Transcript Document

National Centre for Excellence
in Residential Child Care
(NCERCC)
‘There is no one thing we can now call
Residential Child Care in the singular only
Residential Child Care in the plural’.
There are as many different types of Residential
Child Care as there are needs of young people.
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
2
RCC - the population of Children
In Care and their provision
• 60,000 in any one year overall and about 45,000 at any
one time.
• 70% - foster placements.
• 11-13% - residential child care
• 1865 children’s homes.
• 65% is private, 30% is LA and 5% is voluntary
• Most children’s homes now have less than 5 children
• Many now have registered small schools on site
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
3
NMS compliance and OfSTED
inspection
Average % of NMS met by Children’s Homes
– satisfactory or better
2003
58%
2004
68%
2005
76%
2006
80%
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
2007
83%
2008
92%
4
The young people
Combination of factors outside of the young person’s
responsibility: abuse, neglect, disability, parental illness,
family stress, low income, absent parent.
• Children of families with deep-rooted, complex or chronic
needs with a long history of disability, difficulty or
disruption, including abuse or neglect.
• Children with extensive, complex and enduring needs
compounded by very difficult behaviour who require
more specialised and intensive resources.
Over 90% = educational difficulties – more boys than girls.
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
5
Children can see RCC as a positive
choice (Children’s Rights Director)
• Providing stability and a stimulating environment
• Widening cultural and educational horizons
• Creating a framework for emotionally secure
relationships with adults - may benefit from having a
number of carers
• Providing a setting for intensive therapeutic work
• When a young person feels threatened by prospect of
living in a family or does not want to be part of substitute
family as still very much part of their own family
• When the emotional load of caring for a very disturbed or
chaotic young person is best distributed amongst a
number of carers
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
6
Relationships
Jordan (2006)
• relationships for Children in Care are more important
than for most people.
• ‘emotional flourishing’ needs to be the focus not
technical packages for targeted results.
• Attachment - rarely brought to an educational arena.
The emotions should not play an inferior role in our
deliberations about education….Emotion and its
associated roots permeate our experience and are
not….interruptions of brief moments of madness that
punctuate our otherwise cool and calm journey of
rational objectivity. (O’Hanlon, 2000)
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
7
Home is where we start from
‘There is no such thing as a baby, only a baby and
someone’ – Winnicott. Foundation for positive care &
education = good authoritative parenting
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
8
8 Pillars of Parenting
is a good checklist (Cameron and Maginn 2007 and
2009 forthcoming)
• Primary care and protection - Sensitivity to a child’s basic
needs shows the child that we care and that they are
important. Education is paramount because in our complex
world knowledge and skills are essential to survival.
• Secure attachments, making close relationships - Secure
attachments act as a buffer against risk and operate as a
protective mechanism.
• Positive self-perception - To allow the child to develop a
positive self image. Positive and negative statements have a
powerful impact on self-perception and esteem.
9
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
8 Pillars of Parenting (contd)
• Emotional compliance - This ability underpins the
successful development of relationships outside of the
family and can moderate susceptibility to the propensity
for later mental health problems.
• Self management skills - Self-image is the insulation,
which prevents inappropriate behaviour when enticing or
compelling outside factors try to intrude.
• Resilience - Resilient individuals are able to understand
what has happened to them in life (insight), develop
understanding of others (empathy) and experience a
quality of life that is often denied to others who have
suffered negative life experiences (achievement).
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
10
8 Pillars of Parenting
(contd)
• A sense of belonging - Research and theory on
relationships have highlighted the need to belong.
• Personal and social responsibilities - Essentially
personal and social responsibility mean’s being able to
coordinate one’s own perspective with the help of others
and developing personal views of fairness and
reciprocity.
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
11
Quality of care index
( Berridge – various) – for school assurance?
Link quality of care & satisfaction with schooling &
general happiness.
