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Statement of Purpose

Lily House

2016


The Statement of Purpose and Function is made freely available to:

Any person who works at the children’s home;

Any child or young person accommodated in the children’s home; (A summary of this document is available in the “Young People’s Guide”)

The parent of any young person accommodated in the children’s Home;

The placing authority of any child accommodated in the home;

Any child being considered for accommodation in the home;

Any other organisation or person involved in the placing a child in the home.


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Introduction (A service of last resort)

Lily House have a simple but crucial mission to provide a safe and nurturing place for Children & Young Persons with a range of needs; including those who are on the Autistic Spectrum Disorder (ASD) and including those who present with Challenging Behaviour, Attention Deficit Hyperactivity Disorder (ADHD) Social, Emotional Behavioural Difficulties (SEBD).Some of these young persons may not have been able to engage with staff in other placements, and most would have broken down unsatisfactorily. Many may have active problems with drugs, alcohol and substance misuse (all forms of addictions). They may be suffering from years of rejection, emotional and physical abuse with attendant neglect or lack of care. In some cases, parents may feel that they are finding it difficult to cope with challenges of behavioural difficulties associated with teenagers and voluntarily refer to Lily House through their Local Authorities. We are therefore a service of last resort and please refer to our Easy Reference Admission Table at page 3 for more details.

There are elements of our service that challenge and aims to stimulate better outcomes for children and young

people thus increasing their chance at mastering the many personal goals they will need to achieve. The home can accept children aged from 8 years old to 17 years on admission.

There is the potential to allow long standing residents to stay in the home post 18, but if this happens, this will be consultation with the external professional including Ofsted.

This statement of purpose sets out what we do at Lily House (aims and objectives). It’s impossible to give a complete picture and detail to everything we do but we hope it will answer some of your questions. Our objectives are to:

provide a smooth and effective transition from the child’s previous placement

identify and meet the educational, social, emotional and healthcare needs of all the

children at Lily House

promote the intellectual, social, physical, emotional, cultural, moral and spiritual

development of the children

encourage the children to grow in confidence and to develop self-esteem, so enabling

them to celebrate their individuality

promote the children’s independence, and to minimise their dependence, both physically

and emotionally

offer services equally to all children at Lily House, irrespective of their ethnic background,

sex, disability or religion

involve families in key decisions relating to their children's care

provide effective means of communication for the children, their families, the

professionals who work with them and the agencies who support them

develop and maintain links with the local community

Support the smooth and effective transition of the young people to their next placement

by working with parents and carers, all stakeholders and associated agencies.

We hope you find the statement of purpose informative I also recommend that you visit our website at www.holibrokhouse.co.uk

Pease do not hesitate to contact us if you require further information

Email address: [email protected]

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Part 1

Caring for Children

Aims and objectives Our primary aim is to enable children who have multiple and complex needs to reach their full personal potential for learning, independence and fulfilment in everyday life. We seek to achieve this by providing a happy and stimulating, yet safe and caring environment.

We offer:

up to 52-week care Planned short term/respite care, where it best meets the child’s need and does not impact on the children already in placement. Access to a behavioural support program, which is individualised for each child.

We also have commissioned Trudy Darien a Consultant/therapist who works in the home once a week or as often as may be required to engage in direct work with Children and Young Persons in Lily House (Trudy Darien CV will be sent on request). The following therapies can also be accessed through our local Primary Care Trust or accessed through our consultancy pool of therapists, where available:

Physiotherapy Speech and language therapy Drama therapy Occupational therapy Talking or play therapy

Where the needs of the children require specialist healthcare, staff employed will receive ongoing professional training and clinical supervision as part of their personal development process.

Lily House sensory room

We have are developing a room which is specifically designed to stimulate children through

Our sensory equipment we have already provided in the room, we also would provide any

additional sensory needs for individual children referred as part of our planning process.

The room is also a place where staff can work closely with the child to provide time away

from the children’s group.

Children with lower sensitivity (hyposensitivity) can be exposed to strong sensations such as

stroking with a brush, vibrations or rubbing. Play may involve a range of materials to

stimulate the senses such as play dough or finger painting.

gentle rocking in a softly lit room.

Children with heightened

sensitivity (hypersensitivity) can be exposed to peaceful activities including quiet music and

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Admission Procedure

Easy Reference Admission Table

The following can be used as broad guidance YES prior to referral and formal assessment Attention Deficit Hyperactivity Disorder (ADHD) Yes Autism Spectrum Disorder Yes Challenging Behaviour Yes

Deaf Developmental uncertainty FAS

Down's Syndrome

Hearing impairment

Mental Health Needs

Mobility difficulties

Mild and Moderate Learning Disability

Physical disability

Self-Injurious Behaviour

Severe Learning Disability

Sexual abuse of peers

Sexualised behaviour towards others

Visual impairment

Wheelchair user

Our Ethos is:

To provide high quality care and supporting children/young people educational achievements, that makes a positive difference to children and their families in a safe environment and within a therapeutic milieu (Restoring hope)

