Statement Of Purpose
May 2015
Wilderness
Experiences
A Wilderness way
Ltd
This Statement of Purpose is for:
Young People, Parents, Carers, Staff
and any Relevant Authorities.
This is the Statement of Purpose, its contents describe the way in which we
care for the children who come and stay with us. (Regulation 18 Schedule 1 of
the Children’s Homes Regulations 2015)
We hope you find the answers to any of your questions in here. If you don’t please do not
hesitate to contact our head office for more details, you will find the numbers at the back of
this book. For more detailed answers to your questions you can also ask us for further
information which we can find for you from our Policies and Procedures.
If you require this book in any other format or have it translated into another language or
larger text, please contact our office and we can arrange for a copy to be sent to you.
SCHEDULE 1 Regulation 16
Matters to be included in the Statement of Purpose
Quality and purpose of care
1. A statement of the range of needs of the children for whom it is intended that the children’s
home is to provide care and accommodation.

We will accommodate 5 children and young people of either gender, aged 8 years to 18
years.

In line with the Children Leaving Care Act 2000, and in consultation with Ofsted, we will
extend our leaving age to 18 where identified in the Pathway Plan and where this will assist
young people in their transition to independence.

All the placements we offer are aimed to last a maximum time period of 17 weeks.

Our primary focus is to work with young people in crisis, who present with a range of
characteristics including:
 Challenging behaviour
 Self-esteem / image issues
 Complex needs
 Associated mental health needs.

We work with young people who are experiencing difficulties in their lives who primarily
present with emotional and behavioural difficulties. We also work with young people who
may have formal diagnosis of SEBD, who present with risks linked to the following:
 Risk of exploitation
 Presenting serious risks to themselves and others
 Substance abuse
 Subjects of abuse and/or neglect
 Subjects of serious domestic violence

We only offer placements to those young people who we feel can benefit from our
experience, expertise and unique rural outdoor provision.

We will consider young people with a statement of SEN, if through multi- agency working we
can facilitate appropriate educational support.
Asylum Seekers: Unaccompanied asylum seekers, who are under 16 years old, may be placed with
us. In this event, special provision would be made for their cultural, language and religious needs, in
conjunction with the adult Asylum Seekers Services.
2. Details of the home’s ethos, the outcomes that the home seeks to achieve and its approach
to achieving them.
A Wilderness Way Limited was developed to offer young people on the edge of care, and young
people in crisis, an opportunity to have some time to reflect in a safe and engaging manner. The
company’s ethos is one which is very sympathetic to the needs of this vulnerable group, as we
recognise that nationally quality provision for this group of young people is limited. A Wilderness
Way Limited has a proven track record of supporting young people to regain control over their own
lives. We achieve this through a range of engagement activities and person centred care. We are
passionate about providing meaningful feedback to inter-agencies that is truly representative of the
young person’s voice. Feedback form young people and inter- agencies assures us that our approach
is strongly supporting plans towards permanence for young people.
We believe in an atmosphere and approach which is caring, nurturing and happy. Activity
engagement both indoors and outdoors is central to our service delivery. We offer exciting
opportunities for young people to become involved and develop their skills and abilities through
outdoor and adventurous activities, educational engagement and appropriate social access and
integration. From the first day of admission our aim is to support young people in moving forward to
their next placement and we therefore focus on the context of security and the benefits this brings.
We strongly believe our activity programme will build the confidence and ability for children to
perceive themselves and their situation in a more reflective and considered way. We believe our
work to be lasting and meaningful, despite the short periods of time we work with young people.
We strongly advocate celebrating progression, however small, and this ethos is paramount to
placement progression within the home.
 We believe in providing routine and consistency in young people’s lives in order to form
security.
 We give young people time to reflect and learn a little about themselves and their
circumstance so they are prepared move towards permanence in their new care placement
or family situation.
 We deliver person centred care, within an organisation with a track record for providing safe
effective care, with a strong focus on maintaining placement stability.
 We unconditionally value every person and respect their dignity as a unique individual
irrespective of their difficulties.
 We will help young people to achieve progress across a wide variety of areas, including
academic study, vocational training, social, emotional and behavioural skills, basic life skills
and personal development, to keep themselves safe.
 We will offer the chance to complete recognised academic and vocational qualifications and
encourage young people to achieve.
 We will work with young people to ensure that when they are leaving our care they have an
enhanced, positive self-perception.
 We will ensure young people have access to opportunities and activities that enrich and
enhance their childhood.
 We will ensure children and young people stay on a path to success, through sound
interagency working and participation.
The outcomes we wish to achieve are as follows:
Being Healthy.
Long term outcomes we
contribute to.
Examples of measurable outcomes we aim to achieve.
 Young people placed with us are receiving a nutritious
diet.
Young people enjoy good
physical health.
 Young people’s anxiety and/or levels of depression are
reduced.
Young people have a healthy
lifestyle.
 Relevant professionals, families and carers, have an
increased understanding of the young person’s
emotional wellbeing / mental health needs and are
engaging with appropriate services.
Young people enjoy good
emotional and mental health
and spiritual health.
 Young people placed with us have increased access to
sex education and improved sexual relationship services.
 Young people are safe from accidental contact with
dangerous drugs and drug equipment.
 Young people have been supported by health
professionals and all appointments are up to date.
Young people are safe from harm.
Long term outcomes we
contribute to.
Young people are free from
abuse and risk of abuse.
Young people are protected
Examples of measurable outcomes we aim to achieve.
 We provide a safe environment for young people.
 Young people are safe from exposure to people they
have been exploited or abused by in their past.
from harm.
 Young people are not bullied.
 Children are experiencing fewer accidents and injuries.
Young people grow up able to
look after themselves.
 Young people are at a reduced risk of exploitation.
 At risk young people are safe, have reduced drug use,
and are re-engaged with education.
 The neighbourhood in which we accommodate young
people is safe.
 Young people are not involved in behaviour that puts
themselves at risk of victimisation or offending.
Young people have opportunities to learn, enjoy and achieve.
Long term outcomes we
contribute to.
Examples of measurable outcomes we aim to achieve.
Young people fulfil their
potential.
 Young people are able to develop and sustain
friendships.
 Young people have a raised sense of self-esteem.
