Reviewed June 2016

‘An Extra Dimension’

Statement of Purpose

In our work with Children 4D Care Ltd and Shelldene House have adopted the key principles of Residential Child Care as set out in the Guide to the Children’s Homes Regulations including the quality standards, April 2015:

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

Residential child care should value and nurture each child as an indi-vidual with talents, strengths and capabilities that can develop over time

Residential child care should foster positive relationships, encouraging strong bonds between children and staff in the home on the basis of jointly undertaken activities, shared daily life, domestic and non do-mestic routines and established boundaries of acceptable behaviour.

Residential child care should be ambitious, nurturing children’s school learning and out of school learning and their ambitions for the future.

Residential child care should be attentive to children’s need, supporting emotional, mental and physical health needs, including repairing earlier damage to self esteem and encouraging friendships.

Residential child care should be outward facing, working with the wider system of professionals for each child, and with the children’s families and communities of origin to sustain links and understand past prob-lems.

Residential child care should have high expectations of staff as commit-ted members of a team, as decision makers and as activity leaders. In support of this, children’s homes should ensure all staff and managers are engaged in on going learning about their role and the children and families they work with.

Residential child care should provide a safe and stimulating environ-ment in high quality buildings, with spaces that support nurture and al-low privacy as well as common spaces and spaces to be active.

These Key Principles Embodies all that makes Shelldene House Special and Managers and Staff are expected to demonstrate these principles in every area of the work we do with the children in our care.

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Table of Contents

Location of the Home 3Description of Shelldene House 3Aims 3Ethos and Philosophy 4Facilities and Services 6Admission Criteria and Procedures 8External Assessment and Therapy 9The Registered Provider & Registered Manager 10Staff Employed at the Home 11Supervision 13 Training 14Participation in Recreational and Cultural activities 17Complaints Procedure 17Health Promotion of Children at Shelldene House 18Education 19Recreation and Community Activity 21Outings 22Consultation with Children Regarding Arrangements in the Home 22Control, Restraint and Discipline 23Child Protection Policy 27Bullying 28Unauthorised Absence of a Young Person 29Electronic / Manual Means of Surveillance 31Fire Precautions and Emergency Procedures 31Children’s Religious Instruction and Observance 33Equality of Care 33Arrangements for Contact With Family andSignificant Others 34Placement Plans 35

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Location

Shelldene House is situated in the small village of Friday Bridge in Cambridgeshire. The historic port of Wisbech lies four miles to the north and Peterborough 18 miles to the west. The town of Downham Market and direct rail service to London lies 8 miles to the east. Shelldene House is a three storey detached house with a parking area and large gardens to the front and substantial land to the rear.

Description of the Home

Shelldene House is an independent sector children’s home offering 52-week care, education and assessment for males and females. The home is registered for up to 6 young people. In addition to the Home itself, we have a separate school, which, is fully registered with the Department for Children, Schools and Families.

Any references to the term ‘child’ or ‘children’ in this Statement of Purpose includes any person who is living or is accommodated at Shelldene House (other than staff/volunteers and/or providers). This will include, for example, a young person who was placed at the home as a looked after child, and has continued to remain at the home after their 18th birthday while they are completing their studies at our school or whom are awaiting a suitable adult placement. In such a case the National Minimum Standards for Children’s Homes will continue to apply whilst they remain a resident at Shelldene House.

Aims

Our aim is to work with children in a supportive residential environment where all behaviours will be considered carefully and be positively addressed and where practice is focused to be responsive to individual needs to ensure positive outcomes.

Shelldene House specialises in offering care and education to children who are often exhibiting the following behaviour patterns:

Absconding from home or other placement.

Have experienced multiple placement breakdown

Non attendance at school.

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Beyond parental control.

Mis-using drugs and/or alcohol.

Involvement with the criminal justice system.

Have aggressive or violent responses to difficulties.

Ethos and Philosophy

At Shelldene House we find that once a child experiences structure and understanding within a predictable environment they feel safer and more contained. The chaotic lifestyle that they had become familiar with becomes less appealing. By enabling children to reflect on their past experiences, Shelldene House seeks to empower them to make positive choices and thereby fulfil their individual potential.

From this foundation, positive relationships with adults can develop, enabling the child to begin investing trust in them. This therapeutic relationship also forms the basis for the growth and development of the child and allows the child to begin to heal some of the harm they have experienced. To accomplish this we consistently provide a safe, structured, caring and educative environment where children learn to value themselves and others. Working with the children, their family, our own psychotherapist and external agencies, we endeavour to meet the outcomes expected and work towards the child being able to return home - whether to family, foster carer or the community to which they feel they belong.

We recognise that when children come into our care, they are vulnerable, having been abused or neglected. In order for them to make sense of their situation and begin working towards making progress, they need to feel they are living somewhere that can meet their emotional and physical needs.

Our Ethos and Philosophy of care is based both on our own set of values as listed below and the Residential Child Care Key Principles, Guide to the Children’s Home Regulations Including The Quality Standards April 2015:

That the staff of Shelldene House gain a real understanding of what the children in their care have experienced prior to commencing their placement.

That Shelldene House offers a nurturing, holding environment which provides a firm base in which children and young people can begin to explore their internal and external worlds safely and securely.

It is our responsibility to support the children in developing a sense of self-worth and identity, enabling them to overcome their past traumas.

All forms of behaviour are an attempt to communicate. It is our responsibility as the professional carers of a child to understand what is being communicated to us by the child and to respond appropriately.

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We understand that children we work with have already been rejected, so our method of working enables us to challenge and reject inappropriate behaviour and not the child.

We will utilise a wide variety of educational, recreational and physical experiences which will enable each individual child to learn about themselves and the world around them.

We believe in the concept of 24 hour learning, every experience both within and outside the classroom is an opportunity for children to learn, develop and grow.

We may not have all the immediate resources to meet every need of every child placed with us, so we shall seek external resources/support to enable us to redress this.

We may seek to end a placement when we feel (after assessment) that our home does not offer the resources to meet enough of a child’s needs. In our experience this occurs when a child is too ‘unintegrated’ to be able to cope with living in a group. At this time the child may be more suited to living on a 1-1 basis in a smaller home or in a more secure location. But, we will not end a placement only due to a child’s challenging behaviour.

We recognise that a good education is central to children maximising their future life chances. Education must be flexible and well resourced to meet each individual need and enable children to fulfill their educational potential. The ultimate goal is to enable them to attain levels appropriate to their numerical school age and achieve GCSE, ASDAN and AQA Unit awards through our Learner Centered Curriculum Policy.

We will actively engage with children in developing their interests in other educational and recreational pursuits and support them in seeking any qualifications and certificates they may be able to achieve.

A key focus on improving the child’s Literacy and Numeracy skills will take precedence in their education.

To work in Partnership with all relevant professionals and agencies and the child’s family in working to fulfill all objectives of the placement as outlined in a child’s Placement Plan and LAC Care Plan.

We recognise that many children return to live with a family member or to the community they feel they most belong. We always aim to work closely and supportively with the family in the interests of the child and in line with good practice and to enable the child to maintain links with their home area.

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We believe our ethos provides a comprehensive framework which enables our staff group to work consistently and productively with the children and young people in our care.

Facilities and Services

Shelldene House is a three storey home set in beautiful landscaped grounds. Each child at Shelldene House has their own bedroom, all of which are located on the first floor (6 bedrooms). On the ground floor are the communal living areas and at the front and rear of the house is the Manager's and Staff offices. On the second floor is the staff living area. The residential facilities are outlined below. .