To provide opportunities for children/people to receive specialist tailored care. Prioritising progress, the achievement of positive outcomes and to maximise the long term benefits to both the child and the community. (Releasing potential)

Yes

No

Yes

Yes

Yes Yes

Yes

No

No

Yes

Yes

NO LIMITED

Yes

Yes

No

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To build resilience within children/young people and equip them with the inner resources and sense of self- worth to develop and sustain relationships and enhance their dignity and life chances. (Rebuilding lives)

Our primary aim is to enable children and young people who have multiple and complex needs to reach their full personal potential for learning, independence and fulfilment in everyday life. We seek to achieve this by providing a happy and stimulating, yet safe and caring environment, underpinned by a thoroughly robust framework called the 5P approach.

Therapeutic approach (‘STREAM and 5P Approach’)

Lily House employs a central therapeutic management model termed ‘STREAM’: Strong Therapeutic Restoring Environment & Assessment Model. The title identifies two main things in the main that we aim to achieve. Firstly, to create an environment and culture in the home that will aid the healing and restorative process. And secondly, to carry out comprehensive observation and needs assessment on each child, identifying their current base line levels of emotional and development functioning. The assessment of needs assessment allow the care teams to best plan interventions that will enable progress for their emotional and cognitive development, thus enabling them to effectively develop socially, behaviourally and educationally. Interventions for these needs are detailed in plans that are developed from this observation

and needs assessment process.

Lily House embraces the necessity to provide therapeutic care for children that require care in a residential setting away from family and significant attachments. We recognise that any disruption in a child’s development through separation, neglect or abuse requires a therapeutic approach when providing care.

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Lily House primary task is to provide a stable substitute care setting that does not compound the earlier trauma as well as to ensure a pattern of placement breakdowns do not continue.

5P Approach

Lily House uses the 5P Approach for positive behavioural management.

The 5P Approach places an emphasis on the process of behaviour intervention. It takes a

look at the whole picture from how to prevent behaviour issues from arising (Green) to

working out how to deal with challenging situations ( at Amber or Red).

The 5P Approach therefore produces a clear and robust framework which has benefits for

the child or young person and the adults working with them.

The 5P Approach provides a model which

Is problem-solving and solution focused Uses a consultative and joined up working approach Provides intervention at three levels Green(the preventative level), Amber (the pro-active level) &Red(the reactive level) Focuses on prevention rather than reaction (the process of moving from Red – Green is integral to the Approach)

How the models are measured for effectiveness

The aim of the model is to increase the children’s opportunities for positive outcomes for their future and assist them in changing learned patterns of behaviour. The two-stage model is a basic framework within which children are able to improve life skills and then stabilize behaviour, reflect on and learn new ways of addressing difficult issues that are age appropriate and based on their individual disability. It is important for attaining successful outcomes in the placement that methods of intervention are used from an integrative framework which is used creatively by other agencies working directly with the child such as education.

The home uses a range of assessment tools, such as Flexibility & Adaptability, Self knowledge and Expressing Views and Feelings every three months to measure the progress for each child drawing on events, academic progress, feedback from families and professionals and consultation with therapists.

Qualitative outcomes monitored include:

Feedback from family and improved relationship with the child (where applicable)

Observation

Child’s views and feeling

Quantitative outcomes monitored include:

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Risk management outcomes

Attendance in education and attainment

Attainment in education based on their disability from their baseline assessment

when placed in the home

Health needs are met an health outcomes

Child’s’ active participation in the daily program

Increased communication skills

Emotional development and delays make progress

The data and findings are pulled together in an analysis report including any clear and objective targets to be worked towards for the following three months.

Enjoying and Achieving

Children are encouraged to take part in activities within the local community. These might include football, cinema, gym, library, youth clubs and swimming clubs. The home has close links to a youth club that provides weekly sessions for children with ASD. Children are also encouraged to pursue special interests (e.g., learning to play a musical instrument). Where children come into the home with particular hobbies or skills they are encouraged to keep these going wherever practical.

The home reviews leisure time to ensure children are stimulated and experience a broader range of interests that can be kept up after their care experience. This will be developed as part of the care plan and it is intended that there is planned and structured time. We aim for each child to have at least 1 ‘extra-curricular’ activity which involves him or her outside the home. We use this not only to develop self-esteem, but also to broaden links and the possibilities of positive friendships with other children and young people.

(After school activity)

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Religious instruction and observance

Children are supported and enabled to attend, observe and participate in religious activities according to their own choosing or parental wish. This may involve staff accompanying them to different places of worship. Children are welcome to keep religious artefacts in their rooms and to observe and practice any rituals or behaviours required by their religion. Lily House policy recognises the diverse requirements of different religious, cultural and ethnic groups.

Family Contact Support in Improving the Outcomes for the Child

Lily House recognises that parents, carers and families of children coming into care need support to come to terms with the process, feel reassured that the child is going to be cared for and have the opportunities of other children who are not looked after in the care system.