Young people reach adulthood
with the necessary skills.
Young people are involved in
activities which enrich their
lives.
 Young people understand how their behaviour and
appearance are perceived by others.
 Young people have engaged in accessible and
appropriate play and social activities they enjoy.
 Young people have access to supportive networks.
 Young people recognise and have developed their
talents
 Young people demonstrate more coping strategies.
 Young people are more engaged in education.
 Young people are able to use the learning environment,
daily routine, range of equipment and strategies to plan,
carry out their plans and recall what they have done.
Belonging and contributing to their community.
Long term outcomes we
contribute to.
Examples of measurable outcomes we aim to achieve.
Young people make a positive
contribution to community and
society.
 Young people have the opportunity to influence
decisions which affect them.
Young people will be treated
as citizens with a voice in
society.
 Young people participate in relevant influencing and
lobbying activity.
 Young people are listened to and are actively involved
service planning.
 Young people are able to interact appropriately with
peers and others.
 Young people can work with others to resolve conflicts.
 Young people understand the rights of others and
themselves.
 Young people make informed choices about specific
areas (money, pay, education).
Economic well-being.
Long term outcomes we
contribute to.
Young people are free from
poverty.
Examples of measurable outcomes we aim to achieve.
 Young people have reintegrated into education.
 Young people are accessing education.
 Young people are attending education regularly.
Young people have positive
social lives.
Young people have
opportunities for education,
employment and training.
 Young people are happy in education and are making
progress.
 Young people have the confidence and skills to engage
with decision makers (IROs, social workers).
 Young people have improved research skills.
 Young people have a more informed understanding of
the world of work.
 Young people have an understanding of money and
finance.
3. a description of the accommodation offered by the home, including—
(a) How accommodation has been adapted to the needs of children;
(b) The age range, number and sex of children for whom it is intended that accommodation is to be
provided; and
(c) The type of accommodation, including sleeping accommodation.
Wilderness Experiences uses a number of different accommodations around Cumbria occasionally
we may spend time elsewhere in the country if required or if an activity or expedition is better
organised there.
The registered address is Westcroft House Carlisle. It is a 3 bedded modern, spacious, beautifully
finished detached House fully self- contained. The House is fully equipped for both short and long
stay use. All other properties owned by Wilderness Experiences are set up in the same warm &
relaxing environment. The Registered Manager operates the service from Westcroft House and
holds an office to the rear of the building. This is also where the Education office can be located and
young people will be encouraged to attend during the week.
Wilderness Experiences own 3 properties-Westcroft House, September House & a static caravan. We
also have 2 properties on long term lease set up in the same environment. All other rented
accommodations are taken on a per night basis. This enables the programme to be flexible to best
suit the needs of the individual young person’s programme and care plans. The homes we provide
are finished to an exceptionally high standard and enjoy a semi rural setting.
We also use a variety of holiday and camping accommodations. Young people could be
staying in; Camping barns, tents, Bothys, holiday cottages, caravans or sleeping out under
the stars. When attending reviews, contact visits within other cities or towns; it may be
more helpful for us to use Bed & Breakfasts/ hotel accommodations.
Our Team:
each home is staffed 24 hours by a dedicated team of residential Support Workers. Staff employed at
The home, have been selected based on their experience of working with young people, their
capacity to nurture and care whilst also meeting other key capabilities in line with exploitation and
attachment based practice.
There will always be a minimum of two staff on duty at any one time; during the night time this
number will be reflected dependant on the behaviours displayed by the child accommodated in the
home- This may be adjusted with some period of 1:1 time at the end of a child’s placement for young
people who are likely to move on to independent living. This will be done in discussion with the
referring authority. Only 1 child will reside in each individual property then 2 staff will be on sleep in.
Our staff team consists of a Manger, a Service support manager Senior Residential Support Workers/
Key worker and Residential Support Workers; additionally we will use the staff resources of Freelance
staff for dedicated outdoor activities as and when required.
4. A description of the location of the home.
Due to the nature of the service we do not give out exact locations of our homes. As a safeguarding
precaution, however each home is located in a rural setting; they all include an individual space for
each person staying at the home with additional communal areas inclusive of living room, Dining
room and outdoor garden space. Additional information on home locations will be given out to
persons visiting the home when the purpose of the visit is confirmed.
Each home has an individual risk assessment to highlight its physical design and layout and any
factors which require attention. Each home has a fire risk assessment for the purpose of safety and
each child in the home has an individual risk assessment specific to their needs & any areas raised in
line with their safety within the home and out in the community.
5. The arrangements for supporting the cultural, linguistic and religious needs of children.
It is important that young people retain their cultural identity, thus full support and encouragement
of religious observance in consultation with others will be given to achieve this.
The home’s policy is not to force or persuade any child to participate in religious observance if it is
against their wishes.
Efforts are taken to ascertain the family / background experience of each child, including cultural
factors in terms of moral values, behavioural norms, lifestyle and artistic pursuits. It is recognised
that shared religious belief, ethnic background, language, history or economic background
sometimes lead to similar cultural norms and expectations. However staff are careful not to make
assumptions about these. Individual Placement Plans reflect cultural, religious and ethnic
requirements in terms of care.
Cultural, racial, ethnic and religious expectations regarding the choice of clothes, food and personal
requisites are supported and actively promoted. This includes ensuring that there is choice within
daily menus reflecting different cultural and ethnic backgrounds, and that children have ready access
to appropriate skin and hair care including make-up.
Special dietary requirements will be catered for, such as Halal & Kosher foods.
It is recognised that belonging to a minority in a society brings with it particular stresses. All young
people are helped to reflect on this as they are helped to process instances where they have felt
different from a bigger group.
Most young people who live in our homes have very acute feelings of being outside a group, for
various reasons, but particularly because they are living away from their families and outside the
mainstream of society. In addition to this many young people come originally from families who
have found it difficult to fit in and have lived on the margins of society; these experiences of being
'outside' have often been compounded by multiple placement moves and experiences of rejection.
Some of these experiences will have ethnic, religious and cultural components and part of the
treatment methodology is to recognise the various components of these experiences of being in the
minority.
Young people are encouraged and given the opportunity to practice cultural, religious or ethnic
customs and characteristics without interference or prejudice to others. Where religious practices
require special clothing or special diet children are properly equipped and advice is sought from
either the young person's family or local religious leaders, where necessary.
