2016
STATEMENT
OF
PURPOSE
Woodview
SC407753
Contact Telephone Numbers:
3 Dimensions Care Limited: Main Office:
01460 68055
Woodview Tel: 01297 631353
01 February 2016
STATEMENT OF PURPOSE – WOODVIEW SC 407753
ESTABLISHMENT DETAILS .................................................................................. 2
REGISTERED PROVIDER ...................................................................................... 3
DIRECTORS ......................................................................................................... 3
RESPONSIBLE INDIVIDUAL AND CARE MANAGER............................................... 4
REGISTERED MANAGER ..................................................................................... 4
ORGANISATION STRUCTURE .............................................................................. 4
CARING FOR CHILDREN ...................................................................................... 5
PROVISION ......................................................................................................... 5
FACILITIES .......................................................................................................... 6
FACILITIES NOT AVAILABLE ................................................................................ 6
OUR ETHOS ........................................................................................................ 6
OVERALL AIMS ................................................................................................... 8
OBJECTIVES FOR YOUNG PEOPLE ....................................................................... 9
STATUTORY REVIEWS ...................................................................................... 11
RECREATION AND ACTIVITIES .......................................................................... 12
CULTURAL, RELIGIOUS AND LINGUISTIC IDENTITY ........................................... 13
FAMILY CONTACTS ........................................................................................... 13
CONSULTATION ............................................................................................... 15
ANTI-DISCRIMINATORY PRACTICE .................................................................... 15
CHILDREN’S RIGHTS ......................................................................................... 16
THE HOMES ACCOMMODATION ...................................................................... 16
THE HOMES LOCATION .................................................................................... 17
SAFEGUARDING AND CHILD PROTECTION ....................................................... 17
MISSING CHILDREN .......................................................................................... 18
SEXUAL EXPLOITATION .................................................................................... 19
ANTI-BULLYING ................................................................................................ 20
ADMISSION CRITERIA ....................................................................................... 21
PLACEMENT REQUIREMENTS........................................................................... 22
COMPLAINTS PROCEDURE ............................................................................... 22
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CHILDREN’S BEHAVIOUR .................................................................................. 25
POSITIVE BEHAVIOUR MANAGEMENT ............................................................. 27
SURVEILLANCE OF CHILDREN ........................................................................... 28
PHYSICAL INTERVENTION, RESTRAINT and DE-ESCALATION ............................ 28
STAFF TRAINING – Physical Intervention.......................................................... 31
EDUCATION ..................................................................................................... 31
HEALTH ............................................................................................................ 33
THERAPEUTIC ENVIRONMENT ......................................................................... 34
STAFF DETAILS ................................................................................................. 35
STAFF SUPERVISION ......................................................................................... 36
STAFF DEVELOPMENT ...................................................................................... 36
STAFF TRAINING .............................................................................................. 36
FIRE PRECAUTIONS (Sch. 1-20)......................................................................... 38
PARENTS & GUARDIANS .................................................................................. 38
STAFF INFORMATION....................................................................................... 39
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ESTABLISHMENT DETAILS
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STATEMENT OF PURPOSE – WOODVIEW SC 407753
Woodview is a modern home in a semi-rural setting on the edge of the town of Axminster Devon;
which has all necessary local facilities. Woodview is within easy reach of the Dorset coast including
Lyme Regis and the city of Exeter is approx. 45 minutes’ drive.
The address is: Woodview, Crewkerne Road, Raymonds Hill, Axminster, Devon. EX13 5SX
Woodview is intended for planned residential placements of a medium to long term nature for four
young people up to the age of seventeen years (upon admission). Emergency placements are not
usually accepted. Some young people may live in the home beyond the age of eighteen to prepare
for independent living. Woodview works with young people who are vulnerable and need the
security of a safe, boundaried and nurturing environment, to enable development and progression.
Children’s and young people’s admission will be based upon a risk assessment of their identified
needs and whether Woodview feels that we can help to make a positive and significant difference to
their lives. We consider it of high importance that a young person’s admission, does not negatively
impact on the young people we already accommodate and significantly affect their placement and
its stability.
The young people accommodated are likely to present with challenging behaviour and social and
emotional difficulties. Most will be vulnerable to exploitation and will be placed for their own
welfare. Some young people may experience other developmental delay or cognitive difficulties,
which may include Autistic Spectrum Disorder/Asperger’s Syndrome.
We believe that through individual life experiences, each child and young person has unique
qualities which can be nurtured and developed by a professional team.
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REGISTERED PROVIDER
3 Dimensions Care Ltd is the registered provider and the company main office is located at
Chardleigh House, Chardleigh Green, Wadeford, Chard, Somerset. TA20 3AJ. The Responsible
Individual within the Company is a Director.
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DIRECTORS
The Directors have collective responsibility for the general overview of the management in each of
the Homes within 3 Dimensions. The Directors will oversee financial viability and quality of care and
education.
The Directors listed have an individual job role within the company, the Directors and their job title
are as follows:Nita Ellul is Responsible Individual and Line Manager for the Homes Registered Manager
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Ben Harms – Health and Safety Manager, as senior manager he is responsible for overseeing all
aspects of Health and Safety, Risk Assessments, including young people, physical intervention and
restraint and behaviour management plans.
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RESPONSIBLE INDIVIDUAL AND CARE MANAGER
The Responsible Individual and Care Manager is Nita Ellul
Chardleigh House,
Chardleigh Green,
Wadeford,
Chard,
Somerset.
TA20 3AJ
Nita is responsible for ensuring the provision of the care service complies with the statutory and
regulatory requirements. Nita is also responsible for the definition of care policy and its
implementation.
Nita is the company Designated Safeguarding Officer.
Nita is responsible for the supervisions of Registered Managers.
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REGISTERED MANAGER
The Registered Manager at Woodview is Emma English.
The Address is: Woodview, Crewkerne Road, Raymonds Hill, Axminster, Devon.EX13 5SX
Emma has over 12 years’ experience working with vulnerable young people with challenging
behaviour.
Emma has NVQ level 4 in Caring for Children and Young People and a level 4 Diploma in Leadership
and Management for Care Services.
Emma is supported by a House Senior, Donna Wilkins who is an experienced RCW with almost seven
years experience and holds an NVQ 3 in Caring for children & young People.
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ORGANISATION STRUCTURE
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CARING FOR CHILDREN
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PROVISION
3 Dimensions Care Ltd was established in 2004, to provide a safe, secure learning environment for
young people up to the age of 18 years old. The home, Woodview was registered in 2010 and
provides Residential Care for up to four young people.
At present, the home is providing residential care for young people up to 18 years: 17 years old
(upon admission). This does not mean that any young person currently living in the home has to
move at 18 years old, Woodview can remain their home until they are ready to move to an adult
provision. The home is registered for both boys and girls with emotional behavioural difficulties.
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FACILITIES
The home offers comprehensive facilities and a service of care geared to promoting each young
person's comfort, safety and well-being. Our services are intended to achieve the following
objectives:
1.
2.
3.
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Tailoring our services to meet the needs of each young person within our care.
Encouraging each young person to comment on the services provided and to make
suggestions for improvements, by regular house meetings and key worker sessions.
Listening and responding to each young person's wishes where and when appropriate.
Maximising the resources available to ensure Service Users receive value for money.
FACILITIES NOT AVAILABLE
We are unable to offer placements to young people in the following categories within Woodview
1.
2.
3.
4.
Young person who is a Schedule1 sex offender
Young person with a history of Arson
Young People who have a condition where nursing staff are required full time.
Young people who have a disability which relies totally on wheel chair access.
10 OUR ETHOS
3 Dimensions School and Homes, were created in response to the growing need for specialized
programmes of Education and Care, providing appropriate accommodation for vulnerable young
people with Challenging Behaviour, Autism, Learning Difficulties and other special educational
needs.
3 Dimensions was also created to fulfill the need for a provision with more intense support, to
enable each young person to fulfill their own potential and function in society to the best of their
ability.
3 Dimensions is a small company, and we recognise that we can only make a small contribution in
this direction. However we are intent on developing and providing quality care and believe this is of
paramount importance in helping young people make the most of their lives. If the project grows,
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then so much the better but not at the expense of the quality of care and outcomes of the provision,
which must always remain the priority.
Managers of Care and Education work together to share knowledge, strategies and to provide
consistency of approach for the young people who reside with us.
Besides the education and activities described elsewhere, there are certain dynamics which
underpin the exterior programmes, and which we maintain as crucial.

Communication. We understand the importance of open communication and value this highly.
We will develop techniques and strategies to help each young person develop the confidence to
communicate with their peers, teachers and care staff. Being able to communicate is essential
and we will teach those that do not know how, to enable them to communicate by some form
within their ability. Honesty is especially significant within communication. We expect this on a
management level and between staff members. Staff are expected to be truthful towards young
people in a sensitive manner and young people are encouraged and helped to communicate
honestly in return.

Respect. We strongly believe that each member of the organisation has the right to be
respected and a responsibility to show respect towards others. This belief is cascaded through the
organisation, from senior managers to staff. Young people are respected and this is shown through
seeking their opinions on matters within the home and through the way that staff communicate
with them. Through positive role modelling, nurturing and individualised programmes, our aim is
that we will help young people to respect others as they learn to respect and value themselves.

Relationships. Good relationships are the foundation of 3 Dimensions. Relationships between
managers, staff, young people and their carers are of the utmost importance to develop trust and
progression. We develop good working relationships with multi-agency professionals to ensure
that each young persons needs are identified and that goals within care and placement plans are
met.
