Liverpool City Council

Fostering Service Behaviour Management Policy

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Index

Introduction 4

Legal Framework 5

Philosophy 6

Behaviour Management Discussion Points 7

Corporal Punishment 8

Unacceptable forms of discipline and control 11

Acceptable forms of discipline and control 13 Use of physical intervention 16 Recording 18 Complaints and allegations 19 Foster cares approved by other agencies 19 Safe caring guidelines 20 Foster carer training 20 Young people who run away 21 Responding to threats 26 Reporting a young person missing 26 Social Worker Responsibility 28

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Review of Continued absence 28 Childs Return 29 Return Interviews 30 Responding to ongoing missing episodes 30

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Introduction

Many of the children who come into foster care will have suffered from some form of abuse or neglect. It is important each person involved in the child’s life has safeguarding at the forefront of what they do. This includes appropriate and careful management of the child’s behaviour to ensure their safety and no further harm is perpetrated upon them.

Liverpool Fostering Service understand that there may be situations where a foster carer has to act quickly to safeguard a child who is presenting a risk to themselves, others or significant damage to property. We also believe that to do nothing may be neglectful and potentially harmful in itself under these circumstances.

Therefore we feel that it is reasonable for a foster carer to use minimal physical intervention in order to deal with these types of situations, but only where it is absolutely necessary and where de-escalation techniques and other non-physical methods have been tried. Physical intervention should be kept to an absolute minimum.

Physical intervention can be described as the effective use of appropriate physical holding, with appropriate and reasonable force, to prevent a young person from harming themselves or other people, or causing significant damage to property.

There may be instances where a foster child or young person is putting themselves at immediate risk. These instances may require a foster carer to act immediately to protect the person. It is situations such as this that may require physical intervention and this must be proportionate to the circumstances.

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Foster carers must always be alert for the potential for a foster child to complain about instances where physical intervention may have been used. It is therefore imperative that this is kept to a minimum and that the use of intervention is used as a last resort and with minimal force and is proportionate to the circumstances. It is also crucial for foster carers to record and notify the child’s social worker and the supervising social worker about any instances of behaviour causing concern or where this has been dealt with using sanctions or physical intervention.

This document aims to outline more clearly the responsibilities and terms of reference for foster carers involved in behaviour management.

References are made to other relevant standards at appropriate points throughout the document.

Legal Framework

There is guidance on how the behaviour of children in foster care should be managed and this comes principally from the Children Act 1989.

This is explained in Volume 4 of the associated guidance and in the National Minimum Standards for Fostering 2011.

The relevant regulation is Regulation 13 of the Fostering Service Regulations (2011).

The relevant Minimum Standard is Standard 3 of the National Minimum Standards for Fostering 2011.

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Also of interest and relevance to foster carers of children with learning disabilities and autistic spectrum disorder is the “Guidance for Restrictive Physical Interventions” July 2002 DOH publications.

Mission statement by young people who have experienced Liverpool City Councils’ looked after children’s services.

“Children and young people in foster care deserve and expect to be treated with dignity, respect and fairness at all times, but more especially through times of emotional and physical need”.

Philosophy

In promoting a behaviour management framework the young people felt that this needed to be managed in a totally non-violent gentle and dignified way. By providing a better understanding and insight into behaviour management and by the use of talking down skills, defusing and de-escalation approaches.

The young people placed an emphasis on defusing and de-escalation, but accepted when these approaches are inappropriate, risk reduced interventions should be used. Young people accepted in dealing with these situations we all need to be aware of the duty of care. To take no action at all if a child or young person presents as a danger to themselves or others could be seen as negligence so it is important to do something.

Doing something!

Young people described some appropriate methods of developing and maintaining levels of acceptable behaviour.

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They acknowledged that these are different depending on the ages, needs, and abilities of the children and young people looked after in foster care. The emphasis is on helping a child/young person to learn to manage his or her own behaviour. They saw these things as:

Establishing positive relationships with young people

Developing a positive culture in foster care based on a clear understanding of rights and responsibilities for children/young people and carers.

A planned structure of time and clear consistent boundaries.

Positive role models and verbal reaffirmation of what is acceptable behaviour.

Giving children and young people alternative strategies for coping with their feelings that are more acceptable.

Rewarding and praising young people for positive or well-managed behaviour.