This process can be more anxious when children with any disability are taken in to care for whatever reason. To support parents, carers and families in knowing about the service and how to access more information about the home encourages parents and carers in accessing the homes ‘Carers and Home Participation Support Group’.

Which can provide:-

Advice and information Give opportunities to speak and meet with other parents Enable parents to access a websites providing a range of information Support parents though advocacy and mediation with their children Help to include families in events for their children Develop workshop programmes on disability issues for parents

Consultation with children

The rights of children to be consulted and to participate in the decisions, which affect their lives, are actively promoted within Lily House. The children at Lily House are consulted in various ways depending on their communication disability and are actively encouraged to take part in the decision making process. At Lily House, meetings are held daily and a formal meeting is conducted weekly. These meetings primarily look at and discuss all the issues affecting a child’s stay, in addition to this, the learning experience gained from taking part in such events is seen as beneficial to each child.

At a collective level, staffs facilitates meetings at which children can make needs and wishes known, and as far as they are able, influence the way services are provided. At an individual level, it is the responsibility of Keyworkers to ensure that wishes, needs and aspirations are understood and taken into account in daily living and learning. Children are involved in both Looked After Children and Education reviews, at levels commensurate with their understanding and willingness to participate.

Communication

Children need to be given the tools to communicate to enable a positive experience and outcomes. Lily House is developing an all staff working party that are committed to the communication policy. We believe we have a moral obligation to provide opportunities for meaningful social communication and participation and to do our best to support all children

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with a voice. Lily House provides fixed communication boards are statically placed also in the home, to further support children with communication. The picture symbols and photographs are readily available and accessible and where children can access PEC’s system this will also be available.

Anti-discriminatory Practice

Lily House respects the rights of children as set out in the UN Convention on the Rights of the Child and the Children Act (1989). We endeavour to provide an environment which nurtures physical, emotional, social and spiritual wellbeing, and is safe, whilst encouraging young people to take personal responsibility for their actions. Children are helped to respect each other’s views and beliefs, and to live together harmoniously, recognising and valuing each other’s differences.

Children Rights

Children have rights in relation to every aspect of the care they receive in Lily House. These rights are protected through various policies and procedures, for example, protection against abuse and bullying, and rights to be dealt with fairly through the behaviour management and recording policy. Lily House has also developed an additional policy to protect privacy, dignity and confidentiality.

Accommodation

The accommodation of the Children's Home is arranged over three floors, in a residential road in Barking, London, the home caters for up to seven children where this is practical and in the best interests of the children placed. The home is staffed by a team of dedicated staff in this way we aim to minimise the effects of living away from home in a larger community and to provide a homely environment that meets the needs of the children. There are flexible visiting arrangements for families to visit and flexible arrangements for children to visit home.

Bedrooms are individual with only one child sleeping in each room; the staff will be creative in supporting children where they wish in styling their room to the child’s interest. This might result in them being themed i.e. jungle, transport and space; and children can change these themes once settled into the home.

The home has comfortable homely communal rooms as well as a room used at times when required as sensory room. Outside in the back gardens there is arts and crafts room and play room which is secured by fencing and locked gates.

The home is situated in an urban town on the outskirts of London bordering Essex, The home is in a quiet residential setting along with other residential homes. The home is an end of terrace house with ample space for the children. There is a small drive for visitors to park and free parking 9am to 20.00 in the local area.

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(Barking Park)

Countering Bullying

The term bullying refers to a range of harmful behaviours, both physical and psychological. All bullying behaviour Lily House recognises has the following four features:

1. It can be repetitive and persistent – though sometimes a single incident can have precisely the same impact as persistent behaviour over time, for it can be experienced as part of a continuous pattern and can be extremely threatening and intimidating. This is particularly the case with racist bullying. 2. It is intentionally harmful – though occasionally the distress it causes is not consciously intended by all those who are responsible. 3. It involves an imbalance of power, leaving children feeling helpless to prevent it or put a stop to it. 4. It causes feelings of distress, fear, loneliness and lack of confidence in children who are at the receiving end.

Lily House recognises that bullying is when over a period of time a child or young person feels:

‘Badly different’, alone, unimportant and/or unvalued. Physically and/or mentally hurt or distressed. Unsafe and/or frightened. Unable to do well and achieve. Unable to see a positive future.

Additionally the home follows the DfE guidance, in respect of guidance on cyber bullying, homophobic bullying, sexist bullying, racist bullying and other types of bullying.

Anti-Bully Approaches at Lily House

Anti-Bullying work takes two tracks. Preventative work is ongoing and sustained, providing a consistent ethos and framework, while responsive work comes into effect in dealing with bullying behaviour. Preventative work involves the whole home and community in agreeing a set of standards on behaviour. To achieve this, we are aware that it is essential that all

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children, parents and staff understand what is meant by bullying. Some children with disabilities are less likely than others to recognise and report bullying behaviour. Lily House will try and use many effective approaches to address bullying behaviour, which are used within a whole community approach to maximise their effectiveness

A whole Team approach develops and reviews a strategy by regularly consulting with children. Children with a range of needs including learning disability, communication difficulties, sensory impairment and behavioural, emotional and social difficulties, (BESD) will be supported to state their views. Also in reporting bullying, staff will check their understanding. Many children with autism for example are assumed to understand much more than they do in social situations. A range of tools would be available to staff and children to counter prejudice and foster a positive ethos.