Residential facilities include:

fully furnished individual lockable bedrooms televisions in all children's bedrooms communal lounge with television and dvd player communal dining room Large farmhouse style kitchen four staff bedrooms staff bathroom 2 first floor bathrooms for the children Games room bicycle storage area personal computers for educational and recreational use

On-site resources for children include:

Sports area for football, volleyball, cricket and other sports Workshop for design, woodwork, mechanics and art Books, games and toys Table tennis Rooms for individual projects / music

Our standard care package aims first and foremost to provide a safe and complete home and education for the child and includes:

Full board and lodgings including reasonable special dietary requirements.

Qualified management supervising experienced, trained care staff.

Detailed observation by the staff of the child’s needs during the first six months collated into a detailed internal Placement Plan which forms the basis for all identified work to be carried out with the child.

£10 per week clothing allowance

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At least two weeks of activity based holidays available each year.

Regular Outward Bound weekends away with a focus on individuals achieving personal goals (Placement Plan).

All personal needs including pocket money and toiletry money, excluding any extra medical or dental costs.

The fee also includes:

Any damage caused to property by a child, in any one incident, up to the value of £200.

Individual therapy with the children to allow them the opportunity to explore their feelings and experiences such as art or play therapy.

Family Work to facilitate the placement objectives of the child - if appropriate.

The cost of staff time and vehicle mileage for transporting children on individual journeys (e.g. attendance in court, family visits etc) during the day.

Any relevant written reports and comprehensive weekly progress reports for Social Workers, person with parental responsibility and any other person deemed appropriate by the social worker.

Completion of Memories Book for/with the child.

Proactive approach to attain private external assessments that may be required such as psychiatric or psychological assessments for the child in collaboration with the child’s local authority.

Education Fees

Children excluded from mainstream schooling are automatically entitled to attend Shelldene School, with an education package tailored to each child’s individual needs through our learner centred curriculum. This fee is in addition to the standard care fee.

Extras

Medical expenses not covered by the National Health Service.

A higher level of supervision for a child at any time if required.

Additional services such as Psychiatric or Psychological interventions.

Overnight appointments requiring staff supervision and accommodation

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Admission Criteria & ProceduresThe acceptance of a child referred is determined by an assessment of the management team as to whether the child is ready to make a commitment to the expectations of Shelldene House and of their ability to integrate into the existing group.

Admission to Shelldene House will be considered for children:

with Emotional and Behavioural Difficulties who display inappropriate sexualised behaviour who have been known to misuse drugs/solvents/alcohol who display conduct disorders/challenging behaviour who have suffered multiple placement breakdown who have mild learning difficulties who have been excluded from mainstream education who have a history of criminal activity who are able to live within a structured, nurturing environment and are

willing to establish relationships with the adult group who are able to take advantage of the living environment and care offered

and make a gradual positive change in their behaviour

We are unable to accommodate:

any child who requires continuous psychiatric supervision those currently addicted to hard drugs persistent arsonists children with physical disabilities or profound learning difficulties

Admissions and Referrals Procedure

Initial telephone contact with the home will be made by a local authority Social Worker or Placement Officer. During this initial contact as much information as possible is obtained about the child’s current situation and their particular care needs. Placements will only be offered to local authorities when a completed referral form is submitted, accompanied by sufficient background information. If the Management Team agrees to accept the placement then the placement process commences. This involves the Home Manager or Deputy Manager with another worker visiting the child in their current location (where possible) to introduce Shelldene House (where we are, what we do, show photos, take a copy of the children’s guide etc). The child and their family are encouraged to visit with the child’s Social Worker within one to two days following this initial visit.

Once a referral is accepted by the Home Manager, the timescales for admission will be discussed between the Management Team of the home and the child’s Social Worker. In addition to a family member coming with a child

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to visit prior to a placement commencing, we actively encourage them to participate on the first day of placement, if this is possible. In our experience when family members are actively involved in a child’s placement from the first day, the child finds it much easier to settle into their new home.

Admission Information for a Child upon Arrival

On admission the child has an informal meeting with their Primary Carer and is given a copy of the Children’s Guide detailing the home’s routine, pocket money, use of the telephone, jobs, activities, education and the complaints procedure. The child will have the opportunity to ask any questions they may have at this stage and it is the Primary Carer’s role to help the child feel as comfortable, safe and welcome as possible at this time. The Primary Carer is also responsible for ensuring the child is clear about why they are at Shelldene House and what the plans are for their care.

Emergency Admissions

Shelldene House does not accept emergency admissions to the home. We define an emergency admission as being one where a child would be placed on the same day as the initial referral.

External Assessment and Therapy

The children we care for sometimes require other professional help that may not be available within the home. To meet this need, in consultation with the child’s Social Worker, we will use external therapists and professionals (Child Psychologists, Child Psychiatrists, Psychotherapists, Educational Psychologists) to meet those needs. This may involve providing the child opportunities to explore their unresolved feelings through creative media such as play, art, and drama, often using a non-directive approach.

The Registered Provider & Registered Manager

Shelldene House is operated by 4D Care Ltd the Registered Provider whose registered office is at:

Long Meadow8a New RoadMepalElyCambridgeshireCB6 2AP

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The Responsible Individual for Shelldene House children’s home is:

Michael Alan Coles

DipSW Lancaster University PGDip Applied Social Science Lancaster University BA (Hons) History with Education Studies Middlesex University Level 4 Manager In Residential Child Care

Michael Coles has experience of working with children, young people and young adults in residential and community settings and extensive experience of managing groups.

The Registered Manager for Shelldene House is:

Andrew Mervyn Bradley

NVQ Level 4 Health and Social Care NVQ Level 4 Leadership and Management NVQ Level 3 Youthwork Certificate in the Emotional Literacy of the child

Shelldene House’s Registered Manager is responsible for the day-to-day management of the Home. Andrew Bradley has over 20 years experience in working with children and young people in groups and in a variety of settings, including 16 years of management experience.

The general offices of the company are at:

Shelldene House, 20 Main Road Friday Bridge,Cambridgeshire, PE14 0HJ

Tel: 01945 861122Fax: 01945 861115

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Staff Employed at the Home

4D Care believes that stability and consistency of the care team is one of the most important features of quality residential care. The majority of our staff work a 6 day shift followed by 6 continuous days off duty. They are supported by sessional bank workers when there is a need for a higher staff ratio at the home or specific work is to be completed. The staff working a 6 day shift do so on a staggered basis so there is a one team approach providing a consistent approach by the adult team in caring for the children in placement.

This working pattern enables adults to provide a more natural environment for the children, offering both stability and support through a continuum of care. It also gives greater satisfaction to the adults as their commitment to the children is more sustained and it is easier to plan, implement and complete pieces of work with the children. The Management Team are available throughout the week and weekend, supporting the continuity and consistency of care practice across the staff group. The residential care team consists of female and male staff, ensuring we promote positive role models of both sexes. The team currently in post are from a diverse cultural background.The current staff group is as follows:

Name Job Title Qualifications and ExperienceMoira Langton Deputy Manager NVQ 3 Health and Social Care, Children and

Young People20 years experience of working with young people.