Discussion and counselling on why certain behaviour is inappropriate and unacceptable, rather than a statement such as “Don’t do that”…

Opportunity for children and young people to discuss issues of behaviour and consequences and their views recorded and taken into account.

Behaviour Management Discussion Points

The remainder of this document raises some of the issues for discussion with regard to developing a framework for behaviour management and acceptable measures of control, intervention

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and discipline of children placed with foster carers as required by Regulation 13.

This aim of this policy is to establish a framework that ensures:

No form of corporal punishment is used on any child placed with a foster carer.

No child placed with foster carers is subject to any measure of control or discipline which is excessive or unreasonable.

Physical intervention is used on a child only where it is necessary to prevent likely injury to the foster child or other persons or likely serious damage to property.

Corporal Punishment

This following list is just an example of some unacceptable punishment and other forms of control may also be viewed as corporal punishment. Corporal punishment is not allowed.

Smacking

Pinching

Slapping

Shaking

General Provisions

Relationships between carers, staff and children should be based on mutual respect and understanding and clear professional and personal boundaries should be in place, which are effective for all.

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Cares should set out and maintain safe, consistent and understandable boundaries for children in relation to acceptable behaviour.

Expectations of behaviour for both carers and children should be clearly understood and negotiated by those living in the foster home, including exercising appropriate control over children in the interest of their own welfare and the protection of others.

In a day to day decision making process, carers should demonstrate an appropriate balance between:

Each member of the household’s wishes and preferences.

The needs of individual children.

The needs of the mix of children in the placement at the time.

The protection of others (including the public) from harm.

All children in the home must be treated equally, without favouritism or prejudice.

Where children require personal care, their choice of which carer (where more than one) provides that care should be maximised.

Carers should respond positively to acceptable behaviour, and where the behaviour of children is regarded as unacceptable, it should be responded to by constructive, acceptable and known disciplinary measures.

Measures of control and disciplinary measures must be based on establishing positive relationships with the child, which are designed to help them.

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Such measures must be fair and consistently applied. They should also encourage the child to apologise and make up for what they have done, and reduce the likelihood of negative behaviour becoming the focus of attention and subsequent disruption to the placement.

Carers should make clear to children the consequences of unacceptable behaviour and any measures applied should be relevant to the incident, reasonable and carried out as close to the time of the incident as possible.

Any measures taken to respond to unacceptable behaviour must be proportionate and appropriate to the age, understanding and individual needs of the child, for example taking into account that unacceptable or challenging behaviour may be the result of illness, bullying, and certain disabilities such as autism or communication difficulties.

Sanctions and physical interventions must not be excessive or unreasonable and physical intervention must only be used:

• to prevent likely injury to the child concerned or

• to others or

• to prevent likely serious damage to property

Intervention must not be used as a punishment, as a means to enforce compliance with instructions, or in response to challenging behaviour which does not give rise to reasonable expectation of injury to someone or serious damage to property.

Children should be assisted to develop socially acceptable behaviour through the encouragement of positive behaviour and constructive adult responses to inappropriate behaviour.

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Children should be encouraged to develop a proper awareness of their rights and responsibilities. Cares and children alike must be clear that each individual has rights and responsibilities in relation to those who live in the home and people in the community.

Where there has been physical intervention, the child will have the right to be examined by a registered nurse or medical practitioner within 24 hours.

All children must be given an opportunity to discuss incidents and express their views away from the foster carer.

When disciplinary recorded and sign their names measures or intervention are used, children should be encouraged to write or have their views recorded and sign their names against them if possible in the records kept by the carer.

Unacceptable forms of discipline and control

In addition to the restriction on corporal punishment, none of the following should be used as a form of control or discipline in foster homes;

Any punishment relating to the deprivation of things such as food or drink is wholly unacceptable.

Any restriction, other than one imposed by a Court, on:

1. A child’s contact with their parents, relatives or friends.

2. Visits to them by their parents, relatives or friends.

3. A child’s communications with any of the following persons;

(a) Any solicitor or other advisor or supporter acting for the child.

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(b) Any social worker for the time being assigned to the child by the placing authority.

(c) Any officer of the Children and Family Court Advisory and Support Service appointed for them.

