This contrasts with residential children’s homes where” the registered person should have a workforce plan which can fulfil the workforce related requirements of regulation 16, schedule 1 (paragraphs19 and 20). This plan should:

detail the necessary management and staffing structure, (including any staff commissioned to provide health and education), the experience and qualifications of staff currently working within the staffing structure and any further training required for those staff, to enable the delivery of the homes Statement of Purpose;

• detail the processes and agreed timescales for staff to achieve induction, probation, and any core training (such as safeguarding, health and safety and mandatory qualifications).
• detail the process for managing and improving poor performance.
• detail the process and timescales for supervision of practice (see regulation 33 (4) (b)) and keep appropriate records for staff in the home.

The plan should be updated to include any new training and qualifications completed by staff while working at the home and used to record the ongoing training and continuing professional development needs of staff – including the home’s manager.”

The social work England professional standards (4.5) highlight that social workers will contribute to an open and creative learning culture in the workplace to discuss, reflect and share practice, thus, a professional development plan (PDP) (or Professional Development Plan) is a record of measurable actions to support and enable individual/s to achieve their work setting or career goals and a tool that supervising social workers should benefit from using themselves as well as enabling foster carers to use to reflect on their personal/professional development as foster carers.

In connection to the personal development of foster carers, the training development standards for foster care is clear what is required of foster carers regarding the skills and knowledge for those working with children, young people, and families to practice at a basic level. Thus, foster carers should be able to develop themselves (TSD Standard Seven). To meet aspects of this standard, foster carers need to consistently demonstrate the skills and knowledge that indicates their practice meets or is above the following standards:

• 7.3a Understand the purpose of your personal supervision and annual foster carer review and know how to make the best of these opportunities.
• 7.3b Know what additional support and training is available to you.

• 7.3c Be able to recognise when you need support and the importance of asking for help and advice.

• 7.3d Develop knowledge, skills and understanding pertinent to your foster care role (e.g., treatment foster care, fostering teenagers.

• 7.3e Develop knowledge, skills and understanding to enable you to “broaden” your foster care role.

• 7.4a Understand the need for continuing professional development and the ways in which it can improve your practice.

• 7.4b Understand and be able to reflect on how your day-to-day work as a foster carer is influenced by feedback from people you come into contact with and from children, young people and their families.

• 7.4c Work with your supervising social worker or other relevant person to agree and follow a personal development plan.

• 7.4d Be willing to continually improve your practice and understand how to do this.

Given these required standards – The Fostering Network (2021) research highlights that since 2016 –the number of carers who have a personal development plan has increased. Nevertheless, 35% of foster carers do not have a PDP despite this being a National Minimum Standard (NMS 20.5).

Download Free EMPT_016_Supervision WORKBOOK_DIGITAL_v2 (1)Updated 23.12.24

Kolb’s Reflective cycle shown below highlights the need for you to reflect on your experience from participating on learning events/training and to say/write down what you think you have learnt.  You should reflect, following participation on a learning event, on how such participation influences your current practice.

The Experiential Learning Cycle

1. Concrete Experience – (a new experience or situation is encountered, or a reinterpretation of existing experience).
2. Reflective Observation of the New Experience – (of particular importance are any inconsistencies between experience and understanding).
3. Abstract Conceptualisation (reflection gives rise to a new idea, or a modification of an existing abstract concept The person has learned from their experience).
4. Active Experimentation (the learner applies their idea(s) to the world around them to see what happens).

A good personal development plan format can contribute to enabling you to methodically think about your practice aspirations/goals that you need to reach. A Personal Development Plan should be a continual reflective reference or audit trail about your progress regarding the knowledge and skills and understanding you have developed to broaden your role within the service setting, and you should update it every time you reach important milestones. Regularly updating your Personal Development Plan enables you to target new goals that help you grow professionally and as an individual. The following five steps can contribute to creating a professional development plan:

1. Self-assessment to develop yourself: Evaluate your professional interests, knowledge, and skills. Identify areas in which you can improve to obtain your goals (targets).
2. Goals/targets: Set SMART (Specific, Measurable, Achievable, Relevant and Timely) goals that are trackable and achievable by completing small steps. List goals/targets in order of priority with the highest first so you can quickly identify them. Categorise goals as short-, mid- or long-term so you can develop more detailed steps to achieve each one.
3. Action plan: Create a plan of action for each goal. Identify the resources you need to achieve each goal, you should be collaborating and discussing these targets with your supervisor/line manager. Your strategy to participate on specific training, mentorship, online learning, or networking opportunities are some of the proposed actions you can add to your plan.
4. Implementation: Implement your plan of action by taking small steps to achieve each goal. Regularly review your progress and adjust your plan as needed. Your supervisor/line manager should meet with you frequently to discuss your progress and reflection from your participation on learning events.
5. Evaluation: Evaluate your progress by measuring your success against the goals you set (What have you learnt from doing the targeted actions you planned). Try to complete the evaluation forms from training courses that you participate on. The effectiveness of this plan should also be evaluated by your supervisor and or line manager. Celebrate your successes and learn from your failure/vulnerabilities. Then start a new personal development plan.

When considering independent living and the wellbeing/mental health of teenagers working towards independence, Children who enter care in adolescence for abuse, neglect or family breakdown often have an established level of emotional and behavioural problems that make it less likely they will settle and do well in care (Sinclair et al, 2007; Ward et al, 2008). In this group are those who continue to experience placement instability, whose care careers are more likely to be marked by offending, substance misuse, running away, truancy and school exclusion. These young people leave care for independent living at an exceedingly early age, often because of their behaviour (Source:   Promoting the Wellbeing of Children in Care: Messages from Research (2014: 242). ‘There are also concerns about the vulnerability of children leaving care to social isolation due to limited social and familial networks’ (Jones, 2019; Kellyet al., 2016; Mendes & Rogers, 2020).

However, Care leavers (or children in care developing independent living skills) should expect the same level of care and support that other young people get from their parent/s (Care Leaver Strategy 2013:4). The Care Leavers Strategy (2013:10) also asserts that ‘Government is committed to ensuring that care leavers are adequately supported financially in their transition from care to adulthood to enable young people leaving care to have the same opportunities to fulfil their potential as their peers.

Children’s Commissioner’s Stability Index (2018: 5)

‘Teenage children are the most likely of all age groups to experience placement instability. Around 1 in 7 children aged 16 or over experienced multiple placements moves in a year, while 1 in 20 experienced it two years in a row. By contrast, children aged 5-11 are age group least likely to experience these changes.

Children whose earliest known period of care was at age 12-15 are at particular risk of experiencing instability. Nearly one in five children in this group experienced multiple placements moves within the year, and 7% experienced multiple placements moves two years in a row. Children whose special educational needs and disability (SEND) are around social, emotional and mental health (SEMH) are around 50% more likely to experience multiple placements moves, compared to children with other types of SEND or no identified SEND needs’.

Therefore, stability needs of young people entering supported accommodation also need to be considered.

In terms of independent living, ‘stability can be the difference between children flourishing in their environment or having the difficulties they have already had to endure further compounded. Instability makes it harder for a child to form positive trusting relationships with their carers, teachers and social workers, and makes them feel less safe’ (Children’s commissioner 2018:7).

Unregulated accommodation for children in care

Some children, under the age of 16, have been prepared for independent living whilst residing in unregulated accommodations.  There has been some recent media attention about unregulated accommodation for children in care. Sources such as Sky News have highlighted that ‘at least 10,000 children in care were placed in potentially unsafe accommodation including caravans, tents and barges’. A ‘BBC News investigations revealed that children as young as 11 were being housed in these homes, and young people faced “organised abuse” in placements’.

Vulnerable children on reality of life in unregulated housing | UK News | Sky News

The Government has introduced ‘a ban on placing vulnerable children under the age of 16 in unregulated accommodation. This will come into force in September’ 2021. 

