bridges short break centre statement of ......1 bridges short break centre statement of purpose 2019...

1

BRIDGES SHORT BREAK CENTRE STATEMENT OF PURPOSE 2019

This document fulfils the requirements of the Children’s Homes (England) Regulations 2015 Schedule 1,

the Department for Education Guide to the Children’s Homes Regulations including the quality standards

April 2015 and the Social Care Common Inspection Framework April 2017.

2

TABLE OF CONTENTS

Title Page number

INTRODUCTION 3

QUALITY AND PURPOSE OF CARE • Statement of the range of needs • Ethos of the home • Accommodation offered • Location of the home • Arrangements for supporting the cultural, linguistic and religious needs of

children • Complaints • Access to the home’s child protection and behaviour management policies

3 3 3 4 5 5

6 7

VIEW’S WISHES AND FEELINGS • Consulting with Children and Young People • The home’s policy and approach to anti-discriminatory practice and

children’s rights

7 8

EDUCATION • Supporting children with special educational needs • Supporting education and educational achievements

9 10

ENJOYMENT AND ACHIEVEMENT • Activities within the home

10

HEALTH • Health care provided within the home

10

POSITIVE RELATIONSHIPS • Promoting contact between children family and friends

11

PROTECTION OF CHILDREN • Approach to monitoring and surveillance • Behavioural support

11 12

LEADERSHIP AND MANAGEMENT • Managers’ details • Staff experience and qualifications • Staffing structure

13 13 15

CARE PLANNING • Admission to the home

18

3

1 INTRODUCTION 1.1 The statement of purpose is a requirement of the Children’s Homes (England) Regulations, April

2015.

1.2 It is not a brochure; it is a manual that is used by all those who have an interest in the service. It

performs a task for those internal and external to the home and is a connecting device.

It connects the needs of the child with the aims and objectives of the setting.

It connects our definition of good practice and the clear objectives through which that practice can be achieved.

It connects policy with practice.

It connects the quality and range of services provided.

1.3 The statement of purpose formally reviewed annually and approved by the Responsible Individual.

Children and their families

Children currently accessing the service, or those wishing to learn more before considering it, will have their expectations experience, rights and responsibilities made known to them through the Statement of Purpose and the Children’s Guide. It should be informative enough for parents to be able to make a choice and know how they can participate in the service and care of their child

Employees who work at Bridges

To have knowledge of what is expected of them

Social workers / professional partners

What Bridges provides, how it does it, how well and how their roles fit in with the life of the centre

Leaders & Elected members

What the centre aims to do

Ofsted To inform Ofsted of our services and provide them with information, to support the inspection process

2 QUALITY AND PURPOSE OF CARE

Statement of the range of needs 2.1 Bridges is a resource centre, providing short break care for children who have complex needs, a

learning and/or physical disability. The children and young people who access Bridges require

personal care, medication, behavioural support and support with learning and achievements.

Aim and Ethos of the home

2.2 Quality, individualised care is taken of the children who attend Bridges. We adopt a child first

approach and collaborate with all agencies involved with the child.

2.3 Bridges Resource Centre plays an active part in ensuring children progress and participate in a

range of activities and positive experiences. At the same time they deliver support to the whole

family, through a range of wider services, including work with sleep, behaviour and personal care.

We believe that every child is an individual with the right to enjoy life within the community,

appropriate to his or her age. We advocate respect, dignity and choice, whilst promoting

independence.

4

2.4 We create a positive environment which promotes a culture where children and young people are

offered experiences and opportunities to assist them with achieving their aspirations, and goals in

life.

Accommodation offered

2.5 Bridges is registered with Ofsted to accommodate up to eight children at any time. We have five

bedrooms meaning that a maximum of five children or young people can stay overnight; a further 3

children can attend for tea or day visits. The combination of overnight and day visits will not exceed

8 children. We ensure individuals have a choice of bedding and we will purchase preferences to

make them feel welcomed and valued.

Bridges is a detached two storey centre with all areas accessible to those who use wheel- chairs,

including a lift for access to the first floor.

2.6 Internal facilities include an adapted bath, fixed ceiling track and mobile hoisting equipment, a

sensory room, an art and crafts room, play room lounge, soft play cabin, and fully accessible garden

with specialist sensory and play equipment including trampoline and d bucket swing.

