Ashley - Statement of Purpose and Function - Acorn Education and Care
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Ashley
SC012001
Statement of Purpose
and Function
To find out more please visit www.acorncare.co.uk
24hr referral line: 03458 727477
Contents Quality and purpose of care .......................................................................................................2 Views, wishes and feelings ........................................................................................................4 Education ....................................................................................................................................5 Enjoyment and achievement ......................................................................................................5 Health .........................................................................................................................................6 Specific therapeutic techniques ..............................................................................................8 Individual therapy ................................................................... Error! Bookmark not defined. Positive relationships ..................................................................................................................8 The protection of children .......................................................... Error! Bookmark not defined. Leadership and management ...................................................................................................10 Care planning ...........................................................................................................................11 APPENDIX: Care Management & Governance .......................................................................13 APPENDIX: Education Services ..............................................................................................13 APPENDIX: Clinical Support – Wellbeing Strategy Rainbow ..................................................14 APPENDIX: Outcomes First Group Pledge .............................................................................15
Quality and purpose of care Ashley is a 52-week, mixed gender, therapeutic home for children aged between 6 and 18. For a person to remain in the home past 18 a clear plan agreed by all parties will be in place and external agencies informed. Ashley specialises in caring for children who have suffered some form of trauma in their early years, such as sexual, physical or emotional abuse or neglect. Many of the children will present with a variety of behavioural problems, such as conduct and attachment disorders and sexualised behaviour. Our aim is to help the children in our care to overcome the difficulties they have experienced in their young lives, to address any behavioural problems they may present with, to prepare them for their eventual return to their family of origin where this is viable, or integration into long-term foster care and help them achieve their ambitions and reach their potential. We also provide them with long-term care where other options are unavailable or where this placement best meets the child’s needs and this is their preferred option. We facilitate this by providing a nurturing, warm, welcoming, physically and emotionally safe environment, which is child-friendly and homely. This environment also contains consistency and stability, structure and clear boundaries, allowing children to form a sense of who they are, gain confidence and self-worth, all from a safe and secure base. It is our aim to support and encourage children to achieve their full potential in all areas, and if appropriate return to live in a family setting to continue their childhood. The staff team help to prepare each child for their transition from the home, supporting them emotionally and working with them to develop emotional and mental resilience to cope without the support and close relationships they will develop at Ashley. Accommodation Ashley is a large family sized home, there is a large driveway to the front and a large garden to the rear. Ashley is based within a community setting. The home offers a large downstairs living area, open plan kitchen into a second lounge and conservatory. In the garden there is a large cabin which acts as a meeting room or therapy space which allows privacy. Within the home there are facilities for staff, 2 sleeping in rooms and 2 studies which are predominantly used by staff. The children have access to all areas of the home, however staff would ask for a private space to complete confidential work or take telephone calls. A priority for those who work in Ashley is to create a home from home, we work hard to ensure that the home is filled with love and laughter, for it to look and feel like a nurturing safe family home, we do need to adhere to Health and Safety regulations and where possible this is discreet to help create the family home we strive for. Ashley can: provide care and accommodation for up to 6 children. may provide care and accommodation for children with emotional and/or behavioural difficulties (EBD). URN: SC012001 v1 2 Reviewed: July 2021 – Nicole Clark
Research shows that providing a secure, caring environment can help looked after children
overcome their early life experiences.
NSPCC research has identified five priorities for change to improve the emotional and mental
health of looked after children, these five priorities collate with the ethos of Ashley and how we
practice within the home.
Embed an emphasis on emotional wellbeing throughout the system.
Professionals working in the care system need the skills and knowledge to understand
how they can support the emotional wellbeing of looked after children and children.
Take a proactive and preventative approach.
Support for looked after children should begin with a thorough assessment of their
emotional and mental health needs.
Give children and children voice and influence.
Looked after children and children need more opportunities to identify what is important
to them and influence their own care.
Support and sustain children’s relationships.
Children’s carers require training and support to be sensitive, understanding and
resilient.
Support care leavers’ emotional needs.
Help children identify and strengthen their support networks.