Nadav Barzley RSW (Therapeutic) NVQ 3 Health and Social Care, Children and Young People6 years experience working with children and young people within a variety of settings

Leif Hoystog RSW (Shift Leader) NVQ 3 Health and Social Care, Children and Young People. Training to be a Gestalt Registered Therapist, 7 years experience as a Care Team Leader

Michael Pfumonjena RSW (Shift Leader) NVQ 3 Health and Social Care, Children and Young People6 years of experience working with children and young people in a variety of settings

Stanimir Kolev RSW(Bank) Commencing Diploma working with young people and children in care starting Sep 2016

Sarah Mould RSW (Shift Leader) BA Hon’s applied Youth and Community WorkBtec National Diploma in Health StudiesCompleted Diploma in Social Care for Children and Young People.

Grezorgz Tolkacz RSW NVQ 3 Health and Social Care, Children and Young People

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6 years experience working with children and young people in residential homes and schools.

Tammy Stephenson RSW Commencing Diploma working with young people and children in care to be completed End 2016.

Angela Latimer RSW Prem Certificate in Social Care3 Year’s Experience of working with childrenCommencing Diploma completion Dec 2016

Jane Nyaga RSW NVQ 3 Health and Social Care, Children and Young People5 years experience working with children and young people in variety of settings.

Kevin Ward Administrator and Education Manager

Cert, PGDip Psychotherapy, Post Graduate Certificate in Therapeutic Play, Post Graduate certificate in Hypnotherapy, Post Graduate certificate in Emotional Freedom,Currently studying for an MSc in Child and Adolescent Mental Health.

Linda Smith RSW Six Years Experience as County Youth Worker, Commencing Diploma due for completion Dec 2016

Adam Cox RSW Commencing Diploma due for completion Dec 2016.

Damien Asker-Browne

RSW - (Bank) Commencing Diploma Autumn 2016Experienced Foster Carer, NVQ 2 in Socail Care

Ed Cymberlist RSW Commencing Diploma summer 2016 with Learn Direct. Community Projects Volunteer.

Stuart Lloyd Teacher Degree and QTSJames Quinn Instructor NVQ Level 3 and PTL’s Instructor

Qualification

Therapeutic Residential Support Workers have a minimum of two years experience and have demonstrated a desire to further their knowledge and career through training identified before appointment. Residential Support Workers are normally required to have at least one year’s experience of working with the client group.

One of the TRSW’s or RSW’s are identified to undertake the waking night role for the duration of a whole shift, a month in advance of that shift, ensuring the safety and security of the children and the home at night. The Waking night member of staff is on duty through the night to ensure the children’s needsare met and that the home is secure. They are responsible for carrying out a variety of cleaning and household chores during the quiet hours.

Our school is overseen by our Education Manager who has a diploma in Psychotherapy and is currently studying for his Masters in Child and Adolescent Health. He is a qualified Play Therapist / Child Psychotherapist and is available to undertake individual play sessions with the children if required.

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The home has an Administrator whose role it is to fulfil the business, administrative and Health and Safety tasks in the home, updating risk assessments, monitoring and evaluating systems used and completion of financial management tasks.

We actively recruit staff of different ages, gender, cultures and religious backgrounds and currently have a diverse work force. We look for people who are positive role models, and have good parenting skills as well as experience and qualifications.

Positive social role modelling is a vital part of our work. Children experiencing positive role models from a range of backgrounds will help challenge their understanding of the external world and break down some of the stereotypical views and attitudes they may hold.Please see the Organisational Chart below for further clarification of the staff group.

Therapeutic Care

Our staff work under the direction of a Clinical Child Psychologist, Dr Dan Mulligan who guides and has direct input into the care of the child and their placement plan. In addition Dan is available to conduct one to one sessions with children if the placing authority requires additional therapeutic input or assessment, fees will be agreed with the placing authority before such work takes place.

We believe that each child brings with them their own unique needs and therapeutic requirements and so unlike many children’s homes we do not believe in just one form of therapy. We work with the child, our psychologist, in house child psychotherapist, play therapist and the placing authority to determine the therapeutic requirements of every child in our care. Children may access a range of therapies such as:

Play Therapy Music Therapy Non Directional and Directional talking therapies Dance and Drama Cognitive Behavioural Therapy (CBT) Gestalt Humanative

The above is only an example of the therapies we have used and use, each is provided by a specialist in their own field, for example all of our play therapist are registered and regulated by Play Therapy UK (PTUK), the body responsible for the registration and licensing of play therapists. All therapists receive supervision from a clinical supervisor of their governing body and regular feed back is given both to the home and placing authority.

Evidenced based therapy and results based therapy are the hallmarks of success, PTUK for example has a large and extensive evidenced based clinical data base as does the United Kingdom Council of Psychotherapy to

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which we expect all our therapists to be affiliated to through their member organisations or are members themselves.

Our BOMM approach to therapeutic input enables results to be shown to authorities and Ofsted as a matter of good practice. Details of all therapeutic interventions and their outcomes can therefore be found in the child’s placement plan.

We recognise that the outcome of many psychotherapeutic outcomes are measured qualitatively, that is to say that the child’s growth and achievement of objectives is measured by the quality of their life now against that prior to admission to Shelldene House. However in doing so we also seek to measure quantitatively in order to provide commissioning officers, local authorities and Ofsted Inspectors with numerical evidence of a child’s psychological and physical growth. To do this we use a variety of quantitative Psychometric tools alongside our BOMM sheets that also have an element of quantitative measurement within them. In this way we can provide both hard and soft data of a child’s growth and achievement whilst at Shelldene House.

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4D Care Organisational Chart

Reviewed June 2016

Andrew Bradley Home Manager

Moira LangtonDeputy

Manager

Lief HoyskogShift Leader

Greg Tolkacz RSW

Tammy Stephenson

Sarah MouldShift Leader

Michael Coles Practice and

Development Manager

Kevin WardAdministrator

Psychotherapist and Play Therapist

Stuart LloydTeacher

James Quinn Instructor

Angela LatimerWaking Night

RSW

Jayne NyagaWaking Night

RSW

Stanimir KolevBank

Nadav BarzleyShift Leader

Damien BrowneBank RSW

Ed CymberlystRSW

Linda SmithRSW

Adam CoxRSW

Michael PfumonjenaShift Leader

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Supervision

Supervision is the key process by which managers can ensure staff understand their role and responsibilities as individuals and as members of a team. Working on a daily basis with children and young people who present complex behaviours can be a debilitating experience. Regular and effective supervision is therefore crucial for staff.

Each staff member receives regular and purposeful supervision time with their line manager. New staff receive regular 1-1 supervision during their first six months of employment. All staff receive at least one hour of 1-1 formal supervision from their line manager each month.

Agency staff and those employed infrequently to cover staff absences receive one to one supervision no less frequently than after each 4 shifts worked in the home. Records are kept of agreed action following all supervision meetings.

The Registered Manager of the home also receives supervision from the Responsible Individual of the Service.

All staff have their performance individually and formally appraised annually by their line manager. The employee’s personal file contains a record of the appraisal showing the level of performance achieved, targets for the coming year and the agreed training needs to be met within the following year as part of the individual’s Personal Development Plan. Training

4D Care recognises that training is vital to ensure staff are equipped with the skills to do their job, have the opportunity to develop to their full potential and for the Company to meet its statutory obligations, ensuring the best possible care is offered to children continually. Our policy therefore is to provide staff with relevant training throughout the whole of their career.