2.7 The lounge / play rooms are spacious, as is the garden.

5

Location of Bridges

2.8 Bridges is on the borders of Wokingham and Reading, Berkshire and is situated in a quiet

residential area. It is close to local amenities including shops, garden centre, multi-screen cinema,

and local parks. One of these, Dinton Pastures, has lakes and nature walks as well fully accessible

play areas. We are a short drive from the local maintained special school Addington, who we have a

close working relationship with. The location of the centre has been formally assessed, with the

local police and LSCB and there are no known significant risks in regard to location. There is ample

parking onsite and in the road directly in front of the building. We have regular buses that service

Reading town centre and Winnersh Triangle train station is within walking distance.

Arrangements for supporting the cultural, linguistic and religious needs of children

2.9 The work done in advance of a child visiting Bridges is designed to ensure that we have the necessary information about a child’s religious, communication and cultural needs and can plan how those will be met.

2.10 We are inclusive and responsive to the individual needs and aspirations of children, young people

and their families. We also aim to be family orientated, and culturally competent, respectful of children and young people who have a diverse range of needs and backgrounds. All the children/young people who receive a service from us are valued as individuals, with different needs and individual rights.

2.11 The values deriving from different backgrounds are recognised and respected at all times. Within

the care planning process the team recognise different needs in relation to ethnicity, culture, religion, diet and sexual orientation where they may exist.

2.12 We have a number of resources which recognise ethnic, cultural and linguistic differences, and staff

enable the children and young people to explore these through play. They include books, posters, toy figures, games, multi-cultural music and cultural evenings. We encourage children/young people to question and celebrate differences, through activities, role modelling and discussions.

2.13 Being part of Wokingham Borough Council we have access to services that can provide translation

of documents in other languages, braille and audio, and interpreters to attend reviews or meetings where necessary.

6

2.14 Special dietary needs and individual preferences are recognised, and are included in the menu planning process.

2.15 We celebrate special times of the year e.g. Eid, Christmas, Chinese New Year, Easter, St Patrick’s

Day etc. to help us understand a range of religions and cultures. We also make a special effort to celebrate children’s birthdays. If a child or young person wishes to participate in any religious activities or observance, we will make arrangements within the centre e.g. a quiet place to pray or read

2.16 Staff have knowledge of Makaton and PECS to assist communication with the child or young person. If the child or young person is able to communicate verbally, staff will listen and act upon what they say. Social stories and picture boards and electronic aids to communication, such as iPad or Ete Gaze are also helpful ways for us to communicate with children and are used as necessary

Arrangements for dealing with complaints

2.17 We encourage children and their families to be open and honest about any concerns or worries they have and we listen and act.

2.18 Complaints are responded to at the earliest opportunity and by the most appropriate person in

accordance with Wokingham Borough Council’s complaints procedure, copies of which are available on request, or on the Wokingham Borough Council website.

2.19 We have developed various ways in which children and young people can make formal and informal

comments, observations, or complaints. These include;

An accessible Children’s Guide, which includes information on how to make a complaint and where to find support in doing so.

A children and young person’s consultation form, which children are supported to complete before their reviews.

Children are also visited regularly by their Social Workers (where applicable) which offers a further independent opportunity to feed back in regards to the service they receive.

Visits from an independent Advocate

Consultation board in the dining room affording opportunities to communicate with the use of PECS, pictures and or switch buttons.

The children’s individual diaries for staff to record from observations of non-verbal children and young people’s unhappiness, worries, and or complaints.

7

2.20 We are committed to receiving and acting upon feedback from children, whether this is positive or indicating dissatisfaction with the services provided. Complaints and compliments are monitored by the Regulation 44 visits each month, and by the Council’s Complaints Manager.

2.21 We also can provide a telephone for children and young people to access should they wish to make

a complaint.

Children and their families are also able to make a complaint to Ofsted or to the Children’s Commissioner for England, Anne Longfield (appointed March 2015) at: Office of the Children’s Commissioner 0800 528 0731 [email protected]

Or

Ofsted Piccadilly Gate Store Street Manchester M1 2WD 0300 1231231 [email protected] Access to the home’s child protection and behaviour management policies

2.22 Bridges adheres to the Berkshire LSCB Child Protection Procedures, a ‘live’ online document

which can be found at: http://proceduresonline.com/berks/

2.23 Alongside this we also have a local safeguarding policy, which includes an easy to follow flow chart.

This policy is available to staff as a paper document in the policies and procedures folder, on a shared computer drive and available to children, young people, families, carers, professionals and others involved in the care and protection of a child upon request.

