POLICIES AND PROCEDURES
FOR RESIDENTIAL UNITS
TONY YOUNG, CHILDREN’S RESOURCES MANAGER
IAN GOODFELLOW, PRINCIPAL PLANNING AND
POLICY OFFICER
REVISION 1
IAN GOODFELLOW
PRINCIPAL PLANNING, POLICY & PROJECTS OFFICER
OCTOBER 03
Policies and Procedures for Residential Units
Contents
Page
Therapeutic Crisis Intervention
1
Complaints
5
Statement of Young People’s
Rights and Responsibilities
9
Private Lockable Space
12
Private Telephone Facilities
14
Informal Involvement with Residential
Units by Neighbours
16
Children in Residence who Offend
23
Supervision Policy
25
Reporting Significant Events
38
Transporting of Young People by Employees
of the Children's Resource Centre
43
Pocket Money
47
Keyworking
49
Sanctions
51
Recruitment and Selection of Residential Staff:
A Participatory Model of Involving Young People
54
Hazardous Activities
78
Working with Young People to Reduce Self Harm
84
Smoking and Alcohol
88
Therapeutic Crisis Intervention
Neil Penny
Policy and Service Development Group
June 1999
1
Policy Statement
The Children's Resource Centre uses Therapeutic Crisis
Intervention (TCI) in its children's residential units. It is
essential for the department to establish consistency in its
techniques for dealing with potential and actual crises
within units.
2
Purpose
All aspects of TCI will be given to staff through formal training with
emphasis placed on avoiding the use of restraint by managing a given
situation. There is also a need to formalise the recording of the
circumstances in which a situation occurs and the actions taken to deal
with it. This will enable the department to analyse cases where crisis
intervention was necessary and support staff more fully where trends
are identified.
3
Scope
The policy will apply to all staff who are involved in looking after
children at Social Services residential units. There are direct links to
the existing policy on Restraint and will also be links to the policy on
Recording Significant Events.
4
Definitions
Therapeutic Crisis Intervention - This process was developed by
Cornell University in the USA " To provide positive, therapeutic,
practical and proven methods for managing children in crisis." A more
detailed description of the key elements of TCI is given in Appendix 1.
5
Context of the policy
5.1
The policy is framed under the Children Act 1989.
5.2
The Children Act 1989 Guidance and Regulations - Volume 4:
Residential Care deals with issues around disciplinary measures.
1
6
6.1
Mandatory Procedures
TCI is the method which the Children's Resource Centre uses to deal
with crisis situations. To this end the methods of restraint taught as
part of the TCI training course are the ones which should be used
within residential units.
6.2
On admission to a residential unit a young person must be informed
that TCI is operated and a brief explanation should be provided.
7
Practice guidance
There are a number of different approaches which can be adopted to
resolve a particular crisis situation and these can be adapted to what
suits the personalities of the worker and young person involved.
7.1
Early Intervention
7.1.1 The emphasis in TCI is placed on early identification of potential for
crisis and acting to defuse the situation. By identifying that a situation
is developing in a way which could lead to violence, techniques can be
used to reduce the tension and avoid the need for restraint.
7.2
Restraint
7.2.1 Physical restraint is not an easy option and places a considerable strain,
both mental and physical, on all those involved. It is however, at times
unavoidable and necessary to prevent a young person harming
themselves, others or property. Full details of the restraint techniques
are given in the training programme.
Key points to remember are:
7.2.2 Before deciding to restrain a person singly, a member of staff should
gauge their own level of control and also the comparison in size
between them and the young person to be restrained.
7.2.3 The restraint techniques dealt with during the training course are the
only ones which should be used with young people within a unit
setting or in a public place.
7.2.4 It is essential in the initial stages of restraint that staff do not talk to the
young person. This has been shown to be an effective way to defuse a
situation and helps those involved to regain emotional control.
2
7.3
Recovery
7.3.1 An important element of TCI is the recovery period following a
restraint taking place.
The key guidelines are:
7.3.2 The opportunity should be taken to discuss with the young person
what led to the crisis situation and what other ways could be used to
deal with a similar situation in a way which would not lead to
confrontation.
7.3.3 The life space interview which takes place, either singly or in a group
situation, should ideally be conducted by the member of staff
principally involved in restraining the young person.
7.3.4 Following the life space interview it is important to establish a plan
which will address the circumstances which led to the restraint
occurring. Involvement of the young person restrained is essential at
all stages of the recovery period in order that future plans can be
agreed by all sides.
7.3.5 As soon as possible after a restraint, discussion should take place
between the staff involved and a senior/supervisory RSW not directly
involved in the restraint. This should include the situation leading to
the restraint, the restraint itself and the measures which have been put
in place to try and avoid any repetition.
8
Monitoring
There is a comprehensive procedure for monitoring incidents
involving restraint included in the 'restraint' section of the 'policies and
procedures for residential units'. Included in this guidance is a flowchart
illustrating the stages at which external line managers are informed.
Linked to this will be specific feedback about the use of TCI from all
those involved, to enable the Resource to evaluate the impact of this
approach at its various stages, not just with regard to the use of
restraint.
9
Authorship Notes
Contact name: Neil Penny, Project Officer, Children's Resource Centre,
C/O Policy and Service Development Group, 68 Westgate Street,
Gloucester
3
Appendix 1
Therapeutic Crisis Intervention
Background
TCI is concerned with managing situations using positive actions and
procedures to avoid a situation being reached where restraint is necessary.
Where it does become necessary to restrain there are techniques suggested, as
presented in training sessions to staff by the Children's Resource authorised
trainers, Alan Barton and Alayne O'Connor.
Key elements of Therapeutic Crisis Intervention
TCI aims to:
Help staff to develop skills, knowledge and attitudes which enable them to
deal with children when they are at their most destructive.
Provide staff with an appreciation of the influence adults have as those
responsible for the care and treatment of damaged children in crisis
situations.
Emphasise the need for staff to respond to the feelings behind the displays of
aggression and violence by young people as well as the behaviour itself.
4
Complaints
1
Policy
In accordance with the Gloucestershire County Council’s complaints
procedure, the Social Services Department is committed to providing
the necessary means for young people to complain, when they feel
dissatisfied with the standard of care they receive whilst they are
looked after within any of its residential units.
2
Practice guidance
2.1
Who to complain to
In keeping with the above statement, the department acknowledges
that young people may wish to complain in different ways, some less
formally than others and therefore recognises any of the following
avenues:













2.2
Departmental Complaints Officer
Children’s Rights Officer
Field Social Worker
Anyone conducting an Inspection of the establishment
Parents/relatives
An Independent Visitor as defined by the Children Act 1989
Through other young people
Lay Visitors
Volunteer visitors
School/teacher
Unit Staff
Management
County Councillor
The Police
What to complain about
The department does not wish to limit the subjects which a young
person can make a complaint about. A young person can complain
about anything which affects his/her daily life and can expect this to
be taken seriously.
5
3
Mandatory Procedures
3.1
At an early opportunity after admission all staff will ensure that
residents are made aware of who they can complain to (see section 2.1),
and what they can complain about (see section 2.2). All residents will
be made aware of this complaints procedure, and will be given a copy
on admission. Information about the complaints procedure will be
displayed in all units in an accessible location as determined by the
unit’s senior residential social worker.
3.2
Information that must be given to a young person making a complaint
3.2.1 Any young person making a complaint can expect to be told by the
person conducting the investigation how long they should expect to
wait to receive an outcome to their complaint.
3.2.2 Young people making complaints should be made aware that the
person receiving the complaint will try to resolve the issue to the
young person’s satisfaction as near as possible to the point where the
complaint arose. This might mean, for instance, that a complaint about
food may be dealt with by talking directly to the staff responsible
rather than by resorting to a lengthy process involving another
manager. The young person concerned should also be made aware
that, unless there are clear reasons for not so doing, that the person
being complained about will be made aware of the complaint.
3.2.3 A young person making a complaint should be told of their right to
take it straight to the Customer Relations Officer if desired.
3.2.4 Equally, it will be important to let a young person know that when a
more serious complaint is made, it may be necessary to refer the matter
to the police, to an outside agency or that it may involve staff in
disciplinary measures. In these circumstances, it will be important for
a member of staff to be identified to support and counsel the young
person against being discouraged from pressing the complaint simply
because it has potentially serious consequences for others. It may be
necessary to identify someone from outside the establishment to
support the young person and indeed this should always be offered to
him/her where appropriate.
3.2.5 The Guide for Young People Looked After by Gloucestershire includes
details of the complaints procedure. This guide is not issued to all
residents on admission, but they will all be given a copy of the
complaints procedure on admission.
6
3.3
General mandatory procedures
3.3.1 Young people making complaints should be offered the opportunity to
make them in writing, if desired. They should be given assistance if
required.
3.3.2 At the conclusion of the investigation, the young person must be
informed in writing of the outcome. This written outcome should also
indicate his/her right to pursue the matter further in keeping with the
County Council’s complaints procedure. Written notice to this effect
should also include the name of the Customer Relations Officer whom
they should contact if they remain dissatisfied and if they wish the
complaint to be investigated further.
3.3.3 Young people are free to follow the avenue of complaint that they
choose (See para 2.1) and all young people wishing to complain should
be offered advice about which avenue to follow.
3.3.4 Managers will consider whether it is appropriate to treat an issue as a
complaint even when a young person wishes no action to be taken.
Any decision needs to be discussed with the young person.
3.3.5 A record of the complaint and subsequent correspondence should not
be kept on the young person’s file, but should be kept separately and
securely.
3.3.6 Each Senior Residential Social Worker should ensure that staff are
aware of the complaints procedure.
3.3.7 Complaints will be an agenda item in all line management supervision.
3.4
Monitoring Complaints and Notifying Line Managers
3.4.1 Complaints will be monitored at two levels: within units, and through
the external line management structure.
7
3.4.2 Complaints about managers/supervisors will normally be dealt with
by the line manager, but must also be notified to a more senior line
manager, as detailed in the following table:Manager/Supervisor
who is the subject of a
complaint
Supervisory Residential
Social Worker
Senior Residential
Social Worker
Team Manager
Operations Manager
Manager who normally
deals with the complaint
Manager who must
also be notified
Senior Residential Social
Worker
Team Manager
Team Manager
Operations Manager
Resource Manager
Operations
Manager
Resource Manager
Deputy Director.
3.4.3 Issues involving child protection, criminal offences, and disciplinary
issues override the complaints procedure and must be addressed
through the child protection, criminal or disciplinary processes first.
Any complaint involving the above must be notified to the external
line manager immediately.
3.4.4 Where the same complaint is made separately by a number of residents
or where residents complain about a given issue as a group, the Senior
Residential Social Worker concerned will give consideration to
convening a meeting with those individuals to discuss how this will be
dealt with. S/he may call on the support of a Team Manager where
appropriate.
3.4.5 Complaints will be discussed at weekly staff meetings.
3.4.6 Within units, all staff will inform their direct line manager of any
complaint. The direct line manager will report complaints to their
manager in monthly supervision and will ensure that the Customer
Relations Officer is also notified.
3.4.7 Monthly reports concerning complaints will be sent by the Team
Manager to the Operations Manager. (appendix 3).
3.4.8 Monthly monitoring reports will form the basis of quarterly
discussions between the Resource Development Manager and the
Inspection and Quality Assurance Section.
8
Statement of Young People’s Rights and Responsibilities
This section provides a framework for young people and for staff, within
which to strive for the best balance between the rights and responsibilities of
young people who are looked after. Breaches of this framework, by staff or
young people, will be dealt with using the procedures and guidance set out in
the section of this part of the manual entitled “Sanctions, Control and
Discipline”.
Every Young Person in residential
accommodation has the right
Every Young Person in residential
accommodation has a responsibility

to be looked after by adults who have
a commitment to the understanding
of their individual needs.

to expect their mail is not opened.

to contact the Children’s Rights
Officer and to have access to
information about organisations for
young people being looked after.