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
12
Care and control
• Addressing children’s needs, child oriented
• Warm and caring, responsive
• Quality of physical environment
• Praise and responsibility, positive expectations
• Opportunities for success, improvement of self image
• Clear boundaries, behavioural management
• Opportunities for inclusion
Stability and continuity
• Placement changes
• Pressure to move prematurely, opportunity to remain
• Changes in caregivers, predictability in daily care
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
13
Safety
• Child protection
• Management of risk
• Peer violence
• Allegations
Inter-professional working
• Support for identifiable problems, liaison
• Help with behavioural, emotional and social problems
• Coherent approach across settings – one plan for one
child
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
14
Family links
• Encourage contact
• Consider young people’s views - family-in-mind
• Support from parents/ carers
• Transport
Close relationship with at least one adult
• Champion, advocate, standing up for Children in Care
• Support and time, formal and informal
• Reliability
• Effectiveness of social work/educational psychology role
• Encouragement of key adults from past
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
15
Ethnicity and culture
• Culture, language and religion
• Context or location
• Consideration matching, mix, role models
• Daily care
Friendships
• Encouragement of pro-social friendships
Planning and aftercare
• High quality assessment and planning
• Desired placements, choice, matching
• Young person’s involvement, listen to young person
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
16
Emotional security precedes educational
engagement, advancement, achievement
and attainment
Resilience – linking parenting and schooling
Children who grow up in disadvantaged families who show
resilience are more likely to have:
• Experienced a stable and supportive family
• Parents who read to them
• Parents who showed an interest in their education
• Parents who wanted them to continue with their
education
• Parents who were interested in career planning
• Parents who took their children on joint activities
• A father and mother helping with household chores
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
17
Attachment theory and the school
child – linking emotions, behaviour
and learning – part one
Carers of each Child in Care need to be able to assess and
provide for the attachment needs of the child.
Teachers should be equipped to meet the learning style of
each attachment profile.
Attachment Profile
Learning Loss
Ambivalent
Suspended learning/later loss of
skills
No basic skills
Resistant to learning
Avoidant
Disorganised/disoriented
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
18
Readiness for school
• A child will not be able to begin to make the transition
into school until 2 major tasks have begun.
1. There must be clear evidence that an attachment to a
primary carer is present.
2. The following must also be in evidence:
– The ability to live alongside peers
– Generally will respond to adult boundaries
– Can manage small transitions
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
19
Readiness scale for reintegrating children with
social, emotional and behavioural difficulties
into mainstream classrooms (Rebecca Doyle,
Norfolk CC - BJSE vol 28, No3 (September 2001)
Self control and management of behaviour
Can accept discipline without argument or sulking
1
2
3
4
Can arrive in classroom and settle down quietly and
appropriately
1
2
3
4
Does not leave the room without permission
1
2
3
4
Can accept changes to plans or disappointments with an even
temper
1
2
3
4
Shows some self-discipline when others try to encourage
deviation
1
2
3
4
Is aware of normal sound levels and can be reminded of them
and respond appropriately
1
2
3
4
Does not seek confrontation during unrestricted times e.g. break 1
2
3
4
Can maintain appropriate levels of behaviour when the
classroom routine is disrupted
2
3
4
1
J
S\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
20
Incremental programme for re-integrating
children into full-time school (Gallagher,
Brannan, Jones and Westwood 2003)
Stage
Objective
At home
Care staff set and supervise. ReHighest
familiarising with routine and the discipline
of school life and academic input. Formal
mornings. Afternoons informal
Small group. Increased routines and Higher
educational challenge. Children have More
peer socialising
Re-introduce child to academic and social
Decreased
aspects of school life with increased
routines and discipline. Opportunity to
socialise with larger numbers of children.
Lower
Full rigours of school life, routines,
discipline, and educational demands.
Fullest opportunity to establish relationship
with peers.
Higher
Tuition or
support
Part time
school
Full time
school
Levels of
support
Lower
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
Expectations
Increasing
High
21
Personal Communication Passports
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
22
Questions for your school
Achievement
• What counts as achievement – academic, social,
emotional, creative, physical?
• Are some more highly valued than others?
• How is it assessed and recorded?
• What is the link between achievement and ability,
aptitude, attainment, performance, standards, progress?
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
23
Questions for your school (contd)
Inclusion
• Is the inclusion of some more highly valued?
• What counts as inclusion?
• What is the relationship of inclusion and exclusion,
integration, participation, identification of needs and
abilities?
• How is inclusion influenced by the needs of individuals,
classrooms, practitioners, institutional, families,
communities, national (social, cultural and political)
• What might be the effects of raising achievement on the
view of inclusion?
• What changes can you make to raise achievement of all
young people whilst safeguarding the inclusion of others
who are more vulnerable?
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
24
Attachment theory and the school child – linking
emotions, behaviour and learning – part two - how
these groups can be helped
Ambivalent
• Able with a level of intellectual capacity
• Sudden loss in attainment in life
• Anxious about carers, wary of strangers, upset by
separations.
• Frequently need to be ‘unwrapped’ from an activity or
person.