The theoretical underpinning of Ashley’s model of therapeutic care is humanistic and
integrative, with a focus on attachment theory. Our service is delivered in a therapeutic
environment, which adheres to the standards for therapeutic communities monitored by the
Royal College of Psychiatrists Community of Communities programme.
The aim is that the home will follow the Dan Hughes model of attachment focussed care using
PACE.
The attachment sequence of attunement, disruption and repair occur frequently in an
attachment-based model of therapeutic care, just as it does between a parent and a child.
Resistance is described as a disruption in the relationship that is then coregulated by the
therapeutic carer. This involves the carer guessing how the child feels in order to be able to
empathise and express the feeling. Curiosity and acceptance are crucial to this process. The
carer ‘co-regulates’ the child’s dysregulated responses to ‘co-construct’ a new meaning. The
ultimate aim is for the child to be able to construct a new and coherent autobiography that
enables them to be in touch with their inner feelings.
At the heart of our therapeutic community approach is the understanding of the impact Trauma
has had on the child’s capacity to be looked after, to make friends, to be part of a group, to learn
and be taught, or to respond appropriately to everyday interactions. We consider their
behavioural problems to be the consequence of impaired emotional development, their lack of
sense of self and low self-esteem, their inability to express their feelings safely and
appropriately, and their lack of awareness as to how to handle situations more constructively.
The home offers intensive levels of support to the children both individually and in groups, in
scheduled sessions as well as in the course of the ordinary interactions of everyday life.
Location
Ashley lies in the North West of Hampshire and is adjacent to the border of Berkshire. Tadley
is well located, just 50 miles from London with good access to the M4 and M3 motorways. The
town retains some of its rural character, due to its location amidst beautiful countryside, this
allows for forest walks, bike rides, camping, group activities, adventures and picnics.
Tadley has a variety of shops, parks, library, swimming pool, a skate park and golf course. The
town is served by an excellent bus service to Basingstoke with buses running every 15 minutes
during peak times. Rail links from Basingstoke are also good.
URN: SC012001 v1 3 Reviewed: July 2021 – Nicole ClarkA comprehensive premises risk assessment has been completed and is available on request.
Arrangements for children’s religious instruction and observance
Ashley welcomes children from all cultural backgrounds and supports them in holding and
maintaining any religious beliefs and carrying out any spiritual practices they want to. The
wishes of the child’s family in respect of their cultural/religious needs are taken into
consideration.
We will support the children in developing their individual identity in relation to their cultural or
religious background by providing professional services to facilitate this where necessary;
facilitating access to religious and cultural resources; introducing them to places of worship and
accompanying them when appropriate to do so; encouraging and facilitating their participation
in any youth groups available; providing food in keeping with any cultural dietary requirements
and making available quiet time and space for spiritual practice.
Complaints
On admission, children, their family and placing authority will be provided with information on
how to complain, which will include a copy of the home’s complaints procedure.
A copy of the Complaints procedure can be requested at any time through staff within
the home and via the Home Manager Nicole Clark.
a person, body or organisation involved in the care or protection of a child can access
the home’s child protection policies or the behaviour management policy via the
Home Manager, this request can be requested verbally, via email, letter for example.
Contact details to make a request as outlined above –
Nicole.Clark@acorneducationandcare.com
Other contact details can be found later in the Statement of Purpose.
Where possible all complaints will be addressed by the Home Manager, Nicole Clark. Where
this is not possible the company’s complaints procedure will be followed.
All complaints are recorded on a centralised system which is reviewed by the Manager and
through the Regulation 44 independent visits and Regulation 45 review of quality of care.
Views, wishes and feelings
Children’s opinions, and those of their parents or other significant family members, Social
Workers, Independent Reviewing Officers or others significant to the child, are sought over
key decisions that are likely to affect their daily life and their future.
We encourage the Children within Ashley to have and advocate, an Advocate can offer
advice and support to a child or young person. The main purpose of a child advocate is to
enable children to express their wishes and feelings. The aim of child advocacy is to
encourage empowerment of children and uphold their human rights, we work with the children
through keyworks in regards to the benefits of having an advocate, impartiality, attendance in
meetings to name but a few.