2.24 Bridges also has a Behaviour Policy, available in the above formats and upon request. 3 VIEWS, WISHES AND FEELINGS

Consulting with Children and Young People 3.1 Regular consultation takes place with children and young people regarding their experience of

Bridges and how they would like the service to develop. We recognise that children and young

people should be offered opportunities, choice and control at every appropriate opportunity.

3.2 Consultation is part of our everyday work; however, the following illustrates some of the other

methods we use:

Interactive consultation board with varying topics, updated each month. Recent consultations

have included

o Which photo of themselves the children would like on their paperwork

o Which sporting activities the children would like to try over the summer months

o Which attributes the children would like in new staff members

Choices in the meals provided

Structured / direct observations from staff, recorded in daily diary logs

mailto:[email protected]


http://proceduresonline.com/berks/

8

Analysis and reflection of behavioural incidents

Children’s consultation forms, for reviews

Feedback from parents/carers and other involved professionals

All children have a link worker, who's role it is to get to know them especially well and advocate

for them/ help them to advocate for themselves where needed.

Bridges policy and approach to anti discriminatory practice and children’s rights

3.3 Bridges creates a climate that is committed to equal opportunities, inclusion and challenging

barriers and discrimination. We work within the Equality Act 2010 (EqA) and recognise that the EqA sits alongside the requirements in the Children and Families Act 2014 and the Special Educational Needs and Disability Code of Practice.

All employees are ‘signed up to’ the Council’s Values and Behaviours framework and we adopt these values and behaviours.

Bridges recognises that all people are unique and have a contribution to make for the benefit of all.

Employees understand that discrimination arising from disability is treating a disabled child unfavourably because of something arising in consequence of their disability and work to ensure that children in their care are protected from any such experiences.

3.4 The protected characteristics as below are understood and reasonable adjustments made as

necessary to break down barriers for inclusion.

Age

Disability

Gender reassignment

Marriage and civil partnership

Pregnancy and maternity

Race

Religion or belief

Sex

Sexual orientation

9

Bridges has a policy on anti-discriminatory practice that all staff adhere to. No child or groups of children or their families will be discriminated against. Our staff team will not judge or treat children or their family unfairly or unequally.

3.5 Should staff become aware that an individual or a family is experiencing discrimination, they will

offer immediate support and promptly address the needs of all concerned. This will then be passed on to the Registered Manager to address as necessary.

3.6 Anti-discriminatory measures in place to protect children and their families include:

Careful observation and monitoring

Accurate recording

Being vigilant in the link worker role

Having an understanding of the families’ needs

Being aware of the signs and symptoms

Raising concerns with others

Whistle blowing policy

Children’s advocate

Use of link workers

3.7 Wokingham Borough Council and Bridges are committed to the principles of The Human Rights Act 1998. Children with disabilities are vulnerable. Their needs and interests must be heard and given the utmost consideration in decision making.

We use every opportunity to promote the rights of children with disabilities and to improve children’s lives and social status.

3.8 Within the principle of equal opportunities, all young people have rights. At Bridges children and

young people have the right to:

be treated with respect

be treated fairly

be listened to when people are making plans about their future

be able to go to school

be in good health

be able to complain if they are unhappy or worried about something

be able to have an advocate who can advise and help sort out matters when their stay is not going well

be looked after by staff who actively promote the above rights. 4 EDUCATION

Supporting children with special educational needs 4.1 Children/young people continue to attend school as part of their daily routine during their stay at

Bridges. In most cases, for children staying overnight, Bridges will collect and drop off the children to Addington School. For children on a tea visit, we will collect the child from school and the children are then picked up at 7.00PM. For the children who do not attend Addington, the regular school transport is used, to provide consistency.

4.2 Schools currently attended are:-

Addington (Wokingham maintained special school)

Manor Green (Maidenhead maintained special school)

Henry Tinsdale (Independent special school) 4.3 Where it is helpful or requested some Children and Young People have a home/ school/ Bridges

diary to help ensure a consistency of communication between all carers/settings. This enables support workers to gain an insight into the child or young person’s day and help to reinforce praise, events and achievements that day/week or share worries.