4D Care expects staff to commit wholeheartedly to take part in any training opportunities made available to them. Training is recognised as vitally important in residential care, particularly where staff have not achieved a professional qualification prior to commencing their career.

Reviewed June 2016

Within 4D Care there are four broad types of training:

Induction Training

Ongoing Staff Development (incorporating in-house and external training opportunities)

Level 3 Diploma in Children and Young People

Professional Training

Induction Training

Induction training is the responsibility of the Home Manager although some parts of induction training are delegated to other senior staff and training organisations. All new staff at 4D Care will undertake Induction Training. Staff receive a comprehensive induction programme which follows the CWDC workbook which is completed within the first 24 weeks of employment.

On appointment to a position, employees are sent a Staff Manual which covers basic information they will need to have prior to commencing their first shift in the home. This manual includes information on our Child Protection Policy and Procedure, what is expected of them during their first shift, Confidentiality, Physical contact with children, Anti-discriminatory practice and Equal Opportunities Policy, Physical Restraint, Sanctions and Complaints Procedure.

On commencing in their role at Shelldene House, staff initially have a one week induction programme where they have 1-1 guidance sessions with the Home Manager and learn the basics of key areas including: Child Protection, Basic First Aid training, Food Hygiene, familiarisation with the home, staff and children, methods of working and Policies and Procedures of the home. This compliments the CWDC Induction to Work in Children’s Social Care, which covers the 7 core standards.

Ongoing Staff Development (in-service training)

Skills training will be provided in-house to ensure all staff can carry out their jobs effectively and to a high standard. Training needs are identified through regular supervision and annual appraisal. Once specific training needs are identified, the Annual Company Training Programme is prepared and staff are scheduled to attend courses which have been identified with them. Staff will be expected to attend in-house training and during their first 24 months of work, training courses will cover the following areas:

Child Protection TrainingChild Care LegislationManagement of Aggression BTEC Course (Physical Holding)Basic First Aid

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Fire Safety Food Hygiene Recording and ReportingChild and Adolescent DevelopmentCommunication with Children and Young PeopleAnti-Bullying

Diploma in Social Care for Children and Young People

The Care Standards Act requires employees to hold the Diploma in Social Care for Children and Young People. 4D Care is committed to meeting this requirement and all relevant staff will be expected to undertake Diploma training as part of their employment.

Staff are expected to study and develop a portfolio of work in their own time when off shift although, the Company will also provide time when staff are on shift for them to complete Diploma studies. Time taken for Diploma activities will always be flexible to reflect the needs of the group.

Professional Training

4D Care is keen to encourage the professional development of staff. Assistance may take the form of unpaid leave for attending courses, study leave, part or full payment of course fees, exam fees or assistance with additional course expenses.

Any member of staff asking for support with external training will need to demonstrate the ability and commitment to undertake the proposed course and the relevance to their work. Courses of study could include achieving Outward Bound related qualifications, Certificate in Emotional Literacy For Children, Diploma in Child Therapy or another professional award.

Applications for support with training require authorisation from the Home Manager and must be made in writing. The form will be passed to a director for a decision. Should support be agreed the staff member will be asked to sign an agreement to refund any training costs to 4D Care should they leave within twelve months of completing a course. A final decision on the nature and extent of the support will be based upon the needs of the individual, home and the company. At all times 4D Care will adhere to its Equal Opportunities Policy when making decisions.

Training Records

The Home Manager maintains a Training Overview record which details all the training staff have attended and will attend in the future. If an employee attends external training of their own accord, they should forward details to the Home Manager so that training records can be kept up-to-date. A record

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of training should also be held by the individual staff member in their Personal Development Portfolio.

Training certificates are issued to staff that successfully complete courses provided. Each certificate contains details of the course content and is usually signed by the course tutor. Training certificates can be used for portfolios, Diploma and accreditation of prior learning (APL) when relevant. As 4D Care staff develop their skills, a record of skills across the staff team will be established thus prioritising resources from which future training needs can be met.

Life Story Work

A vital facet of our work with children and young people is to help them understand their past experiences and to come to terms with their life events. Individual Primary Carers are responsible for instigating Life Story Work with their Key child after consultation with parents and social workers. This will initially be in the form of a Memories Book commencing on their significant experience at Shelldene House. This is an imaginative photo and story diary of the child’s time here. As the child builds their relationship with the adults at Shelldene, so opportunities will become available for the Primary Carer to undertake more in depth life story work with the child. We recognise that this kind of work needs to be approached carefully and sensitively with the children and will require close consultation with others such as the Social Worker, family and previous carers. We recognise that this work can be very emotionally challenging to the adult undertaking it and as such any member of staff doing such work would have the opportunity to discuss their progress during regular supervision.

Participation in Recreational, Sporting and Cultural Activities

Children and young people are encouraged to participate in and access various sporting, cultural and community activities. These will be recorded in their Placement Plan. There are numerous activities available in the local area and we currently have close ties with the local roller skating rink and roller hockey teams and local football teams. We encourage children to actively participate in activities in the village. Primary Carers will fully encourage children to pursue interests and hobbies and join clubs if this is considered appropriate.

Complaints Procedure

Children are able to voice their complaints either individually or by means of a group meeting. This can be done at the weekly house meeting, or by a specific meeting called with the consensus of the group or by an independent person outside the home.

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All children and young people have open access to a telephone and may contact their Social Worker, parents, guardian, Ofsted, NSPCC Childline or the Office of the Children’s Commissioner. If the matter is an internal complaint, the Home Manager will endeavour to resolve the issue immediately. The Home Manager will formally write to the complainant following this.

If the matter cannot be resolved at this stage then, providing the issue can wait, the Home Manager will give the child a private interview and make a written statement regarding the issues of the complaint. This interview will take place no later than 24 hours after the initial complaint has been received. He/she may decide, with the child’s consent, to involve other members of staff in an attempt to resolve the matter by negotiation. If the child remains dissatisfied with the outcome, the Home Manager or Practice Manager in their absence will contact the child’s social worker at the earliest opportunity, to inform them of the complaint and request they visit. If the child’s social worker is unable to resolve the matter then it is expected that their own department’s Complaints Procedure will be invoked. At any stage the child may wish to contact their Social Worker directly and the child can also contact Ofsted to voice their complaint.

If a person acting on behalf of the child wishes to make representation, they will be given an interview with the Home Manager. If, following the interview the child’s representative remains dissatisfied with the outcome, the child’s Social Worker will be contacted and asked to visit. The child’s representative can of course contact the Social Worker or Ofsted directly at any time.

Once a complaint is made, a written record of it is kept in the Complaints Log which is completed by the Home Manager including date, nature of the complaint, action taken and outcome of the complaint. If the complaint relates to a Child Protection issue, then that procedure must be followed – see policy. Any complaint made must be fully responded to in a maximum of 28 days, but the aim should be to deal with each complaint as soon as practically possible as part of good practice. There is a review sheet which the child who made the complaint is invited to sign to say if they are satisfied with the outcome or not.

If a complaint is made against the Registered Manager of the home, then the Practice Manager will initially take responsibility for dealing with the complaint and will inform the Directors of the Complaint made. The Practice Manager will then co-ordinate the action to be taken as in line with the policy outlined above. The Practice Manager will inform Ofsted and any other relevant agencies and significant individuals as required.