Children’s views are explored in key work, individual sessions, or within children’s meetings.
The views of parents or significant others can be gathered during visits, by phone or by letter.
We take the views of children, parents and placing authorities into account in the development
and planning of changes in the operation of the home.
The children’s meetings encourage peer support to run between the children and it develops
relationships across the house. The meeting’s focuses on menu choices, activity planning, and
household issues.
URN: SC012001 v1 4 Reviewed: July 2021 – Nicole ClarkPrior to meetings for the children in Ashley we gain feedback from the children and encourage attendance to meetings, we feel that the children within the home should be able to voice their wishes and feelings, and contribute into their care plan. All children are given space and time to reflect on their actions and encouraged to manage their own behaviour, when possible. Creating a therapeutic environment enables children to feel loved and supported and complements the direct therapy that is undertaken, alongside this we gain feedback from the children and encourage them to be part of the decision-making process is involving them in decision making, this is important to enable the child to build negotiation skills, accept some responsibilities and feel that they are heard and valued. At times behaviour within the home causes a natural consequence, we work with the children to speak through any consequences of behaviours, we invite the children to find a solution, we find that giving the child the autonomy to find their own consequence is more effective than a consequence being given to them, we prefer to acknowledge and affirm positive behaviour rather than to punish negative behaviour because the former approach leads to improved self- esteem while the latter compounds low self-esteem and reinforces the child’s belief that he/she is bad. Policy in relation to anti-discriminatory practice as respects children and children’s rights. Upon admission, enquiries are made into the religious background of each child. Careful consideration is given with respect to the practice of religion. If requested, arrangements are made to ensure that the child can maintain ties to his/her religious heritage, for example, by helping them connect with local religious groups, providing for special dietary or clothing needs etc. All staff complete a training course on equality and diversity as part of our induction training and specific research is undertaken to ensure any child who resides at Ashley has their cultural and religious needs are met. At Ashley we celebrate difference in a variety of ways. We look at marking different celebrations from many cultures, perhaps take children on day trips to events, and hold theme nights including meals from around the world. We tackle discrimination through a fair recruitment policy and by challenging attitudes through the bullying policy, in community meetings and in individual and group supervision settings. Education Children who live at Ashley can attend a range of internal and external Educational provisions, including Acorn’s own school, New Barn, specialist / mainstream local schools and colleges. The home is also in a good location for colleges which offer an array of subjects, within Basingstoke we have access to a college which offers a 14-16 alternative education package which has been successful for some of our children as an alternative to school. All children who have a Statement of Special Educational Need will be supported as per recommendations and the statements reviewed annually. At Ashley, children who receive homework are able to complete this with the support from the staff team. Staff encourage children to regard discovery and learning enthusiastically and to be open to lifelong learning. Keyworkers have regular meetings with their key child’s tutor and report back to the team on areas for educational improvement. If the children cannot attend a school a home tutor will be arranged in consultation with school, home and local authority. Enjoyment and achievement URN: SC012001 v1 5 Reviewed: July 2021 – Nicole Clark
The children are actively encouraged to make use of all the facilities available locally and to develop hobbies and interests. Opportunities include: guides or brownies, youth club, performing arts, swimming, street dance, trampolining, bowling, horse-riding, team sports- football for example, ice-skating, horse riding, yoga, army/air cadets and music lessons. We look at the individual child’s needs and plan to support them, this may include group activities / sports or 1:1 coaching if needed. Each child’s needs are met with bespoke activities around their interests. Recreation and Community Activity Children are encouraged to maintain existing hobbies to develop skills and improve their self- esteem, as well as pursue new interests to gain fresh experiences, perhaps in new environments, meet new friends and learn new skills. Most of the children in the home were able to Holiday in Disneyland Paris in the Summer of 2018, creating wonderful memories that will last a life time. We are hopeful with Lockdowns easing that we will be able to arrange another holiday to France. Health Arrangements are made to ensure that each child resident at Ashley receives regular medical, optical and dental treatment related to their individual needs and that they live in a healthy environment where good health is promoted. Most medical problems are dealt with by