the child.
- You have consent from Sefton’s Children’s Service to take the application.
- You have ceased to be a registered Foster Carer for Sefton M.B.C. and the child left your care more than six months ago.
If you are considering applying for a Residence Order on behalf of a child points to note are:-
- Sefton Children’s Service may be able to pay your legal costs.
- You may be eligible for a Residence Order allowance.
- Residence Orders cease when a child reaches the age of sixteen years. Full parental responsibility reverts to the parents. In exceptional circumstances the order can be extended.
- The making of a Residence Order discharges a Care Order.
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- The Local Authority will not hold any parental responsibility and the Children’s Social Care Service may no longer be involved with the welfare of the child.
• Contact Order – If parents cannot reach an agreement about contact arrangements the court can make a Contact Order . This order can cover where a child stays, who a child can visit and how often. It can determine whether a child can receive letters or phone calls from their parents.
The Order may also state whether the contact should be supervised.
• Specific Issues Order – If a dispute occurs about a child’s welfare e.g. medical treatment or which school a child attends, the matter can be referred to court where a decision will be made.
• Prohibited Steps Order – The court can impose specific restrictions on a parent from exercising their parental responsibility e.g. taking a child out of the country.
The Local Authority can only apply for such an order if the child is accommodated under Section 20.
A Section 31 Care Order enables the Local Authority to put on such restrictions.
• Supervision Order – The court can grant such an order which means the child continues to live at home but must receive support, advice and guidance from a social worker i.e. supervision. A supervision order may have a time limit imposed with it.
Courts
Care Proceedings are heard in the Family Proceedings Court or in more complex cases, the High Court.
As a foster carer in some cases you may be asked to give evidence as a witness in court. If this happens you will be guided through the process by your supervising social worker, the child’s social worker and a Legal representative from Sefton M.B.C. A member of the Family Placement Team will attend Court with you.
If you have kept records about the child whose case is being heard in Court do go through these with the legal representative and your social worker.
Criminal proceedings are heard in Youth Courts, Magistrates Courts, Crown or High Courts.
If a child over ten years of age has committed an offence they may have to appear before a Youth Court. The child will be represented by a solicitor and their social worker and a member of staff from the Youth Offending Team will offer advice to the child and their parents.
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If the child you care for has been the victim of an offence against them by an adult they may have to appear in Court as a witness. There are strict guidelines and procedures about a child’s appearance in Court in such circumstances. These will be explained to you and the child by the child’s social worker. Arrangements can be made for you and the child to visit the Court before they have to appear.
Children in such circumstances will need much reassurance but remember they cannot be coached in giving evidence. If they are this could jeopardise the case.
The Adoption and Children Act 2002
Special Guardianship Order – This court order appoints a person(s) to be a child’s Special Guardian. It gives parental responsibility to this person(s). The parent retains limited parental responsibility. It gives more responsibility than a Residence Order but is not equal to Adoption.
It is primarily for children who need permanence but still wish to maintain a legal link with their birth family. They do not wish to be adopted. Special Guardians cannot change a child’s name or take the child abroad for more than three months without the permission of the person with P.R. or leave of the court.
As a Foster Carer, you can make an application for a Special Guardianship Order if the child has lived with you continuously for twelve months immediately before the application.
A Special Guardianship Order negates a Care Order but Section 8 Contact Orders can still be made. The Local Authority will not hold P.R. and the Childrens Social Care Service may no longer be involved with the child.
In some cases the Local Authority can provide Special Guardianship Allowances.
2004 Children Act
This legislation introduced the concept “Every Child Matters” from which five outcomes were determined as essential to well-being in childhood and later life. All welfare agencies embrace these five outcomes and for you as Foster Carers the National Minimum Standards (2002 Care Standard Act) are matched to these outcomes which are:-
• Being healthy (Standard 12) • Staying Safe (Standards 3, 6, 8, 9, 15, 30) • Enjoying and Achieving (Standards 7, 13, 31) • Making a contribution (Standards 10,11) • Achieving Economic Wellbeing (Standards 14 and 29)
N.B. Full details of the above are written in the Statement of Purpose.
Leaving Care Act 2000
The main purpose of this Act is to improve the life chances of young people living in and leaving Local Authority care. It aims to :- Page 70 Agenda Item 11
• Delay young people’s discharge from care until they are prepared and ready to leave. • Improve the assessment, preparation and planning for leaving care. • Provide better personal support for young people after leaving care. • Improve financial arrangements for care leavers.
Sefton M.B.C. has a dedicated Leaving Care Team and every young person who is Looked After will be referred to this team at the age of fourteen years. The Leaving Care Team has strong links with other key agencies, Housing, Education, Health, Careers and Voluntary Organisations as well as employment agencies.
At the LAC Review prior to the young person’s sixteenth birthday, the social worker will have decided upon a plan of action to complete the young persons needs assessment .
The Needs Assessment
The young person’s social worker has responsibility for co-ordinating the assessment in liaison with a worker from the Leaving Care Team. They will consult with the young person as to who to involve in the assessment. This could be :-
• Parents and/or those with Parental responsibility. • Foster carers. • Representative from school or college. • Health advisor/doctor. • Advocate or Independent Visitor. • Personal Advisor • Any other person with a significant contribution to make.
The following areas to be addressed are:-
• Health and development. • Education, training and employment. • Support available from family and other relationships. • Financial needs. • The young person’s practical skills. • Support and accommodation.
This assessment must be completed three months before the young persons sixteen birthday. A written record will be made and this will include how information was obtained and the decisions agreed during the process. A copy must be given to the young person. Copies can be given to other people if the young person agrees.
The needs assessment will form the basis of the young persons Pathway Plan.
Every young person who is Looked After at the age of sixteen years will have a “Pathway Plan ” and be allocated a personal advisor . This plan is a legal requirement and is reviewed every six months until the young person reaches the age of twenty one years (longer if the young person is on an agreed education or training course).
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Pathway Plan
A member of staff from the Leaving Care Team usually the Personal Advisor will complete the Pathway Plan. The plan should include:
• Personal support • Accommodation • Education and Training • Employment • Family and social relationships • Practical and other skills • Financial support • Health needs • Contingency planning
The plan will also include:-
• How the identified needs are to be met. • Who is responsible for meeting them. • When action will be taken to meet the needs. • The level of contact between the young person and personal advisor. • The information from the needs assessment. • Information from the young persons care plan.
A copy of the plan must be given to the young person and made available to those people who have a role in delivering the plan (with the consent of the young person).
The Personal advisor
Every Looked After young person by the age of sixteen years will have a personal advisor until at least the age of twenty one years old.
The role of the personal advisor is to:
• Provide advice and support. • Prepare the Pathway Plan. • Be responsible for the six monthly reviews of the Pathway Plan. • Ensure the Plan is met. • Link in with the Connexions Service. • Co-ordinate the provision of services and take reasonable steps to ensure the young person makes use of such services. • Keep a written record of all contacts with the young person. • Keep in touch with the young person and informed about their progress. • Provide the young person with a copy of the Leaving Care Guide which includes information about the complaints process.
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Financial Support for 16 or 17 years olds
Young people aged sixteen years and seventeen years and who are Looked After are not entitled to claim benefits i.e. Income Support, Job Seekers allowance or Housing Benefit.
For the young person in foster care the Local Authority will be responsible for their financial support according to their employment, training or education status.
As a foster carer to a sixteen and/or seventeen year old you will be given details about the maintenance payments from the young persons social worker, your supervising social worker and/or the Boarding Out Finance Section of Sefton M.B.C.
As a Foster carer to a sixteen and/or seventeen year old person you have a crucial role in advising, guiding and supporting the young person through the Leaving Care Process. (Standard 14 – Preparing for Adulthood).
The Care Standards Act 2000
This Act gives powers to OFSTED, the Office for Standards in Education, Children’s Services and Skills, to monitor and regulate the conduct of Local Authorities with regard to the Fostering Services they provide. This is achieved through the Fostering Service Regulations 2002 and Foster Care National Minimum Standards.
All Fostering Service Providers are inspected annually by OFSTED and a report on the findings is published on the Internet. As a Foster Carer for Sefton M.B.C. you will be consulted during the annual inspection. The national minimum standards are addressed in the Statement of Purpose and the Foster Carers Abridged Version of this document.
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Contact
The Children Act creates a duty to promote contact between a child who is being looked after and those connected with him or her. This includes parents, siblings, anyone with parental responsibility and any relative or friend, unless it is not practicable or consistent with the child’s welfare.
Where a child is Looked After, the Local Authority must allow reasonable contact with the child’s parents, any guardian and any person with whom the child was living under a court order immediately before the Care Order was made. Such contact may only be refused in an emergency for up to seven days, or by order of the Court.
As Foster Carers you will assist the work of the Local Authority by facilitating contact between the child/young person and those individuals named in the Care Plan and the Placement Agreement.
Contact may take a number of forms and is not always a face-to-face meeting. The type of contact, its duration and frequency will be made clear in the Placement Agreement, however as Foster Carers you should be proactive, sensitive and creative in the ways in which you assist a child to maintain links with their family or origin and help keep options open for contact in the child’s future. Letters, phone calls and photographs can help a child to make sense of their history and family importance. Recorded information will enable you to talk to the child about her/his family background.
Parental contact for the Looked After child can help to assess the child’s sense of self. It is important to the planning process for the child.
• Contact aids in assessing attachments, family dynamics and the child’s and parents views and expectations of each other. • Contact may facilitate the grief process. • Contact may be used to facilitate new attachments by decreasing loyalty issues and empowering new caregivers. • Contact may help in the disengagement process.
Contact with siblings is also important whether that be with brothers and sisters who are still with parents or who are in placements as well.
As Foster Carers it is important that you monitor a child’s moods, before and after contact and that you communicate these effectively with the child’s social worker and at meetings.
Contact arrangements are constantly reviewed and take into account the type of placement a child is in. If a child is fostered with you on a short-term basis there is likely to be a high level of contact with their birth family for reasons given earlier.
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If a child is fostered with you on a permanent basis it may be that the contact arrangements with birth family are not as frequent.
In determining the level of contact the social worker must always take into account.
• The child’s wishes and feelings. • The safety of the child (supervised or not). • The need for the child to form new attachments.
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Reports, Forms and Meetings in respect of Looked After Children
At the start of a placement you must receive:-
Placement Plan 1 form - This form gives details about a child’s day to day needs and how they can be met in their placement. It records essential names and addresses and any medical treatment the child is receiving. It also gives consent to medical treatment.
The form is completed by the child’s social worker.
Essential Information Record Part 1 – This form holds important personal information about the child and should be updated before each LAC Review. Again, this form is completed by the child’s social worker.
You will also receive :-
Placement Plan 2 form – This gives detailed information about a child’s everyday routines.
Essential Information Record Part 2 – this contains more comprehensive information about a child’s background including the legal and placement histories.
These two forms should be completed if possible at the start of a placement by the child’s social worker. If it is not possible they must be completed within fourteen days of the date the placement begins.
As a foster carer, please make sure you read these forms thoroughly and if you have any queries ask the child’s Social Worker as soon as possible. These forms are designed to help you use the information to help settle the child in your home.
Remember – all information received is confidential.
Placement Planning Meetings
This meeting will be held prior to a placement being made if the placement has been planned and is then agreed.
In the case of emergency placements this meeting must take place within five working days of the commencement of the placement.
The purpose of the meeting is to discuss and clarify the plans for the child, arrangements for contact, determine the roles and tasks of those involved in the care and welfare of the child and the reason and probable duration of the placement.
The meeting is called by the child’s Social Worker and chaired by their Manager. Those invited to attend are:-
• Foster Carers. • Social Worker for the child. • Parent and/or advocate or anyone else who holds parental responsibility.
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• Child if old enough and they want to attend. • Supervising Social Worker, Family Placement Team.
This meeting is recorded and all present will sign it. Dissenting views will be recorded. As a Foster Carer you will receive a copy of this minuted meeting.
Individual Placement Agreement
This form will be completed just prior or as soon as possible after the start of the placement, with you and a Social Worker from the Family Placement Team. This form records agreed roles and responsibilities for you as the Foster Carer and Sefton Children’s Service in respect of the child being placed in your home. You will be given a copy of the completed form.
Children’s Guides
Every child who becomes Looked After must receive an age related guide to being Looked After by the Local Authority. The guides have been produced in three age related categories:-
0-5 years 5-12 years 13 years and above
The Social Worker for the child is responsible for giving the guide to you for young children and to the child themselves, if they are old enough to be able to read and understand it.
The guide helps a child understand why they are unable to live with their parent(s), what will happen now they are looked after and who will visit them and determine their future plans.
As a Foster Carer these guides are a useful tool for you to use to help a child settle and understand what is happening to them.
The guides give details about how complaints and representations can be made.
L.A.C. Reviews
The LAC Reviews are statutory requirements under the 1989 Childrens Act and they serve to review the plan for the child, assess progress and decide future work to be done.
Topics routinely covered are:-
• Legal status of child • Plan for the child • Placement issues and views of Foster Carers • Health • Education • Contact Page 77 Agenda Item 11
• Child and Parents view They must be held at specified intervals :-
• Within four weeks of the commencement of the placement – 1 st Review. • Within three months of the 1 st Review. • Thereafter every six months for the duration of the placement.
The LAC Reviews are chaired by an Independent Reviewing Officer (IRO). These people are staff members of Sefton Reviewing and Safeguarding Team. Whilst they are employees of Sefton Children’s Service they are not involved in the day to day planning process of the child who is Looked After, hence the independent title.
Those invited to attend are:-
• Child • Parent and/or advocate or anyone else with parental responsibility • Foster Carer(s) • Social Worker for the child • Supervising Social Worker from Family Placement Team • Support Worker (if appropriate) • Other welfare professionals (if appropriate)
The child’s Social Worker will complete a review document prior to the review meeting.
Children are encouraged to be pro-active in their review and consultation/participation documents are provided for them to complete. As their Foster Carer you can help with this process.
Reports can be provided to the Social Worker prior to the review by Allied Welfare Professionals.
Your attendance and contribution is vital to the review as you, as a Foster Carer are able to provide a wealth of information having detailed knowledge of the child you look after.
The meeting is documented by the I.R.O. and a copy will be sent to you as the child’s Foster Carer and to the child you care for.
It is important to know that at the child’s second review (four month review) the Social Worker must have written a Permanence Plan for the child.
This may be that work is being undertaken to rehabilitate the child with their parent(s). It could be that recommendations are being made to find alternative permanent care for the child through Adoption, Special Guardianship Order or Long- term Foster Care.
If rehabilitation is an option the Social Worker will probably also run a Twin Track Plan – this means that those people involved in permanent family finding will be alerted by the child’s Social Worker that a permanent placement may be needed if the rehabilitation plan is not successful. Page 78 Agenda Item 11
Action and Assessment Records
There are six age related Action and Assessment Records which are completed at regular intervals. They should be used to assess the child’s progress in relation to improvements. The areas that are focussed upon are health, education, identity, family and social relationships, social presentation, emotional and behavioural development and self-care skills.
As a Foster Carer you can together with the child you care for complete sections of the form. The child’s Social Worker will co-ordinate and collate the information collected. Assessments can then be made as to which objectives have been met and what needs to be focussed on.
Child Protection Case Conferences
These meetings are held following an incident of abuse or alleged abuse against a child. The purpose of the meeting is to consider the information available and make protection plans for the child.
This is a multi-agency meeting to which the police, health, education and other agencies will be represented as well as Children’s Services personnel. As a Foster Carer (if not implicated) you may be invited to such meetings. You will need to consider how to make a useful, contribution and respect confidentiality.
You may wish to speak with the Social Worker or Chair (member of staff from Reviewing and Safeguarding Team) prior to the Conference to advise them of what you wish to say.
Take notes with you as an aide memoire to absorb the contributions of others as their views may affect what you have to say.
Core Group Meetings
If a child is the subject of a Child Protection Plan regular Core Group Meetings will be held which are organised by the child’s key worker, this is usually the child’ Social Worker. This meeting will discuss the Child Protection Plan to make sure identified actions and tasks are being carried out.
As a Foster Carer you have an important contribution to make to such meetings as you will have noted the child’s progress in placement, hear or note any worries or anxieties the child may have and be able to act as a voice for the child if necessary.
Care Planning Meetings
Throughout the time a child is Looked After the child’s social worker will call meetings on a regular basis in between the Statutory Review Meetings. These Care Planning Meetings will ensure appropriate actions, plans and tasks for the well-being of the child are being carried out.