(d) Any person appointed in respect of any requirements of the procedure specified in the Representations Procedure ( Children) Regulations 1991

(e) Any person appointed as a visitor for them in accordance with paragraph 17 of Schedule 2 to the 1989 Act.

(f) Any person authorised by OFSTED (g) Any person authorised by the local authority in whose area the

foster home is situated. (h) Their access to any telephone helpline providing counselling for

children. (i) Any requirement that a child wear distinctive or inappropriate

clothes. (j) The use of withholding medication or medical or dental

treatment. (k) The intentional deprivation of sleep. (l) The imposition of any financial penalty, other than a

requirement for the payment of a reasonable sum,( which may be by instalments) by way of reparation.

(m) The locking of a child in a room, other than in circumstances to ensure the safety of the child or others.

(n) Any intimate physical examination of the child. (o) The withholding of any aids or equipment needed by a disabled

child. (p) Any measures which punishes more than one child for the

behaviour of an individual child. Nothing in the foregoing should restrict the taking of any action by, or in accordance with the instructions of, a registered medical practitioner or a registered dental practitioner which is

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necessary to protect the health of a child, or the taking of any action immediately necessary to prevent injury to any person or serious damage to property. Carers may insist that children wear distinctive clothing in terms of any requirements that a child wear distinctive clothing for sporting purposes, or for purposes connected with their education or with any organisation whose members customarily wear uniform in connection with its activities. Contacted may be restricted if this is in the best interest of the child, but such restrictions can only be imposed by a Court or in certain circumstances by a social worker. Cares must not unilaterally take a decision to restrict contact unless there is clear and compelling evidence that the child is in immediate danger, when the carer may exercise their inherent duty of care to protect the child. Acceptable forms of discipline and control Individual carers will need to discuss the forms of control and discipline to be used within their home with assessing and supervising social workers. These will vary from carer to carer and sometimes from placement to placement. Factors that need to be taken into account include;

1. The usual forms of control and discipline used with the carers own children.

2. The carers experience of what works well for them. 3. The carers own experience of control and discipline as a child. 4. The age and ability of children to be placed. 5. The foster child’s history, including any experience of abuse. 6. Any needs of foster children arising from a disability. 7. Religious and cultural issues.

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The following list provides guidance on the forms of control and discipline that are generally acceptable in foster homes. The list is not meant to be exhaustive, nor is it meant to imply that all these methods are appropriate and acceptable in all circumstances; Cares should think carefully before employing any of these methods and if necessary seek further advice. Delay of pocket money In extreme circumstances pocket money may be delayed up to a minimum of 48 hours. Withdrawal of privileges Privileges may be withdrawn for unacceptable behaviour. This may include denial of recreational facilities, but should not normally include denial of attendance at a regular out of school activity such as swimming lessons or attendance at cubs, or brownies. Looked after children are often less skilled than their peers or socially isolated and the use of such a sanction may further disadvantage the child. Grounding/gating A child can be denied permission to leave the house for a set period of time or in specific circumstances. As with withdrawing privileges, the carer may still need to ensure that the child is allowed to attend specific activities. Early bedtime

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An early bedtime can be used positively in order for the child to reflect upon their behaviour. This should be no more than one hour before their regular bedtime. Time out/isolation This should be used to affect positive change. It should be used as an opportunity to restore ordering the child and home and to enable the child to reflect upon their behaviour. This sanction can range from isolating. This sanction can range from isolating the child within a room occupied by others to sending them to a room on their own. Care must however be taken to ensure the child’s safety, and carers will need to think through the potential impact of the child’s previous experiences before isolating a child in a particular room. For example, a child who had been regularly abused in a living room should not be isolated in the carer’s living room. Denial of personal belongings Children have a right to their own clothes, toiletries and other possessions. However personal belongings may be removed if they are deemed to be harmful to the child or others or they are being misused and likely to be damaged. Carers may also restrict access to the use of personal possessions, for example a PlayStation or personal stereo as a sanction for a specified period. Comfort items, such as a favourite doll or bear, should never be removed from a child as a sanction.