They are enabled to celebrate their own religious festivals and assisted in understanding and
acknowledging the religious festivals of others. It is recognised that it is natural that some young
people may express doubt about continuing their religious beliefs or practices; whilst having regard
for their wishes, it is important that they are helped to recognise and discuss their choices and the
implications for their relationships with their family and community
Where special privacy is needed in order to pray during the course of the day consideration will be
given to how best to provide this, whilst also considering the impact on other young people and the
group as a whole.
6. Details of who to contact if a person has a complaint about the home and how that person
can access the home’s complaints policy.
“We positively support all complaints as it helps us get things right for our young people. We want
young people to be happy; young people, family or carers, placing authority, staff member or
anyone with an interest in a young person’s wellbeing, can complain about anything that affects the
care of that young person”.
Young people need to know they have the right to complain and feel they will be listened to and
treated fairly.
Complaints are received in a variety of ways:
Speaking directly to a member of staff. If felt that the verbal complaint is not being dealt with
properly, then a complaint form can be completed. Any staff member will help fill it in or get
someone else independent to help fill it in. We will always make sure that a young person can have
access to the use of the telephone confidentially to raise a complaint if that is what they wish.







Speak to social worker or family
Independent reviewing officer
Children’s Commissioner
An advocate
Ofsted
An officer of the National Society for the Prevention of Cruelty to Children
Scotland -Social Care and Social Work Improvement Scotland (SCSWIS).
The registered manager will deal with any complaint, (unless the complaint is about that manager or
it has been made to someone externally). Our procedures are detailed in our policies and
procedures, available on request. If it raises a ‘Child Protection Issue’ we follow the ‘Local Child
Protection Procedure’. If a complaint is made by family, relatives, social worker, or advocate etc and
independent investigation will take place as soon as possible with a full report submitted to the
person making the complaint. A copy of this report will be sent to the young person's social worker.
(for more details see our policy and procedure guidelines)
Any young person, whose behaviour results in a consequence, has the right to make a complaint
about the situation. This process is also outlined in our policies and procedures.
7. Details of how a person, body or organisation involved in the care or protection of a
child can access the home’s child protection policies or the behaviour management
policy.
The home has a full range of policies and procedures in line with the requirements of the Children’s
Homes Regulations (England) 2015.
Access to the policies can be made through communication with both the home and the
organisation head office – address and details can be found at No.19 of this document.
Staff and manager within the home can give verbal access to the contents and additionally make
arrangements to forward to authorise individuals the specific policies required.
The adult guide and the young person’s hand book gives details of how to access these documents
also.
Views, wishes and feelings
8. A description of the home’s policy and approach to consulting children about the quality of
their care.
We believe that young people have the right to be consulted about the way in which they are cared
for. Participation and involvement is key to ensuring children and young people are listened to,
involved and their views taken seriously. Our commitment to participation and involvement is
central to the way we work. Our young people are heavily involved in the design and delivery of the
service they receive.
We are committed to ensuring:
 The participation of children and young people in our care is valued and their views are
taken seriously’.
 The participation of children and young people in our care is ‘a visible commitment that is
properly resourced’
 Children and young people in our care have ‘equal opportunities to participate in the
company’
The participation of children and young people is ‘supported by policies and standards that are
evaluated and monitored’. We offer a wide range of fun, safe, participation and involvement
opportunities for all of our young people, ensuring that everyone has a chance to have their say, in
ways that suit them best. Our children and young people choose their own rewards for getting
involved and all programmes are linked with National Youth Achievement Award schemes. We have
adopted the ‘UN Convention of The Rights of The Child’ as one of our major underpinning
philosophies, and much of our work is deeply rooted in the ethos and principals of Participation and
Involvement – ‘respecting, honouring and creating meaningful and long lasting participation
opportunities to effect long term change’. Strategies such as our ‘Participation and Involvement
Strategy’ and ‘Development Plans’ for each home all reflect the same commitment. As a home we
are committed to meeting the national participation standards which promote best practice.
We are registered and inspected by: Ofsted, England
They have the legal responsibility to inspect our service and the accommodations we use, to monitor
the quality of life and quality of care being offered to the young people placed with us, and to ensure
that the service is run in accordance with all relevant regulations. During the inspections the young
people will have opportunity to feedback to the inspector on all aspects of the home and its care and
delivery of services. Prior to this inspection young people are invited to use the on line survey to
share feelings and thoughts with Ofsted
Regulation 44 visits
The independent visitor (currently carried out by Kamet) visits our home on a monthly basis to
undertake a monitoring visit. This is to ensure all policies; procedures, administration and care
standards are monitored and implemented. Part of this monitoring and visit will involve consultation
with Young People, Parents or Carers and the Placing Authorities. It is important that we have
consent to share information with the independent visitor and this will be checked and recorded at
the start of the placement.
Regulation 45 checks
Under Regulation 45 of the Children’s Homes Regulations, the responsible individual or appointed
person, of the home will carry out checks to inspect the records and examine and reflect on aspects
of care practice. Reports are prepared and shared on the homes care and practice, inclusive of the
requirements of Schedule 6 of the regulations.
During the above visits, discussions with young people, parents/carers and other stake holders will
take place to check on how the plans of care, the accommodation and the staff measure up to
expectations and standards. This is so that the views and opinions given can improve the services
that the home provides for the young people in their care and develop new opportunities.
The homes manager will distribute and have available a number of formats and avenues for
feedback, available for young people without requiring request, for example questionnaires and
young people’s meetings.
9. A description of the home’s policy and approach in relation to—
(a) anti-discriminatory practice in respect of children and their families; and
(b) children’s rights.
Young people in our care will at times express discrimination towards sectors of society. Staff will
endeavour to work through these attitudes with young people at a time appropriate to do so. Staff
will attempt to engage young people in discussion, exploring their perception and the roots of their
feelings. To simply exclude young people from expressing their attitude could lead to confusion and
resentment.
Young people and their family members will be treated as equal, with respect and dignity at all
times. The home will not tolerate discrimination in any form from any individual.
Refer to No. 8 above.
Education
10. Details of provision to support children with special educational needs.
Within the remit of EBD and Moderate Learning difficulties
11. If the home is registered as a school, details of the curriculum provided by the home and
the management and structure of the arrangements for education.