10

4.4 There is close collaboration between Bridges, families, school and the Special Educational Needs team. We liaise closely with all, during the introductions to Bridges, as part of the Care Planning process and continue to attend meetings (Team around the Child / PEP) and annual EHCP reviews.

4.5 We use the Outcomes section of the EHCP, to identify the areas of develop that we can incorporate

into the child’s visit, to reinforce the work being done by school. This includes independence skills in personal care, food preparation, using public transport, budgeting and accessing community based activities.

4.6 The importance of education is acknowledged. If children and young people bring homework into

the unit to complete, we assist with this where necessary and they are encouraged to complete tasks. There is a wide range of books available in the centre, three iPads, a large touch screen television with a wide range of applications, games, toys, art activities.

Supporting education and educational achievements 4.5 As stated, Bridges staff attend school reviews and make visits to the schools to see their link

children. The link worker will maintain good contact, and work together with the teacher and young person to develop joint working in other areas of development, including behaviour, communication, assisting and supporting mobility, diet and nutrition and social skills.

The Registered Manager and / or assistant manager meet termly with a designated member of the

school staff to identify areas of concern or improvement with either individual young people or services.

5 ENJOYMENT AND ACHIEVEMENT

Activities within the home include 5.1 We provide an extensive variety of activities which take into account a young person’s individual

likes, choices, needs and aspirations. The provision of play equipment and outings is a key aspect of the service. A wide range of play activities are provided; these include up to date I.T systems (tablet computers), art, games, puzzles, sensory toys. The indoor sensory room provides a space for children and young people to enjoy a range of sensory activities in a calm and relaxing environment.

5.2 A safe and secure garden which provides opportunities for enjoyment with specialist outdoor play

equipment such as a basket swing, water play, trampoline and soft play cabin. 5.3 Access to a mini bus and drivers, which are used to provide a variety of outings such as trips to the

coast and enable the children/young people to access local community facilities. 5.4 An outreach service for children or young people where there is an assessed need to have the

opportunity to access and enjoy the local community either alone or with their peers with appropriate support.

6 HEALTH

Health care provided within the centre 6.1 Bridges supports children with a range of health needs; these include epilepsy, asthma, eczema

and gastrostomy feeding. Supporting individual children’s health is covered within the child/young person’s care plan, and emergency procedures are in place where necessary.

6.2 As part of thinking future and reducing dependency children are encouraged to take an interest in,

and as far as practical be responsible for their own health and that of and others. We will aim to

11

support children to be as independent as possible with all areas of their care and be healthy individuals

6.3 Bridges staff are trained in first aid, risk assessment and people handling, the safe use of

medicines, emergency epilepsy medication and procedures and competencies for gastrostomy feeds. Individual care plans for specific medical procedures are kept on all of the relevant children’s files. The health care plans and staff training sheets are located in individual care plans.

6.4 Children are always listened to which ensures that staff are aware of, and can address, any

ailments or an emotional need causing concern.

6.5 Bridges has access to the Occupational Therapist within the Disabled Children’s Team who provides support in meeting the needs of children and young people requiring manual handling and specialist equipment. The Occupational Therapist is fully involved in the care plan and risk profiles of those children and young people. We also have regular contact with the school nurses from Addington, who support with information, advice on child specific areas of care.

6.6 The centre is able to provide a service for and assist children/young people who are prescribed

medication, for which there is a ‘Bridges Safe Administration of Children’s Medication Policy and Practice Guidance’. Staff are all aware of the need to promote healthy living, and actively assist children and young people in daily hygiene routines, dental care, food and menu choices. Health is also explored through play, stories and activities.

6.7 Bridges carries out a constant cleaning programme to prevent infection.

7 POSITIVE RELATIONSHIPS

Promoting contact between children, families and friends 7.1 Bridges is a Short Break Centre, therefore the aim is to provide children with enjoyable short breaks

whilst also giving their families a break – this in itself assists with family relationships and resilience

and supports permanency for children within their own families.

7.2 Bridges operates an “open door” visiting policy, and, subject to any legal orders, contact or visits

can be made with a child/young person at any time during their stay. As many of our activities

include outings outside of Bridges, parents and carers are advised to call / check beforehand if they

are intending to visit.