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If you have issues you wish to discuss about the planning for the child in your care please discuss this with your Supervising Social Worker and the child’s Social Worker and together you can determine whether a Care Planning Meeting should be called, before the next one that is scheduled. In some cases it might be that a Fragile Placement Meeting is required (see below).
Child Permanency Report
When a child’s Care Plan has identified that a permanent placement is needed for the child, the Social Worker must begin the Child Permanence Report. This is a very detailed document about the child’s family background, the child’s history, previous placement experiences (if relevant) and how the child has progressed and their experiences and behaviours whilst being Looked After.
As the child’s Foster Carer you will have important contributions to make to this report.
This document will form the basis of the information needed to family find for the child, be that, secured through Adoption or Long-term Foster Care. Permanent Carers need to know as much information as possible about the child in order for the most appropriate match to be made.
Personal Education Planning Forms and Meetings (PEP’s)
As soon as a child becomes Looked After the Social Worker will inform the school and initiate a Personal Education Plan (PEP). Both the child’s Social Worker and the designated teacher at the school will complete their relevant sections of the form and then a key person is identified to complete a section with the child.
Once all the relevant sections have been completed the designated teacher and Social Worker will agree a date for the PEP meeting and who will be invited. The Social Worker will issue the invitations and the teacher will be responsible for copying the form for the meeting. The meeting will agree and endorse the already completed sections and it will set the long-term objectives and short-term targets, noting actions and identifying who is responsible for completing them. A review date will be set at the meeting and a copy of the completed document circulated to all those who have participated in its completion.
The PEP should be in place within twenty days of a child becoming Looked After.
Individual Education Plan
If a child is on the schools Special Needs Register an Individual Education Plan or Personal Profile will be completed by the Special Needs Co-ordinator and the class teacher.
Copies of this document are given to the child’s Social Worker and as a Foster Carer you can request to see this.
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Social Worker Statutory Visits to the child in your care
It is a legal requirement for the child’s social worker to see the child in their placement at specified times. These are:-
• Within the first week of placement • At least every six weeks in the first year of placement • At least every three months thereafter for the duration of the placement
The Social Worker will complete the relevant Statutory visit form which includes information on the child’s medical, dental and educational details, addresses their leisure activities and contact arrangements as well placement details including relationships within the foster home, clothing needs, pocket money and equipment needs.
The Social Worker will want to see the child’s bedroom and may wish to see the child on their own.
Unplanned Placement End Meetings (Disruption Meetings)
On occasions a child’s placement with you may come to an end in an unplanned way. This can be for a variety of reasons.
When this happens your Family Placement Social Worker will organise an Unplanned Placement End Meeting. Whilst it is recognised that in some circumstances it may be upsetting to discuss the reasons why a placement ended it is important to gather such information as it will help to make new plans for the child.
The meeting will be chaired by a Manager from the Family Placement Service and those invited to attend will be the child’s Social Worker, your Supervising Social Worker and the child if they wish to attend or an advocate on their behalf. Other professionals may be invited if they have crucial information to contribute. The meeting will consider the information available and conclude with actions to be taken by staff and yourself as a Foster Carer.
The meeting will be minuted and copies of the record will be sent to you.
In some circumstances it may be necessary to provide this report to Sefton’s Fostering Panel.
In circumstances where the placement has ended because of complaints, allegations or serious concerns against yourself as a Foster Carer the procedures in such incidences will apply.
If you require further information your Supervising Social Worker can provide you with the Service Procedures for Unplanned Placement Endings.
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Fragile Placement Meetings
In circumstances when incidents or situations occur which lead the placement to become fragile a meeting can be called by your Supervising Social Worker who in turn will have discussed the position with their manager.
A Family Placement Manager will chair the meeting. Invitations will be issued to yourself, the child’s Social Worker, the child (if thought to be appropriate) and/or their advocate. Discussions will take place about the reasons for the fragility of the placement and recommendations made as to what should happen next when and by whom.
This meeting will be minuted and copies of the report circulated to those present at the meeting.
This meeting will also inform the child’s LAC Review and the Foster Carers Annual Review.
For full details on Fragile Placement meetings please ask your Supervising Social Worker for the Service procedures on this matter.
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Reports Literature, Forms and Meetings in respect of the Fostering Role
Following your approval and registration as a Sefton M.B.C. Foster Carer a Social Worker from the Family Placement Team will provide you with the following literature:-
• Foster Care Agreement document – This is a document which is required by law through the Fostering Service Regulations. It details the roles and responsibilities of the Service and the roles and responsibilities of you as a Foster Carer. Both parties sign and date the document. A copy is kept on your Foster Care file by the Service and you keep a copy.
• Foster Care Handbook.
• Information Booklets :-
- The Social Workers visit ) - Welcoming the Foster Child ) - Contact ) Booklets produced by Fostering Network - Record Keeping ) - Managing Behaviour ) - Dealing with a fostering breakdown) - Allegations against foster carers
- Safer Care ) - Travel Safety Leaflets ) - Anti-Bullying Guidance ) - Whistle Blowing Policy ) - Financial Allowances ) - Mileage Claims ) Information leaflets - Foster Carers Guide to Missing from ) and booklets Home Procedure ) produced by - Sex, Health and Education Policy document ) Sefton M.B.C. - Education Policy document ) - Allegations of Abuse policy ) - Abridged version of Statement of Purpose ) - Foster Carers Welcome Pack )
Supervisory visit meetings
Your Supervising Social Worker from the Family Placement Team will visit you in a more formal manner to discuss various aspects of your roles and tasks as a Foster Carer.
The meeting will be recorded on the Supervisory Visit form. The topics discussed include:-
- Placement issues - Support needs - Personal development
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- Training - General Service Issues
Each section will detail what actions may need to be taken and by whom. Both you and your Supervising Social Worker will sign and date the form. You will be given a copy.
The Foster Care Annual Review
As the title indicates the Family Placement Service must conduct a review with yourselves on an annual basis after your first year of registration as a Foster Carer. Your first annual review will be presented to Sefton’s Fostering Panel for consideration for recommendation to the Service Decision Maker for your continued registration as a Sefton M.B.C. Foster Carer.
The review will be conducted between yourself and your Supervising Social Worker and will cover the following topics.
• The children who have been Looked After over the past twelve months.
• The skills you have demonstrated in caring for these children.
• Any problems or difficulties that have occurred over the past twelve months.
• Support that has been needed.
• Training and Personal Development.
• Health and Safety check (including CRB checks completed every three years)
• Review of Safer Care Policy
You will have the opportunity to complete a section of the review yourself as will your own children (if applicable).
Your Supervising Social will also gather the views of the Social Workers who have had children in placement with you and any other professionals which is deemed appropriate.
The review will be informed by your previous three supervisory visits.
If issues occur before your annual review is due your Supervising Social Worker can arrange an earlier review.
For full details on Foster Care Reviews please ask your Supervising Social Worker for the appropriate procedures.
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Record Keeping for Foster Carers
As an equal professional in the partnership of care, you will be called upon by the Service to assist with assessments of children placed with you at the child’s social worker’s request and to participate in the planning of services for individuals children. You may also be asked to attend court, in addition to your role as a representative of the Service in statutory and other meetings. There is an expectation that you will contribute to written reports for these occasions, and the Service will provide you with guidance to assist you in this task.
As a Foster Carer you will often know and learn more about a child than many of the other professionals involved with the child. It is therefore important that you are able to report and convey these observations accurately, and reflect both positive and negative aspects of the child’s daily life.
A daily record can help to provide a balanced picture. It can also help to highlight areas of agreement or disagreement between parties and can provide a means of clarifying and understanding or changing particular behaviour.
A daily record will help you to:
• Recall behaviour or incident to dates. • Help to develop over time a picture of the child’s pattern of behaviour in various situations. • Inform decision making within various forums. • Help to review your own practice. • Provide evidence needed in giving evidence or reporting to court. • Support an application or request for additional assistance for the child, their family or your own household. • Reduce the risk to you or your family following allegations or complaints.
Methods of Recording
• Keep what you write concise. • Make what you write factual. Do not make judgements. If you do record personal opinion make it clear that this is opinion and not fact. • Make what you write accurate e.g. dates, timings.
What should be recorded:
• Details of the location of all members of the foster household inc. the foster child/young person. Include names of people with whom they have spent their time. • Dates when the foster child/young person is away from the foster household, including when away with family, friends, carers, the school or missing. • Comments that the child makes that give you cause for concern or are unusual. Whenever possible use the child’s own words. • Details of behaviour that causes concern or is unusual, the actual behaviour you observe, and what was happening before it started. Record your own reactions.
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• Any positive improvements, achievements and humorous events which the child enjoys. • Details of any specific incidents or events or changes of circumstances of any member of the family. This would include any complaint or disagreement, however slight. • Details of any accident or injury, however slight. Describe what, when, where and how. Name any witnesses and any action taken. Also record the time, date and name of the person to whom the incident was reported. • Dates for statutory meetings, attendees and decisions made. • Medical or dental appointments, records of treatment or medicine given. Missed appointments. Date and type of immunisations, dates and duration of illness. • Contact with education/school. • Contacts between the child and family, and any significant interaction including telephone calls, letters etc. Record any other observations e.g. interaction between parent and child. • Details of meetings/visits by Social Workers and other professionals and details of any other contacts. • Police involvement. Please note reasons and the details of the officer and station dealing with the young person. • Details of any damages to the foster carer household caused by the child/young person or any theft from the carer household believed to have been made by the child/young person.
It is good to share your recordings with the child you care for, though you are not allowed to share with the child any information you record about their parents without the parents’ request. If in any doubt about sharing any information about a third party with the child, record minimal details only and explain why this is to the child/young person.
Confidentiality of Information
Any written records are CONFIDENTIAL and it is vital that they are kept safe and secure, along with any other information relating to the placement.
It is important to distinguish between your own personal records, which you retain after a child moves on, and those which you are recording on behalf of the Service. Information kept by foster carers at the request of the Service is part of the Services record keeping system, and transfers with the child following any placement move. The records are returned by the Service to the child’s Social Worker or your Family Placement Social Worker. This ownership covers all recorded information by whatever methods e.g. video and audiotape, personal computer file, manual file and general written information.
As far as possible, write down what has happened on the same day as the event, with the date entered next to each recorded entry. If details of a specific event are recorded some days later, then this should be clear from the note. If recordings do get in arrears, try to summarise events beginning from your last entry and bring them up to date. Weekly summaries are preferable to none at all.
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Your Family Placement Worker or the child’s Social Worker will ask to see your recordings regularly and will sign and date them as seen.
The child and parent(s) should know that you make a written note of placement events and why. Explained positively it should help to monitor the progress of placement, and link to areas identified in the Placement Agreement.
Parents and the child may have different points of view which should also be recorded, and if they wish they should add their own written comments to the recordings.
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A – Z Section
Accidents
It is always necessary and good practice to record any accident in which a child or young person you are looking after is involved. Details should include:
• Date and Time • How the accident occurred • What action you took
It can sometimes be difficult to remember the details and circumstances of an accident or injury at a later date and it is therefore important that the recording is made as soon as possible after the event.
Details of the accident should be provided to your Family Placement Social Worker and to the child’s social worker as soon as possible for inclusion on the child’s file.
You should contact the child’s Social Worker immediately and they will inform the child’s parents or any adults with parental responsibility.
If the child or young person has a more serious accident or sudden illness and needs medical or hospital treatment, consent to treatment will be required. Always have the relevant medical consent form readily available. Some children under sixteen years may also be able to give or refuse consent if they are considered to have sufficient understanding.
You must notify the child’s Social Worker as soon as you have arranged the medical treatment. If the child’s Social Worker is not available inform their team manager or your Family Placement Social Worker. If the accident occurs outside normal office hours you should notify the Emergency Duty Team. (Tel 0151 920 8234)
N.B. Remember that you do not have the authority to give consent to medical treatment. Please refer to the information provided regarding Consents in this Section of the Handbook.
Adoption
Adoption is a legal process by which all of the Parental Responsibilities of the birth parents are permanently transferred to the adopters. Adoption may provide the child with an extra sense of belonging and security which other placement situations may not be able to fully achieve.
Although contact with birth parents may end with adoption, continued contact with family members post adoption is becoming more prevalent and is felt to be in the child’s long-term best interests.
The Family Placement Team and the Services Foster Carers are all concerned with the long-term security of the children and young people we look after The plan may
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be to realise adoption for the child placed with you and this will involve your work in preparing the child for this step and liaising closely with the professionals involved in the process. Meetings with prospective adopters may be held in your home. On occasion, the Services Foster Carers may themselves wish to be considered as adopters for children and young people they look after, though it may be felt that this is not the most appropriate plan, or that the foster child needs a different kind of adoptive family from yours.
Any formal request to be considered as prospective adopters is considered by the Local Authority Adoption Panel, which makes recommendations on the suitability of applicants and whether adoption is in the best interests of the child. If the Panel agrees with the suitability of the match, a formal application to the Court for an Adoption Order is made by the adults wishing to adopt. When an Order is made Foster Care payments cease, though the Local Authority will consider making a means tested Adoption Allowance available to the adopters.
Post Adoption Counselling
Since 1975, adults (aged at least 18 years) who were adopted in the U.K. have been able to apply for access to their original birth record. To do this they must apply to the Registrar General who keeps a confidential record of adoptions and birth details.
The Law also provides that for those people adopted before 1975 an interview with a counsellor must take place before they can be given this information.
Post Adoption Counselling, often referred to as Section 51 Counselling, was considered necessary for this group because many will have been placed for adoption by their birth parents on the understanding that details of the adoption would not be disclosed and that children would not have access to their birth records.
Section 51 Counselling aims to provide adopted people with basic information and to understand some of the possible effects of enquiring after and tracing their birth families.
Alcohol
Alcohol is a depressant drug, which slows down all the body processes. Children and young people who are looked after, as well as others living at home, will be very familiar with alcohol use in adults as it is a legal and readily available form of drug. When used to personal excess, the risks attached to alcohol use are extremely damaging both in the short-term; (vomiting, unconsciousness, choking, poisoning and reduced inhibition which may lead to using illegal drugs or having unprotected or casual sex) as well as in the longer-term; (weight gain/malnutrition, stomach problems and damage to the brain, liver and kidneys).
An occasional binge will not be difficult to spot. Chronic drinking will, and in time he/she will learn how to disguise any smell on the breath.
Carers should look for bottles secreted in the young person’s room or in other “safe” places and alcohol belonging to the household, which “goes missing”. It is important
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that carers keep their own alcohol safely and out of reach/sight of the young people they care for.
Carers should also behave as responsible role models towards any child they care for when they are using alcohol in a social or relaxation situation. The government has recommended guidelines on safe drinking. Carers need also to be aware of, and sensitive to, a child’s previous life history in this respect, as alcohol use in some birth families may have been a precursor to domestic violence or abuse.
See also Drugs and Solvent Misuse
Allegations against Foster Carers
From time to time Foster Carers looking after children can be the subject of allegations made either by the child they look after, the parent of the child or others.
Where serious allegations are concerned Sefton Children’s Service is committed to a policy of openness and honesty in relation to safeguarding the welfare of children, the paramount responsibility will always be the protection of children from harm and promotion of their welfare. We understand that complaints or allegations can be hurtful and stressful and it is important to conduct investigations sensitively but also thoroughly and as quickly as possible.
There are three elements in the consideration of an allegation against a Foster Carer.
• A police investigation of a possible criminal offence.
• Enquiries and assessment by the child’s Social Worker about whether the child and/or other children in the household are in need of protection.
• A review of the Foster Carers suitability to foster in accordance with the Fostering Services Regulations 2002.
It may be that a Strategy Meeting is held. This is a joint meeting between the Police and Sefton Social Care Staff.
If a serious allegation happens to you it is important that you should have access to immediate information and advice and access to an independent visitor, your social worker will arrange this.
Sefton provides legal protection insurance to all foster carers through standard securities.
The Department for Education and Skills has commissioned:
“FOSTERLINE” This is a National Information and Advice Service and is open between 9 a.m. and 5 p.m. Monday to Friday (excepting Bank Holidays).
Contact details are:
Freephone 0800 040 7675
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Textphone 0800 040 7675 e-mail [email protected] Postal address P.O. Box 51566 London SE1 8QJ
Your Supervising Social Worker will guide you through the process of any investigations and provide you with a copy of the procedures in relation to Allegations Against Foster Carers . If you do not already have these procedures you can request them at anytime, your Social Worker will also ensure that your know your rights and responsibilities.
Attachment
A child whose needs have been met in a reasonably consistent manner is more likely to develop a secure attachment and fundamental trust that the adult will protect, comfort if afraid and meet the child’s need for care and safety.