If a complaint is made by a person external of the home (i.e. a shopkeeper, neighbour) the complaint must be reported to the Home Manager, or in their absence the Practice Manager, to be dealt with at the earliest opportunity.

Primary Carers are responsible for ensuring that children have information regarding their own local authority’s complaints procedure.

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Details of how staff within the home make complaints are recorded in the Staff Handbook and relevant information is displayed on notice boards in the office. All new staff undergo related training to the Complaints Procedure through their induction training. Whilst it is preferable that a child makes their complaint in writing on the forms provided, it is not essential and if a child makes a verbal complaint this should be followed up as per the policy set out above.

The Responsible Individual of the home is responsible for reviewing records of all complaints made and does so at 3 monthly intervals as part of a Care Review process. Any issues for concern or alterations required to the policy must be addressed with those responsible after a report is made.

A copy of these procedures is available to the child, parents, social worker and any person with parental responsibility during the admission process and at any time thereafter.

Health Promotion of Children at Shelldene House

Individual health care and medical needs are identified either on or before admission and recorded in the child’s Placement Plan and health records. All medical treatments current at the time of admission are noted and arrangements made for continuity of medical care.

The children have regular medical and dental checks in accordance with the Children’s Homes Regulations 2001 and the National Minimum Standards. All children are registered with the local General Practitioner (GP) at Upwell Health Centre. Children are assisted to arrange and attend medical, dental and other health related appointments.

Medication and other treatments are not given without the child’s consent and the consent of those with parental responsibility. Where consent to properly recommended treatment is refused or retracted, the Primary Carer will discuss the reasons for refusal with the child and attempt to resolve any difficulties. Where refusal persists and consequently there is a serious health risk to the child or others, the Primary Carer will refer the matter to the Home Manager who will consult the child’s GP and Social Worker.

Where children are being treated by long-term medication, arrangements must be made for the regular review of the treatment by the individual’s GP or specialist medical consultant.

Appointments and recommendations for all medical specialists are recorded. The children are allowed access to their own health records if their GP and person with parental responsibility agrees.

Staff must be alert to any changes in the state of the health of the children

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and arrange for appropriate care or treatment after obtaining, if appropriate,

their consent.

Staff will encourage all children to maintain good personal hygiene at all times, having continuous access to bathing facilities and an adequate supply of essential toiletries.

All staff will strive to promote a healthy lifestyle and act as positive role models at all times. To do this staff must:

Not smoke in the company of children. Encourage a healthy diet. Encourage children to take part in physical recreation.

Sensitive issues such as those relating to diet, smoking and sexual activity will

be raised with children via Key Work sessions and through staff arranging visits by health professionals and within PSHCE lessons and also regularly within general group discussion.

EducationMost of the children who come to Shelldene House have experienced a fractured education or have been absent from school for some considerable time. Despite this we recognise that all of our young people will have aspirations for their education. The first step is to provide a Learner Centred Curriculum which takes account of the young person’s aspirations, learning styles, cognitive abilities and their statement of educational need (if relevant).

An Individual Learner Centred work scheme is then created to meet the individual needs of the child. This work is then broken down into units of work planned over the long, medium and short term, resourced using our own internal team and external providers as appropriate.

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Learner FocussedProviders

Learner CentredWork Schemes

Childs Aspirations, Learning Styles,Educational StatementAnd Cognitive Abilities

Learner Centred Curriculum

Policy

Our overall aims for our students are:

Provide a positive educational environment which encourages learning.

To give the children the opportunity to learn and achieve.

To provide a relevant curriculum which is appropriately broad and balanced.

Access to the full National Curriculum, where this is appropriate;

To provide where appropriate a variety of opportunities for work experience.

To develop social and living skills in preparation for adult life as well as moral and cultural understanding.

To foster in pupils the value of education as a lifelong process.

The Education Curriculum

Our curriculum is designed to help each of our students experience success. We have a breadth of curriculum that enables us to provide subjects specified in the National Curriculum and beyond. Each student has an Individual Education Plan (IEP) and the Annual review of a students’ Statement of Special Educational Needs takes place as in accordance with statutory regulations.

A child centred curriculum allows us to differentiate where appropriate and provide additional support for those children with Special Educational Needs.

We can cover a range of subjects that provide a balanced education programme including:

English Religious EducationMathematics Modern Foreign LanguageScience MusicICT ArtPhysical Education Work Related LearningPHSCE Food TechnologyVocational Courses

Students have access to a range of accredited courses to meet their needs (i.e. Asdan, AQA, CoPE, vocational courses). Towards the end of their formal schooling, emphasis is focused towards life outside school, preparing for work and independent living.

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The care staff and Management of the home liaise with education staff on a daily basis to share relevant information regarding issues such as homework, behaviour, IEP’s, PEP’s forthcoming trips and private study tasks.

Private Study

Students will be actively encouraged to engage in private study and complete all set homework. All children have the option of studying in their bedroom (desk and chair are provided in each bedroom) or alternatively in one of the communal rooms. Children also have access to computers both during the day and evening. We consider it vital that private study time and homework are made a priority and that some children will require 1-1 support to complete their work.

Behaviour

We strive to build positive relationships with our students in an atmosphere of understanding and care. It takes time to build relationships with children who have had their trust broken by many adults they have had contact with.

We have a behaviour policy in place within education that is regularly reviewed and developed with the children. We aim to have all our staff trained in managing aggression and in the use of physical restraint which is occasionally used by the teaching staff if all other strategies to resolve a situation have been exhausted. Physical restraint is seen as an act of caring, helping the child to regain control of their behaviour safely without damage to self or others or serious damage to property.

Recreation and Community Activity

A vital aspect of our work with children is to provide as many opportunities as possible for recreation and play. The home has a weekly allocated budget enabling staff to plan recreational activities in advance. There is also an annual allowance per child for holidays. We understand that it is when children are able to play and have new experiences in a supported way that they can develop their skills, confidence and feelings of self-worth. We believe that all activity and recreational time is a positive learning experience.

It is important for all staff to be aware that children in care can easily become isolated from the local community. Primary Carers must actively encourage community involvement for children if they are to be accepted in the community in which they live. Primary Carers have a responsibility to develop links with all potential activity providers within the local community and to meet the needs as identified in the child’s Placement Plan. Primary Carers also have an annual budget of £200 per child which they can use to help their key-child develop an interest in a specific recreational or educational pursuit.

Outings

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When making arrangements for a trip staff must ensure that the Home Manager is aware of the nature of the trip and that an appropriate risk assessment has been carried out not only in relation to each child going out,

but also in relation to the dynamics of the group. Staff should always carry a mobile phone in case of emergencies.

Consultation with children in relation to the arrangements of the home and Quality of Their Care.

4D Care is committed to the process of consultation with children, encouraging and supporting them to make decisions about their own lives and to influence the way Shelldene House is run. This may include helping to create weekly menus, plan activities for the week, or weekends away or discussing and resolving issues of conflict. There is a weekly house meeting that all children are encouraged to attend. The meeting is a forum for them to raise any issue they may have in a group setting where they can feel supported by both their peers and the staff. No child is assumed to be unable to communicate their views. It may even be necessary to use a significant person to help the staff fully understand how a child communicates – such as consulting with a parent or sibling.