NA
12. If the home is not registered as a school, the arrangements for children to attend local
schools and the provision made by the home to promote children’s educational achievement.
We recognise the importance and value of a mainstream education and at all times endeavour to
provide young people with the interpersonal skills and confidence to return there. However until
this is achieved, each young person can follow an individual program of study with us, chosen to best
meet their needs. Each programme can be tailored to accommodate the profile of each learner and
adapted over time as they progress.
This is delivered by an employee contracted by A Wilderness Way Ltd who works full time to
facilitate educational engagement, attainment and assessment.
Enjoyment and achievement
13. The arrangements for enabling children to take part in and benefit from a variety of
activities that meet their needs and develop and reflect their creative, intellectual, physical
and social interests and skills.
Children should have an enjoyable childhood, and benefit from excellent parenting and education,
enjoying a wide range of opportunities to develop their talents and skills leading to a successful adult
life.
We believe education is the fundamental right of every child and recognise its value in improving the
life-chances for ‘looked after children’. Our aim is to help all children and young people take the first
steps towards achieving their full potential.
Our aim is for all our young people to receive as full an educational programme as possible. Young
people attend Wilderness Education, where the Education Manager and the team work together to
provide an individualised educational package, incorporating one-to-one time with our Education
Manager, where they will be taught core subjects. We believe educational outcomes can be
achieved anywhere and at any time. Every learning and educational experience with us is maximised
and linked to individual learning objectives. We believe that the curriculum needs to be flexible and
child centred.
We do not have registered school status. However we have a dedicated Education Manager and
team of staff that will provide short term assessment and introduction to the curriculum as a
platform to the young person’s future educational placement/provision.
Recreational/sporting provision
Our specialist outdoor activity programme is an excellent way to build self-confidence and selfesteem, which is central to any young person’s development.
We believe these are the benefits of outdoor activities:
 Enjoyment and satisfaction
 Gives time and tranquillity to reflect on problems/issues that you have encountered
 Provides young people with the knowledge and motivation to confront issues and create
positive changes
 Provides valuable alternatives to negative pastimes
 Stimulates and encourages young people to take greater responsibility and helps them
evaluate the importance of risk awareness
 Helps them to work co-operatively and effectively in teams
 We offer a wide range of recreational and sporting activities, provided by our specialist team
of qualified instructors. In addition to providing an opportunity to improve individual health,
all young people are offered the chance to attain qualifications in their chosen activity.
 Examples of activities: Hill walking & Mountaineering, Kayaking, open canoeing, Ghyll
scrambling, Climbing & Abseiling, Mountain biking, Bush craft, Caving & Mining and
Orienteering.
Health
14. Details of any healthcare or therapy provided, including—
(a) Details of the qualifications and professional supervision of the staff involved in providing
any healthcare or therapy; and
(b) information about how the effectiveness of any healthcare or therapy provided is
measured, the evidence demonstrating its effectiveness and details of how the information
or the evidence can be accessed.
All of our staff attends ‘Attachment’ training. We use an attachment model of working. Clare
Houghton our Responsible individual provides training and consultancy to staff. She holds Level 1
and 2 within the Dyadic Developmental Psychotherapy, and currently runs our three day Attachment
training. She has trained with Edwina Grant and ‘Dan Hughes’ (Dan developed an attachmentfocused treatment that relies heavily on the theories and research of attachment and
Intersubjectivity to guide his model of treatment and parenting),
Attachment theory and the re-building of safe and trustworthy relationships are at the core of the
work we undertake with young people. Most children and young people who are looked after and
accommodated have experienced considerable hardship in their lives and also difficulties in past
attachments which are played out in their current relationships. We believe in the power of
relationships – what is harmed by a relationship can be healed by a relationship.
Staff have been trained in attachment theory and its application to practice. This training and
knowledge guides staff to provide a consistent approach to understanding and responding to the
unique needs of each child
We measure the effectiveness of use of the attachment model by observing responses from our
young people over their time with us and feedback from staff. This is evidenced by a decrease in
incidents and challenging behaviours displayed from young people in our care and witnessing the
young people forming positive attachments towards our staff team.
External therapy & Counselling may also be accessed as and when requested by the placing
authority. We check all external persons qualified, insured and registered and have current
enhanced disclosure checks prior to use. Other local amenities and resources can have accesses for
additional specialist services: drugs councillors, CAMHS etc.
Positive relationships
15. The arrangements for promoting contact between children and their families and friends.
We understand the importance of our young people maintaining relationships with parents, carers
and their wider family. We believe that as a parent or carer, you play a significant part in how your
child is brought up and even though they may be staying with us you will be consulted, kept
informed and involved in achieving the best for your child.
The Registered Manager or social worker will keep parents and carers informed of progress. Parents
and carers will also be kept informed through the Looked After Child review system. In line with
Section 26 of the Children’s Act 2004 we aim to have a review within 28 days. In the case of an
emergency placement there will be a meeting within 72 hours.
We encourage contact with children’s/young people’s families and significant others where
appropriate, as we recognise the importance of maintaining links. Contact with the young people’s
families and significant others will always take account of the best interests of each individual and
any arrangements will include the input of the young person themselves and in line with the
placement plan. Wilderness Experiences wish to promote contact with those significant and involved
in the young people’s lives, but we must have adequate notice, name, addresses and phone number
of the persons being contacted. We will then advise the relevant Social Services and obtain written
consent from them. Young people’s parents can visit the accommodation and, if appropriate, staff
are able to assist with transport arrangements, either to collect the family from the local public
transport station or drop them off. If a parent visits from a long distance, we can organise
accommodation locally with negotiation with the placing Social Services department. At Wilderness
Experiences we always provide a welcoming and friendly atmosphere, which we believe is beneficial
to achieving individual aims and to helping the role of the parents/carers in the young person’s
future. All friends are welcome with prior notice and consideration. Sensitive checks will be carried
out on all friends, in order to safeguard the young people and staff. As well as visits by, and to, family
and friends, we also encourage other means of contact such as telephone calls and letters. Young
people are able to use the team phone each day to contact family/significant others. Social workers
will be contacted to check whether it would be suitable for young people to have a mobile phone
purchased and a weekly allowance allocated. Calls out to mobile phones will be monitored on their
duration.