The nature of attachments the maltreated child develops, however, may differ in some important respects. If we observe the behaviour of such children closely we see a range of insecure or anxious patterns of attachment. Neglected children learn to suppress their need for comfort and to reduce the demands they make of adults. For some children who are abused the parent who is the source of comfort is also the source of fear. There is research evidence that suggests higher rates of insecure attachments occur in situations where the primary caregiver suffers serious depression, or is involved in drug or alcohol abuse
In situations of danger, distress, anxiety or separation, a child may demonstrate behaviour that creates physical closeness. This can be described as “care-seeking” behaviour. There is evidence that children can maintain close relationships with a number of attachment figures and therefore attachment theory can be applied to immediate and extended family members and other significant people in the child’s life.
Not all insecurely attached children go on to develop behaviour difficulties. The way they organise their thoughts and feelings about themselves and view others, however, may be more “fixed” and they may therefore approach new relationships more cautiously, based on their earlier experiences.
Understanding the importance of attachment helps us to understand the anxiety and grief experienced by children who have suffered separation and loss and helps our work with the children and young people we look after.
Attention Deficit Hyperactivity Disorder
Attention Deficit Hyperactivity Disorder (ADHD) is also sometimes referred to as Attention Deficit Disorder (ADD) or Hyperkinesis, though the terms are different and should only be applied where they have been medically diagnosed.
The syndrome is characterised by symptoms which may include short attention span, impulsive behaviour, explosive outbursts, learning problems, aggression, poor eating and sleeping habits, thirst, anxiety and temper tantrums.
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The syndrome is thought to occur in about 1% - 5% of children, though diagnosis is difficult. When diagnosed, children can benefit from prescribed medication and careful monitoring between the medical practitioner and foster carer.
It is important that children who exhibit overactive behaviours are not labelled as suffering from the disorder. Some children display a combination of overactivity and physical symptoms such as rashes, headaches and runny nose which are suggestive of a food sensitivity. It may be beneficial to try a diet free of food additives and colours for a short time. It is also important to consider the child’s previous care/birth history when alerted to possible hyperactivity problems.
Always liaise with the child’s social worker where any concerns in this area present themselves.
Babysitting
When the child you are caring for is looked after by another adult on a regular basis, without you being present, then prior to any arrangements being made please inform your Family Placement Social Worker who will arrange for CRB checks to be completed on this person(s) if they have not already been completed when your fostering assessment was undertaken.
Remember CRB checks are only valid for three years so you need to make sure your supporters CRB has not expired.
If in doubt as to whether a CRB is needed always consult with the Family Placement Team.
Leaving a teenage child on their own is always a judgement call for parents, there is no defined age limits in law as to whether a child can be left unsupervised by an adult for periods of time.
For yourself, as a Foster Carer it is the same judgement call, however as with your own children you need to decide upon the maturity of the child you look after. It is always advisable to discuss such matters with the child’s Social Worker and your Supervising Social Worker from the Family Placement Team.
If the babysitting is to last longer than twenty four hours you must discuss this with the Family Placement Team prior to any arrangements being made. Alternative arrangements may be necessary for the care of the child, other than your usual support networks.
Please refer to Placement with Approved Carers Guide and LAC Procedures.
Bedwetting and Soiling
Bedwetting and Soiling are also referred to as Enuresis and Encopresis. As a foster cares, you need to be patient when either of these aspects is noted when a child is first placed as they are often an initial reaction to separation and change. The child or young person needs time to settle and achieve a level of personal security within
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their new environment. Showing annoyance or putting a child under pressure will serve little to assist the issue or the development of this security. Patience and minimising any fuss in this area should, however assist in both respects.
If wetting or soiling persists it may be helpful to speak to the child’s Social Worker, School Nurse or Looked After Children Health professional. Some children who wet or soil do so for deeply rooted reasons and feel very distressed by this. Please be aware of the feelings that children or young people may have, including embarrassment or confusion, when this issue is part of their lives. It is particularly important to remember that children may worry or feel ashamed that you are sharing this information with a third party and sensitivity is required in arranging advice or medical assistance.
Birth Certificates
If a copy of a child/young persons birth certificate is required, you should contact either the child’s Social Worker or your Family Placement Social Worker who will make the necessary arrangements to obtain one.
Birth Certificates are the property of the child/young person. In most cases the child’s parents usually retain the child’s original Birth Certificate, although in appropriate cases the Birth Certificate may be held on file by the child’s Social Worker.
Teenagers should have their own copy.
Bullying
Bullying can take place in many situations, at home, whilst playing with friends, at clubs and societies and at school. You need to be confident that policies at school and the clubs your children join embrace the circumstances of the young people they look after and do not single them out or discriminate against them in any way. Children and young people in care are particularly vulnerable to isolation and bullying unless schools and societies adopt effective practices to provide support and take action to prevent bullying.
Children and young people can feel “different” from their peers who live at home. Others will have perceived “differences”. For example, young people from ethnic minorities are over-represented in the care system nationally and are likely to experience negative stereotyping and racism from children and adults who do not share their ethnic identity. Discrimination in the form of bullying may also be experienced by children with a disability or if they are part of a minority group, e.g. Traveller children or asylum seeking children.
Young people in care report many instances of different treatment and “exclusion”: bullying and name calling and intrusive questioning about their home circumstances. They also know that it takes them much longer to find a school, and some feel they are more likely to be excluded than other pupils. Children and young people who are looked after need careful induction into new schools, clubs, societies and groups and care taken that they do not experience isolation or bullying.
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Schools with looked after children have a “Designated Teacher” who holds a watching brief for this group. She or he should be an advocate for young people in public care, accessing services and support, and ensuring that the school shares and supports high expectations for them. The designated teacher is an important resource for the child, their foster carers and others, and may be a first point of contact if the child you care for is experiencing school related problems, including bullying – Please refer to Bullying Guidance Document for Foster Carers.
Car Safety
You are responsible for the safety of the children in your care at all times.
As a driver you must have fully Comprehensive car insurance, and an appropriate driving licence, tax and M.O.T. You must also advise your Insurance Company that you are approved as a Foster Carer and that you will be responsible for transporting a child/children you care for or are working with, and provide to the Service written confirmation that the Insurance Company has been advised.
You must advise your Family Placement Social Worker in respect of any changes to your Insurance, endorsements to licence or Road Traffic Accidents.
You must ensure that each child you transport in your vehicle is safely secured by a seat belt or, where appropriate, by a kite-marked age appropriate car seat or harness, in accordance with the current legislation in this respect. Please refer to travel safety information leaflets.
If a friend or relative drives your foster child, please make sure that they are covered by comprehensive insurance and have all the appropriate documentation as applicable to yourself.
Child Development
From personal and professional experience you will be aware that each child is an individual who will vary in temperament and ability at different life stages and in comparison with peers. As children develop, their needs and capacities change. These changes affect the kinds of experiences they have with people
Different things are important to children at different ages because :
* their abilities change * the specific needs they have for others change * their social circle changes * the events and issues that dominate their thinking change
Children’s Participation
All children have a right to have their views taken into account in all decisions affecting them. The following standards will inform everybody’s work with children.
• Value the contribution children make. • Support children to participate in their plans and decisions made about them.
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• Review and evaluate a child’s involvement. • Recognise the diversity of children. • Give time, expertise and money to ensure a child’s participation is resourced appropriately.
As a Foster Carer you are crucial in promoting children’s participation. If you need advice or support, Sefton employs a Children’s Participation Worker, ask your Family Placement Worker for details.
Compliments and Complaints
Children’s Services welcomes feedback from Foster Carers. If you have any concerns, suggestions or compliments to pass on the service, please ask your supervising social worker for the relevant addresses and/or telephone numbers.
Confidentiality
The area of confidentiality is a recurring theme within this Handbook, emphasising its central importance to the work of any child- care professional. Much of the information shared with you is personal and all of it is provided to you in confidence.
You will need to share some of this information with your own children and with family members who are likely to have regular contact with the child. You should consider how detailed this information is, in recognition of the age and understanding of younger members of the family. It is worth bearing in mind, however, that your own children must be included and involved. Children who foster have expressed the view in several research studies that they have felt excluded by both professionals and their parents from decision-making and in being provided with basic information. Where we expect them to apply a significant degree of responsibility, we should equip them to undertake such roles as informed young people. It is important to emphasise the need for confidentiality with your children and other family members, and it is equally important to advise them of your primary responsibility as carer. Some issues shared by the child you foster with your son or daughter cannot remain a secret in the best interests of that child. These areas will have been explained to your son or daughter during the assessment process, though you should reinforce this aspect in everyones best interests.
A foster child needs a confidante like any other child. If the information they share with you or your family members is likely to have an impact on their future, you should encourage the child to share this information with their Social Worker. If they are unable or unwilling to do this, you must explain that you will need to pass the information on. Managed sensitively, most children and young people are able to accept that this will be done for their own protection, safety or healthy development.
Generally, neighbours and friends do not need to know the details attached to the child’s placement with you. Equally, whilst foster carer colleagues may have experienced or been experiencing the same placement issues as you are, it is best practice not to discuss specific details of a child’s case with them but to share general advice or approaches.
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Consents
• Treatments
As a Foster Carer you cannot give consent to any treatments be that, dental, medical, immunisations or emergency treatment. You have no legal authority to do this and neither can this be delegated to you.
If a child needs emergency treatment doctors have a duty of care and have the authority to treat without consent if a child’s life is threatened.
Wherever possible a doctor will try and obtain consent but as a Foster Carer you cannot give this. An adult with parental responsibility (see relevant section) can give consent and if the child is subject to a Care Order a senior manager from Sefton’s Children’s Services can give consent in the absence of the person with parental responsibility.
Health is always discussed at children’s LAC Reviews and arrangements will be made for the relevant consents to be obtained when necessary for routine treatments. It is good practice to inform and involve a child’s parents when treatments and appointments are needed/made.
• Contraceptive advice
Health professionals can give contraceptive advice and treatment to young people under sixteen years of age without parental consent. They are guided by a set of criteria known commonly as “The Fraser Guidelines”.
As a Foster Carer please familiarise yourself with the booklet “Sex and Relationships Education Policy for Looked After Young People”. This booklet will have been given to you by the Family Placement Team. (see checklist in Reports, Literature, Forms and Meetings in respect of the Fostering role).
• HIV tests
A child under sixteen years old must give their own consent before an HIV test is undertaken if they are of sufficient age and understanding. The child should be given counselling appropriate to his/her age and understanding. Young people over sixteen years who give consent should also receive counselling where a test is refused and there is a clear medical recommendation that testing is in the child’s best interest, legal proceedings may need to be considered.
• Activities
Children enjoy and participate in sporting and social activities and go on educational trips and visits with school, clubs and with you.
As a Foster Carer you cannot sign consent forms for such activities unless the child’s parent has delegated the responsibility to you in writing at or before the Placement Planning Meeting. A specific form will be completed and signed by the adult with parental responsibility. The activities included are:- Page 96 Agenda Item 11
• Visits to places of interest, parks, the cinema. • Sporting activities (if not hazardous) • Swimming. • Day trips and events organised by the school. • Day trips to theme parks, funfairs, other children’s play and leisure facilities. • Attendance at youth clubs, after school clubs, uniformed and other organisations meetings (e.g. scouts/guides). • Photographs to be taken of child for their personal use only.
If the child attends any of the above they will need to be supervised, where appropriate, by a responsible adult.
You will have the original copy of the signed consent form which will move with the child if their placement ends with you. Please give the form to the child’s Social Worker in this incidence.
Corporal Punishment
Physical chastisement of children and young people is not acceptable in the carer role. The National Minimum Standards specify that corporal punishment includes “smacking, slapping, shaking and all other humiliating forms of treatment or punishment”
The Fostering Services Regulations 2002 reinforce this standard in that it states, “No form of corporal punishment is to be used on any child placed with a foster parent”.
As a Sefton foster carer you have agreed not to use corporal punishment in signing the Foster Care Agreement. The Service implements Policy, Procedure and Guidance in acceptable measures of control, restraint and discipline of children. In addition, carers are provided with training in this area.
Please refer to the leaflet on managing behaviour. Carers who disregard the Services Policies in this respect face the probability of de-registration with the Service. These procedures can be obtained from your Family Placement Social Worker.
Death of a Child
If a child dies in your care, please contact the emergency services, child’s doctor, the police and Children’s Services immediately.
Dental Care
As with other medical or treatment consents, foster carers cannot sign dental consent forms. The LAC document Placement Plan 1 includes consent signatures covering dental treatment and should be provided to the dentist at registration and where any treatment is to be provided.
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Under no circumstances should carers give permission for the administration of general anaesthetics.
Where feasible, the child/young person placed with you should continue to be registered with their own family dentist. Where this is not possible you should register the child/young person with your own dental practice within a week of the placement commencing. If a dentist cannot be found for your child, please contact Children’s Services.
The parents of children and young people should be consulted and/or involved wherever possible in respect of dental appointments.
It is essential that foster carers promote a positive attitude to oral hygiene and dental care. Carers should ensure that children and young people brush their teeth twice a day with a pea-sized amount of fluoride toothpaste.
Carers should ensure that children and young people visit the dentist for a check up at least every 6 months. (Dental treatment is free up to the age of 18 or up to the age of 19 for those still in education).
Dental decay is one of the most common childhood diseases in the U.K. It can occur at any age but those at greatest risk include children and adolescents. Children and young people may not have been educated or advised in dental care, or received proper dental treatment, prior to being looked after.
Carers should encourage children to reduce the total amount and especially the frequency of sugary foods and drinks that they consume. This also applies to drinks labelled as “no added sugar” and diet drinks. If children are having sugary foods and drinks, these should be given with meals rather than between meals. Discourage children from drinking soft drinks, fruit juices or squashes before bedtime or during the night as this may be particularly harmful to teeth. Teeth should be brushed afterwards if the child cannot be dissuaded.
Children and young people with crooked teeth may feel self -conscious about their appearance and may need to be referred to an orthodontist for advice or treatment. The dentist is the best source of advice in this respect.
Difficult Behaviour and Positive Discipline
All children and young people can test the boundaries of their parents or caregivers patience. Generally, reasonable adults are able to tolerate and respond appropriately to occasional outbursts or poor behaviour. It is when difficult behaviour becomes the norm or reflects a pattern of challenge to the adult caregiver that the adult can become exhausted or unable to be consistent, supportive and caring.
Most children referred for fostering placements to Sefton Family Placement Team may have experienced previous placement disruption, trauma in their earlier lives and separation from immediate and extended family. They may not have learnt to control or comfort themselves, to delay gratification or tolerate frustration. Their experiences may have taught them to deny, distort or suspend their own feelings in favour of the adult’s feelings. Alternatively they may overreact by demanding to get their own way with a sense of desperate urgency. Page 98 Agenda Item 11
Underneath a tough exterior, most children we look after will feel extremely vulnerable, and have a poor self- image and weak identity. The feelings that some children have are more easily injured by every-day events or our responses, but they are often unable to express this in a way we can easily understand. The “difficult behaviour” we observe on the surface may be their way of communicating the deep confusion they feel about themselves.
Changing such personally unhelpful behaviour is possible if carers aim to increase a child’s sense of responsibility, self- control and inner security. This should be attempted over time, rather than simply focussing on the negative behaviour as it occurs.
Some Guiding Principles :
• Praise Often. Notice behaviour that you like and tell the child or young person. • Be Positive. Listen and be attentive, encourage by word, gesture and body language. • Set Limits. Children feel safer knowing there are boundaries. • Reject the Behaviour and not the Child. Avoid being negative about a child; never call them naughty or bad. This can result in a further lowering of their self- esteem and they are more likely to repeat the poor behaviour. • Be Consistent. The same reaction to the same situation. This helps a child feel secure and enables independent avoidance of unhappy situations. • Be Persistent. Always do what you say you will do and keep trying. This builds trust. Don’t threaten to do what you can’t carry out. • Speak Calmly. Never shout or nag. When talking to a child about their behaviour keep close, calm and at their eye level. • Encourage children to say sorry – but don’t force the issue. • Provide good Supervision and remain In Charge. Respond to signals: raised voices, silences. Use the word “No” sparingly for greater effect.
The most important thing to remember is that you do not work in isolation. You are part of a wider Organisation employing a range of professionals who can give you advice, support and assistance to :-
• develop management behaviour strategies based on the shared knowledge within the Social Services Department in respect of individual children. • develop your own professional competence as agents of change. • provide therapeutic interventions.
Do not hesitate to contact your Family Placement Social Worker, or seek the advice of any other personnel within Sefton Children’s Services if you are concerned about any aspect of a child’s behaviour or your capacity to manage it effectively.