These include;

Posters.

Films on DVD;

PowerPoint presentations.

Online activities including researching topics and producing information

Staff team focus around different children’s needs.

Safeguarding

Lily House is aware that disabled children often experience greater barriers to disclosing abuse than non-disabled children and some disabled children may have an impaired capacity to resist/avoid abuse.

The home works with the placing authorities and the local safeguarding team to ensure any concerns about a child’s safety is reviewed jointly with all professionals. The home works under the guidance of the ‘Working Together to Safeguard Children 2015’

Key aspect of the document which underpins our policy and procedures are as follows:

Responsibility and for services to be effective each professional and organisation should play their full part, but adds that for services to be effective they must adopt a child centred approach and be based on a clear understanding of the needs and views of children. Every area should use these principles to underpin their safeguarding plans.

In addition, the guidance asserts that for safeguarding procedures to be effective they must reflect the following:

The child’s needs are paramount, and the needs and wishes of each child, should be put first, so that every child receives the support they need before a problem escalates; All professionals who come into contact with children and families are alert to their needs and any risks of harm that individual abusers, or potential abusers, may pose to children; All professionals share appropriate information in a timely way and can discuss any concerns about an individual child with colleagues and local authority children’s social care;

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High quality professionals are able to use their expert judgement to put the child’s needs at the heart of the safeguarding system so that the right solution can be found for each individual child; All professionals contribute to whatever actions are needed to safeguard and promote a child’s welfare and take part in regularly reviewing the outcomes for the child against specific plans and outcomes; LSCBs coordinate the work to safeguard children locally and monitor and challenge the effectiveness of local arrangements

Lily House ensures all staff has been trained in providing personal care to disabled children and that the policy and procedure for the provision of personal care is regularly reviewed.

All disabled children placed within the home will be shown how to raise concerns if they are worried or angry about something, and will be given access to a range of adults with whom they can communicate. Those disabled children with communication difficulties will have available to them at all times, a means of being heard.

A disabled child may be in contact with a large number of health professionals. These professionals may be vital sources of information about both the child’s needs and their experience or risk of harm when the child is placed and their knowledge of the child will form part of the child’s risk assessment for safeguarding them in placement.

When there are concerns about the welfare of a disabled child, it will be acted upon in accordance with the child protection procedures and local protocol for S17 & S47 enquiries. Incidents of abuse or suspected abuse will be recorded on the company’s child protection incident record form and are reported to the child’s social worker, the local safeguarding team in Barking and the Ofsted Inspection team. All staff will receive child protection training on caring for children with disabilities. This not only covers reporting procedures, but also looks at Child Sexual Exploitation, E-safety, Signs and Symptoms of Abuse, how to recognise them and specific instructions in how to handle disclosure of abuse to children in our homes.

Children Missing from Care

Children with learning disabilities who go missing from care place themselves at further risk. The reasons for their absence are often varied and complex and cannot be viewed in isolation from their home circumstances and their experiences of care. Every ‘missing’ episode should attract proper attention from the professionals involved with the child and they must work jointly to ensure a consistent and coherent response is given to the missing child on his/her return. Lily house expects this as a minimum and will share concerns about other agencies lack of involvement where it places a child at greater risk.

Channels of communication between the placing authority, the home and the Police are established and maintained in order to facilitate a partnership approach. The registered manager specifically, plus staff have established a good working relationship with ‘Police Missing Person’s’ co-ordinator Rolf Schanberger.

Where there is a likelihood that a child may go missing from the placement, their Care Plan, Placement Plan and Risk Assessment, should include an assessment of the likelihood that the child might go missing and the risks they may face as a consequence prior to the child being placed. The social worker, the home manager and other professionals involved in the



child’s life, including parents should contribute to this assessment and the process should include what preventive action should be taken to stop a child from leaving the home.

Barking and Dagenham coordinator for Looked After Children will automatically be informed when a child is placed within the home and the risks so they are aware of children who may be particularly at risk of going missing to aid information sharing. Police involvement in the placement planning stage will be on an individual basis dependent on vulnerability and risk and previous history of going missing.

These risk assessments will include information on the following:

The likelihood of the child going missing The child’s view The level of supervision /support that care staff/carers propose to provide for the child; The views of parents/carers on their child’s needs A plan detailing actions that need to be taken if the child goes missing/is absent including at what point a formal report is to be made The risk of harm to the child and his/her vulnerability if he/she is absent; Consideration of any external influences which may result in a child’s removal without consent, e.g. child abduction, custody disputes; The likelihood of the child being harboured; Any information about the child’s whereabouts during previous absences. Actions to try and prevent a child from going missing in terms of diversionary activities/strategies Practical arrangements for returning the child or young person to their placement after being missing e.g. transport arrangements, especially if after hours or during the night The child should have this procedure explained to him/her and the potential dangers that they may encounter so that he/she understands the implications of going missing.