to make complaints. Young people
looked after also have the right to
expect help, support and guidance in
making a complaint.

to be part of planning and decision
making and have access to
information concerning their
circumstances. Young people have a
right of access to their files, to attend
meetings and to see reports about
them.

to have a keyworker allocated to
them.

to a written care plan. Staff have a
 to contribute to the care plan.
responsibility for ensuring a care plan
is in place.

to contact their field social worker
and those who have parental
responsibility for them.
9
Every Young Person in residential
accommodation has the right
Every Young Person in residential
accommodation has a responsibility

to regular contact with their family,
friends and community.

to expect that administrative
standards and procedures within
their place of residence will be
maintained in such a way that
protects and promotes their best
interests.

to individual respect and
consideration

to show equal respect and
consideration to the other young
people and adults who share the
residential environment with them.

to choose their own clothes
(depending on their age and social
skills) and where possible purchase
them.

to keep their clothes in reasonable
condition and to allow other residents
to do the same.

to expect that their religious and
cultural needs will be respected

to respect the religious and cultural
beliefs of other residents and staff.

to privacy and the knowledge that
their possessions are safe and
respected.

to respect the privacy and
possessions of other residents.

to freedom of access to a telephone
and to make and receive telephone
calls in private.

not to abuse this right or in anyway
misuse or damage the facilities.

to the protection of the law.

to uphold the law.

to expect that information concerning
their life remains confidential and
that access to that information is
limited to those who need to know.

to keep personal information
regarding other residents
confidential.
10
Every Young Person in residential
accommodation has the right
Every Young Person in residential
accommodation has a responsibility

not to be subjected to bullying,
harassment, intimidation, physical or
sexual abuse and to expect staff to
prevent and discourage any
behaviour of this type.

not to participate in bullying,
harassment, intimidation, physical or
sexual abuse.

to expect accommodation to be clean,
warm, well maintained and
welcoming. Young people have a
right to be consulted and involved in
maintaining the environment.

to respect their surroundings and
maintain the standard of the
environment they are living in.

to access to medical attention and
health care education.

to look after their own health and to
follow advice given by medical
professionals.