Dinner Money
Children and young people placed with foster carers are not eligible for free school meals. The cost of school dinners or a packed lunch would therefore be paid out of the weekly allowance.
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If a child is receiving free school meals at time of placement, the school should be advised that they are no longer eligible.
Packed Lunches. Care should be taken to ensure that packed lunches are varied. A packed lunch should contain:
• A starchy based food (such as bread) • A meat, fish or alternative (such as cheese or egg), and • Two portions of fruit and or vegetables. • Discourage fizzy/sugary drinks
Discrimination and Inequality
Discrimination and inequality are not tolerated. We welcome individuality and celebrate differences.
Drugs and Solvent Misuse (See Alcohol under A)
Young people who are upset and troubled are particularly susceptible to others who may persuade them to experiment with alcohol, drugs or solvents. They may go along with the suggestion for many reasons: to “escape” from a painful experience, seek attention or identify with a peer group. Adolescence is a typical time for young people to experiment and rebel.
If you suspect that a child or young person in your care is involved in drug or alcohol use, it is important to take the time to consider how founded your conclusions are. The mood swings and confused feelings associated with adolescence can result in similar behaviours to those which signal the use of alcohol or drugs. The street names of the drugs below are constantly changing and may be known by a variety of other names.
Most Common Types of Drugs:
a) Amphetamines (sometimes called speed) are usually in pill form and do what they suggest by that name. Can also be called whiz, uppers, billy, amph, sulphate. Amphetamines quicken the heart rate and breathing and feed confidence. They are also an appetite suppressant and may create feelings of tension or sometimes anxiety. Legal Status: Class B Controlled drug. Illegal to possess or supply. Risks: “Comedown” – tiredness or depression which can last up to 2 days or more. Sleep, memory, concentration affected. Dependency. Heart strain. Overdose. Potential for psychosis.
b) Cannabis is widely used. It comes in black or brown lumps of resin or looks like grass. (also known as hash, dope, weed, head, grass, gang, gear, hashish, score, draw, marijuana, ganja, puff, bash or pot). Burnt or smoked in a cigarette (joint) or pipe, can be mixed with tobacco. Sometimes eaten. Cannabis causes relaxation, talkativeness, heightened senses and may bring food cravings. It can lead to tiredness.
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Legal Status: Class B Controlled drug. Illegal to allow premises to be used for smoking cannabis. Illegal to possess or supply. Risks: Affects short-term memory, co-ordination, concentration, driving skills, can cause paranoia and anxiety. Hard to quit. Problems associated with smoking. c) LSD (also known as acid, trips, tabs, blotters, microdots) usually comes as pills but can also look like a tiny piece of paper, sometimes with a picture. It causes lurid daydreams, distorted sound/colour/objects and can leave a feeling of despair after the high. “Trips” are different every time in their effect. Legal Status: Class A Controlled drug. Illegal to possess or supply. Risks: Can’t stop or prevent a “bad trip” which can be terrifying. Accidents can happen when tripping. Paranoia. Out of control “flashbacks”. d) Cocaine (also known as coke, rock, snow, Charlie, “C”) has a white or speckled brown powdery appearance. Can be sniffed, injected or smoked. Cocaine is a stimulant and gives a “buzz” or feeling of wellbeing. Effects last for approximately 30 minutes and may leave a craving for more. Legal Status: Class A Controlled drug. Illegal to possess or supply. Risks: Heart problems, chest pain. Convulsions, paranoia, damage in nose, overdose. e) Crack (also known as rock, wash, stone) is refined cocaine, using other chemicals such as baking powder. It is usually smoked and is rapidly addictive. Crack produces the effects of cocaine but is more intense with a short high of approximately 10 minutes. Legal Status: Class A Controlled drug. Risks: As cocaine. Highly addictive. f) Opiates e.g. Heroin (also known as smack, junk, H, skag, brown). White or brown powder which can be injected, smoked, sniffed or swallowed. Opiates produce a sense of warmth and wellbeing and feelings of drowsiness and relaxation. They can cause dizziness or vomiting. Legal Status: Class A Controlled drug. Illegal to possess or supply. Risks: Very addictive. Tolerance develops leading to greater use. Risks associated with injecting or sharing needles. Withdrawal is very hard. g) Ecstacy (also known as E, love-doves, disco biscuits, XTC, echoes, hug-drug, eccies, burger, fantasy, MDMA). Usually in capsules or tablets. Causes an individual to feel alert and in time with their surroundings, intense sound, colours etc. An energy buzz which can last for 3-6 hours. Legal Status: Class A Controlled drug. Illegal to possess or supply. Risks: Tight jaw, nausea, sweating. Increased heart rate, tiredness, depression. Damage to liver/kidneys. h) Anabolic Steroids (Sustanon 250, Deca-Durabolin, Dianabol, Anavar, Stanozolol,”roids”) come in tablet or liquid form and can be injected or swallowed. They cause an effect on muscle development which can result in aggression and also create an ability to train harder or recover from strenuous exercise. Legal Status: Can only be sold lawfully by a pharmacist to someone with a doctors prescription.
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Risks: Growth deficiency, abnormal sexual development in puberty. Can affect menstrual cycle and cause miscarriage or stillbirth. Risks of injecting.
i) Hallucinogenic Mushrooms (also known as magic mushrooms) are eaten fresh or dried and brewed in a drink. They produce mild trips of around 4 hours, and cause an individual to feel relaxed “spaced-out” and experience hallucinations. Legal Status: If prepared for use these can be Controlled drugs, otherwise unrestricted. Risks: Stomach pains, sickness, diarrhoea, poisoning. Like LSD cannot predict/control a “bad trip”.
Children and young people who start to use drugs are unlikely to do so for long without being found out. Firstly there is the evidence to hide, but also drugs are very expensive. Young people will find it very difficult to fund a drug habit with the finances available to them and may resort to stealing, perhaps from you or your family. Signs to look for can include;-
• Unexplained sums of money vanishing, or pocket money unaccounted for • Sleeps a lot, and when awake is dozy and forgetful • Slurred speech, forgets simple words • Secretive • Distant behaviour, or suddenly changeable or erratic • Unfamiliar smell about the body • Unreliable time keeping
It is helpful to be prepared and know how you will respond if you feel drug use is a feature for the child you care for. Please remember the note of caution expressed at the beginning of this discussion, however, and never accuse a young person of using drugs, as this is likely to be counter-productive. Share any concerns with your Family Placement Social Worker and the child’s Social Worker. Both will assist in developing strategies to proceed effectively and offer advice. As a foster carer you should not partake of illegal drugs or substances.
Solvent Misuse
Solvents and gases e.g. cleaning fluids, lighter fuel and glue can be sniffed to produce similar effects as alcohol. Although they may be considered as less damaging or significant in their use compared to the illegal drugs discussed above, sniffing solvents can result in death through sudden shock. The abuse of solvents should not be minimised by young people and carers must play a part in educating young people correctly in this respect.
The abuse of solvents affects thinking capacity and the membranes of the nose and mouth can be permanently damaged.
Carers should be alert to signs such as containers, polythene bags or substances left about, and to the behaviours which are associated with other forms of drug use. Children and young people may exhibit a pronounced attitude towards violence when abusing solvents. Page 102 Agenda Item 11
Children and young people are prevented from purchasing solvents in retail outlets, however as they are readily available in most households, carers must be particularly vigilant in the safe storage of such products.
Implications for Carers
It is an offence for anyone to use your premises to produce or supply or offer to supply illegal drugs to another person. It is an offence if one or both carers knows about but does nothing to prevent a young person in their care from sharing illegal drugs with a friend in the carer’s household. Legally, you must hand the drug over to a police officer without delay, or, to prevent another person committing a drug offence, destroy the drug and notify the child’s social worker and your Family Placement Social Worker.
Dealing with your own feelings about drug abuse is key to helping and educating a young person in your care. Expressing fear, shock, frustration, anger and concern for other members of your family to a young person is likely to be counter productive. Remain calm, give a young person opportunity to explain and be non-confrontational. Point out the dangers in a protective and knowledgeable way and take up opportunities for training in this area made available by the Service.
Eating Difficulties
The term “eating disorders” refers to a whole range of eating-related problems such as anorexia, bulimia, selective eating and overeating. They are often the young persons way of expressing emotional distress, and are linked to negative beliefs about themselves, the world and their relationships with others.
Anorexia nervosa and bulimia nervosa can be officially defined and are serious disorders that require treatment and specialist help. Eating disorders can appear in other forms and may also be a source of concern.
Eating disorders can be an isolating experience for a young person, and for a variety of reasons, they may feel unable or unwilling to share information or their feelings in this respect with a carer or any other person around them.
It is important to note that problems associated with eating may be related to a child or young persons previous experiences, i.e. hiding, storing or stealing food may be a result of earlier neglect or deprivation. Overeating, food possessiveness or rapid consumption of a meal may also be related to earlier food deprivation.
Anorexia Nervosa. Anorexia Nervosa is most common in girls and young women aged 15-24, but can be found as a feature for children as young as 7. As with Bulimia, it is characterised by an overwhelming dissatisfaction with the shape and size of the body, leading often to a compulsion to achieve an unattainable level of thinness and a dread of feeling or being “fat”. There is some evidence to suggest that Anorexia and Bulimia may be a means by which some young people try to regain a sense of personal control within their lives.
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Bulimia Nervosa is characterised by episodes of out of control bingeing, often followed by self-purging to try and reduce weight, usually involving self-induced vomiting, use of laxatives and diuretics, fasting or vigorous exercise. Regular vomiting can affect the teeth through contact with the acids contained in the stomach.
Below are some pointers, which do not necessarily indicate an eating disorder, but may suggest a problem:
• Regularly missing meals and obsessively counting calories • Eating only low calorie food • Avid interest in buying and cooking food for others/eating alone • Wearing very loose clothes to hide the body • Excessive and compulsive exercise • Food missing in large amounts from the fridge/larder • Disappearing from the table immediately after eating • Loss of periods, or delay in onset of puberty symptoms
Coping with Eating Difficulties
Try to understand why a child or young person may be behaving in this way. The information provided to you at time of placement may be helpful, though it is important to remember to consult with the child’s social worker and your Family Placement worker.
If a child/young person is underweight:-
• Encourage physical activity to stimulate appetite • Encourage the partaking of regular meals. Large portions may be off-putting; smaller snacks more regularly can often help young people to consume more daily calories. • Milky drinks made with whole, full-fat milk between meals and before bedtime can be a useful source of additional calories and nutrients, as can breakfast cereals and sandwiches. • Discourage frequent sweetened drinks and juices as these fill up without providing a great deal of nutritional or calorific value. • If you are concerned about low weight but do not suspect an eating disorder, consider contact with a State Registered Dietician for advice. • The G.P. should be another source of support or referral.
If a child/young person is overweight:
• Encourage an increase in sporting or other physical activity to increase well-being and promote a healthy body weight • Encourage a varied diet including plenty of fruit and vegetables and the avoidance of high sugar/high fat snacks and drinks throughout the day • Show sensitivity if children and young people have an emotional relationship with food and eating • Be alert to the potential for the child/young person to become obsessive about their body shape and size
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• Be alert to the potential for the child to experience hurtful comments or be bullied by others • Act as a good role model, avoiding making negative comments about your own or other peoples body shape.
As a foster carer, you should strive to provide a culture free of stigmatisation and an environment where young people have the opportunity to eat healthy food and are encouraged to enjoy play and exercise. The most helpful approach for informed carers is to work in the interests of the child as an individual, to ensure that their weight or body image does not affect their quality of life.
In any situation where carers feel that a child has an eating problem, other professionals, beginning with the child’s Social Worker, should be consulted. This is particularly vital where you suspect that a child may have, or be developing, an eating disorder. Concerns about eating disorders should be taken seriously and medical help and advice sought. For school age children, the school nurse can offer advice and support.
Education
For children who are looked after, just as for children who live within their own families, care, health and education are closely linked. If you are settled and supported you have a greater chance of taking advantage of the educational opportunities on offer.
Committed parents express preferences for certain schools and appeal against decisions which they feel will harm their children’s future chances; they attend parents evenings and sports days; they expect to be consulted and involved. These sorts of partnerships and links are equally important for children and young people in care. Sefton Social Services Department expects foster carers to do at least what a responsible parent would do, on behalf of the children we care for.
Valuing and supporting the education of children is one of the most important contributions a foster carer can make to their lives, because it is about investing in and caring about their future and recognising that education is their passport to better chances in life.
Securing a school place without delay, ensuring regular attendance, homework and study support and behaviour support where appropriate are all essential elements in the Services standards for Education. Children should be encouraged to take part in extra curricular activities provided by schools and outside clubs and should make good use of the leisure passes provided.
In many cases foster carers will exercise the parental role in relation to the school in the day to day matters. There will be some situations where parents continue to play a large part in the links between school, home and placement. The Placement Agreement and other documentation will clarify arrangements and parental expectations in this respect.
Sefton Children, Schools and Families Service has provided an Education resource in the form of a designated Education Professional for looked after children. Many
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children have had disrupted school histories including exclusions and statements of Special Educational Need.
The Education Professional will be accessible to you for advice whether the child you care for is in school proper or educated in a specialist setting. Generally they will assist your role as an advocate for the education needs of the child you care for.
Should you need support in education matters, please ask the advice of your Family Placement Social Worker.
Equal Opportunities
Equal Opportunities is a term used to describe the legislation and policies concerned with giving everyone a fair chance of employment and training and fair treatment in other ways. Equal Opportunities seeks to ensure that no job applicant, employee, foster carer or service user receives less favourable treatment than another by virtue of his/her skin colour, ethnic origin, sex, sexual identity, religious beliefs, disability, age or class.
To develop an Equal Opportunities perspective, an individual :-
• Needs to accept that discrimination exists and that this discrimination may manifest itself in institutional structures and personal prejudices/attitudes • Needs to accept that some groups in our society have more “power” than others, whether they are aware of this or not. • Needs to accept responsibility for redressing the imbalances that exist. In practice, this will involve exposing and challenging discrimination and finding ways to empower those who are discriminated against.
Sefton Family Placement Service operates with full regard to the above statements and expects foster carer’s to embrace all aspects of an Equal Opportunities way of working.
Exit Interviews
If you decide to resign as a Foster Carer your Supervising Social Worker will arrange for you to have an exit interview in order that you are able to express your views, experiences and opinions as a Sefton Foster Carer and the reasons you decided not to continue. It is important for the Service to hear your views as changes may need to be made to practice and support.
Finances
Foster Carers working with Sefton M.B.C. receive a maintenance allowance, that should cover the cost of each placement. The allowance covers:-
• Personal expenses • Food • Clothing (Replacement to that supplied initially) • Household Page 106 Agenda Item 11
• Transport
Any payment received by the foster carer in respect of the child from any other source with the exception of Incapacity Benefit and Disability Living Allowance (Mobility Care Component) will be deducted from the Boarding Out Allowances. Boarding Out payments are triggered by the completion of a “movement note” by the child’s social worker.
In certain circumstances an additional allowance may be paid for specific children in Foster Care. These allowances are reviewable, and review periods specified in advance.
An annual birthday and Christmas allowance will be paid in addition to the agreed weekly allowance.
Holiday expenses for permanent placements are paid automatically in May. For short-term placements requiring holiday allowances, carers should notify the child’s social worker.
Up to a discretionary upper limit commensurate to the age of the child initial clothing payments can be made in emergency or short-term placements as necessary. This is agreed at management level.
A school uniform allowance can be considered when a child changes school.
The allowances are reviewed annually and alterations usually take effect in April of the following year. Carers will receive written notification of any changes by post and should keep the notification for easy reference.
Foster Carers cannot claim tax relief, child benefit, Income Support or free school meals for any child they look after. If a child is not living within your household for a short period, your maintenance allowance may be adjusted accordingly.
If you receive a fee as a community foster carer you are classed as self employed. As a self employed foster carer, you are able to make national insurance contributions and may have to pay tax. It is important that foster carers recognise their responsibilities in making personal declarations for Income Tax to the Inland Revenue, and making self- assessments.
Community Foster Carers
An agreed allowance is paid to carers approved and registered under this scheme. It is paid in addition to the Boarding Out payment. Specific advice in relation to this scheme is available from your Family Placement Social Worker.
In some circumstances, an overpayment of your maintenance allowance may be made. Please inform your supervising social worker immediately this occurs and they will liaise with the finance department to resolve the matter.