We will aid and encourage staff and young people to understand conflict and resolution, and the
dynamics of relationship and attachment, how this plays out in a psychodynamic way in the home.
This will encourage carer’s and young people to:
1.
2.
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Identify obstacles to positive change, and build strategies to overcome them.
Discover innate strengths, talents and abilities which we may help to bring out into the
open, and develop.
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STATEMENT OF PURPOSE – WOODVIEW SC 407753
3.
4.
Present options which the young person may take as a further towards an independent
positive life.
Hopefully, our young people will at this stage have a realization, that whatever their past
they can move forward, and they have built the esteem and confidence to do so.
We hope that working within 3 Dimensions will be as fulfilling an experience for staff as it is for the
managers and directors. Our aim is that together we can make a real difference to the lives of the
young people we accommodate.
11 OVERALL AIMS
Woodview is committed to providing a safe, secure learning environment for young people up to
age18 years old ( 17 years old upon admission) The home is registered for both boys and girls, with
communication, behaviour and learning difficulties, including ASD (Autistic Spectrum Disorder),
Asperger’s, Challenging behaviour, Social and Learning Difficulties.
Young people may have behaviour difficulties, which have created social exclusion, non attendance
or exclusion from mainstream school, or an inability to live at home due to their behaviour in the
home and in the community. Young people may also have suffered abuse or trauma in their lives
and need a consistent, caring and nurturing environment where they can receive the therapeutic
help they need to address their difficulties and gain hope for the future.
We provide an environment where stability and consistency enables each young person to feel
secure, build esteem, and address their behaviour. We make communication a priority where young
people learn respect for themselves and others and acquire the life and social skills to move towards
a more independent positive future in which they can function successfully within society.
The Company was established, by individuals with practical and diverse experience in working with
young people with learning and behaviour difficulties, who are committed to provide a professional
and consistent quality service.
The company is known and respected as a professional, caring organization which:
1. Places young people at the centre of their provisions.
2. Provides a safe environment in which the young person can live and grow.
3. Provides an environment where Equality is paramount and everyone’s rights and confidentiality
are observed.
4. Provides tailored education and training opportunities for all.
5. Is a good employer and values its staff and is committed to improving outcomes.
6. Employs well qualified staff, with integrity, who take pride in our Ethos and Philosophy and take
an active part in the activity-based learning.
7. Promotes inter-professional and inter-agency working.
8. Promotes effective communication and consultation.
9.
Continues to make every effort to stay financially viable.
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12 OBJECTIVES FOR YOUNG PEOPLE
Our primary objective is to help young people who have special needs, a disability including ASD,
suffered a severe family crisis, or trauma in their lives, to benefit from the continuity of a safe and
stable environment, where they can gain confidence, build their self-esteem, learn skills for life and
nurture hope for the future.
In addition, we seek to enable all young people in our care or education to build a sense of
belonging, identity and positive relationships, and prepare them to integrate socially and
educationally, to facilitate their personal development and to fulfil their own true potential.
Woodview provides family-type accommodation for up to four young people with a high staff ratio.
The dynamics of this structure will aid young people to address their difficulties with relationships
and social integration. Personal strategies will be developed to deal with their anger and/or other
emotional difficulties, building self-esteem, confidence, and respect for themselves and others.
We believe the key factor in the process of bringing about positive change in behaviour is
consistency, and the on-going support of experienced, professional staff, who are committed to
each young person’s learning and growth.
The aims and objectives will be met through the positive ethos within the home and its strategies
that provide positive outcomes in each area of Every Child Matters:•
Being healthy - not just mentally and physically but by expanding their awareness of the life
style choices available to them and the impact this will have on their lives and those around them.
•
Staying safe - ensuring that they not only feel safe (protected, secure, free from harm
whether this be emotional, physical or sexual) but understand what we mean by such terminology
and how it applies to issues like crime, self-harm and personal risk taking etc.
•
Enjoying and achieving - both in their education and life itself, developing a positive mind-set
that will allow them to say "I can and want to do this" and then be enabled, through knowledge, to
take action on such a mind-set so that they can gain the most from life.
•
Making a positive contribution - both for themselves, the local community and society by
embracing life's challenges positively. We will work alongside other service providers and community
based projects to fulfil this.
•
Achieving economic well-being - by remaining in education and engaging in training which
will provide a greater range and choice of career opportunities, leading to long term security and
stability within current and planned family units. We will use other service providers to help achieve
this.
We believe that to achieve the above outcomes, each young person should be mentally and
physically stimulated by their environment, the facilities, activities and staff interaction. Staff
intervention, where appropriate and necessary, will help young people to problem solve and
increase their ability to learn to self-regulate and manage their behaviour.
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Our aim is that the outcomes that we achieve for the children in our care will mean that when they
leave us, they are respectful of themselves and of others, they are age dependently prepared for
their next placement and that they are caring, responsible and capable young adults.
Identifying areas in which each young person can and will achieve, encourages self- belief and
progression. Building on children and young people’s strengths, impacts positively on their selfesteem and allows them to begin believing in themselves and that they are able to hold in mind,
progress towards and achieve their aspirations for a positive future.
At Woodview, it is our belief that an environment which provides clear expectations and firm
boundaries, careful nurturing, alongside routine and a structure to the day, is one that allows our
children and young people to feel safe and experience security. We recognise that for some young
people this will be the first time that they have had the opportunity to experience an environment of
this nature and that initially this may be a challenge for them.
We will give the opportunity for each young person to make positive changes; a change in how each
young person feels about themselves as an individual, about their family and how they function in
groups. Our focus is primarily on long term placements. This is so we can provide the young person
with the life skills that will enable them to cope with life as independent young adults; who are more
responsible and more capable of contributing towards society after they have left us. Through direct
work we aim to explore and teach each young person the necessary life skills to realise their dreams
and ambitions; dreams that are established as realistic and therefore achievable.
At Woodview we recognise the importance of relationships between the care team and the young
people. We believe that a caring and open environment, underpinned by mutual respect and
honesty, creates the opportunity for self-expression and trust. Children and young people are able
to choose their own keyworkers. This ensures that alongside other members of their care team,
they have the person that they have identified as ‘ special’ and that they feel able to relate to most
closely, to support them and advocate on their behalf when necessary.
By ensuring that children and young people have a clear idea of what they can expect from their
care team and what we expect from them, we hope that our work is predominantly proactive (to
prevent things from going wrong in the first place) rather than reactive. By being proactive, staff
and young people will have a better opportunity to benefit from learning through experience,
understand issues that create conflict and why and how they can take appropriate control of their
lives.
Education is not simply a process of super imposing information on to an individual, it is more
importantly, a strategy for growth; it does not stop at the end of the school day. 3 Dimensions is a
learning environment where talents and abilities will be encouraged to flower, providing social and
emotional growth, career choices and learning skills for life.
We recognise the high importance of working alongside and co-ordinating our efforts where
appropriate, with each young person's parents/guardians where possible. This will be in an
atmosphere of open dialogue and mutual collaboration in order to more closely understand and
contribute positively, to each young person's needs; emotional, behavioural or cultural and values.
We seek to enable all young people in our care to enjoy and achieve. We believe that achieving and
maintaining a sense of belonging, a positive self- identity, and positive relationships, are the
foundations needed towards a fulfilling and positive life.
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Each young person will be encouraged to share what they enjoy and would like to achieve with their
key-worker and the team at Woodview. This will enable us to work with them to develop their
confidence in their own ability for this to occur. For larger goals this would be implemented and
achieved in incremental stages to improve chances of success. This is also helpful in enabling young
people make a judgement for themselves, as to whether they are ready to take the next step
towards their goal. If not, we can address why they are not ready with the young person and work
with them on strategies to help this occur when they try again, so that they do not feel a sense of
failure that prevents them from achieving their aim.
The residents will have their own dedicated telephone pre-set telephone affording unrestricted
access and privacy, to phone their social worker, Childline, NSPCC or Ofsted. Each young person will
also be able to phone the out of hours Emergency Duty Team (EDT) anytime and immediate family
(if appropriate) at reasonable times via an additional house phone.
There are formal areas of consultation – monthly house meetings (more if requested/required) and
one to one work between each young person and their key worker. This consultation will be about
the operation of Woodview, activities and the perceived quality of care each young person receives.
House meetings and agreed outcomes will be minuted and records kept on file. Key-worker and one
to one tutorials which may also form part of this consultation process will be recorded as will the
actions taken and outcomes. Some of the consultation processes may involve questionnaires and
suggestion elements.
An independent Regulation 44 inspector also visits Woodview monthly. The inspector will consult
the young people privately during her visit, so that they are able to raise any concerns about
Woodview, staff or other young people.
On a less formal basis, experience has shown us that most young people will let us know daily their
opinions on matters relating to the house. In addition they will undoubtedly negotiate smaller issues
with carers on a regular basis. The manager is present daily at Woodview and is always available to
the young people if they have a concern, or wish to discuss any aspect of their care. We will always
encourage young people to discuss any issues that they have in an appropriate manner airing their
views and also learning to compromise where appropriate.
It is our policy to respect the right of each young person to lead as independent and fulfilling a life as
possible.
13 STATUTORY REVIEWS
On placement in the home there is an initial planning meeting where the short-term objectives of
the Care Plan and Placement Plan are determined.
For looked after children the Initial Statutory Review meeting is required within 4 weeks of
placement, and should give time for any initial assessments to be in progress and shared.
If there are no complications, a Review is then held at 3 months and then at 5/6 monthly intervals.
These reviews inform the placement plans and risk assessments, however these may also change
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where necessary to reflect the needs of the child. If considered necessary, planning meetings and
review meetings can be scheduled more frequently to ensure the needs of the child are shared and
reflected.