Child Sexual Exploitation

Lily House sees their role as central in the intervention model of protecting children and has identified key elements to safeguard children at risk of exploitation, including developing staff to be more aware through training and workshops on CSE, Lily house adopts the Children’s Commissioners evaluation and recommendations such as ‘Hear Me, See Me’ framework. Any intervention is a model further adapted in the home, is where our care workers builds up a trusting and safe relationship with the child, with the care worker becoming a positive and trustworthy adult in the life of the child. Where there are concerns by staff, management, community, family or other professionals that a child is at risk of sexual exploitation the follow procedure is undertaken as follows:

a) The child’s needs fit the referral criteria and stated aims of the home. b) The child’s needs will not adversely impact on the safety and care of other children already placed in the home c) Lily House can offer positive experiences and outcomes for the child and family. d) The home can identify the approach and the interventions needed to meet the care needs referred to in the placement plan. e) Discuss risk issues and the management of these risks currently



f) Agree admission process e.g. introductory visits.

The home will need to receive, as much of the information on a child as is possible, including copies of any court or care orders, medical and educational history. Prior to the child being placed within the home a planning meeting, will be held to plan for the child’s care which will include arrangements for education, health, therapeutic/behavioural approaches, risk management and contact with family where appropriate. The placement plan meeting will include the strategies to reduce the risk to the child if the child is known to go missing from care. Together with the social worker we will formulate the Integrated Placement Plan with short, medium and long-term goals. The Integrated Placement Plan will be continually monitoring by the keyworker, manager of the home and the allocated social worker.

Admissions:

Lily House does not primarily function as an emergency resource and every effort will be made by the Registered Manager to prevent such admissions. There is on occasions, a need for the consideration of same day emergency placements where not accepting a child would mean the child being placed elsewhere inappropriately. On these occasions the manager will ensure there is suitable staff with the skills to accept the child working at the home.

Again there is a need to gain as much information on a child before deciding to admit them into home and pre admission risk assessment needs to be undertaken, taking into the current children placed. If deciding it is an appropriate placement for the child at Lily House an offer of a placement will be offered for a period of 72 hours, while the child is assessed as to his/her suitability for future or extended placement.

The home will consider age gaps of more than 4 years, however there will need to be further dialogue with the existing children’s placing authority and a comprehensive risk assessment in place prior to placement. The age rage of the children accommodated in the home is 8 years to 17 years on admission, both female and male.

We provide specialist care packages for children who may also have experienced multiple placement breakdowns. All care packages include preparing for progressive and sustainable transitional training when the child has been assessed to be ready for such a transition.

Checklist of Information and Documentation Required Prior to Placement

Placement information and plan for Lily House

The child’s last Personal Education Plan if previously looked after

Medical Consent delegated to Lily House

Medical history

Looked After Child Care Plan



Checklist of Information and Documentation Required Prior to Placement Pathway Plan/Transition Plan if Applicable

Risk Assessment

Missing from Care Risk Assessment

Copy of Statement of Special Educational Needs( if applicable)

Copy of last Annual Statement Review Report( if applicable)

Copies of Reports from other Professionals Involved

Planning for care

Our homes ethos and values are informed and guided by Holibrook House mission statement.

We believe that each child in our home is a unique individual who has the potential to learn and acquire skills that empower him/her to progress academically, emotionally, behaviourally and socially. We value our children and recognize that they have diverse needs, abilities and aspirations. Our home uses a therapeutic approach in hand with behavioural approaches to facilitate meeting the needs of children placed.

Principles for planning for care:

Ensures that our work is needs led and child focused Provides the child and others with a record of decision and plans made Ensures consistency in the planning process across the services Ensure that plans are in place which address both general objectives and very specific details in the child’s life Care plans and placement plans are important reference points for both staff and children, and are such, even an unfamiliar worker could make competent decisions at the day to day level That they have been heard and that if their wishes, views cannot be granted, that a clear explanation of the reason is explained to them.

Representation and Complaints

Lily House operates a complaints procedure which is accessible to children in our care, social workers and parents. It provides an effective means for the children and their representatives to comment on or complain about any aspect of the care within Lily House If a representative wishes to make a complaint this can be done in writing, in person or by telephone to the staff or manager.

Children with learning disabilities may not have the communication skills to make a complaint in the same way children who do not have the same needs may be able to. This has been considered as critical in supporting children not only with complaining but also



when safeguarding children, with this in mind the home staff are trained specifically to recognise and support children with communication difficulties.

The home recognisees that some children’s experiences and needs will impact on their ability to make sense of their own self and will need to use ‘Grumbles as a way of expressing anxieties they have, whether they be conscious or unconscious anxieties. Staff records these grumbles; using them to explore as a team and with the child the origins of their feeling, finding ways to help the child be able to manage those anxieties appropriately.

