1. Child Centred Principles of the Quality Standards Day 1

2. Structure of the day A reflective and interactive programme Day One topics: 1.Getting to know the team 2.Key points in QS 3.The culture/ethos of the home 4.How care takes place here 5.Beginning to think about outcomes 6.Some lessons from inspections

3. Who is the team? Take 15 minutes as a group to prepare a brief (five minute) presentation on who your team is, what the team’s primary task is, how they carry that out, how individuals contribute. – Be creative…. Ofsted are interested in the characteristics, training and attitudes of staff and mangers. Access to suitable training helps staff feel professionally secure and supported by their organization

4. We work with reality, rather than ideals How the team / service operates is defined (described) in the Statement of Purpose. Important to acknowledge that this work is a tiring and emotionally draining experience. – A service that does not care for itself will have difficulty in caring for others

5. The Quality Standards OfSTED judgement areaApplicable Quality StandardApplicable Regulation Overall Experiences and Progress of Children and Young People; taking into account how well children and young people are helped and protected, and the impact and effectiveness of leaders and managers. 1. Quality and Purpose of Care 2. Children Wishes and Feelings 3. Education 4. Enjoyment and Achievement 5. Health and Wellbeing Regulation 6 Regulation 7 Regulation 8 Regulation 9 Regulation 10 How well children are helped and protected (key judgement). 6. Positive Relationships 7. Protection of Children Regulation 11 Regulation 12 Impact and effectiveness of leaders and managers. 8. Leadership and Management 9. Care Planning Non Quality Standards Regulations Engaging with the wider system Management and Administrative Regulations Regulation 13 Regulation 14 Regulation 5 Regulations Parts 3 - 7

6. Progressive outcomes In order to maintain an outstanding or achieve ‘good’ you will be demonstrating how your home is even better than it was the last time it was inspected (e.g.) – Robust evidence of children’s starting points and progress across all key inspection/statutory areas. – Highlighting areas where the children and young people have exceeded their planned outcomes. – Parents, carers and other stakeholders can access this information, comment on it and contribute to it. – Evidence showing how you have put care planning and service plans together, how you have evaluated it and how you have adapted as a result of those evaluations. (Plan-Do-Review) – Clear and meaningful evidence of young people’s day-to-day involvement.

7. Values and beliefs Culture and ethos of the home is made explicit in the SoP Identify values and beliefs that underpin practice in your home

8. Ethos / culture of home How are prevailing values and beliefs implemented by staff and managers? How are aims and values enshrined in structures, staff roles and the wider organization? How do young people make a contribution? Is this captured in the Statement of Purpose

9. What outcomes? In pairs…what are we trying to achieve? (Outcomes) How can we measure this???

10. How? In different pairs…what is the overall approach of the home? – Does a clear theory or general philosophy guide your practice? Why is this approach used? – Is it focussed on the fine detail of children’s needs? – How are children’s needs addressed in individual and group approaches

11. How to get the “How” right Not working from preconceived ideas, prejudice or experience alone Work from what assessment and evidence tells us is the best way to be using every moment – (care is purposeful)

12. Ofsted Inspection Handbook Critically, the inspector will want to see evidence from the managers and staff that demonstrates how they know they are having a positive impact on the progress and experiences of children and young people, and how they know they are making a difference to young people’s lives

13. Evidence of progress Inspectors opinions is often informed by qualitative evidence, such as case tracking and tangible outcomes, perhaps more than quantitative measuring tools

14. Young people’s overall experiences Show how you help young people make progress – Health – Social – Education – Emotional and psychological wellbeing Importance of baselines / distance travelled Small achievements can make a BIG difference – Focus on individual needs and abilities – Personalised journeys to achieving outcomes – Capture changes no matter how small

15. What does progress look like? Rarely linear… Bumpy process Keep track of longer term changes – See set-backs and regressions as part of progress – What do we need to understand about this young person’s life now, if things are going backwards – Records need to reflect reality, but also to provide context

16. Who has the evidence? Case files and home’s records All staff (not just managers) Young people’s accounts Others (e.g. parents, LASW, IVs)

17. Case study examples In different pairs…thinking of a young person you work with… Provide examples of progress Do you have a base-line? What was the aim/goal? Has this been exceeded? Where is the evidence? Is it “triangulated”?

18. Examples from inspections (social) “They are helped to make daily living choices about what they eat and drink, choosing what clothing they wish to wear, and deciding when they want private time and what activities they would like to do”. “They go to the theatre and can now sit throughout, laughing out loud and enjoying the show”. The home provides a communal art room, excellent outside play areas and a large, welcoming sitting room where children and young people can meet with their family, friends and visitors in private. Families are made very welcome at this home, and where appropriate, children and young people regularly spend time with their families.

19. Examples (emotional and psychological wellbeing) Young people complete a ‘This is me’ consultation booklet.This is one of the ways in which staff become familiar with their preferences. Children and young people are being helped to become less anxious in particular areas of their lives. This increases their opportunities for inclusion and enjoyment and has a positive impact on their overall wellbeing. Young people contribute to house meetings and take part in decision-making, they are encouraged to invest in their home, and as a result they take great pride in it and are protective of it.

20. Examples (health) The staff team’s vigilance and in-depth understanding of the needs and abilities of each individual, contributes to improving health and educational outcomes for children and young people. Young people have structured routines and benefit from attending regular health appointments, eating a healthy diet, being encouraged to engage in physical activities. They enjoy significantly improved physical and emotional health because of living in this home. The roster ensures that there is consistency in which staff member escorts young people

21. Examples (education) Young people who have had difficult experiences in learning environments are accessing education and training. Home staff have excellent links with the virtual school tutors. Education and training arrangements are prioritised. One tutor said ‘staff are tenacious in ensuring young people have arrangements in place and if there are any difficulties staff support them to overcome them

22. Keeping hold of things… Identify any topics to carry over for Day 2

23. Web-based support http://www.childrenshomesqualitystandards. org.uk/ http://www.childrenshomesqualitystandards. org.uk/