to education and to expect that staff

will support them in their educational
aims and ambitions.
11
to utilise the educational facilities
available to them responsibly.
Private Lockable Space
1
Policy
Gloucestershire Social Services Department endorses the principle
that children have the right to privacy and the knowledge that their
possessions will be safe and respected.
2
Practice Guidance
2.1
It is recognised that all young people have a right to privacy and to
have the knowledge that their possessions will be safe and respected
within a residential unit.
2.2
The Children Act guidance states that the design of a home must
recognise the need for both companionship and privacy. A flexible
approach is needed to take account of a young person’s wishes to
enhance and personalise their own surroundings. In this context a
choice of rooms would be desirable, but it is recognised that it is not
usually possible to offer young people a choice.
2.3
It is acknowledged that the necessity to sometimes receive emergency
admissions can have a negative effect on the privacy of other residents.
This is particularly so in intake units. However, this makes it even
more necessary for shared rooms to be equipped with a lockable
cabinet for each resident.
3
Mandatory Procedures
3.1
Valuables
3.1.1 The function of a unit and the reason for a young person’s admission
must be considered when valuable property is being brought in to a
unit by an individual and a decision made about what is appropriate.
All units will employ a version of the model “Personal Items Contract”
(appendix 4) suitably adapted to their circumstances.
3.1.2 A safe facility will be provided in all units for storing valuable goods.
12
3.2
Lockable Rooms
3.2.1 All young people will be provided with lockable rooms and each
resident will have his/her own key.
3.2.2 Staff will retain a pass key or similar to allow for emergencies or to
prevent abuse of privacy. The circumstances in which staff may gain
admission using the pass key will be clearly outlined to all young
people on admission. A member of staff who has singular
responsibility for pass keys will be identified at the beginning of each
shift, and this will be recorded in the log book. This member of staff
will record in the log book details of the circumstances in which, and
persons to whom, pass keys are given.
3.3
Lockable Cabinets or Cupboards
3.3.1 Residents will be given the choice of having a lockable cabinet. Where
siblings are sharing a room, a lockable cabinet or cupboard will be
provided for each of them. Each resident will have his/her own key.
3.3.2 Staff will have a pass key for the purpose of preventing abuse of the
facility and the circumstances in which pass keys may be used will be
outlined to the young person on admission.
3.3.3 Establishments will endeavour to provide cabinets which avoid an
institutional image.
13
Private Telephone Facilities
1
Policy
Children and young people who are at any time resident in a
Gloucestershire Social Services residential establishment, have a
right of free access to a telephone and to make and receive calls in
private.
2
Practice Guidance
2.1
It is accepted that all young people living in residential establishments
should have freedom of access to a telephone and should be able, in
most circumstances, to conduct telephone conversations in private.
2.2
In particular, it is recognised that access to private telephone facilities is
important in enabling young people to protect themselves from abuse
or to seek independent advice.
2.3
This right of privacy has to be based on the exercise of judgement in
relation to each young person’s circumstances and care plan, bearing in
mind issues of risk and the views of those with parental responsibility.
2.4
Young people have a responsibility to treat such facilities reasonably
and establishments are entitled to the discretion of a “reasonable
parent” when it is judged that a young person is abusing the facility.
3
Mandatory Procedures
3.1
All establishments will provide phones which allow young people
privacy and access as appropriate to the physical layout of units.
3.2
Any decision to restrict a young person’s use of private telephone
facilities must be discussed with him/her, his/her social worker and
parents. The restriction must also be verified by the line manager, and
reviewed weekly with a view to restoring access.
3.3
All such decisions must be recorded, with the reasons clearly stated,
and confirmation that the young person has been advised of their right
of recourse to the complaints procedure.
3.4
Each unit must draw up a statement about young people’s rights and
responsibilities on access to phones and a process for doing so in
accordance with the particular facilities of the unit.
14
3.5
The provision of private telephone facilities must be monitored by
managers in each unit and, when necessary, altered.
15
Informal Involvement with Residential Units by
Neighbours
1
Policy
1.1
Gloucestershire Social Services Department recognises the
importance of promoting good relationships between its residential
units and their local communities and immediate neighbours.
1.2
Gloucestershire Social Services Department recognises the potential
value of local residents’ contribution to the life of its children’s
residential units and the young people who live in them.
2
Practice Guidance
2.1
All staff in residential units should recognise and strive to develop
positive relationships with neighbouring communities. Good
relationships with neighbours are part and parcel of creating a
“normal” environment for young people who are resident in units.
Staff have a responsibility to minimise the stigma which units and their
residents can all too easily attract, and good relationships with
neighbours are clearly essential in meeting this responsibility.
2.2
Equally, neighbours may suffer from increased traffic or become the
brunt or victim of residents’ negative behaviour, and whilst this kind
of problem will put relationships under strain from time to time, it will
be important to maintain a local dialogue with individuals, residents’
associations and the like.
2.3
The informal involvement of neighbours in the life of an establishment
may reflect the general health of local relationships. However, this also
raises issues which require explicit policies and procedures to protect
young people and those seeking to make a contribution to their lives
on an informal basis. We already have a duty to exercise control over
those who may have substantial access to children/young people in
our care. Local residents need to be made aware of this duty, and its
implications for any proposed involvement by them in order that there
can be no confusion with the role, for instance, of independent visitors.
See paras 3.8 to 3.12 below.
16
2.4
Contact with neighbours’ children will be a normal part of everyday
life, and this should be encouraged. However, judgement will have to
be used in deciding when the point has been reached where statutory
checks need to be carried out. This will be, for instance, where a
regular pattern of visits to a friend’s home is emerging, or where
overnight stays are being offered (the departmental policy on
overnight stays provides guidance here). See paras 3.8 to 3.12 below.
3
Mandatory procedures
3.1
Staff will strive to maintain harmonious relationships with neighbours.
3.2
Team Managers will ensure that neighbours are kept informed about
the function and activities of a given unit.
3.3
In respect of each unit, a senior member of staff will participate in the
relevant local residents’ organisation/forum where these exist.
3.4
Senior members of staff will maintain effective working liaison
arrangements with Parish Councils and the like.
3.5
Complaints from neighbours will be recorded in the log book and will
be notified to the Operations Manager.
3.6
When speaking to neighbours, staff will identify themselves by name.
3.7
When appropriate, formal meetings will be held with neighbours.
3.8
When neighbours become involved in the life of the unit, or with
individual residents to the point where statutory checks are required,
the Senior Residential Social Worker will explain to them why this is
necessary, and will outline the process involved.
3.9
Neighbours who still wish to express an interest in an individual
resident, or be involved in the life of the unit will be required to agree
to full agency checks, to provide two written references and to be
formally interviewed by a senior manger.
3.10
No neighbour should be allowed unsupervised access within the home
to individual young people or groups of young people without this
vetting process having been completed.
3.11
The vetting process will be drawn together in report form to be shared
with the neighbour and will provide the basis for approval or
otherwise firstly by the Senior Residential Social Worker and finally in
17
accordance with the Department’s scheme of delegated decision
making.
3.12
Any befriending arrangement will be discussed with the young
person’s social worker and any person with parental responsibility,
with a view to incorporating this into his/her care plan at the next
review.
18
APPENDIX 1
CHILDREN’S RESOURCE CENTRE
INCIDENT REPORT
DATE...../...../.....
UNIT.......................................................
Name of young person:
Duration of incident:
Location if incident:
From (time)
To
Member of staff writing report:
Other people present (including
staff, young people, visitors):
Copies of this report to:
DETAILS OF INCIDENT:
Page no.
of
SIGNATURE OF
MANAGER ACCEPTING REPORT..........................................DATE...../...../....
19
APPENDIX 2
CHILDREN’S RESOURCE CENTRE
INCIDENTS OF RESTRAINT: WEEKLY MONITORING FORM
WEEK ENDING ....../....../....../
Date of
Incident
Name of young person
TOTAL INCIDENTS...........
UNIT....................................................................
Date of any
counselling of
young person
Staff involved
Date of
staff
debriefing
Date incident
report
completed
To whom report
sent
Date Sent
SENIOR RESIDENTIAL SOCIAL WORKER’S SIGNATURE.............................................
20
Comments
APPENDIX 3
CHILDREN’S RESOURCE CENTRE
COMPLAINTS BY YOUNG PEOPLE
MONTH ENDED ...../...../.....
Date
Complainant
UNIT....................................................
Nature of complaint
Action taken
Manager’s comments
Total number of complaints for the month
Number resolved
Number outstanding
Team Manager’s Signature................................Date ...../...../.....
21
Appendix 4
CHILDREN’S RESOURCE CENTRE
PERSONAL ITEMS CONTRACT
UNIT.......................................
I understand that I, the undersigned young person, am responsible for the
care and safety of the following items which are my personal possessions.
I agree to abide by the following guidelines:1.
I will not lend, sell or exchange the above personal possessions without
the agreement of my parents and staff.
2.
I will show due consideration to others in respect of the loudness of
stereo and other equipment.
I understand that if I do not abide by the above guidelines, that the following
privileges may be withdrawn:-
Signed..........................................................Young Person
Signed..........................................................Senior/Supervisory Residential
Social Worker
Date...../...../.....
22
CHILDREN IN RESIDENCE WHO OFFEND
1
Policy
Whether looked after or living at home, it will at all times be the aim
of the Department to keep young people out of the criminal justice
system and, in relation to any individual young person, assist him or
her to avoid offending. Equally, the Department does not condone
criminal behaviour or illegal activity by any individual and sees it as
important to uphold the law. Where it is believed that a criminal
offence has been committed by a looked after young person
therefore, s/he will be referred to the police.
2
Mandatory Procedures
2.1
Where it becomes necessary in relation to a young person who is
looked after in a residential establishment, to consider referring him or
her to the police because it is believed that he/she has committed a
criminal offence for which they would normally be charged, the
residential social worker or manager must contact the relevant
fieldworker or fieldwork manager to discuss the advisability of making
such a referral. Following this discussion, a relevant senior member of
the residential staff will decide whether or not to make a referral
2.2
In exceptional circumstances, a referral to the police without prior
consultation with fieldwork staff, will be necessary. This is most likely
to arise out of normal office hours and in emergencies. In these
circumstances it will be for the a relevant senior member of the
residential team to decide whether the referral is appropriate and to
ensure that fieldwork staff are informed at the earliest available
opportunity.
2.3
Referral to the police or the threat of same should in no circumstances
be used by residential social work staff as a substitute for managing
challenging behaviour.
2.4
The Department’s aim of keeping young people out of the criminal
justice system does not, however, include failing to report a criminal
offence which it is believed would, in other circumstances, warrant a
prosecution. Decisions to use the police should, therefore, be based on
whether or not a criminal offence has been committed and should not
be influenced by whether or not the young person concerned is more
or less “difficult” in general.
2.5
Where residential and fieldwork staff are in agreement that referral to
the police would normally be justified in relation to a given “offence”,
23
the referral to the police will be made by the residential social worker
irrespective of the impact of the referral on the young person
concerned.
2.6
Where the fieldworker disagrees with the view of residential staff that
a given young person should be referred, it would be for the
fieldworker to raise this with his or her line manager in the normal
way. In these circumstances the residential social worker should refer
the decision to his or her team manager whose role it will be to
authorise referral to the police if appropriate.
2.7
Following a decision to refer the young person to the police, the
residential social worker will inform the child’s fieldworker, his or her
parents and any person with parental responsibility.
2.8
Where a referral to the police arises out of a serious incident, the
relevant senior member of the residential team may also need to notify
the Registration and Inspection Team. (For guidance see Policy and
Procedure on Notification of Significant Events [to be developed]).
24
Children’s Resource Centre
Supervision Policy
Alan Barton
Resource Development Manager.
March 1999
1.
2.
INTRODUCTION
1.1
It is a Departmental requirement that every individual who has supervisory
responsibility for staff arranges supervision bearing in mind the following
principles:-
1.2
Every member of staff is entitled to receive and required to contribute to
regular and planned supervision.
1.3
Supervision should be of benefit to both parties and its aim is to help and
support.
1.4
Supervision should be mutually agreed in terms of timing and additional
agenda items recognising that everyone has individual needs.
1.5
Supervision is an opportunity for a two way exchange of information and
should be approached in a positive, constructive, honest, open and forward
working manner.
1.6
The supervision process must be reviewed to ensure it is effective. It is
separate to the Staff Development Interview process although that could be an
appropriate occasion for the supervision process to be reviewed.
1.7
Every member of staff will, therefore, have a written contract which identifies
the frequency and content of their supervisions. The contract has been
standardised for all staff to use.
ARRANGEMENTS
2.1
Purpose of this Guidance
This guidance is intended to promote a consistent approach to staff supervision
throughout the Children’s Resource, and will enhance the quality of staff
performances in providing care to those who use the Children’s Resource services.
2.2
Scope of these Arrangements
The guidance applies to all staff in the Children’s Resource.
25
3.
SUPERVISION
3.1 “Supervision” is defined as any communication between two or more staff, one of
whom is a supervisor where the primary purpose is to promote staff effectiveness
in carrying out the requirements of their post through review and monitoring.
3.2 Specifically, supervision aims to: provide feedback on performance.
 provide support
 develop skills and understanding
 ensure policy and standards are met consistently in practice
4.
UNDERLYING VALUES, PRINCIPLE AND BELIEFS
4.1 The function and effectiveness of the Children’s Resource work can be defined as
the extent to which it meets the service level agreement.
4.2 Staff skills, motivation and relationships with users and other professionals are key
elements in determining quality of service.
4.3 These key elements can be enhanced by supervision.
4.4 Every member of staff has the right to regular, planned supervision.
4.5 To be effective, supervision: should be viewed as an opportunity for shared reflection on work.
 should be seen as part of a culture that promotes reflection and learning from
experience
 should be an integral part of work practice
 should be approached in a positive, constructive, honest, open and forward
working manner.
4.6 Supervision will promote the principle of the ‘Learning Organisation’ within the
Children’s Resource.
26
5.
RESPONSIBILITIES OF STAFF
5.1
Every supervisor is responsible for ensuring that:-
 work standards1 expected are clearly stated and agreed with all relevant staff
 appropriate arrangements are made for supervision of all staff for whom they have
responsibility.
 these local arrangements are consistent with the agreed Departmental and Resource
requirements.
 the local arrangements are achieved and maintained in practice.
 the local arrangements are reviewed at least once a year.
5.2
Every member of staff is responsible for:-
 reflecting and learning from their work experience.
 providing evidence of the work done, including the quality of work in relation to
standards expected.
 preparing for and taking part in supervision under the arrangements agreed.
 taking any action agreed in supervision, to improve performance and enhance their
effectiveness.
6.
PROCEDURES
6.1 Every supervisor will agree, with each member of staff he/she directly supervises,
the planned frequency of supervision. The minimum is one session every four
weeks. This will be recorded in the written contract of supervision and reviewed
annually in the Staff Development Interview.
6.2 If there is a change of supervisor, the supervision records must be passed on to the
new supervisor at supervision handover meeting.
6.3 Additional unplanned supervision will also be available to all staff as may be
required, eg following an incident of concern or completion of a piece of work.
6.4 If a supervisor is absent for a period of four weeks or more, the supervision line
manager will negotiate alternative arrangements.
National Occupational Standards
Legislation, policy and procedures
Individual unit standards
1
27
7.
CONTENT AND SCOPE
7.1 Supervision shall include aspects of professional support and development, as well
as managerial issues such as performance standards.
7.2 Planned supervision sessions should cover an agreed set of topic. These should
include nos 1-4 and should include an opportunity for no. 5.
7.3 Supervision may include some counselling on personal issues, but only on matters
that clearly affect work performance. The supervisor should suggest other
counselling services as may be appropriate.
8.
SUPERVISORS
8.1 Line Managers should be involved in supervising all staff whom they directly
manage.
Other staff may also be involved in non-managerial aspects of
supervision, eg to provide specialist consultation, or to provide support in
managing work related stress.
9.
METHODS
9.1 Supervision is to be seen as a process, to be achieved by a range of methods.
Wherever possible, supervision should be undertaken primarily on a one-to-one
basis. Alternative and additional methods to consider include supervision though
team meetings, co-working, peer support, and independent support groups.
Supervision should include reflection on incidents, and problem solving. The
choice of methods to be used will depend on the types and settings of the services
provided, and on the needs and resources of the staff group, and of individuals
within the group.
10.
PHYSICAL ARRANGEMENTS
10.1 Arrangements for planned one-to-one supervision should ensure as much privacy
as possible and prevent interruptions from visitors or the telephone.
28
11.
PREPARATION
11.1 All involved should prepare for formal supervision sessions.
11.2 Preparation should include: drawing together factual information on recent and current work, cases and tasks.
 preliminary reflection on progress, achievements, and performance generally in
relation to objectives, plans, standards and targets.
 identifying any areas of uncertainty about policies or procedures or how they are
put into practice.
 identifying any anticipate constraints and threats to effective performance.
 any suggested improvements to practice, procedures or policies
12.
RECORDS
12.1 The approved supervision file must be used at all times and records must not be
kept on computer discs, these files must be securely kept. The supervision file
must be stored by the supervisor and supervisees may have copies if they wish.
These records should outline the issues discussed, decisions reached and action
agreed with time scales where necessary. Information with regard to decisions
affecting young people must be recorded in the young persons file by the
supervisee.
13.
INDIVIDUAL SUPERVISION
13.1 Every member of staff will have a written contract of supervision.
13.2 Decisions reached and action agreed will take into account the needs and
resources of the staff group as a whole, as well as the specific requirements of the
service.
13.3 Staff workloads and staff rotas should be planned to include the time necessary
for supervision.
13.4 Each staff member’s supervision contract and any major changes to it, will be
agreed between the individual and the supervisor.
13.5 Each supervision contract should be reviewed annually in the Staff Development
Interview, or beforehand if either party considers an early review necessary.
29
14.
ARRANGEMENTS FOR STAFF SUPERVISION
LIST OF TOPICS which could be included in planned supervision.
 Review of work done, evaluation of performances and achievements in relation to
objectives, priorities and standards2. (Discuss perspectives of users, worker and
supervisor.) Recognising that in many settings work can be difficult and highly
stressful, opportunity should be taken to provide support to the staff member as
necessary.
 Review of records, which should include checking a sample of records completed
to ensure they are up-to-date, complete, accurate and legible, and that they comply
with relevant policy and procedures.
 Review of anti-discriminatory and non-oppressive practice.
 Awareness and understanding of relevant policies, procedures and standards.
 Review of personal development and training needs, and feedback on training
received and how this links to the individuals competence as part of their
development programme.
 Suggestions for improving practice.
 Feedback on supervisor’s practice.
 Any other topics either party wish to discuss
 Agreement of clear, realistic, measurable objectives and activities for work and
personal development during period to next planned supervision.
2
National Occupational Standards
Legislation, policy and procedures
Individual unit standards
30
Children’s Resource Centre
Supervision Contract
1.
Formal supervision will take place at least once in every four week period. However,
additional supervision sessions maybe requested at the discretion of either party, or
as a result of an incident.
2.
The supervision dates will be fixed in advance at a mutually agreed time.
3.
Both parties will honour the appointments made in advance. If cancellation is
necessary an alternative date will be agreed.
4.
Supervision notes will be prepared by the supervisor on the items discussed and
actions agreed, these notes must be signed by both parties. A photocopy will be sent
to the staff member.
5.
One supervision session per year will include the Staff Development Interview of
which a separate record will be made.
6.
Formal supervision sessions will not preclude opportunities for informal discussion
on matters of importance that arise from day to day.
7.
The purpose of the formal supervision session will be to assist the staff to fulfil the
responsibilities and tasks of their post. Each session must include the following
agenda items:- Feedback and review of supervision, caseload review, review of
practice, personal issues and staff training/development. Additional agenda items
will be jointly agreed.
8.
The contents of supervision will remain confidential, unless there are implications
for departmental guidelines or policy. Any items of a personal nature discussed
during supervision will be treated as confidential, unless such disclosures directly
affect the work/client situation. In some cases this may necessitate a three way
meeting with the supervisor’s line manager. Supervision records are the property of
Gloucestershire County Council and should be available for Line Management
examination when requested.
Signed .............................................................................
(Supervisor)
Date .........................................
Signed
Date .........................................
.............................................................................
31
Children’s Resource Centre
Guidelines For The Recording Of Supervision
Supervision Monitoring Form:
 This form should be kept at the front of the supervision file.
 It is available in portrait and landscape format. Either can be used.
 Completed, cancelled, and booked sessions should all be entered on this form which is
designed as a complete record of supervision.
 The supervisor’s line manager will use this form to check that supervision is taking
place, and to monitor the reasons for cancellations in case a strategy needs to be agreed.
Supervision Minutes Form:
 This form is available in portrait and landscape format. Either can be used.
 The same form should be used as a continuation sheet.
 The first five agenda items are already typed in. Items 1-4 are compulsory, and there
should be an opportunity for item 5. By agreement, Item 5 may be recorded briefly,
rather than in detail.
 The items can be addressed in order of priority, but the text should be recorded with the
agenda item numbers and not necessarily in numerical order.
 Decisions made in supervision which affect clients should also be recorded in clients’
files at the earliest opportunity by the supervisee.
Supervision File Contents:
Guidelines For The Recording Of Supervision:
Monitoring Form:
Supervision Contract:
Supervision Records:
Staff Development Interview Records:
Return to Work Record:
Job Description:
Supervision Policy:
32
inside front cover
front page of file
behind monitoring form
divider 1
divider 2
divider 3
divider 4
divider 5
CHILDREN’S RESOURCE CENTRE
Guidelines For The Recording Of Supervision
Supervision Monitoring Form
 This should be kept at the front of the
supervision file.
 It is available in portrait and landscape
format. Either can be used.
 Completed, cancelled, and booked
sessions should all be entered on this
form which is designed as a complete
record of supervision.
 The supervisor’s line manager will use
this form to check that supervision is
taking place, and to monitor the
reasons for cancellations in case a
strategy needs to be agreed.
Supervision Minutes Form
 This form is available in portrait and
landscape format. Either can be used.
 The same form should be used as a
continuation sheet.
 The first five agenda items are already
typed in. Items 1-4 are compulsory,
and there should be an opportunity for
item 5. By agreement, item 5 may be
recorded briefly, rather than in detail.
 The items can be addressed in any
order of priority, but the text should be
recorded with the agenda item
numbers and not necessarily in
numerical order.
 Decisions made in supervision which
affect clients should also be recorded
in clients’ files at the earliest
opportunity by the supervisee.
33
Supervision File Contents
 Guidelines for the recording of supervision:
inside front cover
 Monitoring Form:
front page of file
 Supervision Contract:
behind monitoring form
 Supervision Records:
divider 1
 Staff Development Interview Records:
divider 2
 Return to Work Records:
divider 3
 Job Description:
divider 4
 Supervision Policy:
divider 5
CHILDREN’S RESOURCE CENTRE
SUPERVISION MONITORING FORM
Supervisee……………………………...
Date/time
Completed
Cancelled
(by whom)
Reason for
cancellation
Supervisor……………………
Alternative
date
formal/
informal
Senior RSW …………………………..
SDI
Team/
Group
signature
supervisor
signature
supervisee
Team Manager…………………………..
admin/supmoni2/09.98
34
CHILDREN’S RESOURCE CENTRE
SUPERVISION MONITORING FORM
Supervisee……………………………...
Date/time
Completed
Cancelled
(by whom)
Supervisor………………………..
Reason for
Alternative
cancellation date
formal/
informal
Senior RSW …………………………..
SDI
Team/Group
signature
supervisor
signature
supervisee
Team Manager…………………………..
admin/supmonit/09.98
35
CHILDREN’S RESOURCE CENTRE - STAFF SUPERVISION
Staff Member:
Supervisor:
CONFIDENTIAL
Team:
Date:
AGENDA:
1: Feedback & Review of Supervision
4: Staff Training/Development
7:…………………………………………
2: Caseload Review
5: Personal Issues
8:………………………………………….
3: Review of Practice/Performance
6:…………………………………. …………
9: …………………………………………
DISCUSSION
ACTION NEEDED BY SUPERVISOR OR
SUPERVISEE
Future Agenda Items…………………………………………….Date of Next Meeting………………
…………………………………………… ……………………….. ………………………………………...
Supervisor…………………….
Supervisee……………………………
admin/supform2/09.98
36
CHILDREN’S RESOURCE CENTRE - STAFF SUPERVISION
Staff Member:
Supervisor:
AGENDA: 1: Feedback & Review of Supervision
CONFIDENTIAL
Team:
Date:
4: Staff Training/Development
7:………………………………………….
2: Caseload Review
5: Personal Issues
8:………………………………………….
3: Review of Practice/Performance
6:………………………………….
DISCUSSION
9: …………………………………………
ACTION NEEDED BY SUPERVISOR OR SUPERVISEE
Future Agenda Items………………………………………………………………………………….
Date of Next Meeting………………
…………………………………………… ………………………..
Supervisee……………………………
Supervisor…………………….
admin/supform/09.98
37
Reporting Significant Events which occur
in County Council Residential Units for
Young People Looked After
Neil Penny
Policy and Service Development Group
June 1999
1
Policy Statement
Certain events , if they occur in children’s residential units, must be
regarded as “significant” in terms of the Children Act 1989. Such events
will be subject to additional requirements for recording and reporting as
detailed in this policy document.
2
Purpose
2.1
The purpose of this policy is to make clear to staff the procedures which should be
followed in the event of a significant event occurring.
3
Scope
3.1
This policy applies to all significant events which occur in County council run residential
units.
3.2
The requirements of this policy will be reflected in any service level agreements or other
arrangements entered into with other agencies. It is applicable to all staff who are
directly involved in working with young people accommodated by the Department and
placed in residential units.
4
Context of the policy
4.1
The policy is framed under the Children Act 1989, specifically sections 22 and 23 dealing
with authorities’ responsibilities for children they look after.
4.2
The Children Act 1989 Guidance and regulations, Volume 4: Residential Care,
specifically regulation 19, gives more detailed guidance about the legislation.
5
Mandatory Procedures
5.1
Although relatively rare there may be significant events which take place in a residential
setting. Depending on the type of incident the following procedures about recording
and notification must be followed:-
5.2
The following would be significant events:-
1.
2.
Death of a child living at the unit.
Serious harm suffered by a child living at the unit. - This would be where a stay in
hospital was required.
38
3.
4.
5.
6.
7.
8.
A serious accident involving a child living at the unit. - As above this situation would
involve a stay in hospital or involve serious damage to a vehicle even if the young
person involved was not actually seriously injured.
A serious illness suffered by a child living at the unit. - This would require the
involvement of a GP.
An outbreak of an infectious disease.
Suspected cases of abuse. - These include a situation in which a member of staff is
allegedly abusing a young person or a young person is allegedly abusing another young
person.
Absconding - this is dealt with in the policy relating to absconding and the 'Joint
Protocol for Children Missing from Care in Gloucestershire', contained in the Policies
and Procedures.
Attendance of the Fire Service at a unit in response to an emergency call.
5.3
The recording of these events and contact with other people should take place as
follows:
5.3.1
All such incidents must be recorded at the unit concerned within all relevant records of
each child concerned and the establishment. This includes the log book and the
individual records for the children. This record must give full details of the
circumstances leading to the event and the event itself and be completed within 24 hours
of the event taking place.
5.3.2
Additionally the line manager should be informed as soon as is practicable, and at least
within 24 hours. They will then inform the Children's Resource Manager and in the case
of 1 - 4 the Deputy Director. Copies of the incident report should be sent to the
operations manager, whose responsibility it is to decide who else should receive them.
5.4
In all these cases it would be the responsibility of the Supervisory RSW to ensure
contact is made with the following as soon as possible, but within 24 hours, or in the
case of registration and inspection the next working day:
5.4.1
The parents of the child or children concerned, though not in the case of Event 8.
5.4.2
Any other person with parental responsibility, though not in the case of Event 8.
5.4.3
The field social worker, though not in the case of Event 8. If the field social worker is not
available, the relevant team manager or their deputy should be informed.
5.4.4
In view of the role of County Councillors and the Director of Social Services as Corporate
Parents they need to be kept informed of significant events. Therefore the Deputy
Director must also be informed of all significant events
5.4.5
Registration and inspection team, using the form attached as Appendix 2.
39
This would normally be done by the Supervisory RSW, but if they are not available,
the team manager, or their deputy.
5.5
In certain circumstances there are other parties who must be informed:
5.5.1
With regard to the death of a child, it is also required that the Secretary of State is
contacted by the Deputy Director with details of the incident which has taken place.
The exception to this is where a death takes place at a Social Services establishment, in
which case there is an established procedure for reporting to the Secretary of State.
5.5.2
If it is considered an offence has occurred the police should be informed. More details of
when to inform the police are contained within the policy and procedures on Children in
Residence who Offend.
6
Monitoring
6.1
It will be necessary for quarterly returns to be made to the referrals officer in order that
information can be recorded centrally. The policy will be reviewed and this will include
consultation with staff around the workings of the policy.
Authorship Notes
Contact name: Neil Penny, Project Officer, Children's Resource Centre, C/O Policy and
Service Development Group, 68 Westgate Street, Gloucester, GL1 2TR.
40
RECORDING SIGNIFICANT EVENTS
Appendix 1
Event occurs
Is it significant ?
check list
Yes
Within 24 hours
Within 24 hours
Within 24 hours
Within 24 hours
No
Report to supervisory
RSW and Team
manager. Form completed
and sent to inspection team
for next working day
Record in accordance
with procedures
Record fully in
log book and
individual records
of all young people
involved
Supervisory RSW to report
to parents or responsible adults.
Team manager, or deputy to report
to Deputy Director and Resource Centre
manager where appropriate.
Deputy Director to contact Secretary
of State if necessary.
41
SIGNIFICANT EVENTS
To: Registration and Inspection Section
From: .....................................................................................................
The Following Significant event took place at the unit on .................................................................
Please tick the appropriate box