Complaints involving allegations of sexual or physical abuse will give rise to the need to consider whether Safeguarding Procedures should be applied. In these cases Children's Services and Skills (Ofsted) and the Area Safeguarding Coordinator will be notified.

Our complaints policy will be available on our website.

Part 2

Children’s Behaviour

Positive Behaviour Support Approach

Sebastian Townsend Ukegheson is the Manager and 5P Approach Lead

One of the central components of positive behavioural management approach is to enable the child to engage in meaningful activities and relationships. Changes in a child’s quality of life are both an intervention and a measure of the effectiveness of an intervention. Staff at Lily House is both skilled in the delivery of positive interventions, as well as organized and supported in such ways that they can support children positively. Specific approaches to ‘positive behavioural support ‘may be required if staff are to be supported to deliver positive interventions to children with a range of needs. Behaviour support Plans (‘Traffic light Approach underpinned by the 5P Approach) set out the techniques that should or should not be used with each child and are integral in the care for each child in the home.

Positive behaviour support approaches have become established as the preferred approach when working with children with learning disabilities who exhibit behaviours described as challenging. The approach fundamentally rooted to prevention rather than reaction, increasing personal skills and competence and placing emphasis on respect for the individual child being supported, the quality of life improvements for the child, both as an intervention and as an outcome is measured.

The cornerstone of the 5P approach is the design and use of functional behavioural assessment to understand what reliably predicts and maintains the child's problem behaviours. A child may engage in problem behaviour because circumstances, both internal



and/or external environment (i.e., antecedents, setting events) the functional assessment is a process for identifying the events that trigger and maintain problem behaviours. This process involves information gathering through record reviews, interviews, and observations and the development of summary statements that describe the patterns identified. Primary outcomes of the functional assessment process include:

A clear description of the problem behaviour’s Events, times, and situations that predict when behaviour’s will and will not occur (i.e., setting events) Consequences that maintain the problem behaviour’s (the function) Summary statements or hypotheses Direct observation data to support the hypotheses

The ‘5P ’ approach is used for:

1) Strategies for changing the environment so triggering events are removed

2) Teaching new skills that replace problem behaviours

3) Eliminating or minimizing natural reinforcement for problem behaviour

4) Maximizing clear reinforcement for appropriate behaviours.

Use of Positive Physical Control

Lily House adopts the principle that positive physical restriction should only be used in specific circumstances i.e. where a child is in immediate danger of harming his/ herself or others where immediate action is necessary or substantial damage to property will be had unless the child is held. Where restraint is deemed necessary, at least two members of staff should be present to minimise the risk to the child and staff. Records of all positive physical restriction are kept and regularly reviewed to analysis patterns in behaviour and external stimuli that affects the child’s response.

The home manager reviews the use of intervention and the quality of the strategies employed by staff and outcome of the incident to ensure staff employed and trained to undertake restraint are competent at undertaking this aspect of the child’s care. In addition staff is trained and are assessed yearly as being competent to carry out restraints by an authorised trainer.

Restraint methods used at Lily house.

Team teach states that ‘through positive behaviour support approaches and plans, with a focus on de-escalation, to actively reduce risk and the need for restraint; to support teaching, learning and caring, by increasing staff confidence and competence, in responding to behaviours that challenge, whilst promoting and protecting positive relationships.

Team teach methods: providing behaviour support training for child services, designed to reduce anxiety, risk and restraint.

The Team Teach training system has been nationally accredited (2006, 2009, 2012 and 2015) and all physical techniques, as part of these accreditations, undergone a medical risk assessment review, carried out by independent, medical experts.



Team - Teach training has received the highest level of award in the U.K - a National Training Award –

Our behaviour management policy is accessible on our website when the website is up

Part 3

Contact Details

Name of Registered provider

Name of Responsible Individual

Address for Company

Herman Allen

Holibrook House 12 Belmont Hill Lewisham London SE13 4BD

0208 297 0339

[email protected]

Holibrook House Limited

Telephone number

Email address

Name of Registered Manager

Telephone number

Email address

Sebastian Townsend Ukegheson

0208 594 4006

[email protected]

Part 4 Education

Lily House children’s home aim to support children in our care and take a proactive approach to their own success in education, we recognise we have a vital role to play in promoting children’s social and emotional development.

The home benefits from a room at the bottom of the garden, used as an education room, when needed. The home can provide tuition on site in the education room if required in addition to the care package, which can be discussed at any point of the placement and when it is required.

Children can access the room to undertake homework and have access to computers. Each child who is not in education will be offered a program of education, which will be creative and engaging whilst the placing authority seeks to identify a suitable education placement.



The home will provide accommodation to children where a plan to provide education in place on admission for no more than 20 days after admission.