For children who are on an Educational placement and under section 17, the Educational Statement
review will be held annually unless an interim review is required by, Parents, the LA or the School.
On placement a child must have an up to date Statement which names 3 Dimensions as the school
and outlines the outcomes required for the child. A Placement plan will be created to reflect the
requirements of the statement. The school also reviews IEP for each child termly and provides
school reports for the parents and the home as to the child’s progress.
Emergency meetings can be arranged at any time, if necessary.
All young people will be encouraged and supported to attend and contribute to their review. If
necessary their care staff will advocate for them, or if they prefer they can contact and independent
advocate so that they are represented by somebody outside of the home.
14 RECREATION AND ACTIVITIES
At Woodview we aim for children and young people to progress as individuals with social, creative
and physical skills and be treated equally to their peers. We therefore provide opportunities in the
home and in the community for them to enjoy leisure activities.
Recreational activities are available on a group and individual basis. Group activities (where we go
and what we do) will be based on fair choice but will include trips to cultural, sporting and
community events. We feel it particularly important that our young people have the opportunity to
form a peer group outside of Woodview, to make friendships and form relationships.
Group and individual activities will be appropriately risk assessed (including DBS confirmation and
written or verbal permission obtained and recorded where/if necessary for higher risk activities) for
the young people at Woodview and may well include Drama/Dance groups, youth clubs, Brownies,
Guides, Music lessons, Yoga, Majorettes, Gymnastics, Army/Sea Cadets and St Johns Ambulance e in
order to:
1.
2.
3.
Boost confidence and self-esteem.
De-stigmatise the labelling and negative opinions/responses towards young people in care.
Improve socialisation through the integration with peer groups, to develop an understanding
of the value of friendships and networking.
More adventurous activities will be chosen for their potential in developing the young person. We
believe our encouragement if successful will further each young person's understanding and
experience of society and its values outside the care home and promote integration not segregation.
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We recognise that some young people find larger groups difficult. Where this is the case, care staff
will take a proactive yet none invasive approach to supporting shy young people to help them gain
their confidence so that they are no longer the 'invisible child'
For those young people who do not wish to participate in planned activities, there is also TV and age
appropriate DVD and adequate supplies of books, craft activities and games at Woodview. The
young people at the home are asked what games/equipment they would like at Woodview to
encourage a sense of ownership.
15 CULTURAL, RELIGIOUS AND LINGUISTIC IDENTITY
Woodview welcomes young people irrespective of their race or ethnicity, religion, sexual gender or
sexual orientation, and where practical, disabilities or impairments. Each young person is afforded
equal opportunities in all services that the Home and School provides.
We believe that religion and faith can play an important role in a young person’s life. To this end we
will give each young person at Woodview every support necessary for them to follow the religion of
their choice, encouraging them to attend their chosen place of worship and/or receive visits from
their appropriate Minister should they wish. Any religious observances/festivals and dietary
requirements outlined in each young person’s placement plan will be followed. Staff at Woodview
will positively embrace cultural diversity and differing faiths and encourage the other young
residents to follow suit.
Different cultures and linguistic needs will be embraced and promoted as an opportunity for learning
and development for all staff and young people at Woodview. Young people will be encouraged to
discuss their thoughts and feelings around any aspect of their culture and how we could improve
their sense of belonging if they wish. Young people will be encouraged to share recipes that reflect
their culture when they cook for the house and any memories that these provoke. Where
appropriate family members will also be invited to share meals at times of religious observations and
care staff will ask the advice and guidance of family members where necessary to ensure that all
needs of this nature are met.
We provide personalised care for all children and young people that promote aspects of their
individual identity, privacy and dignity, where staff support their social and emotional development
to build emotional resilience and self- esteem.
Children and young people are encouraged to choose meals and snacks of their choice, whilst
promoting healthy eating and any cultural or religious preferences. We encourage participation in
preparing meals and broadening their food experience.
We are committed to ensuring that all young people in our care are given the opportunity to fulfil
their religious obligations by attending their specific denominational church on a regular basis where
this is practical and desired. Should any young person wish to investigate further into other
denominations or religious cultures, we will facilitate them.
16 FAMILY CONTACTS
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Woodview recognises that family relationships hold huge importance to the young people that we
look after. Family relationships, emotional connections and the way a child understands their place
within their family, has a significant impact on their identity and therefore their sense of self-esteem
and belonging.
It is our aim to build robust and respectful relationships with all family members where the child has
an emotional investment and to include wherever possible family members in discussions with the
young people around aspects of their care. Where the child may have difficulties with a family
member, it is important that with the child’s agreement, care staff support the child and the family
to work through these where possible and offer guidance. This helps the child to understand what
has occurred, why and through discussion that it is possible for conflict to be resolved with a positive
outcome.
Woodview are guided on the levels of contact with family members by each young person's Placing
Authority. Contact arrangements and restrictions are recorded on file in the young person’s journal
and clearly identified in their Placement Plan and Risk assessments.
Any such restriction will be subject to review at planned statutory Reviews and Placement Plans will
be updated accordingly.
Agreed family contact visits will be actively promoted including those to the home at Woodview.
Plans will made with the child, within agreements with the local authority, so that they can look
forward to the visit and decide what they would like to do with their family while they are here. The
young person will be encouraged to choose a meal and help prepare this and to be involved and
participate in the serving of what they have helped to create. Contact visits will be staffed as agreed
with the local authority and if the visits are to be supervised then while remaining as vigilant as
necessary, staff will appear relaxed and friendly so that the child and their family can enjoy their
time together.
Staff will ensure that if the child is upset after a visit or that there are concerns around an aspect of
the contact, that support is given to the child and that all concerns are reported to the social worker
at the earliest opportunity.
Letters, cards and telephone calls will not be restricted unless specifically requested by the local
authority and there are known concerns, or reasonable suspicion that correspondence may contain
items that would put the young person, or others, at risk.
Friends will be actively encouraged to visit, subject to risk assessment and that provided consent is
mutual and received from the other child’s parents/guardians.
All staff at the home provide a warm welcome to ensure contact in the home is a positive
experience and value communication and consultation with parents and family where
appropriate.
For those young people who are boarding the home will facilitate planned holidays to coincide
with the school holiday periods.
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The programme of care and education we offer, will address many issues surrounding
relationships. Helping the young people to find and understand key skills that can help them
make positive family relationships for the future and coming to terms with past experiences.
17 CONSULTATION
Prior to each new placement, the young person will receive a guide with suitable language including
PECS to introduce the Home and the Manager. The Manager and another staff member will meet
with the young person prior to placement at Woodview, preferably in their previous placement and
arrange a visit to Woodview as part of their transition.
At the commencement of each new placement the House Manager helps the young person
understand the house rules and boundaries in the language and at a level they can understand. They
will also help the young person to understand the dynamics of the home and where it may be
appropriate for them to hold some responsibility and contribute to the running of their household.
For instance: sharing in the washing-up rota. This may be completed in stages for the child or young
person where incremental steps to understanding are required.
Putting their views forward and being listened to will be achieved informally, on a day to day basis,
with carers on duty. These are also addressed more formally through monthly house meetings and
weekly key worker sessions. The manager is on site on a daily basis and is available to young people
at any reasonable time. These meetings and discussions are facilitated using Makaton, PECS or
Language that the young person understands. Young people will be supported by their keyworkers
when they feel this is helpful.
18 ANTI-DISCRIMINATORY PRACTICE
During our work with young people and their families, we acknowledge that the experience of
discrimination can be a fact of life for many, particularly when working with disabilities. Employees
will be expected to recognise and challenge all forms of discrimination either direct or indirect,
promoting equality and equal rights.
The Company will not treat less favourably, any person who has a disability, or those who have had a
disability; in accordance with the Disability Discriminations Act 1995 and the Disability Rights
Commission Act 1999 and Equality act 2010.
All staff members are expected to respect the people they come into contact with as individuals and
provide equal opportunities. Staff will meet the particular needs of each young person as an
individual. Due regard will be given to a child’s, staff member or visitors religious persuasion, racial
origin, cultural and linguistic background when making any decision in accordance with the above
and the Children Act 1989 and 2004.
All staff are made aware of the power of language and ensure that they communicate in a way that
is anti-discriminatory and anti-racist
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19 CHILDREN’S RIGHTS
Every child no matter who they are, where they live or what they believe in under the age of 18
years has rights.
The home and the company are intent that all of the rights of a child as outlined by UNCRC, will be
observed and upheld by all staff and other professionals working with any children or young people
in our care.
The five most important rights as outlined by the children’s commissioner are:-
1.
2.
3.
4.
5.
The right to be healthy
The right to be educated
The right to be treated fairly
The right to be heard
The right not to be hurt
All young people have a copy of UNICEF’s ‘Rights for every child’, alongside a copy of the UNCRC in
child friendly language. All staff also hold a copy of this.
20 THE HOMES ACCOMMODATION
Woodview is a detached property divided into two self-contained flats that can function
independently of each other. The home is set within its own grounds and is set back from the road
by adequate car parking.
Lower Woodview comprises of two young people’s bedrooms, a staff bedroom/office, a
bathroom/shower and separate WC, a kitchen/dining room and a main communal living room.
Upper Woodview comprises of two young person’s bedroom, a staff bedroom/office, a
bathroom/shower and WC, a kitchen/dining room and a main communal living room.
The home has a comprehensive range of games and books.
The home has a communal TV, Stereo and DVD player.