Under the Fostering National Minimum Standards and the older Children’s Homes: National Minimum Standards  (12.1), whilst working towards promoting good outcomes (including promoting useful  independent living skills) for children and young people foster carers and residential care workers together with the placing authority as well as fostering services/residential children’s homes also need to ensure the care provided includes supporting children and young people to:

1. establish positive and appropriate social and sexual relationships;
2. develop positive self-esteem and emotional resilience;
3. prepare for the world of work and or further or higher education;
4. prepare for moving into their own accommodation;
5. develop practical skills, including shopping, buying, cooking and keeping food, washing clothes, personal self-care, and understanding and taking responsibility for personal healthcare;
6. develop financial capability, knowledge and skills;
7. know about entitlements to financial and other support after leaving care, including benefits and support from social care services

Residential children’s homes also need to ensure they:

The home contributes to the development of each child’s care plan, including the pathway plan for “eligible” care leavers and works collaboratively with the young person’s social worker or personal adviser in implementing the plan (NMS: 12.2).

The home liaises with the child’s responsible authority and their Independent Reviewing Officer where applicable, about the progress of the child’s readiness to move to any future accommodation where they would expect to take on greater responsibility and personal independence (NMS: 12.3).

Homes support the young person’s transition to adult services, when required by the care plan (NMS: 12.4).

Under the most recent children’s homes regulation and quality standards (2015:2.8), ‘where the placing authority or another relevant person does not provide the input and services needed to meet a child’s needs during their time in the home or in preparation for leaving the home, the home must challenge them to meet the child’s needs (see regulations 5(c)). Staff should act as champions for their children, expecting nothing less than a good parent would. The registered person should consider the use of an independent advocate (see paragraph 4.16) if the child’s needs are not being met’.

Promoting adulthood and citizenship 2018 EMPT web copyReduced

https://www.voypic.org/wp-content/uploads/2021/01/Leaving-Care-During-Covid-19-in-NI-FINAL-REPORT.pdf

Promoting Safe and stable placements in which children can develop safe and secure relationships

Online safety within fostering households NLAFC Aims

Home

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https://www.barnardos.org.uk/sites/default/files/2021-05/No-Place-Like-Home-Report-IKEA.pdf

https://www.gov.uk/government/publications/ready-or-not-care-leavers-views-of-preparing-to-leave-care/ready-or-not-care-leavers-views-of-preparing-to-leave-care

• Registered Managers
• Managers
• Assistant managers
• Deputy managers
• Senior care/support workers/supervisors
• Co-ordinators
• Team leaders

Health and social care and children and young people’s services also include:

• Residential services for older people, people with disabilities, younger adults, children and young people
• Domiciliary care services
• Day services
• Respite services
• Community based services
• Adoption and fostering services

City and Guilds (2019)

To achieve the Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) Award learners must demonstrate the requirements of unit 503, Champion equality, diversity and inclusion (SHC53). Participating learner’s knowledge, understanding and skills of whole systems approach to equality, diversity and inclusion are therefore assessed by appropriately qualified individuals.

The unit explores models of practice and requires demonstration of skills and understanding of systems and processes. Learning outcomes for unit 503 include learners being able to champion diversity and inclusion as well as analysing the potential effects of barriers to equality and inclusion in own area of responsibility, analysing the impact of legislation and policy initiatives on the promotion of equality, diversity and inclusion in own area of responsibility  including:

• Promoting equality, diversity and inclusion in policy and practice, challenging discrimination and exclusion in policy and practice and providing others with information about:

1. the effects of discrimination
2. the impact of inclusion
3. the value of diversity

Learners must also show they understand how to develop systems and processes that promote diversity, equality and inclusion including being able to champion diversity, equality and inclusion (an more) and must be able to champion diversity, equality and inclusion. When completing this course learners should therefore be able to

1. analyse how systems and processes can promote equality and inclusion or reinforce discrimination and exclusion
2. evaluate the effectiveness of systems and processes in promoting equality, diversity and inclusion in own area of responsibility
3. propose improvements to address gaps or shortfalls in systems and processes

Some relevant practice standards are as follows:

• National Minimum Fostering Standards (2011). Standard 2 – Promoting a positive identity, potential and valuing diversity through individualised care. Target outcome: Children have a positive self-view, emotional resilience and knowledge and understanding of their background.
• The Children Act 1989, Guidance and Regulations, Volume 4, 3.46. Foster carers should be informed, trained and confident about dealing with issues relating to gender, religion, ethnic origin, cultural background, linguistic background, nationality, disability or sexual orientation, and be able to involve external professional advice and support as necessary. They also need to be able to balance the individual needs, wishes and preferences of the individual child with those of others in the household. Foster carers should always be sensitive to gender issues, especially when caring for children and young people of the opposite sex.
• The Children Act 1989, Guidance and Regulations, Volume 4, 3.47. Foster carers should be supported to help individual children and young people cope if they are subject to discrimination, marginalisation or ridicule from their peers by virtue of their gender, religion, ethnic origin, cultural background, linguistic background, nationality, disability, sexual orientation or looked after status.
• The Children Act 1989, Guidance and Regulations, Volume 4, 5.8. The fostering service must ensure that the fostering panel has sufficient members, and that individual members have between them the experience and expertise necessary to effectively discharge the functions of the panel. As far as is practicable, panel membership should reflect the issues under consideration, and so should as appropriate include people with experience of fostering, education, short break care and family and friends care, be gender balanced and reflect the diversity of the local community.

• Training Support and Development Standards for foster Care, 1.2 Equality, inclusion and anti-discriminatory practice

a Understand the different types of prejudice and discrimination which can affect a children and young people.

b Understand why it is important to provide care which respects and preserves each child’s ethnic, religious, cultural and linguistic background.

c Demonstrate how you support and encourage children and young people to develop skills to deal with discrimination, enhance self-worth and make a positive contribution.

• TSD 8 Supporting disabled children and children with special educational needs

a Understand the social model of disability and what it means in relation to your work as a Foster Carer.

b Have a broad understanding of the needs of children and young people who are disabled or have learning difficulties.

c Understand the need to adapt activities and experiences so individual children and young people can take part.

d Understand how you might support children and young people with special educational needs, and their families.

• Social Work England, Professional Standards: As a social worker, I will:

1.5 Recognise differences across diverse communities and challenge the impact of disadvantage and discrimination on people and their families and communities.

1.6 Promote social justice, helping to confront and resolve issues of inequality and inclusion.

3.7 Recognise where there may be bias in decision making and address issues that arise from ethical dilemmas, conflicting information, or differing professional decisions.

3.14 Assess the influence of cultural and social factors over people and the effect of loss, change and uncertainty in the development of resilience.

Training Support & Development Standards for foster care and the Social Model of Disability (5.8 a)

Equality and inclusion and cultural identity Presentation 2020 Final www.emptlondon.com Web Copy V2

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According to Sartre, ‘existence precedes essence’ it means that people don’t have any predetermined purpose why they exist in this world. Sartre’s opinion is that people are radically free.  Thus, existentialism claims that ‘If we are in a bad mood, for example, it’s because we choose to be. It suggests the external world doesn’t impose itself upon our consciousness and that we control our moods, thoughts, attitudes, and choices.

From Sartre’s perspective, freedom is something that we cannot avoid. Our ability to choose could either lead toward ‘sincerity’ or ‘bad faith’. To live in ‘bad faith’ is to let one’s being defined by social categories such as race, gender, disability, ethnicity, work position, and economic class etc. Therefore, from an existentialism perspective a person who lives in ‘bad faith’ is passive for accepting his current condition to define who they are and does not bother to transcend their situation; whilst negating themselves by the dictation of the crowd/group.  Thus, a ‘person who lives in ‘sincerity’ is the one who transcends their current situation and not being a follower of public/group opinion and actively interacts and perpetually creates their own life’s meaning’.

Anxiety and Alienation

In a society influenced by systemic racism, sexism, Disablism/ableism, and where various forms of abuse may impact on behaviour people may have many internal conflicts whilst managing freedom and experience anxiety. According to Soren Kierkegaard “anxiety is the dizziness of freedom”. Knowing that we are carrying a huge responsibility of creating meaning for ourselves, people may feel a sense of burden, since there is no one who will help them in this course. It is up to us! People may well recognize that life maybe farcical and can become disillusioned from the beliefs they used follow and adhere to. Thus, such experiences may well make people feel alienated as it’s individuals who needs to move their own steering/Life wheel in whichever direction they choose!