Death of a child
Serious harm suffered by child
Serious accident involving child
Serious illness involving child
Outbreak of an infectious disease
Suspected case of abuse
Fire Service called
Additional information:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Signed .....................................
Name .....................................
Contact telephone number ..............................................
Please return to: Registration and Inspection group, 3rd Floor, 68 Westgate St,
Gloucester, GL1 2TR
42
Transporting of Young People by Employees of
the Children's Resource Centre
Neil Penny
Policy and Service Development Group
September 1999
1
Policy statement
Residential units managed by the Children's Resource Centre are
committed to ensuring appropriate transport for young people to enable
them to maintain their links with their family, friends and activities
which take place through school and in the local community.
2
Scope
2.1
This policy covers transport provision at Children's Resource Centre residential units.
3
Practice Guidance
3.1
Residential units have a vehicle which can be used to provide transport for young
people. Where possible the use of public transport should be encouraged, however a
number of factors have to be taken into account in making any decision:
3.1.1 The age and level of responsibility of the young person.
3.1.2 The time of day when the transport is being taken and the estimated time of the
return trip.
3.1.3 The availability and accessibility of the public transport and the time the trip will
take in comparison with using the unit car.
3.1.4 The purpose of the trip, whether it is for social reasons, a family visit, to education
or for work, or in the event of a medical need.
3.1.5 The likely frequency of trips; is this trip going to take place on a regular basis and
are there other options ?
Any decision on using the unit car needs to be taken by the senior RSW or shift leader
and the reasons explained to the young people involved.
3.2
All new members of staff of the Children's Resource Centre working directly with young
people should normally have a full, clean drivers' licence.
3.3
Staff who are planning to, or who are expected to, transport young people in a minibus,
must have the correct category on their driving licence - minimum EC licence categories
are B and D1. They should be over 21 and have at least 3 years driving experience.
They are also required to have passed the County council minibus driving assessment
and met the County's medical requirements. There is a separate policy covering the use
of minibuses, details of which are available from Transport Services Unit 01452 426792.
43
3.4
Before any decision is made to transport a young person due consideration should be
given to any potential risk in relation to the lone working situation created. Whilst a written
risk assessment is not necessary, a shift leader, if available, in conjunction with the member of
staff, must give due regard to the following factors:
3.4.1 Past history of the young person, from the point of view of violent incidents.
3.4.2 The gender of the driver and young person and any potential risk this may cause.
3.4.3 The length of the trip.
3.4.4 The purpose of the trip and whether there may be any potential problems at the
destination, for example at the youth club, family home or Police station.
3.4.5 The need for another adult passenger to accompany the member of staff and
young people.
3.4.6 Availability of a mobile phone.
3.5
If during the course of a trip there is a problem with the behaviour of a young person
which could be potentially dangerous, the car should be stopped where is safe to do so
and the trip discontinued until the young person is calm, and gives an undertaking to
curb the problematic behaviour.
3.6
If the young person is asked to leave the vehicle because of their behaviour, then
alternative arrangements need to be in place to ensure safe passage to their home or
required destination.
3.7
There are links to the policy on lone working.
4
Mandatory Procedures
4.1
Initial driving licence checks will be made on appointment by the Personnel Assistant in
the Central Personnel Section, and a record made on the centrally held personnel file.
4.2
It is the responsibility of the Senior Residential Social Worker to ensure that subsequent
annual checks are made on the driving licences of staff, who must produce their licence
when requested. The checks must be recorded in the personnel file.
4.3
The categories of vehicles that the licence covers, and notes of penalties recorded on the
licence should be added to the form. Alternatively, the licence can be photocopied, and
the copy signed and dated by the manager checking the licence. These copies must be
filed in the centrally held personnel file.
44
4.4
Staff who wish to make their own vehicles available for work must have their insurance
policies checked annually to ensure that the policy provides cover for this purpose. The
policy must show that the insurance covers the driver for the purpose of ‘use in
connection with the insured’s business or profession’. These checks should be similarly
recorded.
4.5
It is the responsibility of each staff member to inform their line manager at the earliest
opportunity of any incident or offence, contrary to Road Traffic Acts, which may result
in prosecution or police action. Also of penalties incurred between checks, or of any
change in status of their licence or motor insurance policy cover. The line manager must
then make a decision about whether the staff member can continue to drive as part of
their job.
4.6
Changes to the licence should be notified by staff to their Supervisory RSW or line
manager who will then ensure personnel files are updated accordingly.
4.7
A copy of current mini bus test certificates must be kept with the record of the licence
checks, i.e. on the central personnel files.
4.8
A copy of the department’s policy for drivers and escorts of mini buses must be available
for staff reference. The Senior Residential Social Worker or line manager must ensure
that potential mini bus drivers are conversant with this policy and record this in
supervision minutes.
4.10
Drivers must ensure that they do not contravene any legislation when transporting
young people.
4.11
All drivers and passengers must wear seat belts, or other appropriate restraint.
4.12
Children under the age of eleven must not travel in the front seat except in extraordinary circumstances which must be justified, and in these circumstances must wear
appropriate restraint.
4.13
Appropriate safety equipment must be used when transporting babies and young
children.
4.14
The driver is responsible for the vehicle being in a roadworthy condition and in strict
compliance with legal requirements and for any actions which may incur fine or penalty,
including parking fines.
4.15
A designated member of staff will take responsibility for the maintenance of each
vehicle, including services, repairs and M.O.T.s.
4.16
The Senior RSW in each Unit/Team is responsible for making staff aware of the guidance
for breakdown situations, accidents and insurance.
45
5
Authorship Notes
Contact name: Tony Young, Children's Resource Manager, Children's Resource Centre,
Hillview House, North Upton Lane, Barnwood, Gloucester GL4 3TL.
46
Pocket Money
Neil Penny
Policy and Service Development
Group
September 1999
1
Policy Statement
Children and Young people looked after by the Local Authority for at least a
week are entitled to pocket money. The Department aims to ensure they
receive a reasonable amount and at regular intervals.
2
Purpose
The purpose of this policy is to make clear to staff the procedures which should be
followed in relation to pocket money and young people looked after.
3
Scope
This policy applies to all young people looked after at Children's Resource Centre
residential units for at least a week. Exceptions are for overnight stays and day
attenders.
4
Mandatory Procedures
4.1
Each young person at a residential unit for a period of at least a week is entitled to
pocket money.
4.2
If a young person builds up a sum of pocket money they should be offered the chance to
have it locked in the safe at the unit. This facility should also be provided if the young
person wants to save money over a period of time. If larger sums of money are involved
however, the young person should be encouraged to open a savings account of some
sort.
4.3
In general individual members of staff should not hold cash sums of money on behalf of
young people, except for very short periods e.g. swimming or another activity.
4.4
There is a standard amount of pocket money which should be given out, depending on
the age of the young person. This is calculated by the Principal Admin. Officer and is
increased in line with the rate agreed by the County Council for all allowances. On
reaching an age where the pocket money increases, this should happen in the first week
following the young person's birthday.
4.5
Under no circumstances should pocket money be withheld as a sanction. It can be
withheld to pay for specific damage caused however, and this should be recorded in the
unit and young person's records. It can also be withheld to repay moneys which have
been misappropriated, e.g. originally given for public transport, clothing etc. No more
than 50% can be withheld and only for up to four weeks. Further reference is made to
this in the policy on sanctions.
4.6
Pocket money paid to young people must be recorded in the pocket money book.
47
5
Practice Guidance
5.1
Frequency of distribution of pocket money is a matter for individual units. Generally
money is given out weekly or twice weekly. The senior RSW may change the frequency
in consultation with the team and young people if it is felt the existing system is causing
problems. Young people should be aware of when they are to receive pocket money,
however, and there should be as few changes as possible.
5.2
Additional money should not be provided other than in exceptional circumstances, for
example to purchase a birthday present for a relative. This will be decided by the senior
RSW.
6
Monitoring
6.1
Compliance with policy will be checked as part of routine examination of files by Senior
RSWs.
7
Authorship Notes
Contact name: Tony Young, Children's Resource Manager, Children's Resource Centre,
Hillview House, North Upton Lane, Barnwood, Gloucester GL4 3TL.
48
Keyworking
Neil Penny
Planning and Policy Group
March 2000
1
Policy Statement
The Children's Resource Centre operates a system of Keyworking. This
aims to give each young person a specific, identifiable member of staff
who will co-ordinate the various aspects of the service they receive.
2
Purpose
2.1
The purpose of this policy is to make clear to staff the procedures which should be
followed in relation to Keyworking and provide guidance in carrying out the many and
varied functions of a Keyworker. It also outlines what is expected of a Keyworker, both
from the young person's and the Children's Resource Centre's point of view.
3
Scope
3.1
This policy applies to all young people looked after by the Children's Resource Centre,
including intake and the Focus service.
4
General Principles
4.1
Young people will generally be allocated one Keyworker. In some circumstances two
Keyworkers will be allocated, if there are relatively inexperienced staff or staff who may
be involved in training courses.
4.2
Keyworkers should be aware of the case history of the young person, including the
identified needs from the assessment. There should also be clarity as to how these needs
are being met and who has responsibility for meeting them.
5
Practice Guidance
5.1
Decisions about allocation of Keyworkers should be sensitive to gender issues.
5.2
It is the responsibility of the Keyworker to make contact with the field Social Worker to
introduce themself. It should be made clear that the Keyworker should be the first point
of contact amongst the staff group.
5.3
The Keyworker has responsibility for day to day issues, which will arise for the young
person, and administrative issues. These include the following:

Checking information on the Essential Information Records (EIR) and advising the field
worker of any changes in circumstances.
49

Attending placement meetings and being party to agreements

Explaining the Keyworker’s role to the young person and his or her parents or current
carers.

Ensuring frequent contact is maintained between the young person and his family or
current carers.

Ensuring the young person has the information they require.

Ensuring the young person has a copy of their care plan.

Discussing with the young person their contribution to the review, usually by means if
the consultation form.

Completing the relevant sections of the consultation form in relation to reviews.

Contribute to Assessment and Action records in negotiation with the field social worker.

Ensure the yearly medical is arranged and the young person is enabled to attend.
5.5
Information from other agencies should be collected a soon as possible. This could
include education services, medical services, foster carers and Youth Justice.
5.6
It is the responsibility of the Keyworker to ensure that the following written records are
kept up to date:
Log book
Sanctions
Recording of Medications
Additionally reports should be written when required and agreed with the senior person
in charge.
5.8
Better outcomes are more likely when the young person has the same Keyworker on a
continuous basis. However relationships may not always work effectively. The Senior
RSW needs to be aware of difficulties and should allocate an alternative Keyworker if
genuine concerns are raised about the benefit of the relationship.
6
Monitoring
6.1
Regular monitoring of the system of Keyworking will take place with the Keyworker
through supervision meetings. Additionally the LACS review system enables a check to
be made on the effectiveness of the support provided.
7
Authorship Notes
Contact name: Neil Penny, Project Officer, Children's Resource Centre,
and Service Development Group, 68 Westgate Street, Gloucester
50
C/O
Policy
Sanctions
Neil Penny
Planning and Policy Group
March 2000
1
Policy Statement
The department has a responsibility for the day to day care of young people looked after.
To this end staff may do what is reasonable to exercise control in a manner which
promotes the child's welfare and maintains a stable environment in residential units.
2
Purpose
The purpose of this policy is to make clear to staff the sanctions which are permissible to
impose on young people and those which are forbidden.
3
Scope
This policy applies to all young people looked after or provided with a service by the
Children's Resource Centre.
4
Context
4.1
The policy is framed under the Children Act 1989, specifically section 22 relating to
authorities’ responsibilities for children they look after.
4.2
Further clarification of the Act is provided in the document 'Guidance on Permissible
Forms of Control in Children's Residential Care' produced by the Department of Health
in 1993.
4.3
A letter produced by Sir Herbert Laming in 1997 entitled: The Control of Children in the
Public Care: Interpretation of the Children Act 1989 also deals with issues in relation to
sanctions.
4.4
The Children Act 1989 Guidance and regulations, Volume 4: Residential Care,
specifically regulation 8, gives more detailed guidance about the legislation.
4.5
There are links to the policy on Therapeutic Crisis Intervention (TCI) outlining
techniques to avoid confrontational situations. This policy also gives guidance on the
acceptable methods of restraint which may be used.
51
5
Mandatory Procedures
5.1
The following measures are prohibited:
5.1.1 Any form of corporal punishment.
5.1.2 Deprivation of food and drink.
Any form of sanction involving food and drink is unacceptable. However, this
does not include the withholding of specific food which is unsuitable for a child to
have for medical reasons.
5.1.3 Restriction or Refusal of Visits/Communications
5.1.4 Withholding Medication or Medical or Dental Treatment
5.1.5 Imposition of fines
It is not acceptable for staff to impose fines. In the case of damage caused
however, it is appropriate to withhold pocket money, up to a maximum of twothirds of the weekly sum, to pay for repair or replacement of property. This
should only continue for up to four weeks. Consultation should take place with
parents and field Social Worker if it is felt to be appropriate to extend this period.
5.16. Intimate Physical Searches
5.2
Normal sleeping routines should not be altered as a sanction.
5.3
Young people should not be prevented from wearing particular items of clothing, or
forced to wear other items as a sanction.
5.4
Accommodation must not be used to physically restrict a young person. A young person
may be "grounded" as a sanction but must not then be locked in a specific part of the
unit.
6
Practice Guidance
6.1
It is important to accentuate the positive aspects of a young person's behaviour and
therefore there should be a scheme of rewards as well as sanctions.
6.2
Units should establish clear ground rules with young people about what is acceptable
and unacceptable within the unit.
6.3
It is inevitable that some sanctions will be necessary, as would be the case in any family
or group situation, in order to deal with unacceptable behaviour. These methods should
be appropriate to the age and circumstances of the young people involved.
52
6.4
Formal sanctions should be avoided if at all possible and used as a last resort, when
informal methods have been exhausted. Amongst permissible sanctions are:
Curtailment of leisure extras.
Additional house chores.
Increased supervision.
6.5
Where a formal sanction is used, it should be recorded in a separate log to the daily log
book. This should give details of the young people involved, the behaviour and the
sanction imposed and this should be signed by the senior RSW.
7
Monitoring
Every inspection which takes place will include examination of the sanctions records of a
unit.
53
Recruitment and Selection of Residential Staff:
A Participatory Model of Involving Young
People
Terry Barry, Children's Rights Officer
May 2000
Model agreed
Why?
Gloucestershire Social Services Department believes young people should be involved in
recruitment and selection of residential staff because:
 it empowers young people,
 it provides an added safeguard in appointing appropriate staff,
 it's good for young people,
 it's good for the organisation, and
 it leads to better decisions.
Who?
Young people currently/previously looked after, normally aged 14+ who are part of the
YPLAN interviewing group, and have completed training. The training needs to include issues
of confidentiality, anti-discriminatory practice and how to decide on appropriate questions and
behavioural indicators for candidates (as a minimum). The young people who take part in
interviews are undertaking a job of work for which they will be paid. They will be expected to
keep to the principles of confidentiality and anti-discriminatory practice.
Which jobs?
Those which have a direct care role with young people in residential care - i.e. Residential social
workers (RSWs), RSW supervisors, Senior RSWs (Unit Managers). Other posts may be
considered, this should be raised with the YPLAN Worker / line manager (Children’s Rights
Officer). On rare occasions the policy will need to be overridden due to operational pressures
to fill vacancies.
Which parts of the person specification will young people be asked to address?
Decisions will have already been made about which parts of the person specification young
people will be asked to focus on at interview, and these will be areas such as ‘ability to relate to
young people’. There will be a clear decision making/weighting process. Young people will
also know whether they are being asked to decide particular criteria in full or part (and so for
example, whether to mark particular criteria out of 5 or 10). Overall young people will be given
25% of the total marking, so will mark their candidates out of 25.
When?
Interviews will take place at a time which is suitable for young people in general, such as school
holidays or Saturdays, and as convenient as possible for the particular group of young people
identified to take part in the interviews. They will only take place after school or on Sunday
mornings in exceptional circumstances.
54
Where?
The venues for particular interviews may vary. However, the group will need reasonable
interviewing facilities to be arranged (booked room, tables, chairs), and transport issues will
need to be dealt with when interviews are being arranged.
Process
Before the day of interview:
 Request will be made to YPLAN Worker / Children’s Rights Officer, and practicalities
discussed.
 Three young people will be identified at any one time to take part in the interviewing
process.
 Each group will have a support person (a YPLAN Worker or the Children’s Rights Officer).
On the day of interview:
 Before the interview the group will decide the questions and indicators for each criteria they
are addressing, and how they plan to conduct the interviews.
 The group may choose to take notes during the interview.
 The group will always complete a checklist after each interview, rating candidates against
agreed criteria.
 The support person will sit in the same room but not participate in the interview process.
Their role is to support the group by offering information or advice and discussing issues
after the interview, providing feedback on interviewing processes and/or taking notes for
the group.
 At the end of the interviews the group will meet with the whole interview panel.
Information from the checklists and ratings will be fed back, and aggregated with scores
from other interviews and selection processes.
 If, exceptionally, the group rates any candidate with a zero for an essential criteria on the
person specification, the additional process below will operate.
Additional process - only to be used in exceptional circumstances
 If the young people’s group feels particularly strongly that a candidate should not be
appointed, they should discuss this in detail with their support person. They should explain
their reasons in as much detail as possible, and this should be recorded in writing. It will of
course also be reflected in their checklists and ratings.
 The group’s view that the candidate should not be appointed, and reasons, will be passed to
the chair of the interview panel.
 If the other interview and selection processes would have otherwise led to an appointment,
even after the young people’s scores have been included, then the chair of the interview
panel will advise the Appointing Officer in the Children's Resource Centre. This will trigger
a request for another group of young people to interview the candidate as a matter of
urgency.
 If the second group of young people have a different response to the candidate, then the two
groups of young people will meet to share their views with each other and their support
person.
55