Whole home approach to education:

We will celebrate the achievements of children in our care. Our staff will have high expectations of the child, encouraging achievement and ambition. Training will be provided so that all our staff understands the needs of children in our care in order that they actively promote the child’s best interests. That they are aware of a variety of issues that may undermine the child’s ability to engage in the learning process There will be appropriate information sharing about individual children in our care. Our designated person for education will ensure that positive messages about behaviour and achievement are shared within our home and between school, carers, parents (as appropriate) and outside agencies. They will also ensure that high educational expectations are maintained. We will actively support and encourage the engagement of children in our care in out of school hours learning. Our staff will work in partnership with carers, agencies and parents (where appropriate). We will support carers, parents and other agencies to value educational achievement and improve attendance Our staff will be aware that being or becoming ‘in Care’ has a major impact on children's lives and that when considering children's learning and or behaviour, due consideration will be given. The home has links with the local education department in Barking When the child is admitted there will be a referral sent to Barking providing the child’s SEN designated person

Special Educational needs (SEN):

Any special educational needs will be quickly identified through the statement of need and appropriate provision will advocated for the child through the placing authority and the host local authority (Barking & Dagenham). We have systems in place so that we can identify and prioritise when children in our care are underachieving and have early interventions to improve this. Each child has a statement of special educational need, we will ensure the annual review coincides with one of the six monthly care planning reviews to as much as possible ensure collaborative care planning When an out-of-authority placement is made for a child who already has a statement of special educational needs, generally that statement should transfer to the authority where the child will be living. As an educational placement should be secured at the same time as the care placement both the school and the receiving authority should be aware that this will be happening. Good practice is that local authorities should always discuss moves of looked after children with receiving authorities before a final decision is made as this is a good way to ensure such placements are made as smoothly as possible, Lily house will ask this at the referral stage The receiving authority (Barking and Dagenham) must continue to maintain the existing statement and along with the Lily house must consider bringing forward arrangements for a review of the statement, if it’s in the best interest of the child. The maintenance of the statement remains the responsibility of the receiving authority until such time as circumstances may change so that they are no longer



responsible, when the child moves from Barking and Dagenham. While the placing authority no longer maintains the statement, in the case of the children placed in Lily house who will be looked after children, they will still have financial responsibility for the special educational provision set out in the statement because the child continues to ‘belong’ to them The placing authority will still be under a duty to promote the educational achievement of the child for as long as the child continues to be looked after by them, and should therefore continue to advocate for that child in the same way alongside Lily house.

Part 5

Health

Lily House are committed to delivering high quality care and access to health care services to the children in our care. All children who to come to Lily House are subject to a full health needs assessment which covers all aspects of their physical and mental health and wellbeing. The children's individual needs are set out in healthcare and treatment plans in their individual placement plans, which detail how appropriate services are delivered, and by whom, these are subject to ongoing and formal annual review.

Primary care is delivered through our local GP practice and these services are accessed as in any ordinary family home, by visiting the surgery or home visits where needed. The local practice nurse can offer support to care staff to deal with minor ailments and non-emergency issues, such as childhood immunisation, and general wellbeing. Through the GP practice we also access the services of a dietician when needed.

Secondary care is provided either by the originating NHS Trust for the child, or by arrangement with Barking and Dagenham Primary Care Trust or their partnership Trusts. These arrangements will be assessed and agreed at the point of admission to Lily House and form part of the health care plan.

Dental care is delivered through Primary Care Trust with the Special Needs Dental Service of Barking and Dagenham, who can provide a visiting dentist clinic and refer children to the sedation service where treatment is required. Children can of course retain their family dentist if they choose.

Team Consultant

John Burton

John has advanced training and qualifications in residential social work (PQCRSW Bristol University), consultancy (Tavistock Clinic), and in public policy (School for Advanced Urban Studies, Bristol University) as well being a qualified counsellor and child care worker.

John's approach is constructive, collaborative and encouraging. He works at a deep level, helping managers and staff to understand why things are happening as they do and working with them to attend to the root causes of negative attitudes and practice.



As therapeutic consultant to the homes John Burton provides the external oversight and support at every level - to the managers and their teams, to the directors, and to the community as a whole.

Using the Tavistock model of psychosocial systems, and building on the excellent psycho-therapeutic understanding, John works with the managers and teams, and the whole community to develop their awareness of unconscious processes in groups that are directly linked to caring for troubled children.

Consultant Chartered Educational Psychologist

Linda Miller MSc(Dist), BSc(Hons), Cert Ed, C. Psychol, C.Sci, AFBPsS

As an educational psychologist with more than 25 years’ experience in education, Linda has worked with in both the independent and public sectors and has a specialist in Autism and related disorders. She is a Chartered Psychologist and Chartered Scientist within the British Psychological Society. Linda is registered with the Health Professionals Council as a Practitioner Psychologist.

Linda has had a wide range of experience working in the field of autism and has worked closely with schools and parents to provide consultation and assessment, advice on behaviour management and support to schools, providing training and in developing policy and provision.

Linda has played a key role in the development of Local Authority autism policy in the UK, and contributed to the national Autism Good Practice Guidance.