At Shelldene House all written agreements where possible are made in consultation with the children, their families and other significant people. There are also other systems to ascertain wishes, feelings and opinions of the children such as Key Work sessions where the child has 1-1 time with their Primary Carer. These sessions will be focused on enabling the child to express their views, issues and experiences and gain an understanding from their Primary Carer that these views will be treated with respect and acted upon. Actions agreed will be recorded in a Key Work report or House Meeting Log book. The Practice Manager also meets regularly with the children to ensure children feel listened to and their views taken into account at the home.

Children are consulted on a regular basis, informally and formally about the quality of the care they receive, their comments, together with those of supporting professionals, their families and placing authority form an important part of The Shelldene House annual quality audit that is freely available to all on request.

Control, Restraint and Discipline

The ethos of Shelldene House is built on the belief that positive behaviour management begins with providing an organised, structured environment where adults set clear boundaries and promote open communication with children and young people. We recognise that it is our responsibility to

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promote an environment which encourages the children to take responsibility for their actions, understanding there are always consequences for their behaviour.

Sanctions

Consistent guidelines and controls form an integral part of a child’s development. As children develop they gradually internalise these controls and reduce the need for external reinforcement. Our staff are expected toanticipate, manage and control the children’s behaviour. The need for sanctions will be reduced by clearly setting boundaries of acceptable behaviour, achieving high levels of consistent care practice and as relationships with the child develop. Acceptable behaviour should always be encouraged as a normal part of day to day living.

Sanctions will only be used sparingly and after all other alternatives to manage behaviour have been considered. The staff will consider that unacceptable or challenging behaviour may be the result of abuse, bullying, illness or communication difficulties (all behaviour is an attempt to communicate). If the need is felt to impose a sanction, the child will be informed and the matter will normally be discussed amongst the team, before deciding an appropriate sanction. Where possible the child should be involved in the discussion as this can promote their understanding of what they have done wrong and can result in them more easily accepting the sanction. Consideration must be given to the child’s emotional state, understanding of their transgression and the effect that imposing a sanction will have on future relationships.

Reasons for Sanctions

Damage such as damage to windows, furniture and vehicles. Damage caused outside the home i.e. in the local community. An assault on an individual. If a child refuses to go to bed or disrupts other children who are trying

to sleep. Consistent disruptive behaviour within the classroom. Causing harm to others or themselves Bullying

Sanctions that are not permitted

Deprivation of food or drink Restriction on visits to or by a child Delay of letters or telephone calls to or by a child Children having to wear distinctive or inappropriate clothing, other than

that normally worn for i.e. school, recreational activity Withholding of medication or medical / dental treatment Intentional deprivation of sleep Imposition of fines other than as reparation

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Any intimate physical examination of the child

Permitted Sanctions

Withdrawal of an extra privilege such as extended bedtime, cinema trip

Imposition of a chore such as washing the dishes. This can never detract from the dignity of the individual and will have a purposeful objective.

Making reparation for damaged property out of their pocket money. The amount will take into account the child’s financial commitments and will not exceed 2/3 of their pocket money.

The imposition of a “grounding” for part of a day or a whole day. Grounding is a common and acceptable sanction provided the child is not prevented from leaving by being locked in or physically restrained.

All sanctions must be recorded, dated and signed in the sanctions book in the home and the log book provides the opportunity to review the effectiveness of the sanction used. The sanctions used are regularly reviewed by the team and management of the home. This takes place at Management and Handover meetings.

Physically holding Children to Prevent Harm to Self, Others or Serious Damage to Property

Restraint is seen as a positive act of care and control and never as punishment. It is the positive application of force with the intention of overpowering the child in order to protect that child from harming themselves, others or seriously damaging property.

The proper use of physical restraint, as well as knowledge of verbal and non-verbal strategies are essential and all staff employed at Shelldene House are professionally trained in methods of de-escalation and methods of safe, physical restraint. The techniques taught are intended to instil confidence in staff, allowing them to react to situations without using excessive force, or experiencing undue anxiety. The techniques taught are all recognised and approved techniques, which are aimed at maximising the safety of all concerned and which aim to protect the dignity of the child at all times. The course which staff currently take is the BTEC Level 2 Intermediate Award in Physical Restraint Practice (Care and Control). Under no circumstances should restraint be used to enforce compliance with a boundary of the home, an instruction of a member of staff or as a punishment.

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Before physical intervention, staff are required to ensure that they have taken every step to resolve the presenting issue by utilising any combination of the following:

Verbal and non-verbal strategies (including choices, limits, consequences) DiversionHumourProximity control

Planned-ignoringTime outChange of staff

If after having done so, staff still find they need to intervene physically, then the following procedure must be adhered to:

Full consideration as to why immediate action is necessary to prevent a child from significantly injuring himself or others.

An instant risk assessment of the situation has been taken – this will include:

Knowledge of the child concernedPersonal historyAgePlacement PlanWhether the child is on prescribed medication or under the influence of drugsWhether there is a weapon involvedThe availability of other staffThe presence of other children

The confidence, competence and self control of the staff involved

Ensure that support is available from colleagues to deal with the situation presented.

When commencing with a restraint hold, the staff should use the technique best suited to that individual child. This is recorded on their Risk Assessment. This will be in a standing, seated or seated ground position. There will be exceptional circumstances where the safety of the child and staff involved will mean that a ground position should be used. This should only happen inside the house and preferably on a soft carpeted area.

The following actions are not acceptable:

Holding a child around the neck, or by the collar, or in any way that might restrict the ability to breathe.

Slapping, punching or kicking a child Twisting or forcing limbs against a joint (pain compliance) Tripping up a child

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Holding or pulling a child by the hair or ear Any other actions defined as unacceptable by current legislation,

standards and guidance which relates to residential care of children. Staff are expected to be aware of potentially abusive physical positions to safeguard against allegations as well as recognising the potential for revisiting previous abuse positions for the child. Staff must be wary of being kicked, kneed, head butted and bitten. If a child starts to spit or head butt they should be told to stop. If they persist staff can hold the child’s head still, facing forward, using the L-shape palm method.

Staff should talk to the child, try to de-escalate and reassure the child that they will relinquish the control when the child has regained sufficient composure and self-control.

Staff should avoid moving the child long distances - the greater the distance the higher the potential for injury to all involved.

It is essential that one staff member takes the lead and directs other staff throughout the restraint. This may be the first person who became involved in the situation or the member of staff with the best relationship with the child concerned. The techniques taught are:

Designed for use by staff of both sexes A method of resolving violence and reducing the risk of injury to all

concerned Efficient and safe Nationally recognised and well-tried techniques Used only when absolutely necessary

A Restraint Log must be completed immediately after an incident. It must be signed by all staff involved in, or witness to the restraint. After the appropriate period of time, the child’s Primary Carer should discuss the incident with the child, explore ways of avoiding the same situation in the future and give them the opportunity to sign the Restraint Log, adding their comments if they wish. This form must be given to the Home Manager as soon as it is signed by all involved. The Primary Carer is responsible for sending a copy of the document to the relevant Social Worker and a copy should be placed on the child’s file.

Post Incident Debriefing and Support

The Home Manager is responsible for providing a post-incident debriefing. This ensures that staff not only feel supported, but that the whole team can reflect on the incident / restraint and identify strategies to use in future situations.