If the second group of young people have the same response as the first, then the candidate
will be considered unappointable.
A suggested decision making / weighting process:
Overall young people will be given 25% of the total marking, so will mark their candidates out
of 25.
Young people would be responsible for interviewing in relation to four of them:
 Appreciation of anti-discriminatory practice, particularly as it relates to young people
who are looked after, [5 out of total 10 marks]
 Appreciation of gender issues for young people, [5 out of total 10 marks]
 Commitment to quality services for young people, [5 out of total 10 marks] and
 Ability to relate to young people [10 out of total 10 marks].
The adult interview group or other selection methods would be used to determine the other
marks for these and the other essential criteria (altogether 75% of the total marking).
Training
Training will be needed for young people and adults, especially interview panel chairs,
involved in the selection process. From previous experience I would expect the Departmental
training section to be happy to provide this training. The initial time implications would be at
least half a day for each person involved in the process.
Time implications for young people and supporters
Discussion with the resource centre suggests around 60 interviews per year, each one probably
lasting around 20-30 minutes. With discussions, it would be sensible to plan two interviews in
1½ hours, then a half hour break. If we did a total of 6 interviews in a day, this would need 10
full days interviewing for 3 young people and their support person (or 5 days each for 6 young
people) plus training time - and this assumes economies of scale in the way interviews are
arranged.
56
Young people involved in recruitment and selection of residential staff - implications for
young people who have left school
Young people who take part in interviews are undertaking a job of work for which they will be
paid. The payment may have implications which they need to consider.
Young people who have left school
1.
If you are not claiming any benefits
 You don't have any benefit issues to sort out.
2.
People receiving Income Support or Job Seekers Allowance
 Any income over £5 a week is likely to be stopped from your benefit.
 If you work for more than 16 hours in any week you will lose your benefit for the
entire week.
3.
Disabled young people, receiving severe disablement allowance or incapacity benefit.
 Any work you do may well mean you lose your benefit for the entire week.
4.
If you receive any other benefit (e.g. Housing Benefit or Council Tax Benefit)
 These may well be affected by any income you receive.
Let us know if you want to talk to someone about your particular situation, we can
sort this out.
Remember, If you receive any benefits, you have a duty to tell the people you claim
the benefit from about any payments you receive.
57
58
We would like to take this opportunity to thank the following people for their
assistance in compiling and training the following pack.
 Getting involved in Choosing Staff - A resource pack by Ruth
Townsley, Joyce Howarth, Pete Le Grys & Margaret Macadam.
 Charli, Donna, Sasha and all participants in the training course
 Nikki Barrow, YOT
 Alan Barton, CRC
 Jane Murphy, Personnel, GCC
 Mike Williams, Training Section, GCC
Without their help it would not have been possible.
Lou Brumby, Terry Barry and Greg Dawe
YPLAN and Children's Rights, Gloucestershire County Council.
59
Interview Training
09.30am
Arrive – refreshments
09.45am
Icebreaker.
10.00am
Welcome, introductions and ground rules.
10.10am
Why do we need training?
10.20am
BREAK
10.30am
Anti discriminatory practice.
11.30am
BREAK
11.40am
Confidentiality.
12.40pm
LUNCH
1.15pm
Managing self.
2.15pm
BREAK
2.25pm
Recruitment process and structure of questions.
2.45pm
Questions and indicators.
3.45pm
BREAK
4.00pm
Where do we go from here?
4.15pm
Evaluation of the day.
4.30pm
End.
60
Welcome to the interview training day. This course is for young people who want to
develop their skills to interview people for posts as residential social workers.
The trainers who will be working with you today are…
You will see from the programme that the day is split into sessions covering the main
areas. This has been split up with plenty of breaks, (one nearly every hour) and there will
be a 35 minute break for lunch. Housekeeping – smoking, toilets, fire exits etc.
If there is anything you don’t understand or want to check out, please feel free to ask
questions. However you must also understand that this is a serious course and we want
you to participate fully.
If at any time you want to speak to someone about an issue or the content or anything
else, ………. is the contact person.
Ground rules are really important and we would like to set some. Does everyone know what
we mean by ground rules?
If not… ground rules are the rules for the day… for example:
Don’t put anyone down – make fun of him or her, etc.
What is said in here, stays in here! Confidential.
Listen to what others have to say.
Timekeeping.
61
2. Why Train?
Gloucestershire County Council recognises and supports the contribution training makes to
improve the way the organisation operates and enhance the personal development of all
employees.
The purpose of training is to assist employees to develop the skills, knowledge and
attitudes necessary to enable them to work competently, efficiently and effectively,
making the best possible contribution to the provision of our services.
Just as footballers and musicians need to train and practice in order to develop, there are
specific knowledge and skills that you need to learn and practice to successfully recruit.
We are providing this training because we value your existing skills, experiences and ideas,
and want to build on them to enable you to confidently and effectively assist in the
recruitment of Residential Social Workers.
The training we are offering will:
Give you more information on the overall recruitment process.
Help you to ask the right questions at an interview, linking into Job
Descriptions and Person Specifications.
Help you interpret what are good or bad replies from the candidates you are
interviewing, and communicate your opinions.
More specifically we will look at three main areas with you:
Anti - Discriminatory Practice
Confidentiality
Managing self.
As you will see from the programme we will be discussing these areas in more depth later
on today.
3. DISCRIMINATION
Role-Play - Interviewing candidate and during debrief, making discriminatory statement
about a matter irrelevant to ability to do job.
62
POLICY STATEMENT AND APPLICATION
As a service provider, major employer and influencer of public opinion the Council is
committed to eliminating discrimination from all its employment practices. Its aim is to
influence individual behaviour as well as create an environment that promotes equality of
opportunity.
We should not discriminate on grounds of sex, marital status, sexual orientation, religion,
political beliefs, trade union activities, HIV Aids, race, colour, nationality, ethnic origin,
disability, age or against people who may be ex-offenders. Some areas are protected by
legislation or Codes of Practice, others are difficult to define precisely but are all
sensitive areas.
However, it is intended that no employee (or potential employee) shall receive less
favourable treatment because of the above aspects or be disadvantaged by any other
condition or requirement, which cannot be shown to be justified.
There are three main bodies, which enforce equality legislation:
The Sex Discrimination Acts 1975 and 1986
It is unlawful to discriminate against a person in relation to employment on grounds of sex
or marital status.
The Race Relations Act 1976
It is unlawful to discriminate against a person in relation to employment on grounds of
race, colour, ethnic origin, nationality or national origin.
The Disability Discrimination Act 1995
It is unlawful to discriminate against existing or prospective employees on the grounds of
disability.
Other legislation includes:
The Equal Pay Act 1970 (Amended 1984)
It is unlawful to pay one sex less than a person of the opposite sex, if the work being
carried out is similar work or work regarded as equivalent.
63
The Rehabilitation of Offenders Act 1974
This Act lays down the rehabilitation periods for when a sentence is regarded as spent.
The Human Rights Act 1998
This Act guarantees the right to privacy in one's family life, beliefs and the right to
freedom of expression. Questions about marital status, sexual orientation and dependants
ought to be avoided. The same goes for questions that will reveal the applicant's age.
Forms of discrimination
Discrimination occurs when a person is treated less favourably than another person on the
grounds of sex, race or ethnic origin, age, sexual orientation, disability, religion etc.
A. Direct Discrimination
An example of this is:
a person is not given a job, despite having the appropriate qualifications and
experience, because they are black.
It is also illegal to favour a particular group, which can be called positive discrimination.
B. Indirect Discrimination
This occurs when a condition or requirement, which cannot be shown to be justifiable, is
applied to all groups, but which has a disproportionate effect on certain groups who cannot
comply with that condition. For example, a rule about clothing (where such a rule cannot
be justified) could impact disproportionately on another group(s) i.e. not allowing women to
wear trousers to work, which specifically affects Asian women.
Aim
To discuss the importance of equal opportunities and to reach an agreement about keeping
to guidelines.
64
Brainstorm
What does it mean to treat people fairly?
With partner Can you think of a time when you haven’t been treated fairly?
What did it feel like?
Did you know the person/people who did/said it?
Feedback
What does this mean to us?
How do we like to be treated?
How can we give everyone the same chance in the interviews?
Talk about ways of treating everyone fairly and equally.
Brainstorm
What things do we need to think about?
Areas to cover –
 Do consider all candidates equally, even if you already know them through being looked
after or elsewhere. You should discuss this with your supporter before the interviews.
 Do ask everyone the same questions
 Do treat candidates with respect – welcome them, explain what is going to happen,
listen to what they have to say
 Don’t ask whether people are married, single, living with someone, divorced, separate or
planning to marry
 Don’t ask whether people have children, how old their children are, or if they’re
planning a family
 Don’t ask about child care arrangements
 Don’t ask about religion
 Don’t ask about sexuality – whether people are lesbian or gay
 Don’t ask about trade union membership or politics
 Don’t ask about age
 Don’t ask any questions which are not relevant to the job
 Don’t ask questions to which you don’t know what sort of answer you want!
Role play – same scenario as earlier but with debrief about how the interviewee can do the
job.
65
4.
Role-play – end of interview. Afterwards interviewers tell somebody else confidential
statement made in interview.
Confidential - secret, private, personal restricted. These are other words that have
similar meanings to confidential.
What does confidentiality mean?
Brainstorm onto flipchart. Don't discuss ideas yet; don't miss any out even if they're on
the wrong track.
After everyone has given his or her ideas, go through each one and talk about it together.
What does confidentiality mean in practice? – E.g. RSW and Child protection issue.
Do people agree that it is important?
Circle all those that people agree are most important and use these to come to a group
decision about what everyone thinks confidentiality means.
66
What does it mean? - brainstorm.
Who can we talk to about the interview?
a. who is it ok to talk with about the candidates
b. who is it ok to talk with about what happened, but not what people said
c. who does not need to know anything.
Who can we talk to about the interviews?
Draw three concentric circles on flipchart and ask people to state/draw pictures of who
they feel fit into the respective groups - a, b, or c (above). Discuss and move people
around until everyone agrees with the groupings.
Inner circle should show those people in (a) above
Middle circle should have those in (b)
Outer circle will be those from (c).
Check through that everyone understands who fits in where! Who they can and can not
speak to about the candidates. Explain just how important it is to stick to the agreement.
What can you do if someone asks you about the interviews?
Brainstorm ideas working in pairs (5 minutes), bring ideas back to group and write up on
flipchart. Go through each and decide which are most important. Use these ideas to draw
up a list of suitable responses, clear and direct.
Example:
'It was good, I enjoyed it, but I'm afraid I can't talk about what happened - it's
confidential.'
67
This is much better than:
'You’re not allowed to know anything about it.'
Role-play
Try questions out in role-play, practise answering questions like:






How did the interviews go?
Who got the job?
Who didn't get the job?
Who did you like best?
What did they look like?
What did they say?
Think of others, in relation to the exercise about ‘what you can say’.
Feedback
Do you feel more confident about what confidentiality means now?
This information will be typed up and sent to you for reference.
Anything else you wish to add or are unsure of?
Role play
Interviewers discussing interview and saying that they can’t mention anything because it is
confidential.
68
5. MANAGING YOURSELF
Role play – someone stuttering at interview and interviewers can’t control their laughter!
Part 1
(theoretical)
Give a short introduction, with a group discussion to receive any input/questions, as to
what exactly is meant by ‘managing self’. This should include information on the following
points,
 Self-control (cool, calm, be aware of language used)
 Managing emotions (knee-jerk reaction to questions asked, think before replying)
 composure (maintain dignity and professional attitude - polite responses, stay in
control)
 self-confidence (Look at the interviewee, do not use negative body language, be in
control)
 Why one needs to have or display these factors. (Who is in control, who is after the
job, positive image)
 How to gain any of these factors that are not evident. (Be honest about what you feel
uncomfortable with, ask for support to develop any weak areas - remember it takes
courage to ask for support or to admit weaknesses)
Discussion
Group discussion - “What can make a young person on the interview panel feel
uncomfortable and how to deal with that situation.”
Give scenario using examples of possible words or phrases which could be used by the
interviewee which are likely to cause offence or upset the composure of the interviewer
(something which is likely to strike a personal chord and which might provoke an
inappropriate response) Consider questions relating to age, ability, personal experiences*,
which might make them lose their composure.
*Trainer must at this stage clearly state that this is not an appropriate time to
discuss or reveal personal history details amongst the group.
Part 2 (practical)
Having discussed various aspects of self-management, it is now time to demonstrate with
the group how these actions may be portrayed and the meanings they convey.
69
‘EXPRESSIONS’
Recognising ‘body language’. These are the silent signals given off by people in certain
circumstances. Others can ‘read’ how a person feels or thinks by looking at the position of
their body, and how a person moves or sits. These signals can be used to the advantage of
young people on an interview panel, if they know what to look for, and ........
“REMEMBER.......your own body language when you are on a panel interviewing
someone for a job. YOU will also give signals to the person being interviewed.”
1. The trainer should now demonstrate different actions/postures conveying recognisable
body language. (suggestions - arrogance, disinterest, lack of respect, discomfort amongst
young people, being on the defensive, etc) Portray some negative images first and then
display the positive ones the panel should be looking for. (suggestions- openness, friendly
approach, willing to listen, comfortable in their company etc)
It is suggested that this is done with the trainer demonstrating different postures in
front of the young people in a simulated interview situation.
2. In the same simulated interview situation the trainer should now use certain phrases or
words which may provoke a reaction from the young people. (This will call for a tactful
approach and may depend upon the relationship of the trainer with the group as to exactly
what words or phrases are used.) Consider instructing in the use of reply phrases such as
“It is not really appropriate to discuss that here/now”, “Perhaps we could leave that for
now and move on” ,etc.
Observe their reactions and support the group in dealing with certain words or phrases
they are uncomfortable with. Explain the importance of a firm but polite response to any
words/phrases they find personally uncomfortable. Explain how this ties in with
appropriate body language. Some young people may need support with controlling
inappropriate language (swearing) in an interview situation.
“Responsible, mature and polite responses command respect; abusive language
perpetuates the stereotypes of ‘kids in care”
Discussion
What sort of circumstances in the interview scenario would cause them to feel really
uncomfortable? (Recall discussion -Part 1)
*Remember to stay away from the reality of ‘personal issues’
(Use third person hypothetical examples)
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Ask the young people what would be their immediate ‘knee-jerk’ reaction to such
circumstances. Explain and demonstrate (body language and verbal response) how to deal
with this in the alternative professional, calm and tactful way. Dealing with the ‘emotional
conflict’ is an art which, when accomplished, expresses maturity and a sense of
achievement for the young person.
Summarise
Tell the person supporting your interview panel of any potential problems you may have
with talking about particular topics, situations etc
Avoid questions or prompts that could lead candidates to discuss a subject that is
particularly sensitive to you.
If the subject matter being discussed gets too emotional for you to handle, don’t be
afraid to stop the line of questioning, with another question.
Rather than get emotional (i.e. get angry or start crying) in front of a candidate, simply
get up and leave the room.
Protecting yourself (this is particularly important when interviewing external
candidates)
Don’t tell the candidate your full name or surname.
Don’t give any clues as to where you live – name of the residential home or area of the
county.
Guard against giving any personal information.
“Remember, YOU are confident, YOU are a mature young
person, YOU are in control of yourself, YOU are in charge of
the interview, and YOU will have a say in the final decision as
to whether this person does or does not get the job”
Role play - rerun the interview with the candidate who stutters – this time offering
support, a drink etc.
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6.
RECRUITMENT
All recruitment should start with a job description and person specification, stating the
necessary and desirable criteria for selection.
The job description gives information as to what the job requirements are, and upon
which a decision on the right person needed for the job is based. Some Job Descriptions
will include 'National Standards', these refer to the skills staff will have to demonstrate
in their workplace.
The person specification describes the ideal person to fill the position, and is a profile of
the personal skills and characteristics required. The Person Specification is probably the
most effective document in successful recruitment and will therefore contain the
following information:




Key experience required – e.g. working in Social Services, management
Knowledge, skills and abilities – e.g. communication, leadership
Qualifications needed – e.g. first aid, Diploma in Social Work
Personal qualities relevant to the job – e.g. caring, sensitive.
Structure of Questions
Questions to be asked at an interview must relate to the job description and person
specification, so they are relevant to what the jobholder will be doing, and the special
skills and abilities you would expect them to have.
There are various types of question you can ask:
Closed question: to gather basic, factual information for example
Who did it?
Did you?
How many?
Open ended questions: to gather evidence of opinions, attitudes and ideas by enabling the
interviewee to speak freely. They are generally more useful in an interview situation, for
example:
What do you think of?
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Why do you think?
Behavioural questions can be useful, asking how they would react to a situation or to a
problem, for example:
How would you deal with ……?
Past experience questions can be used to gain more information on previous experience.
Ask how they have dealt with a particular situation in the past, for example: Give an
example of when you had to…
What would you do different next time?
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7. Questions and indicators.
Your views and marking of candidates are important. Overall you will be given 25% of the
total marking, and will mark candidates out of a total of 25 marks.
 EQUALITY AND DISCRIMINATION particularly as
it relates to young people who are looked after (5
marks).
 AWARENESS OF GENDER ISSUES FOR YOUNG
PEOPLE (5 marks).
 COMMITMENT TO QUALITY SERVICES FOR
YOUNG PEOPLE (5 marks).
 ABILITY TO RELATE TO YOUNG PEOPLE (10
marks).
Split the group in two; sub-groups to look at different areas of questioning –
Group one: - Equality and Discrimination, awareness of gender issues for young
people.
Group two: - Commitment to quality services for young people, ability to relate to
young people.
Each group to brainstorm and look at the following areas: a) What questions would you ask to find out the candidates’ knowledge of these
issues?
b) Thinking back to the session on body language - What behavioural indicators
would you look for? Positive and negative.
Come back to the main group and feedback. Agree a list of questions for each area of the
job description and person specification.
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As you will all hopefully agree, this is a very serious and important job. As a job of work it
is also very important that we all behave properly. When I started work here I had to
agree to a set of rules or code of conduct, which means that I have to stick to certain
things – like:
I will keep confidence
I will not discriminate against anyone. Etc.
If I break these rules I will be disciplined. So this is very serious stuff. You have heard
about the Law for anti-discriminatory practice and this shows just what could happen if
you or anyone else broke the rules.
We now need to set the ground rules or Code of Conduct for the future. We need to
decide what to do if someone breaks the rules that the group have set. What do you think
are the important things we need to stick to?
Example:
 Attend all training sessions as required.
 Show respect for others on the Training Programme and interview candidates.
 Consider the feelings of all others on the Programme before speaking or acting.
 Not to do anything that could discredit the Training Programme.
 Treat other young people and staff on the programme and at interviews fairly and
without prejudice.
 Try to always question anything that is said or done on the Training Programme that I
do not fully understand.
 Treat everything said, at the interview training and on interview panels, as strictly
confidential.
 Any serious breach of this Code will result in me being removed from the Programme
immediately.
As a group we need to decide what to do if someone breaks the rules?
Are you, as a group, happy for the supporter to 'police' the process and challenge people
when they feel that the rules have been broken?
What should we do if someone seriously or regularly breaks the rules?
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What next?
All the information that has been brought up today will be copied up and distributed to
each of you in a pack, so you have all the relevant information to hand.
When we receive a request for an interview panel, we will check out the availability that
you have given and a panel will be sought. Once you have been requested and/or attended
an interview day, you will be subject to a rota so that everyone has equal chance and
opportunity to interview. There are occasions when we may need to select people
specifically from the bank, because of their circumstances, for example if the panel was
for a specific unit, we may need to select those who will not be subject to power
influences etc.
Following completion of the training course, you will be called to refresher training and
preparation for interview sessions. Only on completion of these, (and keeping to the code
of conduct) will you be selected to interview. If for any reason there are reservations
over your suitability, you will be notified and invited to discuss this.
Evaluation
You will see at the back of the room there is a sheet up for each person. What we would
like is for everyone to put a comment on each sheet about that person. The comments
must be positive – anything from I’ve made a new friend, to nice boots! These will be sent
out in the information pack with all the typed notes etc. Thanks very much for coming and
participating etc and we will be in touch soon.
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Flipchart the feedback – anything that was good,
bad, boring etc, go through the programme.
Was there anything that was unclear/ still unclear?
Anything else we should cover?
Welcome
Introductions and ground rules
Why do we need training?
Anti discriminatory practice
Confidentiality
Managing self
Recruitment process
Questions and indicators
Where do we go from here?
Anything else?
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Hazardous Activities
Neil Penny
Planning and Policy Group
March 2000
1
Policy Statement
The Department aims to ensure the safety of young people looked after
who take part in potentially hazardous activities. This includes the time
spent with the residential unit and for those who take part in activities
whilst working with Focus.
2
Purpose
The purpose of this policy is to make clear to staff the procedures which should be
followed in relation to young people taking part in hazardous activities.
3
Scope
This policy applies to all young people at Children's Resource Centre residential units
who take part in hazardous activities, either in a holiday situation or on a day trip basis.
4
Context of the policy
4.1
The policy links with the Activity Centres (Young Persons' Safety) Act,
was drawn up following the Lyme Bay tragedy.
1995,
which
4.2
The Health and Safety Executive have designated Tourism Quality Services Ltd as the
Licensing Authority and providers of adventurous activities for under 18 year olds must
have been registered by August 1996. All providers must have been inspected and
licensed by 1997, after which it is illegal to trade without a license.
4.3
Although this Act helps to ensure the safety of young people engaging in hazardous
activities, there are some grey areas as not all activities are included. Additionally the
environment in which the activity takes place may exclude it from the scope of the
licence.
5
Mandatory Procedures
5.1
Responsibility for ensuring the provider of an activity is licensed lies with the senior
person in charge of a unit or person in charge of the trip if it involves young people from
more than one unit.
5.2
No activity should be undertaken which is provided by a non-registered centre or
organisation.
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5.3

