our local G. Ps who keep full medical records of all our children. Every effort is made to ensure that past records are made available. Every child attends the local dental clinic for a health and development assessment soon after admittance and then has a dental check up every six months. All children with any type of special medical needs are encouraged to attend specialist clinics e.g. asthma, hearing etc. in order to promote positive health care. A record is kept of all doctor, optician or dental appointments with any treatment, prescribed medicines and any follow-up advice documented. All healthcare is measured through the use of The Outcomes monitoring tool to monitor its effectiveness, where necessary targets can be incorporated into progress plans, placement plans and care plans. We measure and track effectiveness of therapy in the progress/ placement plan, engagement, clinical consultations and Therapy care plans. Consultant Therapist Each of the Acorn Education and Care Children's Services' regions are supported by a designated and integrated clinical multi-disciplinary team, whose combined expertise aims to reflect the presenting needs of the children and young people living and learning within the region's homes and schools. Our aim is to improve the quality and efficiency of evidence-based care, allowing us to work towards maximising quality of life in a truly integrated manner. The team supporting the Wellbeing and Clinical Hub consists of: Dr. David Mushati - Senior Regional Head of Children's Clinical Services - Consultant Clinical Psychologist Dr. Grace Major - Lead Clinician - Forensic Clinical Psychologist Charlotte Lopez Ellis - Play and Creative Arts Therapist & Life Story Worker Katie Weaden - Art Psychotherapist Charlotte Hardick - Drama Therapist Sue Simpson - Specialist Speech and Language Therapist URN: SC012001 v1 6 Reviewed: July 2021 – Nicole Clark
Helen Cranstone - Occupational Therapist Lydia MacAllan & Jessica Glover - Assistant Clinical Psychologists All qualified clinicians are registered with their designated regulatory bodies, and receive clinical supervision. Oxford and Newbury Clinical Teams are part of the Oxford Wellbeing and Clinical Hub. The hub’s daily activities are managed by a Wellbeing and Clinical Lead, where one is appointed. In the absence of a wellbeing and clinical lead, the lead clinician oversees management responsibilities. The Regional Head of Children’s Clinical Services oversees all clinical aspects of the Oxford Wellbeing and Clinical Hub, including clinical governance. Clinical Model The core practice model and therapeutic approach within the Oxford Wellbeing and Clinical Hub is underpinned by an applied understanding of complex and developmental trauma theory. Teams that work with neurodevelopmental disorders are adequately informed and influenced by recent literature in their approach and all clinicians consider appropriate National Institute of Clinical Excellence (NICE) guidance. Assessments; going forwards, every young person will receive an initial assessment from a qualified clinician, after their admission. Multi-disciplinary young person focussed meetings provide a space to consider each young person individually, review the current therapeutic care plan, analyse data from outcome measures and behaviour trackers and use tools such as ABAS-3 and Becks Youth Inventories. The outcomes of these meetings are to work collaboratively with home and school staff and inform the development of goals for the children and young people, which are worked towards within the home or with young people who are on an enhanced or specialised care plan1. Progress towards meeting these goals is tracked and recorded. Interventions for young people are not always ‘formal;’ the team work flexibly and creatively to engage young people and this may take place outside of the therapy setting. Interventions are informed by the young person’s assessment. Young people who require additional clinical input but do not wish to engage or are not ready for direct clinical support, may be offered support by way of therapeutic key working sessions facilitated by the clinical team, with their allocated key worker. The clinical team may also guide the school or home staff in the delivery of some interventions. Therapeutic Parenting is informed by the principles of Playfulness, Acceptance, Curiosity and Empathy (PACE). Therapeutic parenting is focused on developing safety and containment that is necessary for the child or young person to develop healthy attachments and engage in meaningful activities. Training to staff in the residential homes and schools is delivered centrally through Learning and Talent. The clinical hub endeavour to offer bespoke training, dependant on need. It is acknowledged that staff teams that are trained in therapeutic parenting approaches are better able to respond and meet the therapeutic needs for those in their care. Additional training is offered, based on the needs of the young people, for example self-harm awareness, understanding sexualised behaviour training and specific mental health disorders. Specialised therapeutic interventions are undertaken using bespoke interventions for complex presentations. The teams work closely with clinical colleagues in our local communities and when necessary Psychiatric support is accessed through Child and Adolescent Mental Health Services (CAMHS) within the NHS. Consultations and reflective practice are offered by the Oxford Wellbeing and Clinical Hub to the staff within the residential homes and schools. Consultations are particularly helpful in URN: SC012001 v1 7 Reviewed: July 2021 – Nicole Clark