Linda has carried out research in the field of autism and related disorders and has written several articles in autism specific magazines. In September 2009, Linda published “Practical Behaviour Management Solutions for Children and Teens with Autism” which introduced the 5P Approach.

Linda will provide a supervisory role to Louise Miller (Trainee Psychologist). Louise Miller is commissioned to work with the staff on day a week providing training in the “5PApproach”, which offers practical behavioural management solutions. She will also be modelling the staff on their approach through observation and interventions. In addition, Louise will record, track and write reports on the progress the young people will make.



Part 6

Management and Staffing Matters

Service Manager

Yvonne Miller

Relevant qualifications: CQSW, BA (Hons.) Children and Families, PQ Post Qualification Award in Social Work and a Management Diploma.

Yvonne Miller has 24 years’ experience of working with Children and Families, of which 14 years were within a Local Authority setting and 6 of these were as a Children and Families Social Work Manager; 2 ½ years as a Registered Manager and 8 years as a Service Manager in Holibrook House.

Registered Home Manager Sebastian Townsend Ukegheson ESQ Appointed Manager (15/07/2015) Qualifications: LLB (Hons), BL, Masters Business Administration (MBA), Diploma Supported Housing and Disability Management, Diploma Community Care, Level 4 Diploma, Social Work (Working with Children and Families), Level 6 Certificate in Leadership and Management (Children Workforce Development Programme). Dispute Resolution Specialist (DRS) etc Experience: He is a Lawyer who have been in Social Care Management for over 16 years before training to become a Lawyer and very passionate about supporting vulnerable and at risk people within our communities. His experience cuts across managing Social Care services within a range of needs; (Mental Health, Drugs and Alcohol, Children with Disabilities especially on the Autistic Spectrum, Challenging Behaviour). Perhaps his greatest achievement is his ability to put a smile on every young person he comes in contact with regardless of whatever their behaviour may be. He is resilient and motivates his staff to work well with the young people in our care. Working together to Safeguard Young People: He is experienced and passionate about working together with local authorities, placement agencies, families, regulatory authorities, and relevant agencies/professionals such as schools, GPs, Health care practitioners and understand how these very important people/agencies support the standard and quality of care for young people in the Home. He recognises that he every young person will need relevant persons working together to achieve the best possible outcomes for them.

Training and Continues Professional Development; Objectives for individual training and development are identified by the staff member and line managers at least annually. Our aim working within Regulations and Guidance is to ensure that care is delivered by staff who:

(a) Has experience, knowledge and skills to deliver the standard of care and that; (b) Staff is under supervision by qualified management staff.

In view of the above, we are investing in our staff training and developments in support of mandatory training as well as Personal Development Programs come from a variety of sources.



Staffing Qualifications and Experience

Name and Post Held Qualifications Kenneth Lynn-Miller EDEXCEL BTEC Level 3 Management Assistant Team Manager NVQ 4 CYP

Experience 15 years.

Jennifer Powell Team Leader HND Level 4 & 5 Health & Social Care 19 Cassandra Ebanks Acting Team Leader BA Hons Childhood Studies 7 Foluke Miller BSc Psychology and Early Childhood 1 year Therapeutic Care Worker Studies. Modupe Abimbola LLB Law (Hons) 2 Andrew Simpson Diploma Counselling, NVQ 3 IAG 9 Invana Marcolino NVQ Level 3 7 John Esan BSc Forensic Science 1

There is a company pool of long term bank staff that supports the fulltime team



Lily House Organizational Structure and Supervision

Above is the organisation structure for Lily House. The Manager supervises the, Assistant manager and the Team Leaders. Between the Assistant Team Manager and the Team Leaders, other remaining staff are supervised. Authority and responsibility is followed through the chart.


Management Structure

Registered Manager

Assistant Team Manager

Team Leaders

Therapeutic Care Workers


Holibrook Organisational Structure and Supervision

Quality assurance and complaints

Holibrook House is committed to maintaining the highest standards in all areas of its operation. In addition to meeting the requirements of the Ofsted, the service is evaluated on the areas of outcomes through formal feedback requests from parents, significant others and the responsible authorities on a regular basis throughout the placement and after the placement has ended. In addition to the monitoring that is undertaken through the Regulation 44 visits by an independent person. The Registered Provider carries these out as well as we are always happy to be visited by a placing authority.

Below are details of outside organisations which you can contact if you have something you wish to raise independently from the organisation.

Ofsted Ofsted Piccadilly Gate Store Street, Manchester M1 2WD Telephone number: 0300 123 1231

Ofsted Aviation 125 Kingsway London WC2B 6SE

Office of the Children’s Rights Director

House


Holibrook House Registered Provider

Herman Allen

Yvonne Miller

Service Manager

Sebastian Ukegheson

Registered Manager

Health Consultants Therapeutic Consultants


Glossary of policies available on request

Child protection Therapeutic Interventions Missing Children from Care Safer Recruitment Health Interventions and Promotion Restraint Behaviour Management Diversity and Equal Opportunities Education Admissions


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