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In terms of life chances strategy – the Child Poverty Action Group adopts the view  of promoting labour market policies that create opportunities for progression from entry-level jobs.  Over 55% of young people with GCSE’s below grade C or no qualification are low paid compared to around 12% of those with a degree or equivalent. www

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The levels of qualifications gained may also impact on the life chances of the children of the low paid – as the recent loss of student grants may well have a financial impact on young people who go on to undertake degrees. The recent House of Commons briefing paper (June 2017:9) highlights that the ‘biggest impact of the loss of grants will be on students from the lowest income households’.  Thus. the higher the level of qualification gained by young people correlates to a higher level of achieved pay. Therefore, all the different levels of qualifications appear to make a noticeable difference to the amount of paid income individuals achieve. www.emptlondon.com

The qualification levels in England, Wales and Northern Ireland are as follows

Entry level
Each entry level qualification is available at three sub-levels – 1, 2 and 3. Entry level 3 is the most difficult.

Level 1
Some level 1 qualifications are: www.emptlondon.com
• first certificate
• GCSE – grade D, E, F or G   Visit Gov.uk for a full details of what qualifications levels means

Level 2
Some level 2 qualifications are:
• CSE – grade 1
• GCSE – grade A*, A, B or C

Level 3

Some level 3 qualifications are:
• A level – grade A, B, C, D or E
• access to higher education diploma
• advanced apprenticeship

Level 4

Some level 4 qualifications are:
• certificate of higher education (CertHE)
• higher apprenticeship
• higher national certificate (HNC)

Level 5

Some level 5 qualifications are:
• diploma of higher education (DipHE)
• foundation degree
• higher national diploma (HND)

Level 6

Some level 6 qualifications are:
• degree apprenticeship
• degree with honours – for example bachelor of the arts (BA) hons, bachelor of science (BSc) hons
• ordinary degree without honours

Level 7

Some level 7 qualifications are:
• integrated master’s degree, for example master of engineering (MEng)
• master’s degree, for example master of arts (MA), master of science (MSc)
• postgraduate certificate in education (PGCE)
• postgraduate diploma www.emptlondon.com

Level 8

Some level 8 qualifications are:
• doctorate, for example doctor of philosophy (PhD or DPhil)
• level 8 award

Go to Gov.uk for full information on the level of qualifications: https://www.gov.uk/what-different-qualification-levels-mean/list-of-qualification-levels

Personal Development Plans

In addition, the following research indicates some benefits related to involved fathers:     www.emptlondon.com

• The father’s education level is important (Yeung, 2004) and is of course linked to his income: better educated fathers tend to earn more. One study found that it wasn’t simply the father’s income but his permanent income that was most significant. Fathers’ education level tends to contribute substantially to permanent income (Chevalier et al, 2013). Also see the EMPT® promoting positive outcomes for children workbook (2014) Promoting positive outcomes workbook.doc Updated 2017.
• Fathers with more education are able to provide more resources and learning opportunities for their children, and are also more likely to engage in positive interactions, such as reading, with them (Tamis-LeMonda et al, 2013).
• Fathers’ sensitivity in interacting with their children is enormously important and sensitive fathers are not only found among better educated or wealthier fathers: the is enormous variation across social class. Sensitivity/supportiveness by fathers in interactions with their children, their engagement in literacy activities together, fathers’ use of wide vocabularies and strategies such as expanding on what children say, referring to objects and events, eliciting actions, directing attention, prompting play etc. have substantial positive impacts on child outcomes (Tamis-LeMonda et al, 2012).
• The experience of becoming a father can provide a catalyst for making the transition to a more responsible masculine identity. Young men’s masculine identities are strongly defined by locality. Young men ‘at risk’ tend to be embedded in local cultures of hypermasculinity, often with problematic consequences. Many aspire to a ‘safer’and more responsible masculinity, with their aspirations again being largely shaped by local expectations (http://www.open.ac.uk/health-and-social-care/research/beyond-male-role-models/report ).