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Restricting mobility/locking doors Subject to the usual security measures of the household such as locking external doors at night, children should never be locked in a room. It may be appropriate to deny a child access to a particular room or a specific area such as the garden. This may be achieved in a number of ways such as verbal requests, locking doors or standing in the way, whilst taking care to avoid the risk of physical confrontation. Use of physical intervention There are circumstances when it would be appropriate to intervene physically to prevent behaviour that is harmful to the child or others. Examples of such circumstances might include:

1. To prevent one child attacking another. 2. A younger child refusing to dress appropriately such as refusing

to wear shoes to go outside. 3. A child refusing to leave another person’s room. 4. To prevent a young child from running away.

In such circumstances, physical intervention without contact, such as standing in the way, or some form of intervention with contact, such as holding the child’s hand or placing a hand on their shoulder, may well be appropriate. Indeed some forms of physical intervention may have a positive impact upon the child, such as holding, or cuddling a distressed child, or holding a child for their own safety. In themselves, none of the above interventions require any particular recording although carers must always be mindful of the circumstances of their intervention and if in doubt follow the instructions below for recording physical constraints.

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Physical intervention is a more serious occurrence as by definition it will be against the child’s stated will. Its aim is to take control from the child, to stop them from doing whatever they are doing, using the minimum amount of force and therefore the minimum amount of time necessary, Physical intervention must only be used if a child is in immediate danger of harming themselves, others or causing significant damage to property. It is acceptable to defend yourself and others from physical violence and threatened violence. Physical intervention should ideally involve more than one carer even if the second carer does not physically intervene but witnesses the intervention. Carers should always seek to avoid the need for physical intervention through dialogue and diversion. The use of intervention is a last resort. If intervention is necessary then a child should, where possible, be pre-warned that an intervention might take place if this behaviour continues. Carers must have sound reasons for believing that other methods of intervention would not be appropriate or would fail. Sometimes this will necessitate carers not intervening physically immediately, but attempting other interventions or assessing the situation (even risking that the situation may worsen). In assessing the situation, due consideration to the age and understanding of the child must be taken into account. Disability and cultural factors might also be significant in determining the type of intervention. Carers must at all times be mindful of a child’s previous experiences. A child who has been physically or sexually

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abused may experience any form of physical contact differently from how it was intended. Carers should not attempt any intervention if they do not think it is achievable. Consideration should be given to the involvement of the emergency services. If possible, consideration should be given to the timing and place of the intervention, paying attention to minimising the involvement of other children, as to witness an intervention may be distressing for any child. There may be occasions when physical intervention is necessary to remove either a weapon or a dangerous substance from a child. This however does not include either physical or intimate searches of a child such as searching any clothing that they are wearing. Intervention must not be used to force compliance or when there is no immediate risk involved, or as a means of punishment. Cares should record any use of intervention as soon as possible after the incident. This recording should include details of what led to the intervention, the method of intervention used, and the outcome, including details of any injuries of the child or the carer. Careline must be notified immediately that this has taken place and a copy of this recording should be passed to the child’s social worker as soon as possible. Cares should also verbally advise the child’s social worker of the use of in intervention within one working day at the latest. Recording All incidents involving physical intervention must be recorded as detailed above.

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Carers will need to exercise their own judgement as to when other forms of control and discipline warrant recording, Some of the issues carers need to take into account include:

1. Did the child view the action taken as fair and appropriate? 2. Was the action taken discussed with and/or witnessed by

others? 3. Was the action taken agreed by the child’s social worker and

/or birth parents? 4. Could any other party misunderstand the action taken or view it

as appropriate? If the carer is in any doubt about whether any action taken should be recorded or not, then it is probably an indication that it should. In such circumstances the carer should record the incident and bring it to the attention of the child’s social worker at the earliest possible opportunity. Complaints and allegations Cares should consider the potential risk of a complaint being made before the use of any form of control or discipline. All cares will be aware of the risk of allegations being mad against them. However experienced or well known to us the carer is, all are vulnerable in this regard and we have a duty to investigate any complaint or representation made by or on behalf of a child, Such complaints and representations will be dealt with in accordance with out complaints procedure and if necessary, child protection procedures may also need to be followed. Foster cares approved by other agencies When commissioning a foster placement from another fostering service provider, we will expect the carer to comply with

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Liverpool City Council’s guidance on behaviour management and will seek written undertakings to this effect before placing a child. Safe caring guidelines All carers are required to produce safe caring guidelines for their home and these must be approved by every placing social worker and explained to the foster child (standard 9.3) Assessing and supervising social workers must consider with applicants and approved carers the implications arising for these from the carer’s views of methods of control and discipline to be used in the foster home. These should be detailed in the safe caring guidelines, shared with the child before the placement commences and referred to in the placement agreement. Foster carer training Fostering services are required to ensure that foster carers training covers managing behaviour (standard 9.2) Supervising social workers should ensure that they pay attention to the training needs of carers and other members of the household, addressing these in the appraisal of training and development needs, which must be documented in the annual review report. Social workers should encourage carers to make use of any available training opportunities run by the fostering service or external agencies.