• Angry when separated so as to get grown up closer
• Rejects ending or sharing
• This loss of learning is temporary paralysis
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
25
Ambivalent (contd)
• Overcoming it needs helped to reduce anxiety,
understand their ambivalent feelings, and rediscovery
learning skills.
• It is crucial to involve carers and for two people to work
together in classroom
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
26
Avoidant
• Unable to acquire skills. As they cannot internalise
anything they are thus not ‘free’ to learn in school.
• Any adult has not held them in mind. They cannot hold
on to learning
• Few concepts, unable to attach any meaning to
anything, things are not clear to them and reality is
illusive.
• They had given up getting any response from an
attachment figure, to avoid disappointment, by the age of
18 months
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
27
Avoidant (contd)
• Little upset on separation as adults became irrelevant.
On reunion they avoid or reject.
• Little or fleeting interest in their peers.
• They expect anger or at least pain in relationships
• Afraid of the world and keep it on the outside of their
skin.
• They crave closeness.
• They will respond to boundaries and identify with a firm
figure (their restlessness is frequently a defence).
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
28
Resistant to learning
• Puzzling group who has seemingly no learning disability.
• Have the capacity to learn yet resist and frequently direct
themselves away from learning.
• Prevent themselves and others from learning, acting as
a clown, bully or just ‘oddly.’
• Do conform to a code of behaviour and will alienate
adults and peers alike.
• Chaotic. They take control of their chaos by a rigidity of
thinking. Can seem obsessive
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
29
Resistant to learning (contd)
• No memory of an adult being emotionally available for
them. They will avoid teachers and peers.
• Unresolved trauma in past that involved withdrawal of
love or abuse.
• To help this child you will need to have empathetic
responses and to be able to mirror back to them their
inner emotions. Non-verbally/verbally.
• It is especially important to note the onset of times of
greater difficulty and to interrupt or interpret how they
might be feeling.
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
30
Attachment needs - How a child might behave and
why - Understanding Why
Why is …
Maybe
Katie constantly turning around in
class?
Danger often comes from behind
Jodie often ignoring the teacher’s
instructions?
Jodie is so alert to everything around
her that she cannot hear the
teacher’s instructions.
Jamal always exploding during maths Jamal finds it difficult to be wrong or
or spelling?
make mistakes, and it is always
obvious when answers in maths or
spelling are wrong.
Wesley refusing to be helped with
new work?
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
Wesley wants certainty in his life and
never wants to feel helpless again,
so he finds it very hard to accept any
help.
31
Attachment needs - How a child might
behave and why (contd) - Understanding Why
Why is ….
Maybe …
Harrison often taking other pupils’
belongings?
Stealing is often linked to early loss,
especially of caregivers, and this can
lead to a more general misunderstanding
of the difference between ‘mine’ and
‘yours’. Harrison had little of his own in
his early life.
Sarah constantly asking the teacher
trivial questions about her work?
Sarah has very low self-esteem and
needs to feel an adult is close to her
constantly. She may feel she cannot
bear to get it ‘wrong’ or the teacher may
‘disappear’ like others in her life, for
which she blames herself.
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
32
Attachment needs - How a child might behave
and why (contd) - Understanding Why
Why is
Maybe
Adam being sulky and refusing to speak
with the teacher or others in authority
about difficulties?
Adam has no words to describe how he
feels, so looking sulky is a
communication.
Merline frequently telling lies?
Telling lies is often linked to early loss,
especially of caregivers, and leaves
children with difficulties distinguishing
between fact and fantasy. Merline’s
early life has no boundaries and she has
difficulty describing her feelings. She is
also desperate to be linked and will say
what she thinks will please
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
33
No more the scatter of interested parties
Questions for Children’s Services (from Quality
Matters in Children’s Services – messages from
research Stein 2009) and amended by NCERCC)
Strategic
• How does your placement commissioning strategy take
into account factors which the evidence suggests are likely
to lead to better educational, social and emotional
outcomes?
• What measures, in addition to National indicators, do you
use to monitor improvement in educational outcomes?
• Integrated service framework at service and setting level –
is there recognition of having unmet needs in various parts
of their lives and need multiagency approach in the life of
the child
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
34
No more the scatter of interested parties
Questions for Children’s Services (from Quality
Matters in Children’s Services – messages from
research Stein 2009 and amended by NCERCC)
Strategic (contd)
• How does your workforce development strategy support
all involved in the life of children to promote common
approaches in supporting education? Carers being
expected and equipped to provide sufficient support and
encouragement for learning and development – LSAs
alongside carers?