Some other useful male care worker resources:

https://www.thefosteringnetwork.org.uk/advice-information/being-foster-carer/men-who-care

Working with challenging behaviour EMPT_SEP_TRAINING_DIGITAL (1)

http://docs.scie-socialcareonline.org.uk/fulltext/71496.pdf

https://carers.org/male-carers

CoramBAFF practice note 49 highlights the role of male carers in meeting the needs of fostered and adopted children. It includes discussion about gender in the family placement environment, the developmental needs of children, the experiences and perspectives of male carers, and the impact of allegations and abuse. Issues for agencies to consider and pointers for good practice are identified.

https://goodmenproject.com/families/a-single-man%E2%80%99s-adoption-story/

https://www.gov.uk/government/statistics/outcomes-for-children-looked-after-by-las-31-march-2016

The Fostering Network research involved in total 2,530 foster carers from across the UK completed the survey online: 1,942 of these fostered in England, 359 in Scotland, 122 in Wales and 107 in Northern Ireland. These numbers represent four per cent, eight per cent, three per cent, and five per cent of the total foster carer populations respectively.

 Aspects of the Fostering Network reports findings are:

•  32 per cent of foster carers felt that children’s social workers do not treat them as an equal member of the team around the child
• 31 per cent of foster carers reported that they were rarely or never given all of the information about a fostered child prior to placement
• 46 per cent of foster carers said their fostered children were unlikely to receive information about independent visitors
• Almost a third of foster carers had been referred children from outside their defined approval range
• 52 per cent of those who had taken children from outside their approval range had felt pressured into it
• Three-quarters of those who had taken a child from outside their approval range said they received no additional training and support from their fostering service
• Just under half of all foster carers (49 per cent) did not have an agreed training plan for the next 12 months and the same proportion of carers felt there were training courses they would have liked to attend but did not.

  Ofsted (2015) published an earlier report about foster care that amongst other findings showed:

• There were fewer fostering households overall, but more family and friends households: there were 36,890 fostering households, a decrease of 1% from the same date in 2014. In the same period, the number of family and friends households increased by 6% to 4,145
• More children were recorded as missing from placements and going missing more often: there were 5,055 children recorded as missing in 2014-15, an increase of 19% from the previous year. The number of times that children were recorded as going missing increased by 29%

 Whilst Ofsted (2012) highlighted the following:

• 67,340 foster carers were approved on 31 March 2012. Of these, a large majority of carers were White (84%). The next largest number was Black (8%), followed by Asian (4%), Chinese and ‘Other’ (2%) and Mixed (1%). This was very similar to the ethnicity profile of foster carers for 2010-11
• There were a total of 40,842 fostering households on 31 March 2012. This is an increase of around 7% from the previous year. Of these, 67% were registered with local authorities and 33% were registered with IFS
• Overall, there were 7,427 new fostering households approved during the year. This is an increase of 9% from the same period in 2010-11. Local authorities approved 63% (4,648) of new households and 37% (2,779) were approved by IFS. This compares with 60% of new households approved in 2010-11 by local authority and 40% by IFS

There are some similar findings in both the Fostering Network’s stateofthenationsfostercare2016 and their 2014 state of the nation’s foster care report findings. In the Fostering Network 2014 report foster carers also felt  foster carers should be respected and treated as a skilled co-professional, and to be recognised as part of the team working with the child; often, in fact, they are the person who knows the child best.

The Fostering Network 2014 report showed that foster carers felt that not only should their experience and expertise be valued and listened to about day-to-day care, but also in long-term planning for children. This report also highlighted that foster carers wanted to be recognised and treated as professionals by teachers, health care workers, police and others involved in children’s lives. These working in partnership issues are consistent – The Fostering Network National conference way back in 2002 (Working Across Boundaries) raised similar issues concerning working together.