understanding the wider needs of the young person and reviewing clinical plans. Reflective practice offers a context in which staff can consolidate and understand the experiences of working with young people who have experienced adverse childhood experiences and/or pervasive or neurodevelopmental difficulties. Specific therapeutic techniques All of the approaches we use at Ashley – including therapeutic interventions, behaviour management, and our anti-bullying policy, are child-centred and consistent with Therapeutic Parenting. Where there is a particular need identified for a child Ashley work with the Local Authority and Health provisions to ensure that needs are met. Referrals to CAMHS will be made following consultation with professionals around the child. Positive relationships Contact between a child and his family is seen as an important factor in a child's residential experience and will be actively encouraged and welcomed, unless directions from the placing authority / Court dictate otherwise. Prior to admission contact arrangements are discussed, along with any restrictions to contact, and made clear to all parties concerned. We will facilitate and encourage contacts, be that through providing support and supervision, arranging transport and finding a suitable venue for both the child and who they are meeting. Telephone contact can be made with the children after school times and before bed times; children also have the use of the telephone at the home to call friends, relatives or family. Staff will support children before and after contact, as this can be a very challenging time emotionally for the children in our care. Children are encouraged to make and maintain friendships through the community-based clubs and activities they attend. Children can visit their friends outside of the home with permission from their social workers and after a risk assessment has been completed. Protection of Children All external doors at Ashley have movement alarms fitted. The alarms are only used in the absence of a wake in night staff, in this case the external door alarms are turned on when the children are settled in bed. All children have the alarm system carefully explained to them on admission. The alarms are not used to restrict a child’s liberty. They are there to alert staff to outside movements. Should somebody enter or leave the home staff will be aware. This is seen as appropriate within the home, many household doors are locked at night to prevent intruders or children leaving the home unknown, here at Ashley the external doors are not locked. All of the children have an alarm fitted to their bedroom door, on admission to the home a new resident’s bedroom door alarm will be set whilst they settle into Ashley and behaviours will be monitored through the assessment period. The use of individual bedroom door alarms will have a risk assessment in place and only be used in consultation and agreement / consent with the Local authority, the door alarms will be deactivated as soon as possible once we are assured that appropriate safeguards are in place and in agreement with the LA. Should Ashley place a child with a DOLs or substantial safeguarding concerns all placing Local authorities will be informed and involved in any short-term changes to the above with a clear plan as to how we will manage. URN: SC012001 v1 8 Reviewed: July 2021 – Nicole Clark
The home has had CCTV fitted to the front of the property, this is for the purpose of safety and safeguarding the children from intruders. The CCTV is not surveyed routinely, however would be if a member of the public came onto the drive in a manner that caused distress to staff or children. Unless a child comes into the home with a specific need or DOLs order there movements in the home will not be restricted nor monitored, the only thing we ask is that the children respect that staff sleep in rooms within the home and do not enter these without a need, that if they are in each-others bedrooms the door is open and staff are aware and that if staff are taken a professional call or in a meeting in one of the studies that they do not enter. Behaviour Management Outcomes First Group aim to provide a high standard of individual behaviour management support within all of the homes. Our young people are encouraged to actively participate within their behaviour support profiles, respecting their choices, wishes and experiences. All staff were previously trained using STTRIIDE package (Support Techniques and theory to reduce incidents and improve De-escalation effectiveness). STTRIIDE encompasses proactive strategies such as primary prevention, de-escalation and diffusion techniques and reducing the likelihood of occurrence. However as of June 2021 staff within the home are trained within CPI (Crisis Prevention Institute) safety Intervention Foundation level training. This training incorporates trauma-informed and person-centred approaches integral to the application of the model. With focus on prevention through de-escalation techniques through to non-restrictive and restrictive intervention. If a child in the home demonstrates increased extreme risk behaviours the home can increase this training to the Advanced/emergency training model- this is assessed through behavioural observation and assessment of risk and tailored to the individual needs of the child. This will then be refreshed every 12 months as part of mandatory