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Fostering Network (Formerly National Foster Care Association)
This is a national organisation that can provide professional advice. Contact Details:-
Fostering Network 87 Blackfriars Road London SE1 8HA. Telephone: 020 7620 6400 Fax: 020 7620 6401 e mail: [email protected]
Fostering Panel
Every Fostering Service/Agency is required by law to organise a Fostering Panel. The Panel consists of various welfare professionals and their function is to consider applications for approval of any prospective foster carers, to consider changes in a foster carers approval status/de-registration and to discuss and consider exemptions and be appraised of the business of the Family Placement Service. As a Foster Carer whose situation is being considered at Panel you are welcome to attend. For full details on Sefton Fostering Panel please ask your supervising social worker for the relevant procedures document.
Guardians (Family Court Advisors)
A Children’s Guardian is an independent, professionally trained worker appointed by the Court to represent the best interests of the child. Usually involved during Local Authority Care proceedings, she/he should interview all parties including the child, the child’s family members, foster carers and Local Authority social work staff, before preparing and presenting a written report to the Court.
Sometimes Children’s Guardians are referred to as reporting officers.
Hair Care
What may seem everyday actions such as a carer taking a child for a haircut can create significant relationship issues between the foster carer and the birth parent. To avoid any potential for this it is always advisable to consult with the child’s Social Worker, as parental permission may need to be sought.
Carers of black children should be knowledgeable and competent to take appropriate care of all their physical needs. This will include having information about suitable products available for both hair and skin care and awareness of hairdressers and barbers who have the necessary expertise. Such hairdressers and/or chemists can be a useful source of advice.
All children can suffer infestation with head lice. Children who are placed from home may arrive at placement with head lice and this will need urgent attention from their carers. Treatment is frequently under review, therefore it is best to consult with a chemist or medical professional with regard to the most suitable and current
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approach for a particular child. The child’s Social Worker should be informed, as they may need to consult with family members about treatment.
Health and Safety
Sefton M.B.C. operates with regard to a range of Health and Safety Policy/Procedure guidelines. These policies and practices are designed to encompass obligations to carers, employees, looked after children and others, satisfy the relevant legislation and good practice guidance and promote the personal responsibilities of all staff groups in their implementation.
A Health and Safety checklist will have been completed in respect of your home as part of the assessment process. The checklist is regularly reviewed by the Service and will be annually reviewed by the Fostering Panel at your annual foster carers review.
Hepatitis
If you are asked to take a child with Hepatitis you will need detailed information. Using the same high standards of hygiene and physical care as described in the commentary on HIV and AIDS minimises the risks to others.
Hepatitis is a disease of the liver caused by a virus. There are two common types of Hepatitis virus which cause disease. Infection with either virus may result in a mild illness that may go undetected. In other cases symptoms may be more severe.
Hepatitis A This is spread if food and drink is consumed that has previously come into contact with an infected person’s excrement. (Indirect contact caused by inadequate washing of hands and poor hygiene generally) Symptoms include fever and jaundice, the liver may also become swollen.
Hepatitis B This is the more common variety in countries that have a high level of hygiene, which tends to prevent type A. The virus is transmitted through body fluids such as blood and is highly infectious. In a serious case, Hepatitis B can cause death.
The virus can be spread in the following ways:
• by unprotected (without a condom) penetrative sexual activity • by sharing contaminated needles or other drug injecting equipment • by sharing items such as toothbrushes and razors
Although less common, it can also be spread:
• from an infected mother to her child (mainly during delivery – immunisation of the baby at birth prevents the transmission of Hepatitis B) • from infected blood or blood products (all blood for transfusion in the U.K. is tested) • by tattooing, acupuncture or ear-piercing if improper procedures are used
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The virus is not passed on:
• by casual personal contact • by air • by breathing or sneezing • by shaking hands • from toilet seats
Signs and symptoms of Hepatitis B
• A short, mild, flu-like illness • Nausea and vomiting • Diarrhoea • Loss of appetite • Weight loss • Jaundice (yellow skin and whites of eyes, darker yellow urine and pale faeces)
Foster carers may wish to take the precaution of having immunisation against Hepatitis B. Immunisation can be arranged through your G.P and is also available at your local NHS Sexual Health Clinic or GUM Dept. Sefton M.B.C. make available immunisation against Hepatitis B to all short-term foster carers.
Hepatitis B is spread in a similar way to HIV infection. Good hygiene practices that are effective against Hepatitis B will also protect you against any other blood-borne condition such as HIV.
HIV and AIDS
If you have considered taking the placement of a child or young person who is HIV positive or has AIDS, this will have been fully discussed with you during your Assessment. For carers considering such a placement, a careful self-examination of core attitudes is important, as their feelings will influence their contact and behaviour with the child’s natural parents as well as with the child.
HIV is the accepted abbreviation for Human Immunodeficiency Virus. The condition known as AIDS (Acquired Immune Deficiency Syndrome) is only one possible outcome following infection with HIV. Not everyone who is infected with HIV develops AIDS.
Two routes for the transmission of HIV are certain:
• sexual contact with an infected person • contact with infected blood
Infected blood may transmit HIV if used in transfusions, or indirectly e.g. through injecting drugs with shared needles.
A baby may become infected with HIV whilst in the womb, if the mother is infected.
A baby may become infected at birth, if the mother is infected.
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There is questionable evidence that HIV may be transmitted by breast milk from an HIV infected mother.
HIV is not transmitted by:
• Insects or animals • Saliva kissing • Casual social contact (hugging etc.) • Sharing eating and drinking utensils • Toilets • Coughing and sneezing • Mouth to mouth resuscitation
Language and HIV and AIDS.
In any discussion or written communication about HIV and AIDS, it is important to be accurate and factual. Many people are unfairly discriminated against because of basic misunderstandings and the prevalence of myths in this area.
Terms to avoid:
Aids. Use instead AIDS in capital letters, which emphasises it is an acronym for Acquired Immune Deficiency Syndrome.
“Carrying” AIDS. People can ”have” AIDS but they can’t “carry” it. Use instead HIV antibody positive.
AIDS test. HIV is tested. There cannot be a test for AIDS, as this depends on a diagnosis according to symptoms.
“Catching” AIDS. It is not possible to catch AIDS. AIDS is a syndrome, not a disease or virus. It is possible to catch HIV, as it is a virus. It is better to refer to “contracting” HIV, as catch suggests transmission is similar to colds or flu.
AIDS sufferer. Suggests continual pain and illness and possible patronising sympathy. Having AIDS does not mean being or feeling constantly ill.
AIDS victim. This is an example of language suggesting attitude. The word victim suggests helplessness, which is not appropriate.
High Risk Groups. It is now clear that there is risk behaviour, not risk groups.
Full blown AIDS. This is an irrelevant term when the correct distinction between HIV and AIDS is made.
Hygiene Precautions
The precautions listed below should be generally adopted for all placements and are common sense practices, which will protect against a range of minor and major infections.
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• Always keep hands clean. Hands should be washed thoroughly: Before and after carrying out first aid procedures involving external bleeding and/or broken skin, and After contact with blood or body fluids (semen, faeces, urine or vomit) • Cuts or sores which break the skin on the hands should be covered with waterproof adhesive or other suitable dressing. • Where possible, disposable gloves should be used when carrying out first aid. Household rubber gloves should be used if heavily soiled material or strong bleach is being handled. It is important to ensure the safe storage of bleach in areas, which involve children and to which children have access. • Razor blades, toothbrushes etc, which may become contaminated with blood should not be shared. Needles used within the home for intravenous therapy should be stored/disposed of safely. • If blood is splashed onto the skin it should be washed off immediately using soap and water • After accidents involving bleeding, surfaces with blood on them should be cleaned liberally with freshly diluted bleach in a 1 in 10 solution. Alternatively, hot soapy water may be used. Bleach can corrode metals and burn holes in fabrics if used in the wrong concentration. Bleach must never be used on the skin. • Normal cleaning methods should be used. Separate disposable cloths for the kitchen, bathroom and toilet are necessary. • Spillage of blood, vomit and body fluids should be cleaned up as soon as possible. • Paper towels, disposable gloves and aprons should be treated as infected waste and thrown away. • Items, which have been soiled with blood or body fluids, may be flushed down the toilet if disposable, burnt or “double bagged” in plastic bags. Arrangements for the disposal of the latter can be made with the Local Authority.
When you care for a child/young person who is HIV positive the child, and in some respects all members of the carer household will need extra help and support. There will also be a need for education and counselling on what HIV means and how they and the carer family may be affected.
It will be important to maintain close contact with your Family Placement Social Worker and other professionals who can offer advice and specialist support.
Holidays
It is expected that any child looked after within a Sefton M.B.C. foster placement receives equal consideration and is treated as any other member of the carer household. Family holidays are part of this experience and to assist a child/young person to feel included, the Service provides carers with a holiday grant. (Please refer to Finances in this A-Z guide)
In some circumstances permission is required before a child/young person can be away from the carers address, even when accompanied by their carers. The Placement Agreement does attempt to forward plan for such situations, however it is necessary and always good practice to notify the child’s Social Worker and your Family Placement Social Worker before any holiday or short break. Family members Page 112 Agenda Item 11
should be aware, consulted and involved in their child’s life experiences wherever possible.
Holidays Abroad
The particular legal status of the child/young person can affect whether it is possible for the child to leave the country. There may be other reasons why a holiday abroad may not be in a child’s best interests. If you are considering taking a child you care for abroad, you should notify your child’s social worker at an early planning stage and certainly prior to any holiday bookings. You will need a letter from Children’s Services granting permission. This is required by the immigration department. Please see passports for holidays abroad.
Identity and Heritage
For children who are looked after, their birth families culture, race, language and religion are important factors. Foster families who can share a child’s heritage can offer an added dimension over and above a caring environment. They can provide continuity of experience, contact with a relevant community, understanding of and pride in the child’s particular inheritance and, for children from minority ethnic groups, skills and support in dealing with discrimination.
Carers who value a child’s past memories and experiences and who add to those memories with an acknowledgement of the child’s heritage enable them to make sense of their world, merge the past with the present and to develop a positive sense of identity.
Background information, but more importantly, positive contact and relationships between the child, their carer and birth family members wherever possible facilitates the process of meeting the child’s needs in relation to heritage. The carer needs also to consider how any gaps in knowledge, experience and contact, which are likely to become increasingly evident as the child gets older, are filled. Continuing contact with relatives and family friends, or with birth communities where appropriate, must be built on wherever possible.
Feedback from young adults who have been looked after expresses a sense of “something missing”, or a loss of part of themselves when a separateness from their heritage has been a feature of their placement. The birth family may write the first chapter of the story but this is not the whole story, and the foster carer and related professional can assist the child to answer questions such as those posed at the beginning of this commentary.
A sensitive foster carer will make efforts to enable a young person to blend their past with their future aspirations, to realise who they are and to come to accept themselves as unique of value and worth, that their thoughts and feelings matter and deserve response.
We have a responsibility to ensure that our practice recognises all aspects of a child or young person’s culture and heritage to help equip them to make a successful transition into adulthood. It may be useful to refer to Life Story Work in this A-Z section.
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Illness
It is good practice to record any illness experienced by a child/young person you are looking after, no matter how minor. Social Workers need to record all illnesses of any child the Local Authority looks after and parents and birth family have a right to know and be informed.
Such records may also prove to be important at a later date for a variety of reasons, they may, for instance assist the knowledge about a particular child for a future foster carer, or give an indication that a child is prone to colds or headaches, for example. See consents section if medicines are required.
Independent Visitors
Under the Children Act 1989, Independent Visitors can be made available to looked after children and young people who have infrequent or no family contact, or are placed a long way from home. They are there to befriend, act as an advocate if necessary and be part of the protective process.
Children and young people are eligible for an Independent Visitor if they have been looked after by the Local Authority for a period of 12 months or longer.
Independent Visitors are volunteers who can be paid travel and reasonable out of pocket expenses only. Efforts should be made to match the background and interests of visitors with those of the young people they are involved with. This should enable a clearer understanding of the young person’s perspective, and where appropriate, their religious and cultural needs.
Even if they are eligible to have an Independent Visitor, children must be consulted about whether they wish for this to happen and their views must be respected. For many children in settled placements, an Independent Visitor would be inappropriate. For those children whose contact with adults is limited to their foster carers, Social Workers and related professionals, an adult befriender can be an invaluable support. In circumstances where a young person is making a complaint or representation about any matter, the Independent Visitor may be the most appropriate vehicle by which a young person initiates this process.
Visitors can befriend on a one-to one basis and this can continue after the young person leaves care. If the child or young person wishes, visitors can attend reviews and planning meetings, and, where necessary, encourage them to exercise their rights in these forums. Independent Visitors can also support a child through the experience of Court attendance.
For more information about Independent Visitors, please contact your Family Placement Social Worker.
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Insurance
All foster carers are provided with insurance cover by the sevices for material damage, personal accident and legal protection. Please see the foster carer’s for and agreement for details and amounts.
The policy cover does not extend to personal liabilities normally found within a general household policy and carers should ensure that they make their own arrangements for this insurance. It is important that carers make their Insurance Company aware that they foster and that the Insurance company acknowledges this in writing. Foster Carers must also ensure that they have adequate Buildings and Car Insurance (see Car Safety A-Z Guide)
You must inform the Family Placement Team as soon as you are aware of a potential claim covered by the Insurance Policies. Your supervising social worker will need to see the damage and prepare a report for the Insurance company. Carers must not offer to settle any claim without the Services written permission. Your Family Placement Social Worker will give you advice on ways to proceed.
Leisure Passes
You can request free leisure passes for yourself, your children and the child you look after from Sefton Inclusion Service via the Placement Support Workers of the Family Placement Team.
Life Story Work
As a foster carer, you have a vital role to play in Life Story work.
Life Story work helps a child to fit together the pieces of their past. It records the disturbing as well as the happy, the mundane as well as the essential. It may be a record for the child to look back on as they grow up, or a tool to help an older child to come to terms with things that have happened. Although life story work often focuses on compiling a book, photo album or special storage box, the form of the work can be as individual and unique as the child’s needs are.
Life Story records should give an account of the child’s birth details and social environment; information about birth family including siblings and their relationship with these people; other important people and interests; details about house and placement moves; education and school moves.
It is possible, and often appropriate, that the majority of the Life Story work is completed between the carer and the child together, with support from the child’s Social Worker. Carers are best placed to involve the child in a natural context and setting and are with the child as they experience everyday or special occasions. Carers are also likely to have gained a feel for the child’s moods and responses which should enable a better understanding of how and in what way the Life Story work should be approached. Some children, for example, will enjoy putting a book
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together; others will consider this a childish activity and may prefer to talk about things and decide how this is recorded.
Understanding the child’s story is a vital part of helping children feel comfortable with who they are. When some of the story is unspoken or missing, all kinds of fantasies can go on in a child’s mind, and not speaking about some area of the child’s experience can lead them to believe that part of their past is uncomfortable to others or “bad”. Often, children can have confused memories of events and it is a good idea to record the child’s memories alongside a record of what really happened.
Life Story Work can often raise painful memories and the work should be undertaken in consultation with other people who work with or have close contact with the child. Painful memories can trigger bouts of challenging behaviour. Without going into detail or breaching confidentiality it is a good idea to tell people like teachers that the child and their carer or Social Worker are talking about things that may upset or disturb her/him.
Carers may have concerns about discussing traumatic events with a child, thinking it is better not to stir up possible anxieties. Children do remember their pasts, however, and they often recall life events in a much worse way than the facts suggest. It is important to offer them a more accurate or truthful version and not to impose personal views in the way information is recorded. Working closely with the child’s Social Workers or other professionals will be important in this endeavour.
As well as making sense of the past, Life Story work can record the present. This can be achieved by the carer keeping a diary; taking regular photographs of the child; collecting brochures, cinema and train tickets; birthday and Christmas cards that the child receives, and making a record of the child’s likes and dislikes. This is particularly important when a child is being prepared for “moving on” to a permanent substitute placement.
Children can retain their Life Story record and take it with them when they change placement or leave care.
The support workers within the Service and Social Work teams, as well as the child's Social Worker, will be a valuable source of advice and guidance in this area. Please access this support if appropriate through your Family Placement Social Worker and take up opportunities for training in this respect offered by the Service.
Loss, Grief and Bereavement
Children and young people in care will have experienced loss in many different ways. Death or loss of a parent either by adoption or parental relationship breakdown; incapacity of parents to offer care; placement and school moves. Children and young people removed or separated from their parents for whatever reason will experience loss and go through many of the feelings associated with grief or bereavement. These can include withdrawal, denial, shock, blame, distress and anger, directed at themselves or others.
Major life changes such as moving house or school and the loss of friendship networks and familiarity create feelings of insecurity. An apparently trivial loss
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layered onto other earlier losses can precipitate depression, physical illness or difficult or criminal behaviour.