Click here for State of the Nation Report 2021_DIGITAL_FINAL_0.pdf (thefosteringnetwork.org.uk)

Some Leadership and Management Care criteria related to monitoring quality:

1.1 Analyse how legislative and regulatory frameworks inform quality standards that apply to the work setting

1.2 Analyse how quality standards influence positive outcomes for individuals

1.3 Evaluate a range of methods that can be used to measure the achievement of quality standards

2.1 Work with team members and others to

• Agree quality standards for the service
• Select indicators to measure agreed standards
• Identify controls to support the achievement of agreed standards

2.2 Develop systems and processes to measure achievement of quality standards

2.3 Support team members to carry out their roles in implementing quality controls

2.4 Explain how quality assurance standards relate to performance management

3.1 Support team members to carry out their roles in monitoring quality indicators

3.2 Use selected indicators to evaluate the achievement of quality standards

3.3 Work with others to identify:

• Areas of best practice
• Areas for improvement

The Ofsted Social care common inspection framework (SCCIF) 2017: independent fostering agencies highlights areas of good leadership

5.3 The effectiveness of leaders and managers

Training Support & Development Standards for foster care and the Social Model of Disability (5.8 a)

RISK_ASSESSMENT_WORKBOOK_DIGITAL_EMPT_Website.PDF

Diploma in Residential Child Care – A5_FLYER_DIGITAL. secure pdf

EMPT_TRAINING COURSES_

In terms of promoting positive relationships and socially aware behaviour the following methods are sometimes useful in supporting behaviour management and working in line with the Training Support and Development Standards:

• Using positive reinforcement strategies;
• Modelling positive behaviour and responses to situations;
• Having an overall positive culture in the setting;
• Creating an environment that promotes positive behaviour;
• Individual behaviour planning;
• Distraction and diversion strategies;
• Boundary setting and collaborative ground rule making;
• Supporting children and young people’s reflection on and managing of own behaviour.

PRE-EMPT RISKY BEHAVIOUR

In some cases working with children and young people involves knowing why  a child or young person might actively seek out negative reinforcement through socially unacceptable behaviour.  The result of learned behaviour outcomes could include foster carers/child care workers:

• Identifying triggers and how to minimise triggers, e.g. ensure appropriate structure/planning of environment;
• Promoting consistency; familiarity and routine in minimising risk of triggers;
• Promoting clear boundaries or effective communication;
• Ensuring that the child or young person’s needs are being met (as appropriate);
• Working towards attention being gained for positive behaviour and not predominately for negative behaviour;
• Being aware that anxiety impacts on behaviour;
• Being knowledgeable around substance misuse (Training Support and Development Standards 3.3 c);
• Promoting an understanding  around the possible impact of abuse, separation and loss on the behaviour of children and  young people (Training Support and Development Standard 5.6 c);
• Being aware of how some learning difficulties or mental illness may impact on behaviour.

Given the likelihood that working with children and young people may involve knowing about a range of behaviours presented by children and young people and how to encourage positive behaviour (Training and Support Standard 3.4 b) – foster carers and residential care workers should receive appropriate training and clearly be competent around:

1. Promoting the use of proactive and reactive behaviour management strategies
2. Responding appropriately to incidents challenging behaviour
3. Being able to support individuals and others following an incident of challenging behaviour
4. Being able to review and revise approaches to promoting positive behaviour
5. Being able to Promote effective personal safety and security strategies to protect yourself, staff and members or your family (Training Support and Development Standards 3.4 a)

Promoting National Minimum Standards

The Fostering National Minimum Standards (2011) section 3.8 states:

Whilst the Children’s homes quality standards (2015) section 7.18 state:

‘Staff should have the relevant skills and knowledge to be able to help children understand, and where necessary work to change negative behaviours in key areas of health and well-being such as, but not limited to, nutrition and healthy diet, exercise, mental health, sexual relationships, sexual health, contraception and use of legal highs, drugs, alcohol and tobacco’.