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Young people who run away Running away is usually a sign that a crises point has been reached. It is vital therefore, that local authorities do everything that they can to engage children and young people and inform them about the risks of running away and the services available to support them and their families to resolve issues before they decide to run. Push-Pull factors Children and young people run away for a variety of reasons, but whatever the reason, running away is often a sign that something is wrong in the child’s or young person’s life and a response must be made quickly in order to conduct a thorough assessment, it is important to ask the child or young person the reason why they have run away, as this will inform decisions about the appropriate service or response. Research carried out by the Social Exclusion Unit Young Runaways (2002) found that the top reasons for running away are: Push factors Problems within the home environment- ranging from disagreements with care givers or long-term abuse or maltreatment. Family break-up young people who become drawn into their family conflicts are less likely to do well at school and are more likely to truant or run away from home. A disproportionate number of young people who suffer with mental health problems abscond from their living environment. Children who are the victims of severe bullying will often choose running away as a preferable option to staying. Young women who are pregnant may feel they are faced with no other

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option than to leave home concerned about the reaction they may get to the pregnancy. Pull factors Young people may run away to be near their friends and family, when a young person is accommodated there may be issues with contact arrangements which for the young person may well force the issue and young people may feel they have no alternative other than to run. There is the potential for young people who have experience of the care environment to be groomed for sexual exploitation. Evidence suggests that 90 percent of children subjected to sexual grooming go missing at some point. The Looked after cohort is identified by perpetrators as an easier to exploit group and possibly may not be missed by from their home environment therefore opening them up to child trafficking. Guidance has been produced to help local agencies identify children and young people who are at risk of sexual exploitation and take action to safeguard and promote their welfare. The Child Abduction Act. Several police forces across the country are using harbouring legislation to tackle incidences where young people run away or go missing and are found with people considered to be inappropriate – for example, because they are much older or they encourage the young person to stay away from their home. It has been particularly useful for young people who are thought to be at risk of sexual exploitation. Leicestershire Constabulary is one of the police forces successfully using the legislation in this way and, along with the Crown Prosecution Service, have produced a protocol which describes the approach to be used. The aim is to disrupt the relationship in the first instance thereby reducing the risks that the young person may be exposed to. In the longer term it aims to reduce repeat incidences of children going missing from home and care.

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The process involves the parents/carers informing the child they do not have permission to be away from home or care, making boundaries very clear so that the child is in no doubt of their wishes. A statement is taken by the police from the Parent/carer to this effect. The person with whom the child was found is visited and informed of the parent/carer wishes that they must take all reasonable steps to inform the police if the child comes into their company. They are warned that failure to do this may leave them liable to arrest and prosecution for offences under the relevant legislation. Letters outlining the person’s responsibilities and the risk of arrest are formally served It is important to recognise that if the circumstances are right for the young person, and if they are under enough stress, any young person can justify their reason for absconding. It is important to be mindful that running away is like any action in order to running away you need three components, the ability, the willingness, and the opportunity. Young people have the opportunity and ability on a daily basis so all it takes is the willingness to act upon this thought. Some young people who make decisions to run away can be influenced by issues around substance misuse and feel the need to leave their family environment in order to avoid family members discovering their use of substances. This decision may also be based upon their decision to use substances more openly and freely where they won’t be challenged. Young people in their lifetime have feelings of fear and anger which can also escalate to feelings of failure which can drive forward poor decision making processes and make young