People who experience major losses in childhood or adolescence can be especially vulnerable following losses as adults. Children who lose a parent may be fearful of commitment and may find difficulty in achieving stable relationships in later years.
Factors affecting a Child’s Reaction to Loss
The ability of children to make sense of any change and loss they experience is dependent on their age and degree of understanding. Younger children appear to be more adversely affected by the loss of a parent than older children. This may be related to a reduced capacity to fully understand such events and a greater need for parental nurture. It is said that the more life changes a child experiences within the first two years of life, the higher the risk of emotional damage.
Typical and expected adolescent issues may complicate the grief reactions in older children and can result in a resistance to communicate with adults, alienation from parents or worries about their sexuality.
Some children may not feel able to grieve or express grief effectively because they are not given adequate help at the time or the general atmosphere is too confused. By forming a sensitive and understanding relationship with a foster carer they may be enabled to grieve “healthily”.
It is important to realise that the majority of children who suffer loss can accept it and adjust, given sensitive support. Outcomes will be influenced by each child’s unique personality and previous experiences, as well as the nature and quality of the help they receive.
Other Relevant Factors:
• When, where and how the child was informed and talked to about the loss • Whether the child had opportunity to ask questions and receive honest answers • Where there is a stigma attached to the separation e.g. alcohol; drugs; prison etc. • Whether the separation was sudden e.g. suicide • Whether there was illness or death • What family relationships were like before the loss • What relationship and contact the child has with parents, siblings, extended family • The child’s position in the family and whether this changes • Whether a parent remarries or makes a new relationship.
It is essential to know as much as possible about the circumstances surrounding your foster child’s loss in order to provide meaningful and appropriate support.
Children’s Reactions to Loss or Grief
The symptoms of grief or loss are many and their intensity will vary. You may notice some of these:
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Feelings Depression - feelings of sadness and despair sometimes triggered by external events Guilt - self blame for the loss and feeling sad about their behaviour towards the person they have lost Anger and Hostility – directed toward self or the family, Social Worker or carer
Behaviour Agitation – restlessness, over-activity, searching for the person lost Fatigue – reduction in usual activities, crying Dependency – clinging and introverted
Attitude Low self-esteem and self –reproach Helplessness and hopelessness – pessimism about present situation and the future. Possible suicidal thoughts Suspiciousness – doubting the motives of those who offer help Interpersonal problems – difficulty in maintaining and making relationships. Imitation of the lost person and/or idealisation of them
Physical Reaction Loss of appetite or sometimes overeating Sleep disturbance – nightmares or sleep walking Complaints – headaches, sickness, tremors, hair loss. Sometimes symptoms similar to those of the deceased may be felt by the child Toileting – this may regress. Bedwetting or soiling may be a feature
Cognitive Lack of concentration and ability to think things through. School work and creative skills may be affected.
How to help children cope with loss
Talking, listening and sharing feelings is one of the main messages and this informs all areas of your work as a carer. Where possible children should be prepared for loss and given honest, clear explanations about what has happened. They will need to cry with you and explore their feelings and worries.
Play may be an important initial mechanism by which children can act out their feelings. Being able to talk about loss and coming to terms with it may be a long process. Life Story work can be important in helping the child to build up a complete picture of what has happened to them, what the lost person was like etc. People and past events need to be kept alive as part of the grieving process.
When children and young people have experienced loss it is essential that they are cared for in an environment where they feel safe, cared for and have an importance. Reassurance is particularly necessary and the establishment of a routine can assist a child to develop a sense of security. The child may be clingy or feel a need to regress or be “babied”. Recognition of this need and patient encouragement through reassurance is required of the carer.
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Older children may repress grief for a variety of reasons, many associated with the stages of adolescence. They may reject help as it makes them feel different or the odd-one out. Adolescents can be helped to express their feelings in a healthy manner through hobbies, music or sport. Their peer groups and friends are likely to be a valuable source of support and they may be more inclined to share their feelings with them. It is important to offer an available presence which is obvious but not contrived, so that young people may select their own moments to seek your support or advice.
Luggage
When looked after children move placements, their belongings should always be transferred in suitable cases, toy crates and bags. Bin bags should not be used.
Media
Children should be protected from media attention. Please contact your supervising superviser if the media try to make contact with you or your looked after child. Do not make any comments to the media until support arrives.
Medical Examinations/Health Assessment
The Local Authority should arrange a Health Assessment prior to the child’s placement if this is reasonably practicable, (unless an assessment has been carried out within the last 3 months). In the case of an emergency placement, an assessment should be arranged as soon as possible following placement.
Health Assessments are an important safeguard for the child, you as carer and your family. They provide an up to date profile of the health needs of the child as well as a basis for monitoring the child’s development whilst looked after.
Each Children’s review will formally enquire as to the date and outcome of the statutory health assessment. The review should also consider how any arising health needs are being met and by whom.
Responsibility for the arrangement of Health Assesments rests with the child’s Social Worker. The most appropriate arrangement for the child should be the overriding consideration in deciding where and by whom the assessment is conducted. Children and young people can refuse to take part in any requested health assessment and children who are judged able to give consent cannot be medically assessed or treated without their consent.
There is an expectation that in most circumstances the foster carer will be the most appropriate person to attend with the child. Part of the carer’s task is to help and encourage young people to understand the importance of health care and to take responsibility for their own health.
Missing from Care
Sometimes children miss deadlines for their return home or fail to keep a proper track of time. In many situations you will be able to locate the child you look after by a
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telephone call to their friends and family or by going to the place you know the child will be (never place yourself in danger). If you find the child and they come back home they are not deemed as missing.
If after locating the child and your efforts to bring them home are not successful you should let the child’s Social Worker know. If it is night-time you must call the Emergency Duty Team (EDT) (0151 920 8234) for advice and guidance, they will advise you as to whether you should call the police.
If you have not been able to locate the child then consider the following:-
• The age and maturity of the child • The degree to which this is a normal or abnormal event in the life of this child. • Whether the child is alone. • Length of time the child has been missing. • Level of vulnerability. • State of mind at time of going missing.
You must then notify the police if concerned and give them a full description of the child describing the clothes they were wearing and supplying a recent photograph. Contact the child’s social worker or EDT depending upon the time of day or night.
Make a record about events of the day, who you have contacted, addresses you have where the child may have gone and any messages or information you have received throughout the event.
Throughout the search remain at home so you are there if the child comes back voluntarily or so you can be contacted if necessary.
If the child returns of their own accord, inform the police immediately as they will need to see the child.
When the child is found the police will return them to your home. If the child is missing for longer than seventy two hours the social worker will initiate a Child in Public Care Meeting.
The Missing from Care procedures for Foster Carers should have been given to you at the point of your approval. If you do not have a copy please ask your Supervising Social Worker for a copy.
Moving On
As with your own children, all foster children move on from you at some stage of their lives. Because children and young people in care may have experienced many previous moves and separations they are especially vulnerable to feelings of insecurity when moves are planned or imminent. All moves and losses are painful and even positive moves can involve mixed or confused feelings.
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Why children move on
Children who are looked after may return to their birth family, usually parents; but sometimes to grandparents or other relatives. They may move to a new family as part of the long-term plan for permanency; they may be moving to substitute carers on a respite basis whilst you are on holiday, or they may be moving on to greater independence by living away from you on their own or with friends.
Some children must move on because their placement is not working. Carers faced with this situation often feel that they have failed though this is unlikely to be the case. A range of human factors: personalities, aspirations; expectations and complexities can conspire to make a living situation unworkable for all concerned. Please remember to liaise with your Family Placement Social Worker at an early stage if you feel that there are signs that the placement may later run into some difficulty. Often, potential problem areas can be overcome with the advice and involvement of other professionals. Please see disruption meetings and unplanned placement end meetings in Section one.
Preparation
Whatever the reason for the move, ideally it should be carefully planned. The move and the reasons for it should be fully understood by foster carers, parents and children, even if not everybody is in agreement with the plan.
When a child moves on a lot can be done by all those involved to make the move as positive as possible. The carer’s role is particularly important, but remember that Family Placement Social Workers, Child Care Social Workers, other foster carers and professionals can offer help and expertise.
Effective time-tabling of the move is an important factor, and will differ in each individual case. Good practice guidelines for the planned move should also apply to an emergency or unplanned move as far as practicable. Even where moves are planned to the smallest detail, the occasional hiccup or unanticipated event may dictate a change of pace or adjustment to plan.
Moving Back to Birth Family
Most children move back to birth family. Within a short-term placement plan you will have been working closely with birth family members and having significant contact.
Contact frequency will increase as the move home nears. Time spent between the carer and the birth family member allows discussion of practical and emotional issues and can assist with areas of parental anxiety. Any concerns you have in connection with the move must be shared on a professional basis with the child’s Social Worker and the Services workers. It is inappropriate to transfer to the child, even unintentionally, any worries you may have about the potential for the success of the rehabilitation plan.
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Most children retain a strong loyalty to their birth parents/family. This can be hard to accept, especially when reviewing a child’s experiences when at home or where you have cared for them for a long time. The child’s wishes and feelings relating to the move should be listened to and their views, hopes and any anxieties communicated to Social Workers, as these are central to balancing the potential for risk against the potential advantages.
Moving to another Family
In this situation you will need to work closely with the new carers. You will be required to pass on information about your family and lifestyle, the child’s likes and dislikes, routines, behaviour etc. Circumstances vary but usually both families spend time together to exchange information and observe the child. It is important that the child sees that both sets of carers communicate together.
Joint work of this nature is often much more difficult when the placement has not been progressing well, for whatever reason. This only increases the need for effective communication and co-operation between parties. Where a Form E has been prepared in respect of the child, the Foster Carer who the child has been living with should be involved and make a contribution to this document.
When permanency plans are being progressed, the foster carer can help both the child and the new family to be prepared by undertaking life story work with the child’s involvement. The child’s thoughts and feelings in relation to the new family tend to be shared with carers and these can be incorporated into the Life Story book.
See Life Story Work in this A-Z section
Moving to Independence
Many of the same issues as above apply, though young people will also require a great deal of practical help and advice, the development of money management skills, information on work, further education, benefits etc.
Young people must be consulted and offered advice about their futures. They must also be encouraged to be actively involved in decision making processes and make realistic and informed choices. Please see legislation for LAC and foster carers – leaving care at 2000 in Section one.
Leaving Care can be anticipated by the young person as a long-awaited positive event, or experienced with a significant amount of trepidation. Feelings of panic or unease can materialise or increase when the time for independence approaches, however, and the carer must be alert to this possibility. The period leading up to independent living can also cause a young person to review their personal circumstances, birth and care history and this creates the need for additional reassurance and support on behalf of the carer.
Keeping in touch
It is usually very important for children and young people to feel that they can contact previous carers when in a new placement or living independently, though sometimes
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they choose not to. It is important to allow contact to be “natural” and at the level that is right for you, your family, the new foster family and the individual child. The support or guidance of your Family Placement worker may help you to gauge this to the most productive outcome.
Names
A child’s name is part of their identity and connects the child to their family history, culture, religion, and parental preference.
Children who are fostered sometimes ask to use the carer’s family name, particularly in a long-term or permanent placement arrangement. There are various reasons for this, some negative e.g. the stigma that can be associated with being in care, and some are more positive, e.g. the child’s wish to be identified by others as a part of the new family. An additional consideration is that it avoids the need for the child or young person to provide an explanation of their circumstances, when being introduced for the first time to new people.
You are not allowed to change the surname or first name of any child you look after. In certain circumstances, it may be possible for the child to be known by another name if he/she is insistent that this is considered by the Local Authority, however the implications of any name change must be fully discussed and understood by the child, the child’s parents and relatives, the foster family and the Social Worker.
Foster carers who need further advice on this issue should contact the child’s Social Worker or Family Placement Social Worker.
National Insurance
Young People who are looked after can be overlooked in being issued with their National Insurance number. National Insurance numbers are usually triggered by the Child Benefit system approximately 3-4 months before a child’s 16 th birthday. As looked after children do not receive this benefit, it is important that the foster carer demonstrates foresight on the young person’s behalf and asks their Social Worker to address this important aspect.
OFSTED
Children’s Services are regularly inspected by OFSTED. During an inspection you may be asked for your views.
Passports
Obtaining a passport in respect of a particular child is the responsibility of the child’s Social Worker. It should be remembered that arranging a passport can be a lengthy business, and will usually require consultation with the child’s birth family or those with parental responsibility. A letter of delegated consent will also be needed when taking a foster child outside the U.K. and this should be provided by Children’s Services. The Local Authority will usually cover the cost of the passport.
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Pets
Having pets is a typical part of family life. The Service would want the children and young people we look after to have the opportunity to experience “normal” family life. Many children and young people visualise themselves living in a household with pets and they will often express this in the planning process. Other children may be fearful of certain animals and this will also need to be considered in placement matching.
As we are looking after children and young people on behalf of or in partnership with others with parental responsibility, it is important that we apply thorough safeguards in all respects, including the safety and health needs, e.g. allergies, of children and young people in their contact with carer’s pets.
With regard to any animal which could be considered as dangerous, discussion will need to take place between the carer and the Family Placement Social Worker, during the assessment. It will need to be established where such animals are to be kept and what risks, if any, there would be for foster children. Standards of hygiene are also very important and excessive numbers of pets or poor hygiene conditions would lead to a review of the foster placement. Carers’ pets are considered on an individual basis at least annually, as part of the Health and Safety check.
Animals which have to be registered under The Dangerous Wild Animals Act 1976 will rule out the use of an applicant carer’s home for foster care.
Service Guidelines for Assessing Dogs
• The following dogs are prohibited as pets by The Dangerous Dogs Act 1991: Pit Bull Terrier; Japanese Towser; Dogo Argentine and Fila Brazilliero. Special caution should also be exercised when assessing households containing an Alsation (German Shepherd), Rotweiler, Doberman or Bulldog, or a “pack” of dogs – (more than two)
• Safety for the child or young person is of paramount importance. It is the responsibility of the dog owner to demonstrate the dog’s capacity to cope with children and that the owner has a responsible attitude and a good understanding of the issues involved. Responsible dog owners will not mind a check being made on the dog and their own suitability to be carers. Sefton has a specific dog assessment form.
• It is important to know whether the dog has ever lived, or continues to live, with children. Was this experience positive?
• Size of dog is important, especially where vulnerable children are involved. Small dogs, however, can be “snappy” and the suitability depends on the particular dog’s temperament.
• If there is any doubt or disagreement about the suitability of the dog, the opinion of the local dog warden or a vet who knows the animal well should be sought.
• The Health and Safety checklist must include reference to dogs and other animals and should be completed at the outset of the carer’s initial assessment. The Page 124 Agenda Item 11
household would need to be reassessed if circumstances change, an incident occurs or a new pet joins the household.
• It is acknowledged that all dogs have the potential to be dangerous and that children can provoke attacks from dogs. Foster carers must supervise both the child and the dog at all times to ensure the child’s safety.
Minimising the Dangers
• Cats should be kept separate from children if they are at all vicious, bad tempered or likely to harm the child. • Cats and dogs should be regularly de-wormed and treated for fleas. They should also have regular veterinary checks and treatment as required, including vaccination. • Children should be kept away from cat litter trays, dog faeces, feeding bowls and pet food. • Floors and furniture should be regularly vacuumed so that pet hair does not become a source of allergens for children. • Small caged animals such as hamsters, mice, gerbils and caged birds are usually kept indoors in cages and provoke a great deal of interest in young children. Children should only be allowed to handle these pets under adult supervision and cages should not be positioned where they can be pulled over by a child. As above, caged animals should be protected against vermin infestation. • If you keep aquarium fish,the glass of the aquarium should be treated as a hazard alongside all other household glass. Outside ponds are a potential drowning hazard and should be covered whenever a child has access. Children must be supervised at all times if ponds are accessible to them. • Other pets, including rare and exotic animals, birds and reptiles will be considered on an individual basis during the initial assessment and carer review process.
Placement Support Workers (P.S.W.)
The Family Placement Service employs Placement Support Workers (see staff list) to ensure that placements can be facilitated or sustained by the provision of planned substitute care roles for specific carer needs or for identified tasks within the placement agreement. If you feel you need the support of a P.S.W. please discuss this with your Supervising Social Worker or a Manager from the Family Placement Team.
Racism
See Equal Opportunities
Religion
See Equal Opportunities
Safer Caring
As a Foster Carer it is your responsibility to provide a safe, healthy and positive nurturing environment for the child you look after. Page 125 Agenda Item 11
Safer Caring is about protecting the child and your family in all aspects of day to day life. It is to ensure that a child is cared for in a way that makes them feel secure and safe in any situation.