The Guide to the Children’s Homes Regulations including the quality standards (April 2015) highlights the following positive relationships standards:

Thus, to promote principles related to supporting the development in children and young people leaders and managers in independent fostering settings will need to promote some of the following Ofsted Framework (2014:sections 36 & 44) requirements for a good grade:

Children and young people looked after take, or are learning to take, responsibility for their behaviour. They are either being helped to reduce any incidents of, or are not, offending, misusing drugs or alcohol, going missing or being sexually exploited. If any such risks are identified, the independent fostering agency takes action, in partnership with the local authority, that reduces the risk and protect the child or young person.

The agency offers placements to children and young people with complex needs and challenging behaviour and provides the necessary specialist support and help for as long as it is required.

In addition, leaders and managers in residential children’s homes settings should ensure they contribute to leading their related organisation in meeting the following Inspections of children’s homes Ofsted good characteristics (December 2015):

Children and young people develop skills and strategies to manage their own conflicts and difficult feelings through developing positive relationships with the staff. There are clear, consistent and appropriate boundaries for children and young people. Adults understand how children’s experiences and present emotions can be communicated through behaviour. They are able to be clear with children and young people about the consequences of difficult and unsafe behaviour and the help and support they may need. Children and young people report that adults are consistent and clear about the management of all behaviour and expectations (53.i).

Under section 57 of the framework for the Inspections of children’s homes Ofsted Inspectors judgements, amongst other factors ,takes account of:

• How well risks are identified, understood and managed and whether the support and care provided help children and young people to become increasingly safe
• The response to children that may go missing or may be at risk of exploitation or self-harm
• How well situations and behaviour are managed by staff and whether clear and consistent boundaries contribute to a feeling of well-being and security for children and young people.
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The Who Cares Trust highlight, related to promoting safe and stable placements, ‘The Government’s Care Matters agenda identifies stable relationships as one of the key factors in ensuring good outcomes for children in care. But there is an unacceptable amount of movement in care for a lot of children, who often don’t get the chance to form stable relationships with carers or social workers’.

The Care Inquiry (2013: 3.18), in terms of promoting safe and stable placements, claims that ‘High-quality relationships matter more than anything else for children in or on the edge of care, and for the adults in their lives’.

Thus, when considering promoting safe and stable placements, breakdowns to family placements can sometimes badly affect children and contribute to their emotional disturbance. Placement breakdown is defined as the placement not lasting as long as planned. Much of the key findings from studies over the past ten years have shown:

• Frequent moves can badly affect children.
• Breakdowns, or unplanned moves, are much less likely in younger children in comparison, ‘teenage’ placements. Some factors appear to cause frequent placment moves- they include:
• a change of social worker
• Over-optimistic expectations
• Placement breakdown, particularly for teenagers
• The child’s level of emotional disturbance and motivation to remain in the placement also appears to be a key factor.

Research also indicates that foster carers often feel like giving up altogether during difficult times. Therefore, assessment around foster carer/s ability to provide durability and commitment to promoting safe and stable placements should continually ensure that carers’ and residential care support worker’s own attachment, sensitivity and motivation are suited towards promoting stable placements for children.
In terms of placement stability, the Department of Education information shows:

• 89% of all looked after children had up to two placements in the year ending 31 March 2012.
• 10 year olds were most likely to have a single placement
• Promoting stable placements for children in care
• Support should be part of all care plans to ensure the best outcomes for children and to prevent carer strain and placement breakdown (Boddy, 2013).

Overall, actively promoting practice that promotes triangulated assessment of foster carers, including reviews, contributes to service management evidence about the quality of foster care provided. On top of this, building very strong policies and procedures based on the legislative research as well as practice standards whilst working in line with the relevant Ofsted inspection framework, will contribute to quality fostering service and residential child care provisions.

Thus, policies, legislation, national standards, Ofsted framework for services and organisation procedures are, of course, of immense importance and serve as a means of promoting stable placements. They promote robust practice and consistent implementation of these policies, standards and procedures contribute to keeping children and young people safe. Leadership and management within fostering and residential services therefore plays a key role when promoting stable placements for looked after children. Thus, Ofsted 2015: states that Leaders and managers actively and regularly monitor the quality of care provided and use learning from practice and feedback to improve the experiences and care of children and young people.

14. Placement stability and permanence