Dinners will be eaten together in the dining area of the kitchen and will become a social event where
conversation and interaction with peers is encouraged.
Woodview has established a formal Risk Assessment Schedule for the home, its facilities,
installations and equipment to ensure the on-going safety and well-being of the young people, our
staff and visitors to the home.
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This Risk Assessment Schedule is designed to conform to the latest Health & Safety requirements
and forms an essential part of our management processes geared to achieving Continuous Quality
Improvement.
Bedrooms: Each young person will have their own room which is furnished and decorated to a high
standard. Each young person is encouraged to personalise their room, by choosing posters, soft
furnishings and a colour to paint the walls. Young people are encouraged to bring personal
belongings, to make their bedroom their own comfortable space. Each young person will be
presented with a lockable container on arrival for securing personal items that they do not wish to
have stored in the office for safe keeping. They will also be given a key to their room, so that they
may lock it when they leave the house if they wish.
Telephone: Each young person will always have access to a phone to contact Childline, Emergency
Services, Devon Social Services & the Emergency Duty Team (EDT), parents and social workers in
private if they wish. Where appropriate and risk assessed some young people may also have a
mobile phone.
Access: There is no wheelchair access at present.
Transport: The home's 3 cars provide transport to and from school, social activities and home
contact visits if appropriate.
Shopping: The local post office offers basic shopping facilities, a larger supermarket and a range of
other shops is located in Axminster.
The internet: There is an internet connection to Woodview and young people may have the use of a
laptop if agreed with their parents and or social worker. Our IT support applies the Norton family
security protection on to the laptops and over 18 material is filtered at source so cannot be
accessed. IT support also reviews the laptops histories on a weekly basis to ensure that young
people remain safe.
21 THE HOMES LOCATION
Woodview is located in a semi-rural setting and benefits from its location in an area of safety.
Woodview has built a relationship with the local beat manager in Axminster, who has given us his
opinion on the safety of where Woodview is situated. This has been incorporated into a location risk
assessment. Local police and PCSOs will also visit our young people as and when they can or is
requested and this relationship has also meant that for the first time, some young people have had a
positive, respectful relationship with the police.
Woodview is situated near to the town of Axminster, where there is a leisure centre, churches, a
range of shops, a health centre, a dental practice and a choice of community based activities.
22 SAFEGUARDING AND CHILD PROTECTION
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The Home is committed to safeguarding the young people in its care and to protect them from any
form of neglect and any form of physical, mental, emotional or sexual abuse.
The Home will ensure that the procedures it follows in these circumstances will conform to the Local
Safeguarding Children’s Board for Devon.
All staff will receive training in Safeguarding and Child Protection which is recognized by the Local
Authority and is in depth. All of the companies Policies and Procedures are in line with Devon local
safeguarding protocol.
The safeguarding and Child Protection Procedure is there to protect children from abuse of any kind.
Any member of staff who believes that a child may be at risk from another member of staff or any
other person, has a duty to report this concern immediately to the Registered Manager or another
member of the company’s senior management without informing the person whom the allegation
has been made against. If the concern is in respect of another member of staff then the staff
member who has heard the allegation can inform LADO directly.
The following bodies will be informed within 24 hours where a child protection issue is identified:
1.
2.
3.
4.
5.
OFSTED
LSCB designated officer LADO
Placing Authority
Local Police – where appropriate
Parent or Guardian where appropriate
Once the Child Protection Procedure has been initiated, the Registered manager will ensure that
meticulous record keeping is maintained and that there is effective liaison with the appropriate
outside agencies. Woodview will follow advice of LADO and will record a final outcome form any
allegation which will be held at Woodview.
23 MISSING CHILDREN
The home takes the utmost care to ensure the safety of the children and young people at Woodview
due to their vulnerability, the risks to their personal safety are higher when they are unaccompanied
outside of the home. Therefore we ensure that the young people have agreed a safety plan followed
by them and their carers when they are unsupported at college, completing a task from their
independence plan, meeting friends or attending an activity.
Should a young person go missing the staff will search the premises and/or locality thoroughly and
follow the instructions set out in the safety plan. The home will inform the local police immediately
due to their high risk. The local police have photo ID and details of any children or young people
living in the home, this saves precious time should they go missing as part of the Devon police
protocol. The Home will also inform parents, the placing authority and the manager on call by
telephone and depending on the circumstances will inform Ofsted by completing a schedule 5 report
online. Staff will keep everyone updated to the progress of the search and inform them immediately
the young person is found.
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On the child or young person’s return the manager will also seek to determine the circumstances in
which the child or young person went missing in order to address any issues and to try to avoid any
repetition.
The young person’s key-worker will also undertake a session to discuss the dangers and risks
involved during such absences.
Records
The details of the child going missing will be recorded on an incident report and all contacts
made on the call log for missing periods.
Return of Young Person
On the young person’s return they will be welcomed and offered medical treatment/consultation if
needed. Woodview will contact the police if the young person has returned voluntarily and facilitate
a ‘safe and well check’. Parents will be contacted (if applicable) and the young person’s social Worker
or EDT, if out of hours.
Social workers are required to complete a return home interview within 72 hours of a young person
returning home from being missing and staff will do their best to ensure this occurs.
If there are concerns as to where a young person has been and / or who they have been with, then
staff will attempt to discuss this with them. Any new intelligence can be reported to local police and
to the Missing person’s safeguarding officer for Devon.
24 SEXUAL EXPLOITATION
The 2009 statutory guidance; ‘Safeguarding Children and young people from Sexual exploitation’
provides the following definition;
Sexual exploitation of young people under the age of 18 involves exploitative situations, contexts
and relationships where young people (or a third person or persons) receive ‘something’ (e.g. food,
accommodation, drugs, alcohol, cigarettes, affection, gifts, money) as a result of them performing,
and/or another or others performing on them, sexual activities. Child sexual exploitation can occur
through the use of technology without the child’s immediate recognition; for example being
persuaded to post sexual images on the Internet/mobile phones without immediate payment or
gain. In all cases, those exploiting the child/young person have power over them by virtue of their
age, gender, intellect, physical strength and/or economic or other resources. Violence, coercion and
intimidation are common, involvement in exploitative relationships being characterised in the main
by the child or young person’s limited availability of choice resulting from their social/economic
and/or emotional vulnerability’’
At 3Dimensions we recognise that young people in care are particularly vulnerable to sexual
exploitation and that this may have already occurred prior to their placement with us.
Prior to placement during the referral process we will identify historical and current risks/ CSE
activity. This will form part of a decision making process to establish whether we feel we could
potentially work with a young person and what effects the young person may have on others already
accommodated.
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If a young person is accommodated at the home a holistic risk assessment will be undertaken,
agreed with their social worker, alongside their placement plan. After a discussion with the young
person’s social worker, this will determine strategies to be used to attempt prevention of sexual
exploitation and how we hope to try and educate young people around this topic. It may be that
initially there are high levels of supervision, structured activities and no access to a mobile phone/
social networking sites; if this is a way that potential abusers are contacting the young person.
We believe forming and maintaining relationships with the young people that we work with can
have a significant impact on their sense of self-esteem and confidence. This helps the young people
believe that they can be valued for other aspects of themselves, rather than sexual activity. Staff will
be trained in identifying sexual exploitation and the effects that it can have.
We use the BWise to Sexual exploitation pack by Dr Barnardo’s as an educational tool and also CEOP
training, to help young people understand risk factors and how to recognise grooming.
We have an established and positive working relationship with the local police in Axminster. The
local beat manager and PCSO’s will also visit Woodview for a cup of tea and a chat when invited, or
when young people may wish to talk with them. This helps young people who previously have had a
negative experience of police involvement (when something negative has occurred or when they
may have been in trouble) form a different view.
If we feel that a young person is being sexually exploited and this occurred during a missing period
we would follow the local CMFHC procedure and the procedure in our missing policy. The young
person’s social worker is expected to carry out a Return Home Interview within 72hours of the
young person returning and will in every case consider indicators of sexual exploitation and where
necessary will utilise the approved risk indicator tool. In addition we would inform the police, to
ensure that any information that we hold regarding the whereabouts of the young person when
they are missing can be used to further intelligence gathering by the police. The young person’s
parents, LADO and DSCB would be informed if appropriate. We would also ask the young person’s
social worker to make a referral to the R.E.A.C.H team in Devon, which would allow a specialised
worker to conduct sessions with the young person.
We will always welcome a young person home after we suspect that sexual exploitation has taken
place. It is crucial that we remember that young people in this situation are victims of abuse and the
perpetrators of sexual exploitation their abusers.
It is important that whilst protecting young people, careful consideration is given to enabling a
young person to feel that they are making progress, developing trust and beginning to work towards
becoming more independent. We know that once young people begin to have positive aspirations
for themselves which we can support to fruition, this enables them to begin to see and expect a
more positive future.
25 ANTI-BULLYING
The home is committed to ensuring that our children and young people are kept safe from being
bullied or becoming a bully and are made aware in a language they understand, of what is
acceptable and unacceptable behaviour that includes bullying.
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It is our duty to safeguard all young people and issues of bullying or being bullied will be addressed
individually in the home and during education. House Strategies are stringent in their pursuit of
eradicating bullying.
We make it very clear to our young people that any form of bullying whilst placed at Woodview will
be challenged and a way to prevent this occurring again, sought.
In order to reduce the risk of bullying arising, we pursue the following approach:
1.
2.
3.
4.
We provide positive role models as adults in terms of communication, listening, showing
respect and problem solving.
We teach our young people skills of conflict resolution, assertion, negotiation, and listening
skills via drama, personal self-esteem lessons, tutorials, tutor groups and other crosscurricular activities in a language they understand.