training. Also covered as part of the training will be the law around physical interventions, including any changes/updates to legislation, (DFES & DOH) and regulations such as the Children’s Homes (England) Regulations. The CPI ethos is to ensure physical intervention is used as a last resort except in circumstances of immediate risk or threat of danger or harm as per company values and legislation. Staff will inform all young people before and after physical intervention of reasons why it has been used, such as to keep everyone safe from harm. Staff and young people are given the opportunity to re-attune the relationship, look at ways it could have been prevented if possible via key working and repair together. De briefs are used for both child and staff following a physical intervention and medical attention offered especially post physical intervention. Physical interventions will always be used as a last resort and will only be used to ensure safety. Young people will be fully supported following any incident of physical intervention. The home focuses on positive reinforcement and a restorative justice approach. Each child has a positive behaviour risk management plan, the child is consulted and helps to identify triggers for behaviour and methods for de-escalation. URN: SC012001 v1 9 Reviewed: July 2021 – Nicole Clark
Leadership and management Nicole Clark joined the team as home manager in June 2018. Nicole had previously worked as a Registered manager for 2 years in a similar setting. Prior to managing a home Nicole was an assistant team manager for 7 years and a deputy home manager for 6 months within a care home. Nicole has 16 years’ experience working with SEMH, challenging behaviour, autism and associated difficulties. Nicole holds a Higher-Level Apprenticeship, for occupations in social care and the care of children and children; NOCN level 3 Diploma in Therapeutic Child Care and reflective practice and BIIAB Level 5 Diploma in Leadership for health and social care and children and children’s services. Registered Provider Acorn Care and Education Outcomes First Group Atria Spa Road Bolton BL1 4AG Office: 01204 522667 Web: www.outcomesfirstgroup.co.uk Sadie Dangerfield Sadie.Dangerfield@acorneducationandcare.com Responsible Individual Nicole Clark URN: SC012001 v1 10 Reviewed: July 2021 – Nicole Clark
Nicole.Clark@acorneducationandcare.com Registered Manager Ashley Company Management and Directorship CEO: David Leatherbarrow CFO: Jean-Luc Janet Commercial Director: Richard Cooke Managing Director of Children’s Services: Richard Power Staffing Staffing levels are on a sliding scale dependant on the needs of the home/children. As a general guide Ashley has up to 4 adults on the rota each shift depending on the number of children living in the home. This level is well able to meet the needs of the children under normal circumstances. Extra staffing is made available when necessary to safeguard and promote the needs of each individual child. The staff team work two days on, from 7am to 10pm with a sleep in followed by 7am to 10pm, three days off rolling pattern. This provides more consistent care for the children as it avoids the change half way through the day, the children know that the people that are there when they wake up will be with them throughout the whole day. The structure of the home allows for three team managers, three seniors and five Therapeutic Support workers to support the children. There are two wake-in night workers who split the seven days between them. We are mindful in a mixed sex home the importance of promoting appropriate role models of both sexes, whilst the majority of the staff team are female this is an area we look for external role models who we can commission, male advocates, male 1:1 football coaching, male bank workers. When advertising for roles we aim to employee a diverse staff team. Supervision, training and development of staff. We consider our staff team to be our most important resource and our professional approach to supervision, training and development reflects this. All staff receive regular monthly supervision with their line manager, to discuss the performance of the individual, key working issues and any child protection concerns. Supervision is regarded as a valuable two-way process which supports positive development. We have a comprehensive training schedule which covers a range of mandatory courses as well as courses relating directly to the client group. New staff members follow a detailed induction process and benefit from fortnightly supervision. Annually an appraisal is carried out, during which training needs are identified and a plan formulated, together with a review of progress to date. Staff are trained to QCF level 3 in Children and Children there are further development opportunities for staff within the organisation. Succession planning is considered and development plans introduced to aid staff to continually progress. Staff within the home are considered for keyworker positions and Regulation Champions, these aid monitoring and development. Care planning When a child is referred to Ashley, we ask the Local Authority to provide as much background information as possible in order for us and to complete a Pre-Placement Risk Assessment. There is a Pre-Placement Check List in Place and a Pre-Placement Impact Assessment is URN: SC012001 v1 11 Reviewed: July 2021 – Nicole Clark
carried out to gauge the suitability of the placement and the impact the referral would have on
the other individual children and the group.