• How do your Corporate Parents champion educational
outcomes?
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
35
No more the scatter of interested parties
Questions for Children’s Services (from
Quality Matters in Children’s Services –
messages from research Stein 2009 and
amended by NCERCC)
Operational
• In what ways do your organisational structures and
processes promote of impede placement stability and
continuity of all those involved in the life of a child?
• Whilst plans, procedures and joint protocols will not
themselves bring about the required changes in practice
there are 7 enablers of interagency collaboration
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
36
No more the scatter of interested parties
Questions for Children’s Services (from Quality
Matters in Children’s Services – messages from
research Stein 2009 and amended by NCERCC)
Operational (contd)
enablers of interagency collaboration:
– understanding and respect for roles and responsibilities of other
services
– good communication
– regular contact and meetings
– common priorities and trust
– joint training
– knowing what services are available and who to contact
– clear guidelines and procedures for working together
– low staff turnover
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
37
No more the scatter of interested parties
Questions for Children’s Services (from Quality
Matters in Children’s Services – messages from
research Stein 2009 and amended by NCERCC)
Operational (contd)
• Do you know your assessments are as rigorous as
necessary to include adequate assessment for intervention
of highest needs? Do they connect welfare to education?
• How do you know PEP are used to create effective
personalised planning that ensures educational
engagement?
• How do you ensure professionals across all services work
together?
• On admission then regular meetings of DT, SENCO, VH, DT,
teacher, social worker and carer to establish communication
and preparatory planning, roles and responsibilities,
understandings and explanations and plans
38
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teache
for LAC
No more the scatter of interested parties
Questions for Children’s Services (from Quality
Matters in Children’s Services – messages from
research Stein 2009 and amended by NCERCC)
Practice
• Could you use the Quality of Care as a tool across care
and education?
• How do you assess the needs of young people?
• How do you support carers and teachers?
• How do you combine educational and emotional support
for children?
• Do you support the development of case work and direct
work with young people
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
39
How you can help me? The
words of young people
• Understand that I have strengths and sometimes you
focus too much on what I can’t do rather than what I can
do.
• Talk to each other – my parents, carers, social worker
and other staff at school – to help you understand me
better and find out what I do well and what I find difficult.
• Make a plan with me to help me through the day or
difficult times – it could be about what I like and what I
need to avoid, or times of the day like getting up, meal
times and bedtimes, or how to help me when I am upset
or angry.
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
40
How you can help me? The
words of young people
(contd)
• Tell me when I am managing my behavior well - need to
know when I have improved. Telling me ‘well done’
because I didn’t yell at someone when they annoyed me
or I asked before borrowing someone’s pen does help
me.
• Help me to recognize my feelings. It helps if you name it
and tell me how I am looking and may be feeling.
‘You’re looking happy, smiling and relaxed.’ ‘You’re
looking puzzled and screwing your eyes up, is something
worrying you?’ If I can talk about it I will, but respect my
feelings if I can’t.
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
41
How you can help me? The
words of young people (contd)
• Tell me in advance about any changes, such as new
teachers or going on visits – I need a little bit of time to get
used to new things and people and it helps to be
reminded about what happens next, such as lunch is in 10
minutes. I feel safer if I know what to expect.
• I may find it hard to remember to have the right equipment
on the right days, such as PE kit, so making sure my
parents or carers know will help me.
• Sometimes I need to be on my own to calm down – can
we agree on a safe place for me to go and a quick way for
me to tell you I am going? I will only use this when I really
need to.
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
42
How you can help me? The
words of young people (contd)
• Sometimes I do feel angry and I don’t know why – please let
me know that’s OK so long as I don’t hurt myself or others.
• I might find it hard to look at you directly but it doesn’t mean I
am not listening to you – don’t ask me to look at you if I find it
difficult.
• My behavior is telling you how I am feeling. It is important
that you stick to the plans that we have made for helping me
through these difficult times.
And most importantly:
• I do appreciate you being there for me and trying to
understand me even on the days when things are
difficult.
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
43
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
44
Contact details
National Centre for Excellence in Residential Child
Care (NCERCC)
National Children’s Bureau
8 Wakley Street
London EC1V 7QE
E-mail: jstanley@ ncb.org.uk
www.ncb.org.uk/ncercc
Tel: 020 7843 1168 Fax: 020 7278 8340
JS\NCERCC\Events\OHP.23June09.Dev.Des.Teachers for LAC
45