Protection of children
16. A description of the home’s approach to the monitoring and surveillance of children.
We will work co-operatively with Youth Offending Teams where a young person has been
electronically tagged as part of a Court Order. We currently don't use electronic or data recording
systems for surveillance or monitoring.
17. Details of the home’s approach to behavioural support, including information about—
(a) The home’s approach to restraint in relation to children; and
(b) How persons working in the home are trained in restraint and how their competence is
assessed.
We want young people to feel safe and we also want them to know that we will keep them safe. We
believe that it important to respond to positive behaviour using positive reinforcements and
rewards. If we need to, we may hold a young person to prevent them from putting themselves at
serious harm but we will only do this as a last resort and as agreed within our Individual Crisis
Management Behaviour Plans. We give every young person a chance to speak with staff and come
up with some ways together of managing their safety and they will always have a chance to
comment on any incidents that happen after the event. (For more information see our Physical
Intervention Policy in our Policies and Procedures).
At Wilderness Experiences we aim to build on positive behaviours by responding accordingly with
praise and encouragement, and to reciprocate behaviours with strengthened relationships between
staff and young people, rather than to only focus on negative behaviour. Acceptable behaviour, and
the consequences used in response to unacceptable limits of behaviour, will be discussed with each
young person on admission. Part of the care plan process would be to discuss with young people the
implications of when they are not in full control; all staff members at Wilderness Experiences will be
trained in MAPA (CPI) techniques. The use of the MAPA (CPI) techniques and processes to assist the
young person to maintain self-control would be discussed at the admission stage if addressed as a
need, and highlighted in previous reports.
All of our staff are trained in physical intervention using the MAPA (CPI) Managing actual and
potential aggression training programme. This is an accredited training programme. The philosophy
of MAPA is “to provide the best Care, Welfare, Safety & Security for individuals in our care, even in
violent moments” Physical intervention is always seen as a last resort within our service used only
when all individuals who are likely to be subject to use of physical intervention will have an
individual crisis behaviour management plan
Staff participate in a 2 day course with a test at the end of the course. All staff then receive a 1 day
refresher course every 12 months.
This certificate provides evidence that the staff member has achieved the following outcomes:
 Identify behaviour that indicates an escalation towards aggressive and violent behaviour and
take appropriate measures to avoid, decelerate and/or de-escalate crisis situations.
 Assess the level of risk associated with crisis behaviour and make appropriate decisions
related to the management of such risks.
 Use suitable and acceptable physical interventions to reduce or manage risk behaviour.
 Identify the impact of crisis events and describe post crisis responses which can be used for
personal and organisational support and learning
Following the course the staff member will have been assessed to ensure they can:
 Define workplace aggression and violence and describe the responsibilities of employers and
employees.
 Describe the typical behavioural responses associated with the development of a crisis and
choose an appropriate intervention for each level of behaviour.
 Describe elements of good interpersonal behaviour and demonstrate how non-verbal
strategies can be used to decelerate behavioural responses associated with a crisis.
 Describe typical verbal behaviour associated with crisis situations and demonstrate the use
of verbal deceleration and de-escalation techniques.
 Explain the importance of effective listening and identify key approaches associated with
empathic listening. Identify precipitating factors for crisis behaviour and explain how these
impact on staff and service users.
 Explain the importance of providing person-centred pro-active services.
 Describe the principles of risk assessment and risk reduction and demonstrate how to
undertake a behavioural risk assessment.
 Provide a legal and professional rationale for decision making and give justification for
actions made in relation to risk behaviour included the use of physical interventions.
 Demonstrate the ability to respond to risk behaviour using non-verbal, verbal and physical
approaches appropriate to the person, situation and level of risk.
 Demonstrate the use of physical interventions that are consistent with a set of physiological
principles for a range of risk behaviours.
 List the risks associated with the use of physical interventions.
 Describe the warning signs associated with the adverse impact of physical interventions and
identify the necessary corrective actions to minimise harm.
 Describe the potential impact crisis situations have on staff and service users.
 Use a post-crisis model for action that will help bring about necessary closure, debriefing
and the re-establishment of a positive and productive relationship with the individuals
involved.
 Describe the importance of recording and reporting and list the key information that should
be documented and reported following a crisis event.
 Explain how the continued importance of professional values ensures the care, welfare,
safety and security of all those involved in crisis situation.
Leadership and management
18. The name and work address of—
(a) The registered provider;
Manor House, Brisco,
Carlisle,
Cumbria,
CA4 0QS
(b) The responsible individual (if one is nominated); as above
(c) The registered Manager
C/O above
A requirement for the Statement of Purpose to be published on the home’s website and
made available to commissioners, parents and others.
http://www.we-uk.co.uk/
Food Hygiene
Medication administration
Moving & Handling
Fire safety & evacuation
Non Violent Crisis Intervention
(MAPA)
Attachment
CSE
√
√
√
√
√
2
√
√
√
√
√
√
√
√
√
2
√
√
√
√
√
√
√
√
NVQ 3
√
2
√
√
√
√
√
√
√
√
Challenger L
Diploma 3
√
1
√
√
√
√
√
√
√
√
Teacher
(QTS)
√
3
√
√
√
√
√
√
√
√
Payne S
Social
Worker(p)
√
2
√
√
√
√
√
√
√
√
Gibson J
Graham L A
NVQ 3
√
1
√
√
√
√
√
√
√
√
Gupta A
SVQ 3
√
1
√
√
√
√
√
√
√
√
Hall M
Diploma 3 *
√
1
√
√
√
√
√
√
√
√
√
2
√
√
√
√
√
√
√
√
Abrahams L
SVQ*
√
Ashton M
Diploma 3 *
√
Button P
Diploma 3 *
Cloy R
Safeguarding Level 1 ,2 or 3
√
First aid
√
Diploma / NVQ. Working with
Children and Young people.
√
Surname
Health & Safety
19. Details of the experience and qualifications of staff, including any staff commissioned to
provide education or health care.