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people feel running away is a better option. Some young people don’t have good problem solving skills. Running away can become an either/or solution it can be a product of black and white thinking. (Is there another phrase we can use).Young people can make decisions to leave because they simply don’t want to face what they see as an emotive issue and don’t have the emotional capacity to problem solve. If a young person feels overwhelmed this can be viewed as a way to solve their immediate problem by heading in the opposite direction. Episodic vs Chronic Running Away It is important to distinguish between young people who run away episodically and those who run away on a regular basis. The reasons behind the actions are quite different and it’s crucial to understand the differences: Episodic Running Away When young people run away following an incident it can be viewed as an episodic episode, this is not a consistent pattern and the individual is not using this as a problem solving strategy all of the time, it is not something that they are using to gain power over the family unit, rather the individual may well employ this behaviour in order to avoid consequences, humiliation, or perhaps possible embarrassment. Chronic Running Away Young people who consistently use running away to gain power within the family have a chronic problem. Chronic running away is a form of a power struggle, manipulation, or acting out. Young people may often hold their caregivers to ransom with

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the mere threat of running away, reactions of caregivers may differ some adults may well engage in bargaining and over negotiating in order to discourage young people from leaving. Caregivers need to keep it uppermost in their mind that young people are using this as a way of keeping power and control in the relationship. When an adult gives into this threat the clear danger comes into play of a young person exacts this pattern to train them. Young people can use this behaviour to try to avoid any form of accountability. Warning signs There are no real hard and fast signs that indicate a young person is about to run away, however there may well be indicators that may make you aware that there is a possibility of this with behaviours such as being secretive, hoarding of money and items of value around the home suddenly disappearing. Teach different coping skills One of the most important things that a carer can do is to impart problem solving skills by asking them what it is that you as a carer can do differently about issues that arise, it is good practice to approach something as a problem that needs resolving and the young person will begin to identify that there are better more constructive ways to resolve conflict. It is also good practice to tell young people that “it’s ok to make mistakes within their safe environment and communicate that mistakes are managed by facing up to them and dealing with them. We live in a very fast paced society and sometimes lose sight of being mindful and checking in with our children by simply

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asking the question “are you ok? Is there anything you want to talk to me about? Responding to threats When a young person delivers the threat that they are going to run away an appropriate response may well be to inform them that taking this action will not solve their problem, and explaining that if they do in fact run away they will eventually return to the situation when they return back home. It’s accepted that when a child makes threats to run away this would cause anybody concerns and it’s important that a considered and measured response be applied by informing the young person that if they run away you as a carer will be unable to protect them and reinforce that their problems will remain unsolved and that they will in fact be placing themselves at risk. Reporting a young person missing Before a young person is reported as missing from care to the police the following must be considered, what where their intentions when they were last seen? For example where they going out with known people? Where did they tell you where they were going to? Who were they with when you last saw them? Do you have any idea where they may be? Would you be able to give information about any known addresses? What makes you think they may be missing? What enquiries of your own have you made in order to locate them? If a young person is reported as missing during office hours the allocated social worker should be contacted. If the young

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person is reported after office hours Careline should be notified on 0151-233-3800. Unauthorised Absence Guidance on the Management Recording and Investigation of Missing Persons 2010 in ACPO (2005) Guidance on the Management, Recording and Investigation of Missing Persons, a category of unauthorised absence was established. Experience has now shown that it is not an appropriate category for the police to record but is still available for carers to use in relation to appropriate cases. Where a looked after child’s whereabouts are known or thought to be known but unconfirmed, they are not missing and may instead be considered to be absent without authorisation from their placement. In these cases the responsibility falls to the carer to search the local area and call to possible addresses where the young person is known to frequent. It is acknowledged this may have challenges and always let someone know where you are going even if this is your Supervising Social Worker, the child’s Social Worker or a worker in Careline. Do not put yourself in danger. Care Plan Each young person has a care plan which is specifically based upon a full assessment of the child’s current and future needs. Including potential risk to self or others. The care plan therefore takes into account any risk that the child may go missing and any factors that may well increase the risk that the child may well go missing in the future and any factors which may increase the risk to the child should they go missing. Foster Carers should contribute to this care plan alongside the placement plan.