7.3 Children and young people are able to telephone /face time / skype/ e-mail their families at any

reasonable time. In certain circumstances the frequency and duration may be specifically outlined in

their individual care plans. Staff will be aware of each individual’s level of support / care plan and

will be able to support as necessary.

8 PROTECTION OF CHILDREN

Homes approach to monitoring and surveillance 8.1 Bridges has no sophisticated or recordable form of surveillance of the children. For children with

health needs that require a higher level of monitoring then an audio monitor or bed alarm can be used, for example if a child has epilepsy at night time. This is only when this is identified as an assessed need in the care plan and prior agreement is sought from parents/carers, the child/ young person (wherever possible) and the placing authority. To ensure maximum privacy the child or young person is made aware when the monitor is switched on and off each time using words, Makaton or symbols as appropriate for them.

12

8.2 In accordance with need children and young people staying at Bridges are provided with support that includes that of supervision based on their assessed individual needs, as identified, such as 1:1 or 1:2. Bridges is designed so that children and young people can have access to all shared areas of the centre, enabling independence and privacy where safe to do so.

8.3 Bridges has an electronic key pad entry and exit systems on the front door and key pads on

external gates that lead to the car park and road. There is unrestricted access to a large garden / play area.

8.4 The external front access key pad is not to restrict children / young people from leaving, but to

ensure they are safe in doing so. Young people have a variety of communication methods available to them to be able to ask a member of staff if they want to go on an outside activity or to be picked up by a parent/carer. These identified risks are reflected in the building risk assessment and deprivation of liberty versus duty of care policy.

8.5 Bridges staff are aware of the procedures and protocols in place with regard to children who go

missing and who may be at risk of child sexual or criminal exploitation. A location risk assessment has been undertaken and there are no known risks associated with the location of the unit.

Behavioural support

8.6 Bridges operates within the Team Teach framework of behaviour management. We have staff who

are trained to deliver training, 1 at Advanced level and 2 at Intermediate. These trainers deliver training to all staff, as part of their induction and every two years thereafter.

The children/young people’s care plans are updated every six months, with multi agency input. These are agreed and signed off by parents/carers, the child themselves (where applicable) and a manager.

8.7 A full and comprehensive record is made following all behavioural incidents. This is then looked at

and commented on by one of the management team and escalated to the manager or Advanced Team Teach trainer, for further analysis, if required. For behaviours that are new or present differently to those that we are familiar with, we discuss this as a team, on our monthly meetings, to consider alternative methods to prevention and de-escalation.

Team Teach Aims:

To promote the least intrusive positive handling strategy and a continuum of gradual and graded techniques, with an emphasis and preference for the use of verbal, non-verbal de-escalation strategies being used and exhausted before positive handling strategies are utilised.

To enable services to develop acceptable and authorised responses to disruptive, angry and aggressive behaviours in a manner that maintains positive relationships and provides safety for all.

To reduce the amount of incidents involving physical interventions in all settings and to emphasise the importance of exhausting all de-escalation behaviour management strategies in the first instance.

To increase the awareness of staff concerning the importance of recording and reporting, monitoring and evaluating, all incidents involving positive handling.

To provide a process of repair and reflection for both staff and children.

8.8 Policy and practice is about diverting the children/young people from behaviour that is unacceptable, using methods agreed in individual care plans, focusing on positive reinforcement, modelling appropriate behaviour and redirection/distraction strategies.

8.9 At all times staff are mindful of the need to ensure that the behaviour of one child does not harm

another. A distressed young person may be supported by withdrawing them from the group to enable a time for calming down.

13

8.10 Should any child or young person need any type of physical support / intervention, it is recorded in the reportable events book, and on their electronic file which alerts their social worker. Parents/carers are notified as soon as practicable and appropriate. Staff are required to record the young person’s response / views in the reportable events book.

8.11 Distraction and prevention is a successful skill of the team. The use of physical intervention is very

rare and detailed records are monitored by the managers at Bridges, and through the monthly Regulation 44 visits and can be seen by the Responsible Individual.

8.12 We promote positive behaviour and our aim is to assist children and young people in restorative

conciliatory responses when undesirable behaviours occur. Again, rarely it may be appropriate to use a sanction. A child/ young person should be given a warning of an impending sanction and opportunity to alter their behaviour. Sanctions will only be used where it has been clearly identified and agreed in an individual’s care plan agreeing that the child/young person has the capacity to understand consequences. Sanctions are recorded in detail in the reportable events book and a hard backed book of all physical interventions.