We encourage peer group support if appropriate as an opportunity to talk through
problems.
Our Education ethos is designed to build positive self-images amongst our young people, as
a way of decreasing an individual’s need to bully others.
If an incident of bullying is reported we respond immediately and proceed as follows:
We listen to the complaint, we investigate the incident and we support the young person who says
that they have been bullied or intimidated and ensure that they know we will seek to protect them
and will speak to the bully.
We would counsel the bully on their behaviour and seek to adopt a restorative approach in the
prevention of this behaviour becoming a negative behaviour pattern for the bully and the young
person who has been the victim of bullying.
Each young person has an allocated member of staff on their team each day for consistency who
knows them well and can help them.
26 ADMISSION CRITERIA
The criteria for selecting young people for admission, is based on our assessment of their individual
needs, both historically and presently. Admission will only be considered where we feel we can
provide support that fully meets the young person’s needs.
Our aim is to provide a safe, homely environment with continuity of staff and strategies to address
issues and manage behaviour to enable the young person to reach their potential. Where we are to
provide Education, the assessment must show, our school is able to meet their educational needs.
Our strong gate keeping procedure and compatibility policy requires current issues of the residents
in the home and the pupils in school, to be taken into consideration when making decisions
concerning the placement of potential referrals. This will be at the discretion of the Contracts
Manager after liaison with the Homes Registered Manager and the Responsible Individual. The
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Contracts Manager will then liaise with the Referrer and Placement Authority to discuss meeting the
young person and if the placement is agreed an impact risk assessment will be formulated.
Our assessment must show the programme we can provide coincides with the young person’s
current LA Care Plan, and or statement of Special Educational Needs. This must be able to be
adequately reflected in the homes Placement and Education Plans to encourage each young person
to work towards a positive future.
It is important that every young person experiences an acceptable transition and that time is
available to prepare current residents. Therefore Emergency admissions are not accepted in the
home. Planned placements are preferred, giving an opportunity for the Manager to meet with the
young person and enable the young person to visit prior to placement and any transition plans to be
completed successfully.
27 PLACEMENT REQUIREMENTS
When considering possible placements, it is essential that the referrer provides complete and
detailed background information about the young person being referred for a placement.
This information should cover:
1.
2.
3.
4.
5.
6.
7.
8.
Care background, both current and historical
Family background current and historical
Medical background, current and historical
Educational background, current and historical
Criminal background, current and historical
Assessment of behaviour and risk factors
Any prior assessments undertaken by other professionals
Both verbal and written information must be forwarded before an assessment and final decision
to offer a placement can be made.
It is essential that FULL DISCLOSURE is made of all pertinent information that may influence the
placement decision.
If previously undisclosed information comes to light after placement is offered, and the referral is
deemed beyond our remit, it may result in termination and notice being given.
NB. It is the Placing Authority’s responsibility to make arrangements to meet the young person’s
needs through CAMHS for any mental health issues suffered by the young person.
28 COMPLAINTS PROCEDURE
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Details of 3 Dimensions complaints procedure can be accessed via our website
3dimensions.org.uk.
If you wish to make a complaint about Woodview, please contact the Registered Manager; Emma
English on 01297 631353 or. If the complaint involves Emma, please contact the Companies
Responsible Individual Nita Ellul on 01460 68055 or nitae@3dimensionscare.co.uk.
The Company is committed to ensuring that if any young person in its care feels unhappy, unsafe,
unsupported, at risk or unfairly treated, or has a general grievance of any sort that they have clear
and free access to someone who will listen to them and be their advocate using language, picture
and sign to support them.
The staff in the home will ensure that the welfare and individual rights of every young person are
upheld and that they are given all necessary support.
It will also ensure that all young people know:
1.
2.
Who to turn to if they have any problems
That they will get their grievance heard
If a young person wishes to make a complaint, there are two main options available:
1.
2.
Internal to 3 Dimensions personnel, via a staff member or the Manager.
External to 3 Dimensions personnel; this could include a social worker, Ofsted or any other
person independent of 3Dimensions.
Internal Complaints Procedure
In the first instance, the young person will have an informal chat with a member of staff of their
choosing, to try to resolve any issues.
The staff member will help the young person by recording their complaint with them or will give
them a complaint form to complete independently.
If the young person wishes, they will be given direct access to the Manager. The young person would
also be reminded that they could contact their Social Worker, parent, guardian or designated
independent person/advocate to support them if they should wish.. The young person may also
contact any of the above independent people, without reference to staff via the house landline/
mobile dedicated to their use.
This matter will then be brought immediately to the attention of the Manager for action or another
nominated manager in their absence as a matter of urgency. The manager will inform the social
worker and Ofsted of any complaint.
The Manager would try to resolve low level in house complaints with the young person within 3
days, and feed back the outcomes to the young person and the staff initiating the young person’s
complaint. They will also inform the social worker and Ofsted of the outcome.
If the nature of the complaint involves an allegation, safeguarding or child protection issue the child
will be informed, that the Child Protection procedure will be followed, Ofsted will be informed and
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the LADO informed to gain advice within 24 hours. The Manager will inform the social worker,
parents as applicable and the designated safeguarding officer for the company of the LADO advice.
The child and all professionals will be kept up to date by the manager as the investigation progresses
or the LA Social Worker should this become a section 47 investigation. All parties would then be
informed of the outcome.
External Complaints Procedure
Woodview hold a copy of the Devon County Council complaints procedure and would support any
young person accommodated to initiate complaint procedures if they so wished about their social
worker or another employee of the L.A.
Children and young people at Woodview have unrestricted access to a telephone where they can
contact Ofsted, Childline, their social worker or advocate, without making reference to staff. Due to
this system, staff at Woodview may initially be unaware that a young person has made a complaint
and to whom and this would be sole responsibility of the LA or other Independent agency.
However if the child/ young person chooses to share their concerns, a staff member of their choice
could and would, assist them in contacting any external agency to make the complaint, should they
wish for support.
The staff member can also ask the child if they have considered the list below, although this should
in no way slow down or prevent the child or young person talking to their social worker, family or an
independent person.
o
o
o
o
Has the issue been raised as a complaint via internal procedure?
Has the issue or complaint been taken to the Registered Manager or Care
Manager?
If so, have either of the above contacted the young person to discuss their
complaint
Has the young person spoken to family or friends?
If these avenues have not been explored, then the young person may wish to begin an internal
complaint, which would follow the procedure detailed above in the previous chapter.
If they wished to speak directly with their social worker or another independent party then they
would be supported and enabled to do so.
Once staff are aware a complaint has been made, the Registered Manager, will be informed
immediately. We may not be made aware of the details immediately, if a complaint is made to the
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social worker/independent person, in these circumstances it is the social workers responsibility to
inform their LADO.
As soon as we are aware of the details, depending on the seriousness of the complaint it may be
necessary for the manager to inform Ofsted and the LADO. Where the complaints come via a family
member or another agency, it may be necessary to inform the social worker and parents as
appropriate, where an allegation is made, the child protection procedure will be followed.
Any investigation necessary will be agreed with the social worker and the LADO if it is against a
worker or another child, and a detailed investigation undertaken, the Registered Manager will
prepare a report on their findings, which will be shared with the child and sent to the appropriate
Social Services Department or independent person that the child complained to. A final outcome
would then be agreed.
If the young person is unhappy at any time with this procedure, it is their right to contact OFSTED,
the number for which is recorded in their children’s handbook.
29 CHILDREN’S BEHAVIOUR
Details of our behaviour management policy can be found via our website
www.3dimensions.org.uk.
Woodview is committed to providing a Positive Behaviour Management programme which
encourages and rewards good behaviour, and provides constructive responses to unacceptable
behaviour.
Young people at the home will experience that their actions have positive and negative
consequences. Our programme emphasises what can be gained, not what is lost, using a positive
and eclectic approach to behaviour management. This includes social learning and role modelling,
cognitive behavioural therapy and behaviour and consequence. The use of these strategies informs
and enables each young person to recognise that they have choices and the ability to make them,
helps them to recognise the consequences of their behaviour and assists them in making informed
decisions; enabling negative patterns to diminish and allowing new positive patterns to grow and
establish. Each young person will be encouraged to respect boundaries, consider their actions, make
informed choices and take responsibility for those choices and the resulting consequences. This will
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be achieved through the creation of a consequential environment through the use of behavioural
support techniques. Staff at the home will always endeavour to link the issues of 'action', and
‘consequence' to the real world through a process of discussion, negotiation (if appropriate) and
acceptance in order to give the process meaning and value. In the process, we will endeavour to fill
in some of the building blocks that may be missing from young people’s lives, namely a clear
understanding of the need to have appropriate adult/child relationships with recognisable
boundaries around behavioural issues.
Our philosophy is that each young person should be holistically stimulated by their environment; the
facilities, activities and staff interaction. Staff intervention where necessary will also help their ability
to problem solve appropriately, help increase their sense of self-esteem and their ability to selfregulate their behaviour. Staff will present themselves as consistently appropriate role models
working hard towards establishing and nurturing relationships; providing guidance, consistency,
fairness and routine.
We believe that we can and will make a difference to the lives of each of the young people in our
care. This will be achieved by maximising opportunity and minimising risk in order that they will
leave us more prepared for life in the future, more self-aware, more respectful of themselves and
others and more responsible and capable young adults.
Our aim is to build a structured family environment within the Home and a safe learning
environment within the School, where written rules and boundaries are clearly understood and
agreed using language, symbols and sign. Where positive behaviour is encouraged and rewarded
both verbally and through monetary or activity rewards.