The following activities are considered to be potentially hazardous by Gloucestershire
County Council:
Airborne Activities
Camping (where other activities included in this list will take place)
Canoeing, caving (including mines and quarries),and climbing
Field Study Courses in mountainous areas
Mountain and Moorland walking
Mountain biking
Pony trekking
Power boat/jet ski
Rafting
Sailing
Sea bathing
Skiing
Sub aqua/snorkelling
Surfing
Water-related environment conservation and field study work
Water-skiing
Windsurfing
This is by no means an exhaustive list and there are a number of other potentially
hazardous activities, for example the use of motorised vehicles such as go-karts. The
senior person in charge of a trip should be aware of the potential dangers of an activity.
In these circumstances the officer should identify the risk and take action to minimise it,
or ensure safety equipment is available where necessary.
5.4
Wherever possible parental consent should be sought for any trip or holiday which
young people are to undertake.
5.5
Clearly there are significant benefits to young people undertaking hazardous activities
under the supervision and instruction of a member of the care staff. In these
circumstances the member of staff must provide copies of relevant current qualifications
and certificates and these must be seen by the Children's Resource Centre
Manager/Children with Disabilities Service Manager prior to an activity taking place.
5.6
If the services of an external provider are being purchased a specimen contract is
attached as Appendix 1. This requires the provider to state that adequate standards of
staffing and delivery have been met. This contract should be sent to a provider at the
time of the booking being made and no deposits should be paid until it has been
completed and returned to the satisfaction of the supervisory RSW.
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6
Monitoring
Inspection of the units will include monitoring correct documentation in relation to
hazardous activities which have been undertaken.
7
Authorship Notes
Contact name: Neil Penny, Project Officer, Children's Resource Centre, C/O Policy and
Service Development Group, 68 Westgate Street, Gloucester
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Appendix 1
USE OF COMMERCIAL, CHARITABLE AND PRIVATE FACILITIES (A CONTRACT)
It is not feasible for Gloucestershire County council to approve each centre or tour operator,
which is likely to be used on a regular or systematic basis. Therefore the following conditions
are directed at providers. Please give careful consideration to the statements below and sign in
the appropriate space that the standard of service you will provide will meet the conditions
listed from 1-17. Space is also provided for you to detail any Centre Registration or Approval
Scheme in which you have been involved.
Residential Unit(s)
Contact name (Social Services)
Date of Proposed visit
Age and gender of young people
Name of Outdoor Centre
1. Do the activities require a licence under the Adventure Activities Licensing Regulations
1996/97
Yes/No
If Yes, has licence been applied for: Date_________ or Reg. no: ______________
2. The staff with whom the young people will work are qualified with the appropriate National
Governing Body at the instructor level recommended by that organisation for the activities to
be undertaken. Please state below which National Governing Bodies:
_____________________________________________________________________
3. Where there is no National Governing Body for a particular activity, the provider has a
published code of practice and a copy will be made available to the group and Gloucestershire
County Council (Outdoor Education Adviser) in advance of any booking.
4. The ratios of staff to young people for the activities conform to those recommended by the
appropriate National Governing Body, or, in the absence of this, the provider’s said Code of
Practice.
5. There are stated guidelines and policies for each activity and these conform to those listed
within the DFEE document ‘Safety in Outdoor Education’ (1998) and/or by the appropriate
National Governing Body.
6. The staff have the experience, competence and professionalism to work with the age range
and abilities of the group.
7. There are adequate and regular opportunities for the group’s leader to liaise with the
provider and designated staff.
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8. The centre has a Code of Conduct, which will be provided in advance of any booking and to
which visiting groups should adhere.
9. There is a clear documented definition of responsibilities between providers and visiting
groups regarding safety, supervision, the programme and general welfare, which will be
made available to the leaders in advance of booking.
10. There are appropriate programme options in the event of bad weather, staff illness and
other unforeseen circumstances.
11. The provider complies with relevant safety regulations such as the Health and Safety at
Work Act 1974 and has a published health and safety policy.
12. The premises are covered by a current fire certificate and if not, recent advice of the local
Fire Authority has been sought and their recommendations adopted in full.
13. The provider has public liability insurance of at least £1m.
14. All equipment and resource provision are suited to the task, adequately maintained and in
accordance with good practice.
15. There are approved published procedures for dealing with accidents and that persons
involved in administration of first aid hold the relevant current qualifications.
16. Vehicles and trailers are kept in a roadworthy condition and comply with existing
regulations.
17. The provider encourages responsible attitudes to the environment as an integral part of the
programme.
The provider should register below if the centre has ‘accredited centre status’, e.g. with the
British Canoe Union or the Royal Yachting Association, or if the centre has an approval from
any association, such as with the British Activity Holiday Association or the South West
Association of Residential Providers. The provider should state whether or not the centre is
subject to regular external inspection.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Additional Comments ______________________________________________
__________________________________________________________________
Signed _________________________________
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Name in capitals _________________________
Position in Organisation _______________________
Name and Address of Company ___________________________________
__________________________________________________________________
__________________________________________________________________
Tel: ______________________ Fax:_____________________________
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Working with Young People to Reduce Self
Harm
Alan Barton
Children's Resource Centre
July 2001
1
Policy Statement
Some young people are known to harm themselves
deliberately and this may manifest itself in a variety of
ways. The department is committed to helping young
people to stop harming themselves. It is important
therefore for staff and carers to be aware of the types of
behaviour which constitute self harm and to take action to
help the young person to stop self harming.
2
Purpose
2.1
This policy gives some background to self-harm and why some people
express feelings in this way. Some examples of types of self-harm are
given and suggested action to take if there is a concern that a young
person is self-harming.
3
Scope
3.1
This policy applies to all young people looked after or provided with a
service by the Children's Resource Centre or the Adoption & Fostering
Resource.
4
Context
This links directly to the policy about the role of the Clinical
Psychologist with young people and the notification of significant
events.
5
General Principles
5.1
People who self-harm do so because it serves a purpose, even if this
purpose is difficult for young person and/or others to understand.
5.2
Different individuals engage in deliberate self-harm (DSH) for different
reasons, for example, to provide a release from high levels of
emotional arousal following a traumatic experience or to diminish
alienation feelings.
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5.3
The following are examples of self-harm:







Cutting arms and legs
Banging or bruising bodies
Burning, scratching, hair-pulling, scrubbing
Starving or over-eating
Excessive risk-taking
Abuse of drugs, alcohol and solvents in some cases
Overdosing on 'over the counter' and prescribed drugs.
5.4
Self -harm isn't necessarily about suicide. Individuals who engage in
self-harm normally do not intend to kill themselves. However,
accidents can occur and self-harming can escalate during periods of
increased stress to a point where the young person takes greater risks.
5.5
It usually takes a while to establish why a given individual self-harms.
5.6
Some people will only harm themselves once or twice, whereas others
will self-harm over a long period of time.
5.7
With the right help and support many people will stop self-harming
and others will gain greater understanding of , and control of, their
self-harming behaviour.
6
Practice Guidance
6.1
If there are concerns that a young person may be self-harming, the
situation should be closely monitored. Reference should be made to
the young person's records and the field social worker to establish any
history of self-harming. This will also show if there are any actions
which have helped ease the situation in the past. The field social
worker should consider whether the care plan adequately deals with
harm minimisation, and if necessary call a review.
6.2
Action to take if you suspect that a young person is engaging in DSH:

Monitor the DSH closely but discreetly, and consider whether medical
attention is necessary either as an emergency or in the longer term.

Try to create conditions in which the young person can

develop trusting relationships.

Encourage the young person to engage in activities and ensure that
they do not spend long periods of time alone.
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6.3

Take reasonable measures to reduce the young person's access to
harmful materials.

Ensure that the young person has regular and positive attention from
staff, however, immediately after DSH be present and caring but
reduce the attention which you give.
The concerns should be recorded on the young person's records and
brought to the attention of the field social worker and Adoption &
Fostering officers. If the young person has self harmed and it has
resulted in hospital treatment, this must be recorded in the young
person's Essential Information Record (EIR).
Registration and
Inspection must also be notified as a Significant Event.
They should also be raised with the homefinding officer or Unit
Managers who can contact the relevant Looked After Children Clinical
Psychologist.
7
Monitoring
The form attached as appendix 1 should be used to record instances of
self-harm. This will be passed to the Operations Manager on a
monthly basis in order to monitor the situation and identify any trends.
The young person will be informed of this process.
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Appendix 1
CHILDREN’S RESOURCE CENTRE
INCIDENTS OF SELF HARM: MONTHLY MONITORING FORM
MONTH ...................
Date of
self-harm
UNIT....................................................................
Name of young person
Nature of selfharm
Date of any
counselling of
young person
Staff involved
Date of
advising
field social
worker
TOTAL INCIDENTS
OF SELF HARM.............. UNIT MANAGER’S SIGNATURE.............................................
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Date of
contact of
Clinical
Psychologist
Proposed course of
action
Comments
Smoking and Alcohol
Alan Barton
Children's Resource Centre
July 2001
SMOKING AND ALCOHOL
1
Policy Statement
The Children's Resource Centre has a commitment to
discourage smoking and the misuse of alcohol within its
residential units.
2
Purpose
The purpose of this policy is to make clear to staff the procedures
which should be followed in relation to smoking and alcohol and the
role they have to play in informing young people. It is linked with the
policy "Personal and Sexual Health of Children and Young People
Looked After".
3
Scope
This policy applies to all young people looked after or provided with a
service by the Children's Resource Centre.
4
Mandatory Procedures
Smoking
4.1
Young people under the age of 14 are not given permission to smoke
whilst in residence, or in the case of Focus attending during the day,
unless the care plan states that the young person is a habitual smoker
prior to admission and a support programme to give up is agreed.
4.2
Young people between 14 and 16 years of age are permitted to smoke
with parental consent. For young people subject to care orders, it will
be necessary to obtain consent in accordance with the delegated
scheme of decision making.
4.3
Young people over 16 years of age are permitted to smoke.
4.4
Staff are not permitted to smoke in front of young people. This
includes on outings and holidays.
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4.5
Smoking is not permitted in vehicles leased or owned by residential
units.
Alcohol
4.6
Young people under the age of 18 are discouraged from drinking
alcohol.
4.7
Young people and staff are not allowed to bring alcohol into the unit.
4.8
Staff will not drink alcohol on duty.
5
Practice Guidance
Smoking
5.1
Some units have a specific room in which young people can smoke. If
this is not the case smoking should take place outside the unit.
5.2
Young people should be discouraged from giving cigarettes to other
young people who are not allowed to smoke.
5.3
Staff should aim to discourage young people from smoking by setting
a positive example, and by providing information about the risks to
health, including risks during pregnancy, and ways to give up.
Alcohol
5.4
Under no circumstances will alcohol be allowed to be consumed or
stored in a residential unit.
5.5
Information about sensible drinking is available from the Occupational
Health unit at Shire Hall.
6
Monitoring
Whilst monitoring of this policy is difficult, the overall level of
smoking in a unit should be discussed as part of supervision and issues
addressed at team meetings.
7
Authorship Notes
Contact Name: Alan Barton, Operations Manager, Children's Resource
Centre.
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