Hetherington
L
NVQ 4
Jesko N
NVQ 3
√
1
√
√
√
√
√
√
√
√
Jones N
Diploma 3 *
√
1
√
√
√
√
√
√
√
√
O Rourke L
NVQ 3
√
√
√
√
√
√
√
√
√
Owen L
NVQ 3
√
2
√
√
√
√
√
√
√
√
Phillips D
NVQ 3+4+5
√
3
√
√
√
√
√
√
√
√
Paterson G
NVQ 3
√
2
√
√
√
√
√
√
√
√
Richardson N
Diploma 3 *
√
2
√
√
√
√
√
√
√
√
Robinson J
Diploma 3 *
√
2
√
√
√
√
√
√
√
√
Maule H
NVQ 3+4
adult,
√
2
√
√
√
√
√
√
√
√
Diploma 3 *
McKerlie D
NVQ 3
√
2
√
√
√
√
√
√
√
√
Social
Worker
√
2
√
√
√
√
√
√
√
√
Miller L
Shrimpton
Dean N
√
1
√
√
√
√
√
√
√
√
Diploma 3 *
Taylor D
NVQ 3 +4
√
3
√
√
√
√
√
√
√
√
Tracey J
Diploma 3 *
√
2
√
√
√
√
√
√
√
√
Westmorland
A
√
3
√
√
√
√
√
√
√
√
NVQ 4
NVQ 3 +
Diploma 5
√
3
√
√
√
√
√
√
√
√
Winn H
Wright J
Diploma 3 *
√
2
√
√
√
√
√
√
√
√
Gorman R O
Diploma 3 *
√
*
√
√
√
√
√
√
√
√
Little M
Diploma 3 *
√
*
√
√
√
√
√
√
√
√
Robinson K
Diploma 3 *
√
*
√
√
√
√
√
√
√
√
C
L2CN
C
4*A
L2K
C
4*A
L2
TCL (TR) TCL(t)
C
C
L2CN
C
A
L2K
C
A
L2
TCL
Jo Gibson
16.4.2018
A
A
Helen Maul
16.4.2018
A
A
A
A
C
C
A
A
C
C
A
A
A
A
C
C
Lauren Millar
Barbara Byers
16.4.2018
Nikki Richardson
14.05.2016
BELA
BELA
(C
am
pi
ng
)
Su
rv
nt
iv
ee
al
ri n
sk
ill
g
s
&
GE
O
-c
as
hi
ng
C
SPA(T)
ft
/
bi
ke
Or
ie
cr
a
ai
n
M
M
SPA (T)
13.05.2017
ou
nt
ai
n
ou
nt
le
w
16.4.2018
Laura Ow en
Bu
sh
bi
ke
ri d
ik
e
ve
lb
ra
ft
in
g
ri d
rs
e
Lo
ov
ise
d
Ho
Ka
ya
k
pr
Im
Se
a
Ka
ya
k
(G
2
+)
o
G2
)
bu
e
ild
r)
Ka
ya
k
(U
pt
el
te
rw
at
e
(s
h
Ka
ya
k
pi
ng
e
Ca
m
hy
Bo
t
W
Ca
no
g
pi
ng
ild
Ca
m
al
ki
n
W
rg
e
Go
M
(s
he
l te
rw
Ca
at
er
no
)
e
(U
pt
o
G2
)
Ca
no
e
(G
2+
)
W
)
g(
w
al
ki
n
ai
n
ou
nt
ai
n
ou
nt
M
g(
S)
)
W
w
al
ki
n
g(
S)
le
w
Lo
w
le
ve
lw
al
ki
n
g
bi
n
al
ki
n
ve
lw
tc
h
M
Lo
ul
ti
pi
pi
tc
gl
e
Si
n
g(
ng
cli
h
ld
Bo
u
or
do
In
cli
m
m
er
in
ng
bi
m
cli
or
do
In
bi
g
te
)
da
(e
xp
id
Fi
rs
ta
Hannah Winn
TCL
ML (S)
Lisa O Rourke
Lorraine Hetherington
SPSA (T)
Roy Cloy
Phil Chaplehow
16.4.2018
Matt Hall
16.4.2018
Lee Challenger
15.12.2017
Dave McKerlie
16.4.2018
Greg Patterson
17.6.2017
David Taylor
13.5.2017
SPA
SPA
ML (S)
SPA
ML (S)
ML (S)
ML (S)
C
L2CN
C
INST (V.Old)
L2CN
ML (S)
TCL
TCL
TCL /ML
Freelamce
Jeni Robinson
13.05.17
Lesley Ann Graham
14.05.16
Asha Gupta
17.04.16
Nicola Jesko
13.05.17
SPA
SPA
SPA
ML (T)
C
C
C
C
C
A
A
C
C
C
C
C
C
A
A
MIA
C
MIA
C
Natasha Shrimpton Dean
Jennifer Wright
23.11.15
Martin Ashton
4.4.2018
Shane Hetherington
13.05.17
Peter Button
10.2.2018
SPA
MIA
SPA
MIA
SPA
MIA
C
MIA
C
MIA
ML(W)
MIA
ML(W)
C
Joe Alexander
MIA
MIA
MIA
L4CN
COACH
COACH COACH L4SEA COACH
TCL
TCL
TCL
L4CN
COACH
COACH COACH L3SEA COACH
TCL
TCL
TCL/MIA
BOF
MIA
L4CN
L4CN
L3CN
L3K
L3K
TCL
TCL
TCL/MIA
MIA
09.10.16
ML(S)
ML(S)
ML(S) ML(S)
Lee Abrahams
13.05.17
Assist
First aid im date
First aid out of date
ML (S)
23.4.15
last updated 12.10.12
L2
L3K
ML(S)
ML(S)
C
ML (S) ML (S)
C
L1
L4CN
Dave Phillips
ML (S)
BOF
L4CN
ML(S) ML(S)
Adrew Westmorland
TLC (TR)
L4CN
ML(S)
C
L3
L4CN
ML(S)
SPA
C
3*
C
2.12.2015
lead
MIA
L3K
MIA
Nick Jones
Competant
ML(W)(T)
L3K
C
13.05.17
SPA
MIA
L3K
L2CN
Justin Tracey
SPA
MIA
ML(T)
TCL(TR)
L2CN
L2CN
ML (S)
A3. Staffing Structure, Qualifications and experience
Name of staff & position Years’ experience and qualifications
Hannah WinnHannah has 7 years experience of working with children in a child care setting.