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Child Protection Policy and Prevention Of Children Going Missing

In compiling our child protection policies we have taking into consideration the following documents and government guidance:

Consultation in Keeping Children Safe In Education – April 2014 Safeguarding Children and Safer Recruitment In Education - 2010 Reform Of Children’s Residential Care – Dec 2012 Child Exploitation and the Response To Localised Grooming – Jun

2013 Working Together to Safeguard Children – March 2013 Report from The Joint Inquiry into Children who Go Missing from Care

– Jun 2012 Missing Children and Adults, A Cross Government Strategy Safeguarding Children and Young People from Sexual Exploitation

4D Care is committed to the principle that the welfare of the child is paramount (Children Act 1989). Any suspicion or allegation that a child has been abused while in 4D’s care will be dealt with in accordance with this principle. The Company will seek to work with placing authorities and investigating authorities collaboratively and swiftly to progress investigations.

Any member of staff under suspicion of having abused a child will be immediately suspended while investigations are carried out.

Procedures

Staff who are told of allegations of child abuse or who have reason to suspect that abuse has taken place must report details immediately to the Home Manager or, in their absence, the Practice Manager. There must be no delay caused by the unavailability of the immediate line manager. If staff suspect that the abuse involves the Home Manager they should contact the home’s Practice Manager or in their absence follow the home’s reporting procedure immediately.

If a child or young person discloses an abusive act by a member of staff, the staff member will be suspended immediately whilst enquiries are carried out. Other action may be required to ensure the child is safe.

The child's placing authority and the local Social Services Team must be in-formed immediately at:

Cambridgeshire Direct on 0345 0455203

or if out of hours:

Emergency Duty Team on: 01733 234724

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The home will then be guided by the local Social Services team on any further action to take.

The Home Manager (or person making the referral) may also need to contact the local police.

Police: 101

All telephone discussions with outside agencies must be recorded as soon as possible after the event.

For the complete Child Protection Policy please read the Home’s Policy and Procedures Manual.

Bullying

4D Care recognises that children who reside in care remain in general, a vulnerable group in society. Children in residential care are potentially victims of bullying in both the community and within the home. Bullying is frequently described by children and young people as the reason for absconding from residential homes or schools. It is vital that staff are aware of the damage bullying can cause, given the cumulative effect of negative experiences that any one child may suffer.

Bullying is abusive, intimidating, malicious or insulting behaviour or abuse of power that makes the victim feel upset, vulnerable or threatened. 4D Care will not tolerate children in their care being bullied in any way. Bullying is an infringement of a person’s human rights. We actively support Stonewalls Education for All Initiative, subscribe to the Anti Bullying Alliance Charter, are a Member of the Bullying Intervention Group (BIG) and provide the opportunity for children to access a range of support.

We see our staff as the main resource we have in ensuring the children we care for are not bullied.

We expect staff to:

Challenge children who they witness bullying another person. This to be done in a non-aggressive and non-confrontational way.

Report incidents of bullying to their line manager.

Ensure they record incidents of bullying in a child’s weekly report, including the action taken.

Work with children in a way that enables/empowers them to complain about being bullied by ensuring they know about the complaints procedure and who they can complain to.

Work with children who are bullies to enable/encourage them to alter their behaviour.

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Take time to be with children who have been the victims of bullying, supporting them to come to terms with events.

Work with children to enable them to report any serious incidents to the Police.

Complete the Bullying Recording Sheets for both the victim and the perpetrator.

Any staff member who is seen to be bullying children will face disciplinary action. Bullying will be seen as gross misconduct and a staff member could be dismissed if found guilty at a disciplinary hearing.

Management

The Manager of Shelldene House is responsible for ensuring:

Staff are aware of all the issues that surround bullying and the impact it has.

Staff are trained to be able to support the children aiding them in resolving conflict and use the complaints procedure as necessary.

Action is taken when bullying is reported.

Monitoring incidents of bullying and the action taken to redress those incidents.

The Home has an open communication culture that allows issues such as bullying to be discussed.

That the home has positive working relationships with the local Police which facilitates the reporting of more serious incidents of bullying.

Unauthorised Absence of a Young Person

Any child who is absent without permission is deemed to be ‘at risk’.

All absences will be reported to the Police after the child has been absent without permission for the duration recorded on their Risk Assessment. When a child goes missing the following information will be given to the Police:

What, if any, Legal Order is in effect and whether any conditions of the placement have been breached, e.g. remand.

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The child’s physical description, including age, height, weight, clothing, distinguishing marks etc.

All relevant details of behaviour that are likely to increase the risk to the child.

Possible address of known associates, if relevant.

Home address and telephone number.

The child’s social worker (or EDT if out of hours) and the person with parental responsibility will be notified at the earliest opportunity. Where appropriate the local Youth Offending Service should also be contacted as the child may need to return to court.

The incident must be recorded in the Unauthorised Absence Book immediately.

The following considerations should be followed in the event of a child leaving the home without permission (this informs the team’s actions):

The emotional state and age of the child who is unaccounted for should be considered in consultation with his risk assessment.

The number of children, i.e. whether it is a solitary child or more.

The context of the running off, i.e. whether it is the result of a temper tantrum or there are signs that it is pre-meditated and purposeful.

The time of the incident and the weather conditions, e.g. day/night, light/dark, freezing/fog/sunshine etc.

The number of staff working and available to manage the situation.

Strategies

In the first instance, staff should always go and look for the missing child. If the child has not been located within the space of time identified on the child’s Risk Assessment, the Police should be contacted and informed that the child is missing. The Police should be given all relevant information at this time, including possible sightings, likely whereabouts, what risk do they pose to themselves and others etc. If there are sufficient staff in the home, staff should continue to search for the missing child.

Return of a Missing Child

Once the child is located, arrangements should be made for their safe return to the home. If it is not possible for staff from the home or the Police to

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arrange this, it may be necessary to make appropriate arrangements with the child’s Social Worker or EDT team.

As soon as the child returns to the home the senior staff member on duty will contact the Police, the social worker (or EDT if out of hours) and the parents (person with parental authority) and any other significant person as previously agreed at the Planning Meeting.

The child’s return and the times of the calls made must be recorded in the Unauthorised Absence Book.

It is important for all staff to be aware that children and young people run away from children’s homes for a number of reasons. They may be very unhappy about their current living situation and their absence is a communication concerning their current emotional state. Staff must be sensitive and aware of the stress and confusion often evident when a child returns. The child should be welcomed back without punishment and depending on their emotional state be given the opportunity to discuss their situation – with the staff focusing on supporting them in dealing with the problem without the child having to run away.

The placing Authority should also provide an opportunity for the child to have an Independent return home interview. Shelldene House will take account of any information provided ij such interviews and the Child’s 24 hour management strategy and Risk assessment will be modified as a result.

Electronic / Manual means of surveillance

There are no electronic or mechanical surveillance systems used at Shelldene House.

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Fire Precautions and Emergency Procedures

It is the responsibility of the manager on duty to ensure the day to day safety of all persons residing at, employed in or in any other way using the premises.

Smoke alarms and an internal fire alarm system are installed in Shelldene House in accordance with advice from the local Fire Officer. There is fire fighting equipment in rooms designated with appropriate signs. There is a fire blanket located in the kitchen and extinguishers fitted in all company vehicles.

It is the responsibility of the Home Manager to ensure that:

The fire alarm is operational at all times.

The fire alarm is tested on a weekly basis and a weekly audit of the fire safety equipment and policy in the home is completed.

A register is kept of the weekly fire system and policy checks, giving the date of the test and the initials of the person carrying out the test.

Should a fault develop on the fire alarm system, this will be reported immediately to the service engineer.