It is about recognising that each child is an individual with a different background and life experience. As a Foster Carer you should adapt to each situation as the need arises and receive sufficient background information about the child you look after.
It is important to have a clear set of home rules. This helps to clarify for all household members those actions or behaviours which are unsafe or serve to increase risk to children, yourselves and others.
Your Family Placement worker will guide you in completing your Safer Care Home Policy document and will undertake a risk assessment if necessary.
To apprise yourself of Safer Care principles it is important you read:
• “Safer Care Practice Guidelines for Foster Carers” • “Allegations – What you need to know” Information for Foster Carers. • Concerns, Complaints or Allegations against Foster Carers – Information document. • Specific issue guidelines on use of computers for LAC children. • Travel Safety literature. • Foundation of Sudden Infant Death literature.
It is important you attend training on:
• Safer Care Practice • First Aid • Health and Safety Course • Child Protection
Experienced Foster Carers say that whilst they had to change the way they do things, after a while this feels normal and does not prevent the family from leading an ordinary life.
Sexual Health
Children and young people in public care are particularly vulnerable to poor sexual and emotional health. It is difficult for them to access sexual information, education and support. Without proper support they may receive inadequate or factually incorrect information and negative messages about sex, sexuality and relationships.
Young people in care may have experienced many moves in placement and school, or have been excluded from school completely. They are therefore likely to have missed sex education at school and had limited opportunity to build long-term relationships with their peers. For some young people, sex may be a way of achieving attention, affection or excitement and filling a void in their lives.
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Children and young people’s experiences before being looked after may distort their understanding of sex and personal relationships and result in their low self-esteem and inappropriate sexual behaviour. They may also lack the necessary skills and confidence to negotiate and sustain positive personal relationships.
Research shows that that the rate of teenage pregnancies is significantly higher in young women who are looked after when compared to the general population. Young women in the care system may also be more vulnerable to abusive relationships, to pressures to become sexually active at an early age, to sexually transmitted infections or a target for abuse through prostitution.
As a foster carer, you will have received a sex, health and relationships document.
Young people want to talk about sex and relationships with someone they trust. Foster carers are likely to be a priority person that they select to discuss such areas with and it is therefore important that you are able to talk in this context in an easy to understand language and be prepared to answer questions honestly and in a non- judgemental way. Carers must not wait to be asked or consulted by young people themselves. They must be proactive in ensuring that young people are furnished with accurate information and support and that their sexual health is promoted.
Some Strategies for talking to young people about sex and relationships:
• Preparation. Think about what you will say and how you intend to say it. Find out about the legislation, policies, and procedures of the agency and the responsible Local Authority. Also, research what services and clinics are available to young people in your area.
• Be aware that children and young people need to know about body changes and feelings before they happen. Children and young people also need to be prepared.
• Find language or words that you feel comfortable with. Children and young people do not necessarily expect or want you to speak in the same way as them. Make efforts, however, to gain an understanding of “street” language common amongst young people.
• Be aware of clues that a young person may need advice or support. Clues may be indirect questioning about your sexual experiences, or leaving pornographic literature, personal diaries or letters where they can be found.
• Have appropriate books and leaflets that you can read together or they can read for themselves.
• Take advantage of opportunities as they arise, e.g. discuss issues in the news or on television. Take advantage also of any training opportunities made available by the Service.
• Have a chat when you are doing other things, such as household chores or in the car. Create space for conversations when you can stop whatever you are doing easily. Page 127 Agenda Item 11
• Answer questions with honesty and openness. If you do not know the answer, offer to find out or help the young person to do so. Do not make assumptions based on the young person’s line of enquiry. Try not to be judgmental, but don’t be afraid to say if you think that an activity may be unsafe or unhealthy for the young person or anyone else.
• Be aware of the different needs of, and pressures upon, young men and young women.
Lesbian, Gay and Bisexual Young People
The Children Act 1989 makes particular reference to lesbian and gay sexuality, insisting that the needs and concerns of young gay men and women must be recognised and approached sympathetically.
You may be caring for gay, lesbian and bisexual young people, whether you are aware of this or not. You have a responsibility to respond in ways that do not set up barriers or reinforce discrimination or prejudice.
Young people who are beginning to understand their sexuality need practical support to untangle a range of feelings and to prepare them to counteract prejudice from others.
Carers can: • say it is all right to be gay • answer questions • help the young person to discuss issues relating to their sexuality with groups or individuals
Carers can give advice and information on sex education though they should also recognise their limitations and refer young people to appropriate organisations where necessary, or themselves seek advice and support from appropriate organisations or the Service, in order to assist the young person effectively.
Sexuality
Carers can give details about local contraceptive and sexual health services to young people and encourage them to access advice
Carers can accompany a young person to a contraceptive service or clinic if they believe a young person is worried.
Carers can provide young people, including under 16’s with information about contraceptive methods and the importance of using condoms to protect against sexually transmitted infection. As they are not health professionals, carers should not give advice about the choice of contraceptive method. If a carer is aware that a young person has had unprotected sex, they should ensure that the young person can access emergency contraception as soon as possible.
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Carers can do a pregnancy test on a young person’s behalf, though it is preferable to have any positive test confirmed at a clinic or local service. They will also require unbiased information and/or counselling which the carer can help the young person to access.
Confidentiality and Sexual Health
Foster carers should respect a young person’s right to confidentiality when discussing sex and relationship issues, including contraception. Carers are also required, however, to promote and safeguard the health and welfare of the young person and have to use their discretion and good judgement in balancing the young person’s right to confidentiality with the need to ensure their safety.
Foster Carers can contact their Family Placement Social Worker if they wish to gain advice regarding this.
Sleepovers
Staying the night with friends is one of the most common and typical activities of childhood activities for children living at home with their parents.
Children who are Looked After should not be any different and as their Foster Carer you should be able to make the decision as to whether this can happen. As a responsible adult you can determine whether the household the child wishes to stay at is appropriate and safe. The Placement Agreement form and Placement Plan 1 form should have this delegated responsibility written into it and will also state the households where the child cannot stay.
Adults of the households known to the child do not need to be CRB checked. However, if the stayover is prolonged or frequent, CRB checks will be carried out. If you have any doubts or just need to chat through a situation always consult with your Family Placement Social Worker who will liaise with the child’s social worker if necessary. It is always good practice to let the child’s social worker know of any overnight stays that have taken place. Full procedures on babysitting and overnight stays can be obtained from the Family Placement Team.
Smoking
We are all aware of the damaging effect that passive smoking can have on the health and development of children as their lungs and airways are much smaller and their immune system is not yet fully developed. Consequently, when exposed to environmental tobacco smoke they are more likely than adults to develop both respiratory and ear infections. We know that, whether a person smokes or not is no reflection on their ability as a foster carer but we believe that issues around smoking and children deserve urgent attention.
• The World Health Organisation (1999) reported that children living with adults who smoke are nearly three times more likely to smoke themselves because they perceive smoking as being the norm.
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• A child breathes both smoke from the burning tip of the cigarette and also the smoke that has been inhaled and then exhaled by the smoker; children have a higher respiratory rate than adults and consequently breathe in more harmful chemicals.
• The Department of Health’s Scientific Committee on Tobacco and Health (2004) issued a report that concluded that exposure to second-hand tobacco smoke can cause both lung cancer and heart disease in adult non-smokers.
• The Government’s aim is for every child, whatever their background or their circumstances, to have the support they need to be healthy and stay healthy and this is aimed at everyone who comes into contact with, or delivers services to children.
Sefton Children’s Services will have an operational smoking protocol for Foster Carers by January 2008. Every Foster Carer will be circulated with this new protocol.
Remember – it is illegal to provide cigarettes to children under eighteen years of age.
Statement of Purpose
The Fostering Services Regulations 2002 require every Fostering Service or Agency to produce a Statement of Purpose on an annual basis.
In Sefton, a comprehensive Statement of Purpose is produced annually as well as an abridged version for foster carers. The abridged version is sent out to all foster carers every year. If you would like the full version, please ask your supervising social worker.
Storage of Documentation
As a Foster Carer you will receive many reports and documents about the child you look after. Please remember this information is highly confidential and must be stored securely and safely. It must not be shared with any other person without permission from the relevant Childcare Team.
When a child leaves your home please ask your Supervising Social Worker to collect any papers relating to them. Please ensure this includes school reports, school photographs and certificates of achievement.
At your supervisory visits your Family Placement Support worker will discuss storage of information. If you need lockable filing cabinets please let the Family Placement Team know.
Substance Misuse
See Drugs and Solvent Misuse
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Training
As a Foster Carer you need to undertake training which is necessary to equip you with the skills and knowledge to provide high quality care for the child you look after.
The Family Placement Team is committed to building training into your development as a Foster Carer and has access to the resources offered by the Services Training and Development Unit, the Corporate Development Learning Unit and external training resources purchased by the Service. In most cases training times will take into account your roles and tasks and be arranged at convenient times and venues.
If you need support for the child you look after to attend the training event then inform your Supervising Social Worker.
During the first year of your approval you must complete the three mandatory courses:
• First Aid • Safer Care Practices • Health and Safety in the Home
It is also advisable to complete a Child Development and Child Protection course.
A training calendar is produced quarterly and your supervising social worker will discuss your training needs and personal development at each of your supervisory visits and your Annual Foster Carer Review. If there is a particular course you wish to attend let them know. The Family Placement Service will also keep a training log of the courses you have undertaken. You will be encouraged to undertake an NVQ award and will be allocated an assessor for this purpose.
Foster Carer Training Forums are held regularly to which you will be invited to attend. Remember your views and opinions are important.
Social Care Information and Learning Services (SCILS) as well as Education Information Learning Services (EILS) are learning programmes available to foster carers on line. Your supervising social worker will give you details of how to access this service.
CWD Standards
From April 2008 all newly approved foster carers will need to demonstrate competency in all seven standards. Existing foster carers will have until 2011 to meet the standard. The standards are as follows:-
1. Understand the principles and values for fostering children and young people. 2. Understand your role as a foster carer 3. Understand health and safety, and healthy caring 4. How to communicate effectively 5. Understand the development of young children
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6. Safeguard children and young people (keep them safe from harm) 7. Develop yourself
Vegetarianism
As children and young people grow and establish their own identity, they may develop certain moral or ethical preferences. Other children and young people may be vegetarian by virtue of their culture or religious practice. Carers must respect this aspect of a young person’s lifestyle as an important part of them, but it is also important to find out from the individual concerned which foods they do not eat as there is a wide variation in vegetarian practices.
Children and young people can sometimes elect a vegetarian diet choice. This may be because they believe the diet is healthier or because they are concerned about world resources. Approximately 5% of girls and 1% of boys aged 4-18 years in Britain choose a vegetarian diet, though this figure rises to a reported 10% among girls aged 15-18 years.
Carers who are unfamiliar with vegetarianism can feel at a loss as to how to prepare food and may worry that the child or young person is not taking in a sufficient amount of vitamins or minerals. A vegetarian diet, which provides a good variety of foods, can supply all the necessary nutrients. It has also been shown that vegetarians have diets, which are lower in fat and saturated fat and higher in carbohydrates and dietary fibre. Research indicates that vegetarian adolescents have lower blood cholesterol levels and a lower rate of obesity than non-vegetarians.
Vegetarian diets have traditionally been eaten by many people throughout the world, particularly in Asia. Vegetarianism is common amongst Hindus and some Sikhs, Rastafarians and Seventh Day Adventists. In larger towns and cities in the U.K it is relatively easy to obtain foods appropriate to different diets, however carers need not necessarily buy branded vegetarian products, but may in many cases find that simple changes to cooking practices and planning ahead enable an appropriate menu to be offered. It is important to encourage the same healthy eating principles in food choice when preparing food from other cultures, but it is also important to remember that not everyone from a black and ethnic minority group follows a traditional diet. Experiencing and talking about food from other cultures provides an opportunity for carers to emphasise that the U.K is both multi-racial and multi-cultural.
Suggestions for Carers
• Find out about the vegetarian diets that looked after children and young people are following and ensure that the diet is as varied as possible. Varied diets enable vegetarians to maintain iron and zinc at healthy levels. • When cooking food for vegetarians it is important not to compromise the food in any way, e.g. do not use gravy made with meat juices or use the same utensils as used in meat preparation. When cooking the same basic dish for vegetarians and non-vegetarians, cook the dish first and then add the meat for the non-vegetarian.
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Whistle blowing
Please refer to Policy circulated to all carers.
Policy Statement
“The Council is committed to the highest possible Standards of Openness, probity and accountability . In line with that commitment we expect employees and others that we deal with who have serious concerns – about any aspect of the councils work to come forward without fear of victimisation, subsequent discrimination, or disadvantage. It is recognised that most cases will have to proceed on a confidential basis”.
The Council’s Complaints Procedure applies to Foster Carers for Sefton Children’s Services. Any serious concerns that carers have about any aspect of service provision or the conduct of employees or Council members can be reported under the Confidential Reporting Policy (Whistle blowing).
Positive feedback is always helpful when assessing the success of policies and procedures. Please see the statement of purpose for details.