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Any unauthorised absence should be reported to the case holding Social Worker by the carer who should then notify the Independent Reviewing Officer and the Safeguarding Unit. Social Worker Responsibility It is the responsibility of the Social Worker to notify their Team Leader, Service Manager, Independent Reviewing Officer and the Safeguarding Unit at the earliest opportunity when appropriate to do so. The Social Worker remains responsible for the day-to-day liaison with the police, carers and other agencies and for coordinating all of the information relating to trying to return the child to the approved placement. It is Social Workers responsibility to inform all relevant managers and agencies when a young person has returned to placement and the missing log will then be closed. The Social Worker should also complete section 17 Missing Person Events on the ICS system when a young person is missing and when they are located. Review of Continued absence Throughout a missing episode the Foster Carers, Police, Social Worker will continually review the case. An initial Missing from Care Review should be held within seven days of the child having been reported as missing. Purpose of the review Establish the circumstances surrounding the child going missing. Establish the current situation.

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What action was taken by the police and other professionals? What action needs to be taken by Police and other Professionals? Consider whether the circumstances affect the Care Plan? Identify areas of concern and potential risks to the child. Identify potential strategies to ensure the safe return of the child. Consider the frequency of reviews whilst the child remains missing. Frequency of Reviews It is recognised that the role of the review is to ensure that continued efforts are made to re-establish contact with the child and make sure that the care plan is continuing to meet the child’s assessed needs. The frequency of the reviews should be determined by the individual circumstances and the level of risk. Whilst the child is deemed to be missing, a Missing from Care Review should take place at least once in each calendar month. Any greater period has to be approved by the Team Leader from the safeguarding unit and Service Manager. Childs Return If the child or young person returns to the placement, the carer should inform the Social Worker, (Careline, if it is out of hours) and the police, if the whereabouts of the child or young person becomes known , the carer should inform the Social Worker (Careline, if out of hours) and the police. If it is safe and reasonable to do so, the carer should collect the child or young

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person. If it is out of hours, Careline can be contacted for assistance and if the situation requites it, the police can assist in bringing the child or young person back to the placement. The police should undertake a safe and well check (a visit) to the placement. Once the child has returned, it is the responsibility of the Social Worker to notify all relevant managers, other agencies, and the reviewing unit and update section 17. Missing Persons Events on the ICS system. Return Interviews The Social Worker should undertake a return interview for a looked after child if: The child or young person has been missing for over a period of 7 days. The child or young person has known mental health issues. The child or young person has been engaged (or is believed to have engaged) in criminal activities during their absence. It is believed that the child or young person has been hurt or harmed whilst they have been missing. There is known or suspected risk of sexual exploitation. Or there is evidence to suggest that the young person has had contact with persons posing risk to children. Appropriate safeguarding procedures should be followed where there has been a safeguarding concern. Consideration should also be given of undertaking a statutory visit within 72 hours of the young person returning to their placement.

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Subsequent reviews Following the child’s return, the normal reviewing process should be re-instated. In order to consider the effect of the missing from care episode, however a case review should be held within three months of the date of return. Responding to ongoing missing episodes The Social Worker and Team Leader with case responsibility should consider requesting a missing from care review if the young person has been reported missing to the police on nine separate occasions during a 90 day period. If the young person is considered to be at risk during the periods they have been reported missing to the Police. The police will continue their enquiries and will advice carers further. These meetings should take place within 7 working days of the request. The request should be made directly to the allocated Independent Reviewing Officers and the Safeguarding Unit Team Leader. This meeting should consider the push and pull factors of why the young person has been reported missing. It should consider whether the current care plan is continuing to meet the young persons assessed needs. The meeting should be chaired by an Independent Reviewing Officer. Officer the attendees/invites should include: Team Leader Social Worker Local Police Missing Persons Coordinator Parent and or carer Supervising Social Worker or a Team Leader from the Fostering Service.

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Any action for child or young person if they undertook the return interview. Should they not be invited regardless? Other relevant professionals (for example health, education, youth offending service) Discussion should take place between the Independent Reviewing Officer and the child’s Social Worker about whether it is appropriate for the child or young person to attend. Some further reading material from BAAF “Managing Difficult Behaviour” ISBN Number:978 1 905664 27 6 This book offers helpful hints to foster carers to heighten carers skills in helping to improve a child’s behaviour. It covers: How to be good at giving praise Giving positive attention Establishing boundaries Using rewards Helping children learn from their actions Giving instructions Using Time Out Liverpool City Council Liverpool Safeguarding Children Board Missing Protocol Updated July 2014 To be reviewed July 2015 Nicky Urding Service Manager

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