8.13 Bridges has a comprehensive behaviour management policy, copies of which are available from the

centre. 9 LEADERSHIP AND MANAGEMENT

Names and work addresses of managers

Registered Provider

Wokingham Borough Council Children’s Services Civic Offices Shute End Wokingham Berkshire RG40 1BN

Responsible Individual

Jasmine Grimshaw

Service Manager

Registered Manager

Tony Waite

Bridges

109 Colemansmoor Road

Woodley

Berks RG5 4DA

Staff experience and qualifications Recruitments checks We follow safer recruitment guidelines in line with Wokingham Children’s Services policy including DBS and right to work in the UK checks, and ensure that any gaps in employment are investigated.

14

New starters and induction New staff members undertake Short Break Service Induction; this is to be completed by the end of their probationary period of six months, or longer, should additional training or support be required. Staff employed on a sessional contract, who have been taken on as permanent staff do not have a six month probationary period but still have to complete the relevant parts of the induction documents within the agreed timescales. For the appointment of unqualified sessional staff, we will take them through the mandatory training, as part of the induction process. Sessional staff will have no shift leading or link working responsibilities and will not be directly contributing to any Care Planning and/or reviews.

Training We have a comprehensive training programme that runs through induction and subsequent refresher

courses.

Mandatory training and timescales on completion and updating

Course Initial training Update / refresher

Universal Safeguarding Children

Within first 6 months 3 Yearly

Safeguarding e-learning refresher

Within first month Yearly

Child Sexual Exploitation Within first 6 months 3 Yearly

Female Genital Mutilation

Within first 6 months 3 Yearly

Channel PREVENT Within first 6 months 3 Yearly

E-safety (3 yearly) Within first 6 months 3 Yearly

Behaviour Management and Personal Safety

Within first month (if not Team Teach qualified)

Updated through Team Teach programme

Team Teach Intermediate Theory

At first available course within first year

2 yearly

Team Teach Intermediate Practical


2 yearly

Epilepsy and Clinical Procedures


2 Yearly

Medication Theory Within first 6 months 1 yearly +/- 1 month

Medication Practical Within first 6 months 1 yearly +/- 1 month

Infection Control Within first 6 months 3 yearly

Emergency First Aid at Work Within first 6 months 3 yearly

H&S & Risk Assessment Within first 6 months 3 yearly

People Handling and Risk Assessment

Within first month 2 yearly

Food Safety Awareness Within first 6 months Updated through Essential Food Hygiene programme

Essential Food Hygiene


3 yearly

Fire Warden At first available course within first year

3 yearly

Fire Safety Awareness (online)

Updated through Fire Warden programme

Equality & Diversity Within first 6 months 3 yearly

Care Certificate Within first 6 months No requirement to update this

NVQ Level 3 in Residential Childcare

Within first 2 years No requirement to update this

15

The ongoing support, learning and development opportunities for our staff team include:

Induction

Supervisions

Appraisals

Joint working opportunities with our local school

Joint working opportunities with our Autism Support Service

Team Training Days

Performance Management Supervisions All permanent staff are supervised according to the Wokingham Children’s Services policy and in-line with the Children’s Home Regulations April 2015. We aim to offer monthly supervisions, except in August, where due to the commitment of staff to care for and support the children there is insufficient availability for routine supervisions. This is offered when it is requested by either the staff member or supervisor and can be carried out with minimal impact to the children. Sessional staff are supervised at least 3 times a year, but ideally every three months. Appraisals Appraisals take place on a yearly basis. The format allows staff to reflect on personal and professional areas for recognition and identify where additional support or training is required. Personal objectives can be discussed and, where appropriate, staff will be supported in achieving these. Professional development and Team Objectives will be identified, matching actions from the Regulation 45 report, with an individual’s strengths and interests.

9.1

Bridges structure chart

9.2 As listed below, the team at Bridges has a vast range of knowledge and experience. The current

team are of mixed gender, age, cultural background and religion which provides diversity and

difference.

9.3 Bridges has a team of experienced and reliable sessional staff, some of whom are previous permanent staff or who currently work at Addington. The sessional staff are used to support the team with annual leave, sickness and gaps within the rota.