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FOSTER CARER HANDBOOK
USEFUL CONTACTS
Adoption
British Association for Adoption Office for National Statistics And Fostering (BAAF) General Register Office (Adoptions) 6–10 Kirby Street Room C201 Saffron House Trafalgar Road London EC1N 8TS Southport PR8 2HH Tel. 0207 4212600 Tel. 0845 603 7788 Fax. 0207 4212601 www.gro.gov.uk www.baaf.org.uk
After Adoption Helpline 0161 839 4930
Alcohol
Alcohol Concern Al-Anon Family Group Waterbridge House Tel. 0207 4030888 32-36 Loman Street www.al-anon.alateen.org London SE1 0EE Tel. 0207 9228667 www.alcoholconcern.org.uk
Bedwetting/Soiling
ERICC – Education & Resources for Improving Childhood Continence 34 Old School House Britannia Road Kingswood Bristol BS15 2DB Tel. 0845 3708008 www.enuresis.org.uk
Bullying & Abuse
NSPCC Helpline Childline Tel. 0800 800500 Tel. 0800 111111 www.nspcc.org.uk www.Childline.org.uk
Barnados Tel. 0208 5508822 www.barnados.org.uk Dental Care
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British Dental Association 64 Wimpole Street London W1G 8YF Tel. 0207 9350875 www.bda.org
Drugs
Release FRANK (National Drugs & Legal Service) Freephone Helpline Tel. 0207 7295255 0800 776600 24hr Hotline 0207 7299904 www.talktoFRANK.com www.release.org.uk
Narcotics Anonymous Tel. 0207 7300009 10am – 7pm www.ukna.org
Eating Disorders/Special Diets
BEAT Coeliac UK 1st Floor Wensum House Suites A-D Octagon Court 103 Prince of Wales Road P O Box 220 Norwich NR1 1DW High Wycombe Tel. 01603 619090 Bucks www.b-eat.co.uk HP11 2HS Tel. 01494 437278 www.coelic.co.uk
Diabetes UK Vegetarian Society Macleod House Parkdale 10 Park Way Dunham Road London NW1 7AA Altrincham Tel. 0207 4241000 Cheshire WA14 4QG www.diabetes.org.uk Tel. 0161 925 2000 www.vegsoc.org
Vegan Society Donald Watson House 21 Huyton Street Hockley Birmingham B18 6HJ Tel. 0121 5231730 www.vegansociety.com Health Information
NHS Direct National Eczema Society Tel. 0800 665544 Tel. 0207 2813553 Page 135 Agenda Item 11
or 0845 4647 www.eczema.org www.nhsdirect.nhs.uk
British Dyslexia Helpline Epilepsy Helpline Tel. 0118 9668271 Tel. 0800 800 5050 www.bdadyslexia.org.uk www.epilepsy.org.uk
Meningitis UK Smoking Quitline Tel 0117 373 7373 Tel. 0800 002200 www.meningitis.org www.quit.org.uk
Department of Health Publications British Association for Community PO Box 777 Child Health London 50 Hallam Street SE1 6XH London W1W 6DE Tel. 0870 1555455 Tel. 0207 3075625 www.dh.gov.uk www.bacch.org.uk
College of Occupational Royal College of Speech & Therapists Language Therapists 106 – 114 Borough High Street 2 White Hart Yard London SE1 1LB London SE1 1NX Tel. 0207 3576480 Tel. 0207 3783020 www.cot.co.uk www.rcslt.org
Wired for Health – Young Peoples Health Network Holborn Gate 330 High Holborn London WC1V 7BA Tel. 0207 0613077 www.wiredforhealth.gov.uk
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HIV & Aids
Sexual Health Information Line Terence Higgins Trust Tel. 0800 567123 Tel. 0207 8121600 www.tht.org.uk
Legal Matters & Rights
Children’s Legal Centre Advice & Advocacy for Tel. 0800 7832187 Looked After Children www.childrenslegalcentre.com Helpline 0800 616101
OFSTED Tel. 0845 6404040 www.ofsted.gov.uk
Leisure
Sport England 3rd Floor, Victoria House Bloomsbury Square London WC1B 4SE Tel. 0207 2731551 www.sportengland.org
Mental Health
Mind Mental Health Information Line 9.15am – 5.15pm Mon – Fri Tel. 0845 7660163
Missing From Care
Missing Persons Helpline Message Home Tel. 0500 700 700 Tel. 0800 700 740 www.missingpersons.org.uk
Salvation Army Family Tracing Service Tel. 0207 2867450 www.salvationarmy.org.uk/familytracing
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Sexual Health & Sexuality
Sex Education Forum Sexwise Tel. 0207 8436051 Tel. 0800 282930 www.ncb.org.uk www.ruthinking.co.uk
Brook Advisory Service Family Planning Association 421 Highgate Studios 50 Featherstone Street 53 – 79 Highgate Road London EC1Y 8QU London NW5 1TL Tel. 0207 6085240 Tel. 0207 2846040 Helpline 0845 1228690 www.brook.org.uk www.fpa.org.uk
Lesbian & Gay Switchboard Tel. 0207 837 7324
Support Services for Looked AAfterfter Children & Young People
Careline Youth Access Tel. 0845 1228622 Tel. 0208 7729900 www.careline.uk.org www.youthaccess.org.uk
National Council of Voluntary Who Cares? Linkline Child Care Organisations www.thewhocarestrust.org.uk Unit 25, City Road London EC1V 2PT A National Voice Tel. 0207 833 3319 Central Hall www.ncvcco.org Oldham Street Manchester M1 1JQ Tel. 0161 2371441 www.anationalvoice.org
National Youth Advocacy Service Voice for the Child in Care Egerton House Unit 4, Pride Court Tower Road 80-82 White Lion Street Birkenhead London N1 9PF CH41 1FN Tel. 0207 8335792 Tel. 0800 616101 www.yourrights.org.uk www.nyas.net
Save the Children 1 St. Johns Lane London EC1M 4AR Tel. 0207 0126400 www.savethechildren.org.uk Support for Carers
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British Agencies for Adoption Fostering Network & Fostering 87 Blackfriars Road Saffron House London SE1 8HA 6-10 Kirby Street Tel. 0207 6206400 London EC1N 8TS Helpline 0207 6202100 Tel. 0207 4212600 www.fostering.net www.baaf.org.uk
National Children’s Bureau 8 Wakeley Street London EC1V 7QE www.ncb.org.uk
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READING & REFERENCE MATERIAL
Attachment
Bowlby, J. (1969/1982) Attachment & Loss, Vol 1: Attachment. New York. Basic Books. ISBN 0712674713
Howe, D. et al (1999) Attachment, Maltreatment & Family Support. Macmillan ISBN 0805835377
Rutter, M. (1981) Maternal Deprivation Reassessed 2 nd edition. Harmondsworh, Middlesex. Penguin. ISBN 014013526X
Permanency Planning
Thoburn, J. (1994) Child Placement, Principles and Practice. Gower. ISBN 1857421191
Maluccio, A. M. et al., (1986) Permanency Planning for Children: Concepts & Methods. ISBN 0422788503
Thoburn, J. (1991) Permanent Family Placement – a decade of experience. BAAF. ISBN 0903534967
Aldgate, Maluccio, Reeves. (1989) Adolescents in Foster Families. BAAF. ISBN 0925065056
Dwivedi, K & Varma, V. Meeting the Needs of Ethnic Minority Children. ISBN 1853022942
Sellick, C & Thoburn, J. (1996) What Works in Family Placement. Barnados. ISBN 0902046330
Argent, H & Kerrane, A. (1997) Taking Extra Care. Respite, Shared and Permanent Care for Children with Disabilities. ISBN 1873868383
Mullender, A (1999) we are Family. Sibling Relationships in Placement and Beyond. BAAF 1999. ISBN 1873868790
Murch, M. Parton, N. (1999) Supporting Adoption: Reframing and Approach. BAAF. ISBN 1873868731
Triseliotis, J Sellick, C & Short, R (1995) Foster Care Theory & Practice. London, Cassell. ISBN 0713472855
Child Protection & Partnership
Department of Health (1995c). The Challenge of Partnership in Child Protection London, HMSO. ISBN 0113218257 Page 140 Agenda Item 11
Westcott, H & Cross, M. (1996) This Far & No Further: Towards ending the Abuse of Disabled Children. Birmingham, Venture Press. ISBN 1873878192
Dept. of Health (1999) Safeguarding Children with the Children Act 1989. London, The Stationery Office. ISBN 0113221746
Dept. of Health (1999) Parental Perspectives on Care Proceedings. London, The Stationery Office. ISBN 0113221207
Packman, J & Hall, C. (1998) From Care to Accommodation. London, The Stationery Office. ISBN 0113218699
March, P & Peel M. (1999) Leaving Care in Partnership: Family involvement with Care Leavers. London, The Stationery Office. ISBN 0113222505
Outcomes for Children
Bullock, R. Little, M. & Milham, S. (1993) Going Home: The Return of Children Separated from their Families. Aldershot: Dartmouth Publishing Company. ISBN 185521329X
Gibbons, J. Gallagher, B. Bell, C & Gordon, D (1995) Development after Physical Abuse in Early Childhood. London HMSO. ISBN 0113217900
Equal Opportunities & Anti-discriminatory Practice
Domminelli, L. (1998) Anti-Racist Social Work, Venture Press. ISBN 0333687191
Barn, R. (1993) Black Children in the Public Care System. BAAF. ISBN 0713471360
Ahmed, S. Cheetham, J & Small, J. (1996) Social Work with Black Children and their Families. BAAF. ISBN 071344889x
OTHER PUBLICATIONS OF INTEREST TO FOSTER CARERS
Shaw, Martin. Family Placement for Children in Care. ISBN 0903534746
Berridge, David & Cleaver, Hedy (1987) Foster Home Breakdowns Published by Basil Blackwell NFCA. ISBN 0631159169
Argent, Heidi. Find Me A Family. Published by Souvenir Press. ISBN 0285649779 / 0285649728 Page 141 Agenda Item 11
Stevenson, Olive. Someone Else’s Child. Published by Routledge & Kegan Paul. ISBN 0710087063
Lorrimer, Claire. House of Tomorrow, Published by Corgi. ISBN 0712611533. (True story of Jeanette Roberts who was deprived and abused as a child and went on to foster and adopt)
Bettelheim, Bruno. A Good Enough Parent, Published by Pan. ISBN 0394757769
Ryan, Tony & Walker, Roger. Making Life Story Books. BAAF. ISBN 0903534606
Fahlberg, Vera. Helping children when they must move. Published by BAAF. ISBN 090353438X
Faber, Adele & Mazlish, Elaine. How to Talk so Kids will Listen and Listen so Kids will Talk. Published by Avon Childcare. ISBN 0380570009
BOOKS FOR CHILDREN
Denis Duckling ––– by Barbara Orritt. The story of a duckling who needs someone to care for him. Suitable for children 4 – 8 years in preparation for placement moves. ISBN 1899783288
Bruce’s Story ––– by Maureen Thom & Cecilia MacLiver. A 32 page picture book with a Spaniel named Bruce as a guide. Suitable for children aged 4 – 10 years, the book includes worksheets and is suitable for placement disruption and is suitable for placement disruption work. ISBN 0907324274
The Lamb ––– by Irma Chiltern. Published by Macmillan in 1983 and deals with loss. ISBN 0333235320 / 033314086
Badgers’ Parting Gifts ––– by Susan Varley. Publised by Fontana (1984) & Picture Lions. ISBN 0006623980
The Christmas Day Kitten – by J Herriot. Published by M Joseph. Picture book addressing the subject of death. ISBN 031213407X
Nana Upstairs and Nana Downstairs – by Tomie de Paola. Published by Methuen Children’s Books in 1983. Deals with death & loss. ISBN 0416430708
Susie & The Wise Hedgehog Go To Court – by Madge Bray. Published by Hawksmere. NFCA. ISBN 1854180509
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Too Close Encounters and What to Do About Them ––– by Rosemary Stones. Published by Methuen Magnet Books and suitable for reading and work with teenagers. ISBN 0946826692 / 0416031625
The Body Book --- by Clare Rayner. Published by G. Wizzard in 1978. Well illustrate, straightforward explanation of development and the body. ISBN 0590556088
Usborne Facts of Life ––– Published by Usborne 1985. ISBN 0860208370
Boys Talk ––– by Lucienne Pickering. Published by Geoffrey Chapman. Cassell Ltd. ISBN 0225663090
Girl Talk ––– by Lucienne Pickering. (Details as above) ISBN 0225663104
Books by Jacqueline Wilson:
The Story of Tracy Beaker ––– (1992) Corgi Juvenile Paperback. ISBN 0440862795. The dreams and hopes of a teenager in residential care who has been fostered a number of times.
The Worry Website ––– (2002) Doubleday Hardcover. ISBN 0385603088. Different aspects around the problems and worries that children encounter.
Girls Under Pressure ––– (1999) Corgi Juvenile Paperback. ISBN 0552545228. Issues attached to anorexia and bulimia are explored.
The Illustrated Mum ––– (2000) Corgi Juvenile Paperback. ISBN 0440863686 Family problems including parental alcohol use
Dustbin Baby ––– (2002) Corgi Juvenile Paperback ISBN 0552547964. An 11 year old comes to terms with her abandonment as a new born baby. The Suitcase Kid ––– (1993) Corgi Juvenile Paperback. ISBN 0440863112
The above list is not exhaustive. Please refer book or other material which would be useful to carer colleagues through your Family Placement Social Worker.
USEFUL WEB SITES www.community-care.co.uk - Community Care Magazine www.criticalsocialwork.com - Critical Social Work. An interdisciplinary journal dedicated to social justice. www.doh.gov.uk - National Care Standards Website www.nyu.edu/socialwork - International Social Work site,
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possibly the most comprehensive in the world.
www.child-abuse.com/childhouse - Includes a research page
www.virtualsocialwork.co.uk - Comprehensive UK site
www.nchafc.org.uk/carelaw/index - An information site for young people in Care in England and Wales
Page 144 REPORT TO: CABINET MEMBER – CHILDREN’S SERVICESAgenda Item 12
DATE: 24 TH JUNE 2008
SUBJECT: WHAT CONSTITUTES GOOD PROGRESS FOR PUPILS WITH SPECIAL EDUCATIONAL NEEDS
WARDS AFFECTED: ALL
REPORT OF: BRYN MARSH DIRECTOR OF CHILDREN’S SERVICES
CONTACT OFFICER: COLIN OXLEY - 0151 934 3128
EXEMPT/CONFIDENTIAL: NO
PURPOSE/SUMMARY: To brief the Cabinet Member on a small scale research project carried out by an Executive Intern to identify progress measures that could be used to identify good progress for pupils with SEN/ LDD
REASON WHY DECISION REQUIRED: It is proposed to share this information with National Strategy team on SEN /LDD
RECOMMENDATION(S):
The Cabinet Member is asked to note the contents of the report and agree to sharing this with the National Strategy team as a contribution towards the national project to consider what constitutes good educational progress and attainment for pupils with SEN / LDD.
KEY DECISION: No
FORWARD PLAN: Not appropriate.
IMPLEMENTATION DATE: Following the expiry of the “call-in” period for the Minutes of the Cabinet Member meeting.
Page 145 Agenda Item 12 ALTERNATIVE OPTIONS: N/A
IMPLICATIONS:
Budget/Policy Framework: None
Financial: None
Legal: None
Risk Assessment: None
Asset Management: N/A
CONSULTATION UNDERTAKEN/VIEWS Discussions have taken place in a number of Secondary Schools to inform this paper
CORPORATE OBJECTIVE MONITORING:
Corporate Positive Neutral Negative Objective Impact Impact Impact 1 Creating a Learning Community / 2 Creating Safe Communities / 3 Jobs and Prosperity / 4 Improving Health and Well-Being / 5 Environmental Sustainability / 6 Creating Inclusive Communities / 7 Improving the Quality of Council Services and / Strengthening local Democracy 8 Children and Young People /
LIST OF BACKGROUND PAPERS RELIED UPON IN THE PREPARATION OF THIS REPORT SEN Code of Practice 2000 Local Authority Guide to SENCO’s (Merton Council) QCA guidance on target setting Maximising Progress:Ensuring the attainment of pupils with SEN (DCSF) Ofsted report Pupil Progress and SEN (June 2006)
Page 146 Agenda Item 12
1. Background 1.1. The National Strategies Special Educational Needs / Learning Difficulties and Disabilities programme aims to improve rates of progress and narrow gaps through mainstreaming SEN / LDD across the national strategies. However, there is insufficient information available nationally to make firm judgements about appropriate levels of progress for learners with SEN / LDD. A national project is about to be launched to consider what constitutes good progress and attainment for pupils with SEN / LDD. Within Sefton an Executive Intern has recently completed a small-scale project that may contribute to this national study.
2. The project 2.1. It must be emphasised that this was a small scale research project and as such findings are not conclusive. Repetition of the data collection exercise described below may mean that over time there can be more confidence in the robust nature of the data. A copy of the research project is available upon request.
2.2. Pupil performance data was considered for pupils with SEN / LDD where both an end of Key Stage 2 and end of Key Stage 3 standardised score was available. The pupils were divided into two cohorts - those with standardised scores of 75 and below at the end of Key Stage 2 and those with a standardised score of below 85. Numerical improvements in the standardised score at the end of Key Stage 3 were used as a proxy progress measure. This allowed a tentative scoring mechanism to be developed to describe progress in Ofsted terms i.e. unsatisfactory, adequate, good and outstanding. This exercise requires repetition over a number of years to test reliability and validity of the findings. Nevertheless the data provides a starting point for asking questions or developing hypotheses for discussion with school staff.
2.3. Having completed the data analysis visits to schools were made to gain an impression of the resources and strategies aimed at pupils with SEN / LDD in High Schools. It appears that in some schools there is a very strong sense that pupils with SEN / LDD are supported by a team of professionals including teaching assistants, learning mentors, teachers and senior teachers. In these schools the Senior Management Team (SMT) have a hands on approach and divert additional resources to this group of pupils. In other schools there was a sense that pupils with SEN / LDD are cared for by an extremely dedicated core group of staff but that teachers feel isolated and unsupported by the SMT and the overall ethos of the school. These findings have been shared with SASH and the offer made to follow this up by a 1;1 discussion with the Executive Intern. Further follow up will be undertaken by the Specialist Advisory Inclusion Service (SAIS) to ensure greater consistency of practice.
2.4. The survey also showed an array of successful strategies being employed across the borough, showing that personalisation was having an impact for pupils with SEN / LDD. Schools are also becoming very clear about which strategies / approaches were making a difference to pupils and were able to articulate the barriers that hindered further progress. It has been agreed that the SENCO network should be strengthened to facilitate the sharing of best practice and to work towards identifying solutions to overcome barriers to learning.
2.5. Schools were asked to define pupil progress in relation to this group of pupils. The definition included the following aspects – • achievement of challenging academic, social and personal goals that are based on high expectations, • the development of the skill of learning to support lifelong learning, • the ability to be part of a social group where you can make friends, share interests and sustain long term loving and caring relationships, • the ability to live independently, to overcome obstacles, show resilience and to achieve self- determined goals and • to have a sense of belief in ones ability and be able to recognise and celebrate achievements. Schools did not have systems in place to promote all aspects of the above definition. The most developed systems around teaching, assessment, monitoring and reporting concentrated on academic targets. Some schools are beginning to monitor and report on social and personal targets. There was also some emerging work on thinking skills, emotional intelligence, individual goal setting and positive relationships. However, this aspect requires further development.
2.6. In summary there is some very good and excellent practice. This needs to be recognised, shared and celebrated. The actions describedPage in the body 147 of the report will help to further develop this important work. Agenda Item 12 3.0 Recommendations The Cabinet Member is asked to note the contents of the report and agree to sharing this with the National strategy team as a contribution towards the national project.
Page 148 By virtue of paragraph(s) 1 of Part 1 of Schedule 12A Agenda Item 14 of the Local Government Act 1972.
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