Each young person has a child friendly ‘reward book’, which is completed by their carer at the end of
each day. This clearly breaks down for the young person, in an identifiable manner, which positive
behaviour, interaction or thoughtful gesture, has led to them earning their house bonus, or
additional rewards.
This allows the young person to predominantly focus on what they have achieved throughout the
day and which behaviour is desirable; leading to further rewards. This enables the young people to
remain positive and to believe that they are and will continue to achieve; promoting a sense of
positivity and progression. The young people can read and sign the reward book at the end of the
week and add any comments that they wish.
As part of our positive behaviour programme at Woodview, we may also use the ‘Star Chart’ and
other visual reward indicator systems which are designed to encourage change, promote positive
behaviour and discourage poor behaviour.
These programmes are designed around each individual, their ability and the issues that need to be
addressed. There may be occasions within any given day when a young person behaves in an
inappropriate manner to the extent that sanctions are warranted.
Building positive relationships with our young people is a key in helping them improve their
behaviour, and relationships are fostered through positive role modelling and social learning.
Communication, Respect and Relationships remains the hub of our Ethos and our Positive Behaviour
Management Programme re-enforces good behaviour through attention and praise given for
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appropriate behaviours that builds Self Esteem and Confidence and diminishes the need for negative
behaviour.
30 POSITIVE BEHAVIOUR MANAGEMENT
We use the tools of Positive Behaviour Management in order to better understand the function of
behaviour and use this information to guide the development of desirable behaviours as well as
reducing undesirable behaviours for all pupils.
The key principle to all behaviour change is REINFORCEMENT:
1.
2.
3.
Behaviour that is rewarded is more likely to be repeated
There cannot be learning without motivation. If intrinsic, social motivation is not present
then external re-inforcers need to be used, i.e. reward systems; treats, social praise; token
economy.
Desired behaviours, those we wish to see repeated are rewarded. Each child has their own,
specifically designed reward system. Specific behaviour plans are implemented. Behaviour
plans are child specific, but primarily consist of teaching replacement behaviours and helping
the young person to engage within learning to manage their own behaviours.
Key teaching aspects applied in School as part of the PBM system:
1.
2.
3.
Positive Pairing: Developing and strong and positive relationship with the student is essential
to encourage engagement within the learning process.
Errorless teaching and prompt fading: To ensure student motivation and to keep the student
confident and successful errorless teaching and prompts are used to support the learning of
new tasks. A hierarchy of prompts are established and faded though the teaching process to
ensure the student becomes independent in the learning and use of the new skill.
Generalisation: All skills that have been taught to independence within a teaching scenario
are then generalised to a range of other, relevant situations. If a skill has been taught in a 1:1
teaching situation this is then generalised to a small group and then to a larger group and to
a range of other people. Generalisation is crucial to ensure the student becomes
an independent learner.
Undesired behaviours In order to manage a behaviour appropriately, it is necessary to assess the
function of the behaviour, to do this data needs to be taken. Each student will have an individualised
system of data collection that is relevant to their needs. Behaviours can look identical but if they are
occurring for different reasons they have to be treated differently. Strategies to aid the management
if undesirable behaviours fall into two groups: reactive and pro-active strategies. Pro-active
strategies are the preferred and primary option used at 3 Dimensions.
1.
2.
Pro-active strategies aim to prevent undesirable behaviours from occurring through teaching
alternative skills and reinforcement of appropriate behaviours.
Reactive strategies focus on dealing with undesirable behaviour after it has occurred. Should
a reactive strategy be necessary a de-brief will be undertaken and an analysis of the
situation is conducted to look for proactive future alternatives.
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Managers and Teachers draw up the behaviour plans with the support of the behaviour analyst for
individual young people, these plans are discussed and agreed with each young person. The staff
teams are updated regularly with any changes and have a pathway through their line managers to
report any difficulties between these meetings, so that the behaviour analyst may advise and
support them. This is so for the young people also who discuss successes and difficulties during key
worker sessions and talks with their house manager which can happen when they want them to.
This system enables old negative patterns of behaviour to diminish or disappear and new patterns of
positive behaviour to evolve.
31 SURVEILLANCE OF CHILDREN
The Home may use alarmed door contacts on front doors in line with each young person’s
Risk Assessment and Placement Plan. Due to the size and layout of the home, this will ensure
staff are aware of any movements during the night of young people to minimise the risks to
themselves or other children and young people resident in the home. There are no CCTV or
other surveillance systems at Woodview.
32 PHYSICAL INTERVENTION, RESTRAINT and DE-ESCALATION
The Home is committed to ensuring that its measures for de-escalation physical intervention and
restraint, of the young people in its care comply fully with the requirements of the Children’s Home
Regulations and quality standards 2015.
3 Dimensions believes that any physical Intervention must be a positive application for care and
control and where necessary and proportionate restraining the young person, to prevent injury to
themselves, injury to any another person, or serious damage to property. The term injury means
actual or grievous bodily harm, physical or sexual abuse and self-poisoning as a result of wilful or
reckless behaviour
The above action is permitted by Regulation 20 (1) (a) and (b) of the Children’s Home Regulations
2015, however it must be possible to show that unless immediate action had been taken there were
strong signs that injury or damage was likely to follow. Restraint, may never be used solely for
compliance or as a means of punishment.
In order to ensure that Intervention with our young people is positive, appropriate, proportionate
and effective, it is important that the boundaries of acceptable and unacceptable behaviour, are
clear and understood by staff and the young people alike. We require that physical Intervention
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complies with the young person’s Agreed Individual Behaviour Plan, that staff understand that
Intervention, or Restraint may not be used solely for compliance or punishment, but it is part of a
positive behaviour management system and that at that specific time is in the young person’s best
interest, as all means of de-escalation have not been effective.
The aim is to minimise risk to all involved; both for the need for Intervention and during its use.
Therefore this policy must be read in conjunction with individual Behaviour plans, Risk assessments
and Placement plans, Safeguarding, Equality and Confidentiality policies. These plans, guidance and
policies are available in the homes office at all times and delivered to staff during ongoing training,
daily hand-overs, monthly staff meetings and monthly supervisions.
Where possible the young people are consulted regarding these plans and all of the aforementioned
are explained, discussed and agreed, by the homes manager and/or education manager using sign,
picture and language they understand. The ideas, questions and views of each young person are
discussed during key worker sessions and monthly house meetings where agreements and
conclusions are drawn which are recorded. These issues may also be discussed at LAC or Educational
Annual Reviews.
3 Dimensions is committed to a positive ethos and its continued development within the Company.
This encourages all young people in its care and education to feel that they are treated fairly and
equally and to learn to manage their own behaviour to the best of their own ability. We seek to
enable young people to;
Feel emotionally and physically secure
Have an effective way of raising concerns and problems
Develop a sense of moral responsibility and self-discipline
Build self-esteem so that they are enabled to function to the best of their ability and have a positive
future
Take pride in themselves and their surroundings
Learn to live with each other and to show sensitivity to their differences recognising that others have
equal rights.
Become more independent and self-sufficient
Develop a greater understanding of the needs and rights of others and complain if their own rights
are not observed.
Positively contribute to society.
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STATEMENT OF PURPOSE – WOODVIEW SC 407753
Young persons in our care will never be:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Subjected to any form of corporal punishment
Deprived of or force fed food
Deprived of contact with their parents, relatives or friends (except as directed by a Court)
Deprived of being visited by their parents, relatives or friends (as above)
Deprived of the use of any counselling help-line for children
Made to wear inappropriate or demeaning clothes
Forced to take inappropriate medication
Intentionally deprived of sleep
Given a financial penalty other than by way of reparation
Subjected to any form of intimate physical examination
Deprived of any equipment/aid needed by a disabled child
Punished for the actions of another child, either individually of within a group
Prevention of Violence
The following guidelines are intended to help staff reduce the risk of violence towards themselves:
1.
2.
3.
4.
5.
6.
7.
8.
Remain vigilant and try to anticipate situations developing
Avoid argumentative situations developing, informing of reasons why and choices
Remain calm, positive and objective
Continue to speak in a calm & controlled manner but give space for the child to calm
Try to defuse the situation using strategies from their behaviour management plan
Disengage further and allow space so that they do not feel threatened
Try to ignore all provocation and let them know you will talk to them once they calm down.
If all this fails and the young person is intent on causing harm to themselves or others, use
appropriate and proportionate positive handling, following the guidelines of the NFPS.
Reporting Procedure
This procedure must be followed after each incident:
1.
2.
3.
4.
30
The circumstances and justification for using physical intervention techniques must be
recorded immediately, in the intervention logbook and an incident report written and any
natural consequences recorded.
The young person must be asked if they have any injury and if so this must be recorded and
reported to LADO. The young person must also be offered and supported to attend an apt
with a medical professional.
The child’s social worker and parents if appropriate will be informed of an incident within 24
hours.
Afterwards, strategies to prevent re-occurrence will be discussed and put in place to help
each young person deal with their anger or frustration.
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STATEMENT OF PURPOSE – WOODVIEW SC 407753
5.
6.
7.
The child would be given the opportunity to discuss the incident in a de brief, with a
member of staff not involved in the physical intervention ideally within 24hours, but no
longer than 5 days after the incident.
The care worker’s line manager or senior will discuss the incident with the staff member on
their next shift and this will be recorded as a de-brief.
All behaviour will be recorded and analysed in an effort to prevent continued behaviour
difficulties and encourage positive interaction.
Whenever a violent situation arises, it is imperative that the circumstances are recorded in detail so
that the information can be used to help safeguard others who find themselves in a similar situation.