Intervention Team Manager

First Team Bridges Manager

Senior Resource Centre

Officers Team Support Officers

Resource Centre Officers

Assistant Resource Centre Officers

Waking Night R.C.O.s

Sessional R.C.O.s

16

NAME EXPERIENCE QUALIFICATIONS

Tony Waite

Registered Manager

Over 25 years’ experience in

Health and Social Care

Over 15 years with Children and

Young People.

NVQ 4 Children and Young

People

HND Management in Care

NVQ 3 Children and Young

People

PTLLS

Team Teach Trainer

Manual Handling Trainer

Mel Budge

Assistant Manager

Over 15 years working with

disabled children and young

people

BA in social Care

NVQ4 children &Young people

Advocacy - NYAS

Andy Wilson

SRCO

Over 15 years’ experience

working children & young people NVQ3 - caring for children and

Young People.

(Qualification equivalent to level

3 Residential Childcare).

Team Teach Trainer

Qualified First Aider

Emma Garcia

Sanchez

SRCO

8 years working with children, 4

years working with disabled

children

Level 3 Children’s Care

Learning and Development.

(Qualification not equivalent to

level 3 Residential Childcare).

Will do social care units of the

residential childcare qualification

with 2 years of start date.

Ray Bosher-Williams

Senior RCO

Over 30 years’ experience

working with disabled children NVQ 4 Caring for children/young

people

NVQ 3 –Caring for Children and

Young People

Advanced Team Teach Trainer

Manual Handling Trainer

Barry Gale

RCO

Over 25 years’ experience in care

work



people

NVQ3 - Health and Social Care

(Children and Young People)



Team teach Trainer

Clare Bandy

RCO

Over 10 years’ experience of

working with children as a nurse

and 7 years of working directly

with disabled children

Bachelor of Children’s Nursing

Completed Social Care Pathway

modules of Diploma in Children

and Young People’s Workforce.



17

Gloria Duhoe

RCO

Almost 10 years working with

children with learning disabilities

including 2 years working with

children with ESBD.

Level 3 Diploma Children &

Young People’s Workforce

(QCF)



Bachelor Degree (LLB) Law

Currently working towards Level

5 Higher National Diploma

(HND) Social Care &

Management

Kasia Gregorek

RCO


disabled children

3 year working in adult social care

NVQ 3 Health & Social Care

(Children and Young people)



Katy Polden

RCO



people

C&G Family & Community Care





Maureen Roper

RCO



people





Rosa Vega

RCO

Over 15 years’ experience with


people

NVQ 3 & 2 Teaching Assistant

NVQ 3 Health & Social Care

(Children and young people)



Sarah Doku

RCO


children including working with

children with additional needs.





Sarah Gaughan

RCO

Hospital HCA 5 years.

Nanny 7 years.



people





18

Zadie Broad

RCO


children and young people

including working with children

with additional needs





Sally Pratt

Night Care Officer



people

NVQ3 Children & Young People



Qualified First Aider

Terry Ludford

Night Care Officer

Over 15 years working in care:

(6 years with elderly people and

11 years with disabled children

and young people

NVQ 3 & 2 in Care Young

people



NVQ3 & 2 in Care Elderly

Rachel Logue

Team Support

Officer

(Administration)

Over 26 years in administration –

varied IT, Hospitality, HR,

Children’s Services

NVQ 1,2,& 3 Business Admin

Wordpower 1 – City & Guild

RSA 1 & 2

(no requirement to hold

childcare qualification)

Catherine Paterson

Team Support

Officer

(Administration)

Over 10 years’ experience in

information management. BA German and Portuguese

MA Librarianship

(no requirement to hold

childcare qualification)

10 CARE PLANNING

Admissions to the home

10.1 Wokingham Borough are the registered providers of Bridges therefore a significant number of child referrals are from Wokingham Borough Council Children’s Social Care. However the centre has capacity to provide services to a larger population and encourages referrals from other local authorities.

10.2 All children eligible to attend Bridges will have this identified as a need from a social work

assessment. Following assessment and in co-operation with the child and their family the child/young person’s needs and outcomes will be identified, and a proposed support package developed which may include Bridges packages, Saturday Club or outreach packages.