Registered Manager
Prior to these 7 years working as an Outdoor practitioner. She has been awarded
the Level 5Diploma in Management, NVQ 3 Health and Social care Children &
Young people she also holds a Degree in outdoor
& environment and education & a variety of national governing body outdoor
qualifications Hannah has undertaken training in safeguarding, participation, CSE,
Attachment, Equality & Diversity, supervision & appraisals, recruitment&
selection, MAPA (safe holding & de-escalation)and all other mandatory. In 2014
Hannah also attended a number of conferences on CSE in Middleborough&
Yorkshire inclusive of a BLAST conference looking specifically at Boys & young
men’s experiences of running away & CSE & a BASIS exploitation training course.
Charlotte Dodds- Service
Charlotte has a BA Honours degree Social Sciences & Criminology, Supportive
Support Manager
Supervision training- Hand Consultancy Various relevant training completedincluding safeguarding YP/ vulnerable adults, working with difficult behaviours,
suicide and self-harm awareness etc. Four years’ experience of working with
vulnerable young people/ adults in supported housing/ domiciliary settings and as
Housing Manager. Two years’ experience of managing staff has registered on the
Diploma Level 3 Children and Young People. All mandatory training is completed.
Lorraine HetheringtonLorraine has 11 years experience within the Health & Social care sector holding a
Senior Team worker
NVQ 4 Leadership & management also holding a SVQ 3 Health & social careChildren & young people Lorraine has excellent Leadership and Management
skills. She is an experienced competent individual starting her career in care as a
support worker in crisis intervention with young people. Moving onto a key
working role before being promoted to House manager. Other roles Lorraine has
achieved include service manager, registered manger & Deputy Director within a
domiciliary care provision where she became proficient in all aspects of CQC
compliance, safeguarding, confidentiality, data protection, HR, Health & safety
Sarah Payne- Qualified
Sarah is a qualified teacher who has worked with children and young people
Teacher
within a range of settings over 8 years. She has extensive experience across all
ages and abilities: she has worked in primary, secondary and SEND schools
creating engaging, active and motivating learning experiences in schools and the
outdoors ensuring the children develop in a supportive and involved way. Her
qualifications include QTS, BSc Honours degree in Sport and Exercise Science and a
level 3 NVQ in Working with Children and Young People.
David Taylor -Residential
David Has 8 years’ experience of working in a child care setting and is a residential
support worker
support worker within Wilderness Experiences holding a NVQ 4 Leadership &
management also holding a NVQ 3 Health & social careChildren & young people. He has gained experience with learning disabilities,
autism, mental health issues, physical disabilities, challenging behaviour,
emotional behaviour disorders & sexualised behaviour and training in all
mandatory training areas.
Keira Williams-Residential Keira is a qualified teacher who has worked with children and young people within
support worker
a range of settings over 2 years in a formal primary schools setting creating
engaging, active and motivating learning experiences in school ensuring the
children develop in a supportive and involved way. Her qualifications include QTS,
BSc Honours degree in education. As part of her degree she trained in SEND and
child development. Keira has grown up around Outdoor education gaining
experience from the family run business a successful outdoors centre. Keira
recently completed 3 day attachment theory and regularly uses the foundations of
this course to complete her work.
Joanne Gibson (Jo) Jo is a newly qualified social worker With 3 years experience working with children
Residential support
and young people in a range of settings. Jo’s experience has been gained through
worker
placements. She enjoys horse-riding, water activities, cooking and baking. Jo has
recently completed 3 day attachment theory and regularly uses the foundations of
this course to complete her work.
Laura Owen-Residential
support worker
Greg Patterson, Residential support
worker
Lauren Miller-Residential
support worker
Nicki RichardsonResidential support
worker
Helen Maule-Residential
support worker
Dave Mckerlie-Residential
support worker
Rory O GormanResidential support
worker
Laura has 10 years’ experience of working within a child care setting, holding a
NVQ 3 award in Caring for Children and young people, along with a number of
NGB awards within the outdoors, previously using her experience as an outdoor
instructor. Laura has been able to transfer her skills and knowledge in the outdoor
sector to positively engage young people. She has also undertaken training in
Safeguarding, Participation, CSE, Equality and Diversity, MAPA (Safe Holding and
de-escalation), Transactional analysis 101 therapy based training and supervision
training as well as all other mandatory training
Has 7 year’s experience of working with children and young people, gaining this
through working in the outdoors and summer camps and with the service since
2007. Holds a NVQ 3 award in Children and Young People and BSc Hons in
Environmental Management and Outdoors Leadership. Gregg uses his vast
outdoor knowledge to engage young people in a variety of activities, including
climbing, mountain biking and walking. Has undertaken training in Safeguarding,
Participation, CSE, Equality and Diversity, Non-Violent Crisis Intervention (Safe
Holding and de-escalation), and all other mandatory training.
Qualified Social Worker with experience working with children in different
settings. Placement Experience includes; Nursery, School, Young Carers, and NYAS
Youth Triage Programme. Lauren has undertaken training in Safeguarding,
Attachment, CSE, Non- Violent Crisis Intervention (Safe Holding and de-escalation),
and all other mandatory training.
Formerly working with Adults within mental health setting this is a career change
for Nicki; welcoming the challenge to work with young people and explore what
the outdoors holds for changing behaviour. Nicki is currently undertaking her
induction standards and has registered on the Diploma Level 3 Children and Young
People. All mandatory training is completed.
Helen’s experience is with Knowledge of the issues faced by vulnerable groups and
delivering effective methods of services to young people with Attachment issues,
Learning disabilities, substance misuse, drugs, mental health, eating disorders,
young mums and babies and a history of Involvement with the criminal justice
system working with young offenders for several years. Awarded NVQ level Three
& four in Health and Social Care (adults). CPCAB Level two Counselling Skills
working with young people. Understanding people who Self Harm and Suicide.
Child Protection awareness. NCFE Level two, working with people with Mental
Health issues. Experience of working with young people in a residential setting.
