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Reflective functioning is described by various researchers to involve both a self-reflective and interpersonal components in which an individual grasps the complex interplay between their own feelings and those of others. One way of trainers/teachers manifesting the characteristics of reflective
When designing your organisation fostering services policies and procedures risk assessment the following legislation and standards refer to aspects of risk assessment in foster care settings: Fostering Services Regulations ( England) 2011 Regulation 13 (3) – Behaviour management and children missing
The Community Care highlights that a Judicial review is set to look at issues around whether Local Authorities should favour internal foster placements whilst meeting their duty to find the “most appropriate” placements for fostered children.
Pearson BTEC Level 3 Diploma for Residential Childcare (England) provides good practice guidance, in relation to competence based training and assessment delivery, whilst using assessment standards. This includes: Offering flexible delivery and assessment to meet the needs of the organisation and
The Care Certificate (2015) was developed, as part of the Cavendish Review work (The Cavendish Review – Gov.uk), jointly by Skills for Care, Health Education England and Skills for Health. It: applies across health and social care links to National
The Education and Training Foundation (website) released a set of aspirational standards in May 2014. The Professional Standards provide a framework for teachers and trainers to critically appraise their own practice and improve their teaching through Continuing Professional Development (CPD).
National standards in foster care NMS 3.8. Foster carers must receive training in promoting positive care and control of children, including training in de-escalating problems and disputes NMS 4.6. Foster carers must receive training around appropriate safer-care