Where actual bodily harm is inflicted, the individual staff / young person must be given medical
treatment considered necessary.
An ‘Accident Log Book’ should be completed and forwarded to the Registered Manager.
All PI or Restraint, which result in injury to a young person, will be reported to Ofsted and LADO.
33 STAFF TRAINING – Physical Intervention
Any form of physical intervention should only be carried out by members of staff, who have received
training in 3 Dimensions approved physical intervention, de-escalation, or restraint and break-away
techniques, this includes agency staff.
All Staff receive comprehensive training delivered by the company’s qualified instructor, deescalation and breakaway techniques, physical intervention and restraint.
All staff members receive training during their weeks Induction programme and then receive yearly
Refreshers in Physical Intervention as a minimum. Staff competency is assessed during training for
knowledge, physically during role play for ability to use de-escalation and breakaway techniques and
appropriate proportionate use of restraint, by the company’s instructor and the safeguarding officer.
Where it is deemed that a staff member is not meeting the standards required they may be asked to
attend further training or if it is felt that they are unable to meet this criteria they may not be taken
on for the position.
34 EDUCATION
The school staff team consists of The Education Manager Caroline Mousseau, who is responsible for
overseeing teaching staff and the planning of the curriculum including core subjects. We have two
teachers responsible for undertaking all assessments, the planning and delivery of specialist subjects
and overseeing and directing the curriculum and all other teaching staff. Our teachers are assisted
by their Teaching assistants. Caroline and the teaching assistants work closely together to oversee
lessons planned and delivered by other part time teaching staff members of the Education Team. 6
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LSA’s - ABA/VB Personal assistants are responsible for implementing the VB, ABA programme in
school for young people with Autism.
The Education Team bring a diversity of skills and experience to encourage young people to rediscover learning in a way that builds their self-esteem and confidence to learn through new
experiences enhanced by additional full time teaching staff who add further variety to the core.
Our Outdoor Education, includes Forest School, where our main objectives with the activities are to
promote self-esteem, independence skills, team building and to observe the child’s natural learning
styles and ability. By increasing self-esteem and providing new stimulus and environments we are
increasing the child’s ability to learn. Some of our Pupils access Reach Outdoors which consists of
kayaking, sailing, abseiling. All outdoor education is linked with the school curriculum.
Cultural Studies/PSHE is taught at the school and draws on current issues and historical fact, to give
a wider understanding of the world today. Various members of the Care Team also bring their skills
to enhance the day-to-day Education, and form the continuity and consistency between the care in
the Home and Education for those who are residential or boarding, to produce a learning
environment.
Resources
3-Dimensions is a DCSF Registered Independent Special School, our education unit is housed in a
building with provision for Information Technology that includes individual computers for each child,
library, arts and crafts, TV/video/DVD and interactive white board. Toilet and wash room facility is
also provided in the building with disabled access.
There will be small group, and individual learning, centred around each individual’s needs. Staffing
comprises of one qualified teacher at any one time plus a support assistant, or personal assistants
assigned to individuals. Full time teaching staff involved use their individual skills, which help provide
a varied curriculum. Outside resource centres provide some of the activity based learning outdoors
and the rest is provided by our own Activity team.
3 Dimensions curriculum
Our approach to the curriculum is based on first hand experiences in a variety of settings in
managing behaviour to enable pupils to have opportunities to learn. A person centred programme,
planned, overseen and assessed by our consultant behaviour analyst is in place for each child. This
will underpin the curriculum using a variety of theories to promote positive behaviour and
communication, including ABC, role modelling and social learning. For pupils with low functioning
ASD we may use ABA/VB to aid communication and reinforce good behaviour. Pupils are encouraged
to work individually and as a member of a small group within and beyond 3 Dimensions in the
community.
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All staff aim for each pupil to receive a tailored programme of learning that offers them the
maximum opportunity for development, is adequately resourced, takes place within an attractive
environment and is presented in a planned, varied and stimulating way:1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
To ensure that the learning is planned, purposeful and organised and offers breadth and
balance.
To create a rich, interesting and stimulating environment in which children are given the
opportunity to achieve their full potential-to take children from their individual baselines
and match learning experiences to each child’s needs and abilities.
To create a secure environment where mutual respect and a positive self-esteem are
paramount, and where learning programmes reinforce achievements, including two month
positive pairing stage for teaching staff to establish effective re-enforcers based on their
interests and mutual respect.
To support the pupil to develop lively enquiring minds, able to question and argue rationally
from practical investigative first hand experiences.
To ensure that the variety of teaching styles encourages independence in learning from
students.
To enable concepts, knowledge skills and attitudes.
To ensure each student experiences continuity and progression in learning and has his
progress monitored and recorded.
To ensure each student has the security of the home and the school working in partnership.
To create a safe and effective environment for pupils learning.
To generalise skills into their natural environment i.e. communication skills to be reinforced
with community trips.
This is achieved through a modified curriculum, to allow individualised programmes that provide an
education that is meaningful to the individual and prioritise required life skills. The individual’s
school timetable must provide time within the school day for personal targets that address
behavioural support, transitional support or child development opportunities with appropriate
frequency and re-enforcement. A variety of teaching approaches to meet each individuals needs
depending on the age and ability of the pupil. These include individual and group teaching, team
teaching, integrated cross curricular activity based units of work E.G. Education in the environment
i.e. Forest school and the natural environment.
We aim to ensure that each pupil:
1.
2.
3.
4.
5.
6.
7.
Develops interest, enjoyment, stimulation and pride in their work
Derives satisfaction from a sense of achievement
Develops responsible attitudes, behaviour and self-esteem.
Is supported or challenged as appropriate
Feels that their culture and language are valued
Has an adapted and differentiated curriculum ensuring quality of access
Develops an awareness and respect for diversity and equality for themselves and others.
35 HEALTH
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When young people come to the home they will be registered with the local GP, Dentist and
Optician and undertake regular statutory check-ups. All previously known medical and dietary issues
will be incorporated into their Placement and Heath Plans and all inoculations and immunisations
will be brought up to date if appropriate. All medication that is brought into the house or required
will be stored, administered and recorded to ensure conformance to regulations
Each young person, when it is appropriate to do so, will be given the opportunity to undertake
responsibility for their own medication - ‘self-medication’ (subject to circumstances, ability and
written social worker permission).
We believe that good nutrition is vital and positive role modelling is essential. Each young person will
be actively encouraged to follow healthy diets and educated in the importance of nutrition and
exercise.
Young people will be actively encouraged to take part in outdoor pursuits, but will not be forced to
do so.
36 THERAPEUTIC ENVIRONMENT
3 Dimensions provides a therapeutic environment where the carers have been trained to enable
each child/young person to recover from trauma or abuse.
Our Carers provide the emotional containment essential for the child/young person to feel safe and
they are skilled in accepting and processing the behaviour of the child as a communication about the
child’s inner world.
Our Carers have the support from 3 Dimensions Consultant Psychologist and Behaviour Specialist to
enable them to make sense of the child’s or young person’s feelings and experience and feed that
back to the child. Carers find ways of enabling a children or young people to adapt to whatever
impairments that have, resulting from their earlier abuse, neglect, or disability and make the most
of their talents and potential.
The homes program of positive behaviour management underpins the therapeutic approach to all
young people, staff use, an eclectic approach which includes CBT, ABC, Good Role modelling, Social
learning and Applied behaviour analysis.
The Company employs the services of a qualified clinical psychologist Nigel Daly and a behaviour
specialist, who is also our SENCO and specialist in autism; Dawn Sullivan. We also provide services as
required in each young person’s Statement of Special Educational needs, such as SALT and OT, who
also inform plans and programmes.
Our consultant Clinical Psychologist Nigel Daly can provide weekly counselling and education in skills
to manage behaviour and work through emotions, as soon as each individual young person is ready.
Nigel provides a comprehensive programme of training under the heading of ‘Good parenting’ to all
staff at 3 Dimensions, which guides and informs good practice. Nigel will also work with teams to
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STATEMENT OF PURPOSE – WOODVIEW SC 407753
support them with particular young people who are experiencing difficulties, but will not see him
one to one. This specialist input with staff will ensure the highest standards are maintained.
Dawn has 20 years’ experience developing teaching programmes to support children and young
people with Autism or other developmental delays. She is the SENCO for the school and advises in
the Care homes to ensure consistency of approach, shared target setting and planning and to ensure
pupils and staff are supported and trained to maximise the potential of all
Promoting health and wellbeing of the young people in our care is a priority as many young people
who join our care have had disrupted routines and poor diets.
The programme we offer is focused on healthy living and well-being physically, emotionally and
mentally.
We will provide training on healthy diet and nutrition, providing vitamin and mineral
supplementation as applicable. Education will be given for both staff and young people on a Healthy
Eating Plan and cooking healthy meals will be part of life skill taught. Food intolerance testing will be
offered as we recognise the major effects diet has on behaviour and learning potential.
The Company ensures that it obtains all the available medical information regarding each young
person, keeps it secure, maintains it in an up-to-date condition and makes it readily available at all
times. It also ensures that the medical needs of the young people in its care are properly met.
Training is given to all care staff on the importance of reviewing the medical information of each
young person in their care and of monitoring the health and wellbeing of that person on a
continuous basis. Training also covers the procedures relating to administration of medications,
maintenance of the medical records and dealing with medical issues as they arise. The Registered
Manager and House Senior will oversee all recording and organisation of relevant medical history,
and any required treatment.
All young people will be registered with a local GP, optician and dentist within one week of
placement and undertake any checks necessary to maintain their health.