10.3 All referrals are discussed with the Registered Manager, Service Manager and other professionals,

as part of the multi professional CANMAP (Children with Additional Needs Mapping and Provision Panel). All child admission to Bridges must be agreed with the Registered Manager. Alongside this, the Registered Manager will assess the suitability of the referral and consider the impact and suitability of the referral on children already attending Bridges on each given day. Once a decision has been made that the child or young person’s needs can be met at Bridges a bespoke introduction will commence. The level of service will depend upon assessed need and will be reviewed through EHCP (Education Health and Care Plan) reviews and short breaks reviews. If the

19

number of visits is under 75 nights per year and no more than 17 consecutive nights, Regulation 48 and either a section 17 or section 20 (4) will apply. If it exceeds 75 night per year or more than 17 consecutive nights, full Child Looked After requirements will need to be observed. A Social Worker will review individual children’s needs regularly.

10.4 After a referral is accepted, a link-worker is identified from the Bridges staff team. He/she then

makes contact with the family. The child/young person and his or her family are invited to visit the unit, and the link-worker carries out a home visit and school visit to gather the information necessary to write a care plan, risk assessment and a group impact risk assessment. The care plan, and other relevant documents are produced and reviewed on an ongoing basis, through the review of daily diary entries and a monthly meeting, where all link workers discuss individual children and any changes in care, support or development that are relevant to their visits.

10.5 A Social Worker (for Child in Care) or member of the Short Breaks Service management team (for

Child in Need) will review individual children’s needs regularly. Packages will be reviewed within the ‘Child in Care’ (for children who stay more than 75 nights a year or have multiple placements or additional concerns) or ‘Child in Need’ review system on a (minimum) six monthly basis.

10.6 Bridges is part of the Interventions Team and shares a commitment with others in supporting

children and families known to the service who are in crisis, and require short notice stays. For children who are receiving a service, even when it may not be provided by Bridges, it may be possible in some circumstances to offer support.

10.7 To enable Bridges to consider this, the social worker must have assessed the situation and

identified the need and Bridges must be considered the most appropriate option in meeting the child’s needs. This means that options such as the child staying with other family/friends, placement with a foster carer, short break carer, or staff working within the child’s home have been explored and ruled out or are not considered to be appropriate. Such decisions will also take account of the impact on other children/young people using the service at Bridges and consider their needs as well, ensuring that Bridges can continue to deliver high quality care to all those resident on any particular day /night. (This may include a decision to rearrange or if unavoidable to cancel other children’s/young people’s visits to help with capacity issues or group impact risk assessment). Decisions around short notice stays will be the responsibility of the Bridges Management Team in conjunction with the Social Worker and their Manager / Intervention Team Manager. Bridges must not be considered the first point of call when a family is in crisis, but may in some circumstances offer an appropriate best interest solution if other options are not available to meet need.

10.8 Prior to any agreement to a child staying at Bridges relevant paperwork (Care Plan including all

medical information, and Group Impact Risk Assessments) and introductions will need to be completed/reviewed.

10.9 Depending on the nature of the crisis being experienced by the child or their family, introductions to

the centre may be over more than one visit and will ideally be conducted at the child’s pace unless there is good reason not to. Rapid planning for these types of short notice visits will identify and outline a plan.

10.10 It must be noted that Bridges although registered as a Children’s Home is a Short Breaks provision.

Although we try to be a ‘home away from home’ we are geared towards children and young people regularly coming and going. As such Bridges should not be considered an appropriate resource for stays that could not be considered a Short Break (i.e. no longer than 17 consecutive days).

10.11 Where a short notice visit cannot be considered a Short Break by definition of the anticipated length

of time or there being no clear plan in place a Placement Planning Meeting will take place within 5 days of admission to consider the young person’s best interests. Any stay planned for or exceeding 17 days will be notified to Ofsted, alongside robust planning to move a child to a permanent placement as soon as is practicable. Packages can increase or decrease depending on assessed need at that time

20

Tony Waite, Registered Manager Jasmine Grimshaw, Responsible Individual

April 2019

SUMMARY OF THE STATEMENT OF PURPOSE

Bridges Children’s Guide Bridges Parent’s Guide

Short Breaks Services Child Protection Guidance Short Breaks Services Behaviour Management Policy

Short Breaks Services Medication Policy and Procedures

The above supporting documents are held at Bridges Resource Centre. If you would like a hard copy, please contact Bridges Resource Centre via email [email protected]


bridges short break centre statement of ......1 bridges short break centre statement of purpose 2019...

Documents