Dave started his career in Social Care with Cheshire County Council in 1984 after
leaving the Royal Air Force and studying at North Cheshire College over a period of
2 years and gaining my PCSC (Preliminary Certificate in Social Care). Dave worked
in Childrens Homes both Macclesfield and Warrington, before moving to Lancaster
and taking an interest in the outdoors with disabled students while working at a
local College. Dave furthered his career continued working for Cumbria County
Council at Milnthorpe and more latterly in Warrington with an organisation that
provide residential care and schooling for young people who have autism and in
some cases behavioural problems. In this role Dave worked with groups of young
people and any other relevant persons to identify individual needs and implement
them accordingly. At this time he gained an NVQ Level 3 in child care. Living in
Scotland he worked at a Residential School before bringing his outdoor interests
and experience with young people to Wilderness experiences.
Rory has extensive experience over 19 years working with young people in
challenging environments, ranging from cross border reconciliation work in
Northern Ireland, to young offenders programmes in the USA. Rory is currently
working towards his Diploma 3 Children and Young People. Rory has extensive
experience in a wide variety of outdoor activities and is working towards
instructor qualifications in a variety of disciplines.
Mathew Little- Residential
support worker
Charlotte Bentley
Matthew has recently completed a BA honours Degree in primary education
studies from the university of Cumbria and achieved qualified teaching status. He
has worked in several primary and secondary schools across Cumbria and the
North East. He also has hand on experience working on a farm from a young age
having grown up on a farm. Matthew really enjoys sports, he plays football to a
high standard and likes to go to the gym regularly. Matthew is currently
completing his inductions standards upon completion of these he will be
registered on the Diploma Level 3 Children and Young People.
Awaiting write up will be present by 1st Dec 2015
20. Details of the management and staffing structure of the home, including arrangements
for the professional supervision of staff, including staff that provide education or health care.
For Staffing structure see appendix G
Supervision, mentoring and induction of staff happens in a formal and non-formal work based
environment, through a variety of mediums; peer supervision, observations, buddying systems and
regular performance management review. The formal supervision process requires the staff member
to demonstrate work they have carried out with a child or young person, or produce a work based
product. This is evaluated, supported and critiqued by the supervisor to attempt to keep a constant
focus, dialogue and QA system of progression. This involves a meeting with the Registered Manager
or Appointed Supervisor to discuss their work with the young people, their personal development
and their training needs. Feedback is sought from the young people, line managers and colleagues.
Each member of full time staff receives monthly supervision of 1 ½ hours on a one-to-one basis.
Newly appointed members of staff will receive supervision for 1 ½ hours fortnightly initially, until
they have completed their probationary period of 6 months. Each member of relief support staff will
receive the same duration of supervision following 10 completed shifts for the company.
The education manager is supervised by the Responsible Individual and receives support and
mentoring from peers externally. Training is in line with the mandatory Children’s Homes
requirements and also within their own educational professional requirements. The latter is
facilitated within multi-agency agreement of the local school.
21. If the staff are all of one sex, or mainly of one sex, a description of how the home
promotes appropriate role models of both sexes.
NA
Care planning
22. Any criteria used for the admission of children to the home, including any policies and
procedures for emergency admission.
“We work with young people who may be having emotional and behavioural difficulties.
In particular we specialise with past trauma - providing a safe trusting, healing
environment. We believe the building of relationships to be the corner stone for positive
development”.
We will offer a placement to a young person if, after reading referral paperwork, we believe we can
provide a successful safe, caring environment.
The service for young people offers crisis intervention this means that we respond to the immediate
need for a young person to be placed. We use the word crisis because at the point that Wilderness
Experiences is contacted, a young person may be experiencing a very difficult time in their life and
may be having difficulties in stopping the “crisis cycle” from happening. They may be unaware that
they are experiencing some difficulties both emotionally and behaviourally.
Wilderness Experiences purpose is to take young people away from this, to allow some time for the
young person to be able to reflect on what has happened in their life, in a supportive place and feel
safe away from the problems that they are experiencing.
To aid this welcoming process the young person will be given the young person’s statement of
purpose and welcome book; this is specially designed for Young People, going over the same
information, as the Statement of Purpose in a different way. The Young Person can then read the
handbook at their leisure and can take the opportunity to come back to staff about areas they are
not sure about. All attempts will be made to ensure the distribution of this document is in a format
familiar and easily accessible to the Young Person. Admission checklist is gone through with the
young person covering areas directly involving the placement and activities, programme and more
domestic areas such as clothing and arrangements for pocket money.
In the event of an emergency admission (where there is not time to follow standard admission
procedures), we work in close partnership with the Placing Authority to ensure that the young
person is removed from their point of crisis and re-house them within the shortest time and with as
little distress as possible.
For an emergency placement it is important that the manager and staff are given full details
regarding the young person’s present situation, so that the correct professional decision can be
made. Within 72 hours of placement, a planning meeting will be held.
The Wilderness Experiences plan has an early suitability assessment period of 2 weeks, which can
then be taken up to 10 weeks and further period up to 17 weeks providing the placing authority are
showing a clear plan to match a new follow on placement during this time the young person will be
receive further support for follow on care, through visits to placements that have been looked at,
which is felt will meet the young person’s needs. At all times all parties must be in agreement that
this extension is in the best interests of the young person. Admissions Procedure
ADMISSIONS FLOW CHART 2015
Initial phone contact to Referral Manager from placing authority with brief verbal background.
Registered Manager checks availability of staff
YES
Fax/email Referral application
form
Return of completed referral form including consents, from agency.
Registered Manager decides on suitability of placement
YES
NO
Reason Explained and recorded
NO
Reason Explained
and recorded
Registered Manager will organize Logistics of new placement
Referral Agency informed of placement date &
Local authority informed regarding new placement
coming into county
YOUNG PERSON given information on new
placement and placement visit arranged.
(If time allows)
Team Rota put together Key Worker
appointed and Wilderness experiences
paperwork completed
Service support manager puts
together YOUNG PERSON’S personal
file
And hands the planning over to the
key worker
Placement contracts are signed
Pre-placement Meeting with YOUNG PERSON and referral agency (If time allows)
72 HR planning meeting organised, time, Date & venue arranged and all relevant professionals
invited (Social worker, police, LAC nurse, IRO)
APPENDIX
The home is part of A Wilderness Way Ltd and has three other services
A
Mission Statement
B
ARCH – Working with Children who are sexually Exploited (CSE)
C&D
Planned Admission
E
Relevant Legislation
F
Organisational Structure
G
Useful Numbers