An internal positive behaviour risk management plan is created and are reviewed regularly and
updated whenever necessary.
Within the first three months of a child’s stay at Ashley we monitor the needs and the goals of
the placement and ensure that areas of need are clearly identified. The monitoring draws on
daily reports, observations, monthly summaries, key work, and statistics generated through our
electronic assessment tool Outcomes of a child dimensions tool and considers his or her
relationship with adults in the home, peers, family members and other significant adults.
Reports from teachers about the child’s conduct in school, academic ability and potential
strengths and weaknesses, and any assessments from educational psychologists or therapists
are also taken into consideration.
Consent needs to be given from the Local Authority in order to begin the assessment period
with Clinical input, failure to receive consent will lead to a delay in the Child receiving Therapy.
The assessment analyses the child’s behaviour, emotional state, the effects of the trauma they
have suffered, the impact of separation from their family of origin and potential for growth. The
assessment identifies the child’s individual short, medium and long-term needs and areas of
growth needed.
The assessment informs the child’s Individual clinical Care plan. The necessary areas of work
are identified and allocated to the child’s individual therapist, Key Worker and staff team.
Progress is monitored regularly and discussed with the child, their social worker and family (if
appropriate.)
Following the first 3 months in placement the home manager completes a Fostering feasibility
assessment. Within this assessment we can thoroughly assess the child’s suitability and then
when appropriate search internally for a really robust match with carers who can offer all the
support needed. The assessment will be reviewed 3/6 monthly and updated. There is the
possibility that a child will not be able to be fostered however by monitoring this we are
reviewing progress and difficulties.
As part of the recent merger with Hillcrest and Acorn we are able to offer a new service, the
main aspects of our Pathway to Fostering model are as follows:
Comprehensive assessment from a multi-disciplinary team that confirms suitability
for fostering and highlights any potential difficulties
Prep work is undertaken with the CYP to prepare them for the transition
We can then work with colleagues from our fostering division to identify a suitable
match of carers who have been carefully selected and trained
Ongoing cross divisional support throughout the transition period, until the CYP is
settled in their new placement
URN: SC012001 v1 12 Reviewed: July 2021 – Nicole ClarkAPPENDIX: Care Management & Governance Our group now operates in a regional structure that enables education and residential care services to work closely - as well as creating locally resilient operational networks by connecting groups of services. These services are managed by skilled operational leaders from a variety of backgrounds. We recognize that the complexity of residential care services and the challenges we face on a day to basis - 365 days per year - means we also need to provide an increased level of expertise, support and leadership around these services. In the same way children in our homes require appropriate levels of a high structure and high nurture approach to their care, our services also share this need. Our residential services are managed by a Registered Manager and a Head of Care (Responsible Individual). Heads of Care are line managed by Heads of Service or Regional Directors’ who manage both education and care settings. We then provide a centralized specialist residential care team of National Care Managers who report to the National Care Director, to work alongside and within the operating regions in a planned way, providing consistent supportive relationships and a structured system of improvement and development work. The National Care Team also help build relationships with regulators, local authorities and outside agencies who can help us be more effective in our work as well as delivering strategic improvement projects across the group. Outcomes First Group operates a clearly defined improvement strategy, setting out our standards within an operational performance framework and improvement planning process that services work to collaboratively with senior leaders. Heads of Care are accountable for quality performance and improvement to the National Care Team. The performance quality and improvement process underpins the residential governance process in which Registered Managers and Heads of Care represent their services locally to an accountable group of governors, chaired by the National Care Manager. This information is reviewed as part of the National Performance Board chaired by the National Care Director and finally at a board level Safeguarding & Quality Committee. This allows the group to challenge, understand and focus resource on residential services