37 STAFF DETAILS
The staff team are drawn from the company’s resources and a staff team of six to twelve staff will be
provided in accordance with the number of residents and the risk assessments of the young people
residing in the home, providing a staff ratio of two to three or one to one as required.
The Home can provide accommodation for male and female residents and is staffed with male and
female carers wherever possible, one-to-one staff ratio will be in line with young people’s risk
35
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STATEMENT OF PURPOSE – WOODVIEW SC 407753
assessment and our lone working policy. Although the staff at Woodview are predominantly female,
this is counterbalanced by young people integrating with male teachers and carers within 3D
Education provision as much as is possible.
The staff assigned to the Home will normally operate a three-week rolling rota:
Week A – Monday, Wednesday and Saturday
Week B – Tuesday, Friday and Sunday
Week C – Thursday only.
Each full shift is 24.5 hours allowing 30 minutes overlap for hand-over by team members. Each full
shift comprises 17.5 hours work time plus 7 hours sleep-in. There are additional members of staff
on shift as and when required.
Waking night staff are provided on request of the placing authority or where the home feels the risk
requires this.
Staff details are held at the end of this document.
Agency staff details are also kept in the house office with photo id and a copy of their DBS check
taken on their first shift in the home and qualifications list from the agency.
Agency staff are required to complete the agency Induction pack on arrival in the home.
38 STAFF SUPERVISION
The Registered Manager or House Senior carries out staff supervision on a planned monthly basis, all
Staff sign and retain a copy of their supervision record and a copy is filed and retained by the
supervisor in a secured file.
A self-assessment appraisal procedure is carried out by the staff member annually together with a
staff appraisal interview conducted by the Registered Manager.
39 STAFF DEVELOPMENT
Staff personal development is an on-going process. Training and development plans are made with
each member of staff reflecting their prior experience. The Company is funding training for all staff
to gain HSC dip Level 3 in Caring for Children and Young People, if they have not already done so
STAFF TRAINING
36
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STATEMENT OF PURPOSE – WOODVIEW SC 407753
Staff training is an integral part of the functioning of the company. We believe that although staff
are well qualified and experienced, it is vital to provide on-going training and development to enable
staff to achieve the high level of competence to fulfil their duties we therefore hold monthly training
updates.
Each new member of staff receives Induction Training in accordance with 3 Dimensions Induction
Standards and training continues throughout their six month probationary period. New staff are also
required to complete the companies Induction work book before their probation is completed,
which is signed off by the Reg. manager. The topics covered include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
Company Philosophy/Ethos
Key Policies – Policy Document & Statement of Purpose
Protection of Children’s Act 1999
Working together to Safeguard Children 2013
Care Standards Act 2011 & Children’s Homes Regulations 2015 The Children’s Act 1989 and
2004 particularly Vol. 5
Positive Behaviour Management
Health & Safety at work 1974
Management of Health & Safety 1999
Fire Safety Act 2005
RIDDOR Regulations 1995
COSHH 2002
Equality Act 2010
Data Protection Act 1998
LSCB Guidelines 2006
First Aid
De-Escalation Physical Intervention and Restraint
Manual Handling
Makaton Signing
Food Hygiene
Work Practices – day-to-day routine, record keeping, Behaviour Management
Effective Communication
Administration of Medication/Epilepsy
Basic car safety inspection
Induction training is geared to the individual and will reflect the level of childcare experience gained
in their previous employment, and the qualifications they hold.
New trainees are scheduled to work initially with an experienced member of staff as a mentor who is
responsible for a programme of in house training, under the supervision of the House Senior, Reg.
Manager or Shift leaders.
All care staff receive ongoing training updates/refreshers in Health & Safety, Behaviour
management, De-escalation, Physical Intervention and Restraint, First Aid, Food Hygiene and Fire
Safety/Prevention, as required. In addition to this, trainees receive comprehensive Induction
37
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STATEMENT OF PURPOSE – WOODVIEW SC 407753
Training. Training in aspects of Child Care for Special Educational Needs such as Autistic Spectrum
will be presented by our SENCO and autism and behaviour specialist.
Our Clinical Psychologist Nigel Daly provide in depth training for all staff run annually in six sessions
as follow :1.
2.
3.
4.
5.
6.
Attachment Theory and the Four Goals of Behaviour
We Feel as we believe, Good parenting vs Responsible Parenting
Improving Communication through listening effectively
Natural and logical consequences
Child Sexual Exploitation, Family Dynamics and Domestic Violence
The Lake and Self harm
Training is continued throughout their employment.
The Company will fund staff undertaking HSC dip and others are in the process of achieving HSC dip
Level 3 in Residential Child Care. All staff will complete the Level 3 Diploma for children’s and young
people’s workforce during the first two years of their employment.
40 FIRE PRECAUTIONS (Sch. 1-20)
The Company is committed to ensuring that the risks of fire are properly recognised and understood
by all members of staff and by the young people in its care.
It is also committed to the introduction of safety standards together with appropriate operational
procedures to ensure the safety of everyone at all times to comply with Fire precautions regulations
2005 and an Automatic Detection System is in place to enable quick and safe means of escape
through automatic opening fire doors in the event of fire.
41 PARENTS & GUARDIANS
Our statement of purpose/children’s guide will be made available to parents or guardians and they
are invited to visit the home and education site where they may meet the homes:



Manager
Education Manager
Young Persons Key Worker/Personal Assistant
Should any parent/guardian require a hard copy of any of the following, please make a request to
the main office. Alternatively they can be down loaded from our website: www.3dimensions.org.uk




38
Particulars of our school curriculum
Our: Anti-Bullying Policy
Child Protection Policy
Health & Safety Policy
01/02/2016
STATEMENT OF PURPOSE – WOODVIEW SC 407753



Behaviour Management Policy
Complaints Procedure
OFSTED Report
For particulars of our pupil’s academic performance or results of public examinations, please make a
request to the Manager or Deputy Manager.
42 STAFF INFORMATION
See table below on pages 42 -44
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01/02/2016
STATEMENT OF PURPOSE – WOODVIEW SC 407753
Staff information
Care Exp
Qualifications
DBS
DBS renewal
Emma English
22 Years
YES
Nov 2018
House Manger
5 Years as
Manager
NVQ3 – Supportive
Long Term Care –
March 1997
Level 3 Diploma –
Children and Young
Persons’ Workforce –
October 2013
YES
July 2018
NVQ2 – Care: Direct
Care – July 1997
YES
October 2016
NVQ3 – Caring for
Children and Young
People – April 2005
3D Start Date:15-12-09
NVQ4 – Caring for
Children and Young
People – August 2009
NVQ4 – Leadership
and Management for
Care Services – June
2011
DW
House Senior
3D Start Date:18.04.2012
MH
6 Years 8
months
1 year 1 month
as House Senior
17 Years 6
months
RCW
NVQ2 – Induction award
in Supporting people
with a Learning
Disability – February
2010
3D Start Date: 09-11-2010
NVQ3 – Health and
Social Care: Adults –
March 2010
Level 3 Diploma –
Children and Young
Peoples’ Workforce –
December 2012
Staff information
40
Care Exp
Qualifications
DBS
DBS renewal
01/02/2016
STATEMENT OF PURPOSE – WOODVIEW SC 407753
JL
RCW
3D Start date: 03-09-10
KH
5 Years 4
months
10.9 Years
Level 3 Diploma
gained in Jan 2013
YES
July 2016
Working towards level
3 diploma at present.
YES
August 17
YES
Dec 2018
NVQ 2 Health and
social care Sept 2009
RCW
3D Start date 19-09-2014
RW
RCW
3D Start date; 24-11-09
12 years 4
months
NVQ Level 3
Promoting
independence 2003
NVQ level 3 Health
and social care
children and young
people. July 2009
JB
1year1 Months
Undertaking Level 3
Diploma
Yes
June 2017
NC
7 month RCW
Yes
June 2018
RCW
Agency Support
Worker 1.3
years
Level 3 Extended Dip
in Health & Social
Care (Health Studies)
(QCF) July 2012
RCW
3D Start date: 31.07.2014
06.06.15
Foundation Degree in
Health and Social Care
(two years 2012 –
2014)
Awaiting Cert
Staff information
Care Exp
Qualifications
DBS
DBS renewal
LG
2 month RCW
The Open University:
K100 Understanding
Health & Social Care:
28.01.2001
Yes
Nov 2018
RCW
3D Start date:
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STATEMENT OF PURPOSE – WOODVIEW SC 407753
18.11.15
9 years Adult
Social Care
worker
Associated Stress
Consultants –
Professional Stress
Consultancy Diploma:
20.03.2006
HW
5 month RCW
Level 3 Health &
Social Care Adults
July 2014
Yes
Aug 2018
Level 3 Diploma for
the Children and
Young People’s
Workforce: Early
Learning &
Childcare Pathway
September 2013
Yes
Oct 2018
Level 3 Diploma for
the Children &
Young People’s
Workforce: Early
Learning &
Childcare Pathway
November 2012
Level 2 Cert in
Introduction to
Counselling Skills June
2009
Yes
Aug 2018
RCW
3D Start date:
03.09.15
DK
1 year Support
worker
3 month RCW
RCW
3D start date:
19.10.15
3 years Preschool/Nursery/
Play group
Assistant
RS
3 months RCW
RCW
4 Years Nursery
Assistant
3D start date:
03.10.15
JR
1 year 10 month
RCW
RCW
3D Start date:
18.03.2014
42
Yes
Feb 2017
Undertaking Level 3
Diploma
01/02/2016