All staff are made aware of their responsibilities and duties regarding the prevention of fire and understand the procedure for evacuation of the building in the case of fire.

Any equipment that is deemed as dangerous or a fire hazard is taken out of use, immediately labelled as such and is repaired or replaced.

Maintain on a daily basis, a register of visitors to the home.

The children are aware of the importance of keeping staff informed of their whereabouts during the day, and of informing a member of staff of their return if they have been out.

General Duties and Responsibilities of All Staff:

Know the location of fire exits and break-glass points.

Know the location of fire-fighting equipment and have an understanding of its use.

Know the correct procedure for calling the Fire Brigade in an emergency.

Be aware of the areas in the home that are high risk in relation to fire.

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To keep doors closed at all times.

Keep the fire exits clear of furniture and equipment.

Ensure children are supervised appropriately in the kitchen area.

Ensure that the children are aware of and understand the dangers of fire.

Report immediately any faulty equipment and take it out of use and label as such.

Ensure that children in placement and new children are aware of the procedures in the event of fire.

In The Event of Fire:

Evacuate everyone from the building.

Raise the alarm by breaking the nearest break-glass.

Ring the Fire Brigade. Do not assume that someone else may have done so. Give them the name, address and postcode of premises.

Fire Officer on duty to check panel to locate the zone of alarm. Fire officer then checks all rooms in that zone in order to locate alarm activated. If it is safe to do so, the Fire Officer will tackle the fire with the fire fighting equipment.

Shut all doors and windows.

Member of staff closest to the office takes the Daily Log book for head count.

Make way to assembly point and ensure that all children, staff and visitors are accounted for.

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Religious, Cultural and Linguistic Needs of a Child

We accept children from all denominations and will actively make arrangements for them to continue with all religious observance. Religious Education is also part of the curriculum where students will gain a broad understanding of all faiths and religions.

We have a multi skilled and multi ethic staff team that also support the children in maintaining, building and exploring all aspects of their culture and religion. Staff for example will encourage children to attend religious festival and services; we also bring the Major festivals to life having themed days and meals, for example the breaking of the Ramadan monthly fast where children participated in and shared a fantastic meal to celebrate the end of fasting.

We encourage children to be proud of their heritage and language; many of our staff speak a variety of European and African languages and support children to maintain and further develop their native language skills. Contact with the many and diverse cultural groups in the area have also helped to build on a child’s understanding and a sense of belonging to their community.

Equality of Care

4D Care holds the view that discrimination is unacceptable when judgements are made about people based on their gender, sexuality, religion, race or ethnicity. Staff are expected to actively demonstrate tolerance, understanding and empathy with every individual. There is a legal duty for 4D Care as an employer and for each individual employee not to discriminate against others.

It is our policy to ensure that each child receives care in an environment of anti-discriminatory, anti-oppressive practice. Staff are expected to recognise “difference” and actively support a child’s cultural, ethnic, linguistic, identity and religious needs as part of individual care.

Discrimination usually comes from fear or ignorance and staff are expected to make every attempt to challenge and resolve instances of children or others using discrimination in the home or where affecting those in their care and their work colleagues, in the community too. In regard to the children, this should take the form of educating and familiarising them with the issues rather than a stern lecture or sanction, as this has a tendency to entrench attitudes and breed resentment.

To enable successful care practice the residential environment must ensure a safe, caring structure to maximise personal growth and development. It is the responsibility of all care staff to ensure that children’s care is delivered equally irrespective of their gender, sexual orientation, background, ethnicity, religion or race.

This applies to any person employed by 4D Care, anyone resident at the house and their families, any contractors or other workers and any member of the public.

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The arrangements for contact between a child and family and significant others

Contact with Parents and Carers

A child’s family and other significant people are encouraged to visit the home and to be involved in any activities that promote positive relationships between them and the child - if it is agreed to be in their interests and not restricted by a Court Order. Contact with family and significant others will be discussed and agreed at the Planning Meeting.

The child’s Primary Carer, is the focal point for maintaining close contact with the family by meeting with them when they visit the home, visiting them when

and if they escort the child to their parental home or other family members, by telephone and by letter. The Primary Carer is also responsible for encouraging the child to engage in normal family occasions such as sending Mother and Father’s Day cards, birthday and Christmas cards to family members, sending postcards when on holiday with us etc.

Contact with Social Workers

There is an expectation that any Social Worker that places a child with 4D Care, will remain in regular contact with the child, by visiting them at the home and by telephone, letter etc. Frequency of contact will be discussed at the admission stage and will form part of the written agreement. If necessary, the Home Manager will communicate directly with the local authority concerned regarding their legal obligations to maintain contact with a placed child.

Telephone Contact

Any contact arrangements should be written up as part of the Placement Plan. This includes boundaries regarding telephone contact as this is something that can easily be misused by children. Children and young people at Shelldene House are able to make calls privately. Children can use the telephone at lunchtime and at any time after lessons, unless it is an urgent call. We do ask the children to make their last call no later than 9.30pm in the evening – unless there are specific arrangements agreed at the Planning Meeting.

We do allow children to have mobile phones it is agreed they are allowed them at the Planning Meeting, or after consultation with their Social Worker. However, it is part of our routine that they do not have them during lesson

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time. If young people misuse their mobile phone, then they may have them confiscated.

Some children may have to have their telephone calls supervised. If this is the case, a member of staff will sit with them when they make their calls. Occasionally it may be necessary for the child to use one of the office phones whilst being supervised by a member of staff.

Placement Plans

As part of our admission process at Shelldene House, we hold a Placement Planning Meeting either before the child commences their placement or on the day they arrive. This meeting serves to provide information sharing between all agencies and individuals involved in the care of the child concerned. The local authority allocated Social Worker is central to this meeting and must attend for the meeting to be held. Where possible we also encourage family members to attend, as we find that placements are often more successful when a child’s family, positively engage with a child’s move

from the first day. The information procured from this meeting will inform our internal Placement Plan for the child.

The allocated Primary Carer, Education Manager and Home Manager will attend the meeting, ensuring appropriate information is exchanged. Issues discussed regarding the child includes health, education, family contact, issues relating to risk assessment, personal likes and dislikes, favourite foods, religious, social and emotional needs, recreational interests, relevant past life experiences, routines and expectations at Shelldene House.

The Placement Plan is the blue print for how the child will be cared for at the home and sets out the work the staff will undertake. The Placement Plan will be updated as progress is made or a child's circumstances change. The plan will also normally be updated at the child’s Statutory Review meetings which are held one month after a child commences his placement, then after three months and then once every six months. Occasionally it is necessary to have the Reviews more frequently – this is sometimes requested by those present at the current Review meeting. The child may not read the Placement Plan document as it may contain sensitive information which will only serve to upset the child.

The Placement Plan is a working document for the adults to use, identifying how the work with the child will be completed. The short and long term objectives of the Plan are given to the child by the Primary Carer or Practice Manager and the child’s views and wishes are incorporated into it. Decisions made at the child’s Review Meeting and in the individual pieces of work completed through Key Work sessions or in meetings with their family and Social Workers are also incorporated into the Placement Plan. It may be appropriate for the child to read their local authority’s Plan.

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The initial LAC forms and information given prior to the Placement commencing informs the writing of the child’s Risk Assessment and 24 Hour Management Plan as well as providing the basis for the Child’s Placement Plan. These internal documents are written by the Primary Carer with support from the Practice Manager.

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