that need support to deliver the best possible outcomes for our children. APPENDIX: Education Services Outcomes First Group believes that education should be individually tailored and delivered in a variety of environments with a curriculum that encourages the development of communication, social and life skills as well as academic achievement. The alignment of our education services geographically to our residential and foster care services allows us to help children and children to achieve positive outcomes within a school- based environment, while simultaneously receiving high quality care within a home setting. Each student and resident’s individual learning abilities, requirements and academic progression is consistently monitored to ensure that support remains proactive, learning opportunities are maximised and every singular achievement is celebrated. This approach is further supported by our in-house clinical teams, recognising each person we support as an individual and tailoring our care plans to meet specific needs from the point of admission and throughout their journey with us. Our aim is simple; to work with the vulnerable people entrusted to us, step-by-step, day-by-day, to help them achieve their potential. URN: SC012001 v1 13 Reviewed: July 2021 – Nicole Clark
Our expert teachers and care specialists work in tailored environments to help them make
progressive, incremental improvements. We monitor the progress of each of our students and
residents very carefully, adjusting their individual development plans as necessary.
We take the lead in liaising with carers and families and involving the relevant agencies and
authorities to build the appropriate care around the particular needs of those we look after.
“We deliver an integrated Education and Care service supported by therapy, which provides
much stronger outcomes for the people in our care. Seeing progress and building incredible
futures is what drives us. We deliver a bespoke service best suited to that individual.”
Richard Power, Managing Director of Education
APPENDIX: Clinical Support – Wellbeing Strategy Rainbow
URN: SC012001 v1 14 Reviewed: July 2021 – Nicole ClarkAPPENDIX: Outcomes First Group Pledge
We all know that from the statistics available, children and children in care are less likely to
achieve well at school, suffer from mental health issues, enter the criminal justice system or, as
an adult, other social care systems. At Acorn Education and Care/Options Autism, we are
working hard to change this bleak picture on an individual basis for our children and children,
and have a dedicated team to boost and improve outcomes. Residential Managers or
residential staff can access this additional resource at any point, and the support offered aligns
with our Pledge to Children and Children.
Help me get a good education (achieve and enjoy)
Education and SEND Lead – Emma Farr – emma.farr@ofgl.co.uk
The Education and SEND Lead can support with any education enquiry, big or small, from a
simple question which needs answering, to playing an active role in a case where a Residential
Manager has not managed to get a suitable or appropriate educational outcome for their child
or child. This service can help with advice on where to go next with an enquiry or question, or at
a more serious level, can start to take an active role, including any escalation on behalf of the
Registered Manager, child or child. This work is always sensitively undertaken with
stakeholders, with the needs of the child and child, and a sense of what the desired outcome
should be at the heart of the support delivered.
Support my future
Careers and Employability Lead - Kelly Spence – kelly.spence@ofgl.co.uk
The Careers and Employability Lead can support with any careers, employability or employment
enquiry, with the purpose of boosting the future chances of our children. This service can provide
high-level support to Registered Managers in trying to find appropriate further opportunities for
our children, but can also provide 1:1 career advice and guidance where necessary. This is
particularly important if:
• the child is not currently in an educational setting;
• the child’s current educational setting has not provided it at a suitable or appropriate level;
• if opportunities for this support were missed by the child.
Support my next adventure
Adventures and Activities Lead – Chloe Moul – chloe.moul@ofgl.co.uk
Responsible for the two key partnerships with the Duke of Edinburgh’s Award and British
Exploring Society, the Adventures and Activities Lead delivers the opportunity for our children
to complete a DofE Award at the three levels of Bronze, Silver or Gold, or to join an expedition
adventure with British Exploring Society. These opportunities allow children to acquire essential
personal skills, and connect them with their communities and the great outdoors in a
developmental and positive manner. These activities support and boost the other areas of ‘Help
me get a good education’ and ‘Support my future’.
URN: SC012001 15 Reviewed: DECEMBER 2020 –You can also read
