nrcci_overview_web national residential child care initiative

Higher Aspirations, Brighter Futures:National Residential Child Care InitiativeOverview Report

First published in 2009Scottish Institute for Residential Child CareUniversity of Strathclyde Glasgow G13 1PP

www. sircc.org.ukCopyright SIRCC 2009

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ISBN 978-1-900743-98-3Printed and bound in Great Britain

Higher Aspirations, Brighter Futures: Overview of the National Residential Child Care Initiative

AuthorKelly Bayes

For full list of contributors see Appendix 2

ISBN 978-1-900743-98-3

Higher Aspirations, Brighter Futures

Series Editors: Romy Langeland, Kelly Bayes, Jennifer Davidson

The Scottish Institute for Residential Child Care was commissioned by the Scottish Government to leada National Residential Child Care Initiative. This NRCCI has undertaken a strategic review of residential

child care services and developed a blueprint for their development which will shape the futuredirection of services and ensure the needs of children and young people are met.

There is a series of publications stemming from this Initiative.

Other titles in this series:

Title: Higher Aspirations, Brighter Futures: NRCCI Commissioning Report

Author: Ian MilliganISBN: ISBN 978-1-900743-14-0

Title: Higher Aspirations, Brighter Futures: NRCCI Matching Resources to Needs Report

Author: Malcolm HillISBN: ISBN 978-1-900743-04-4

Title: Higher Aspirations, Brighter Futures: NRCCI Workforce Report

Authors: Jennifer Davidson, Carole Wilkinson, Bernadette Docherty, Maureen AndersonISBN: ISBN 978-1-900743-09-0

3Higher Aspirations, Brighter Futures: Overview of the National Residential Child Care Initiative

Chairs Foreword 4

1. Introduction 6

2. Overarching Messages 9

3. A Culture Change 14

4. Drivers for change 16

5. Key Messages and Recommendations from the working groups 17

6. What should happen next? 38

7. References 40

8. Appendices 41

Contents

4Chairs Foreword


The work of the National ResidentialChild Care Initiative over the past yearhas represented a huge opportunity forus to take stock of the role thatresidential care plays within ChildrensServices in Scotland and to proposenew responses. We hear much aboutthe things that have gone wrong andvery little about the many children andyoung people who grow up in residentialcare and go on to do well in their adultlives. The Initiative has been impressedby the commitment to young people thatwe have met from all those working inresidential child care, from the smallestchildrens home to the secureaccommodation units caring for the mostdamaged young people. We have alsoheard from young people about thethings that make a difference for them.

Good quality residential care providesnurture for children who have had a verydifficult start in life and it is therelationships between staff and children,and amongst children themselves, whichare the foundation upon which theirfuture well-being will be built. Manyyoung people will need more than basiccare in order to make good some of theearly emotional and physical harm; thisrequires support from a range ofagencies. As we said in the SOFI reportin February 2009, we want to see theprinciples of Getting it Right for EveryChild fully implemented so that the

Romy Langeland, Chair National Residential ChildCare Initiative

5needs of looked after children andyoung people can be identified andaddressed sooner. Many of thesechildren and young people have beenknown to community and statutoryagencies from an early age and theirstay in residential care may be just onestage in their journey through care.Many children are likely to experiencemore than one placement in care andwe need to become much better atplanning and managing theirexperiences and ensuring that they canmake sense of what is happening. Weare calling for better collaborationbetween agencies and a more strategicapproach to the use of residential care,so that it is used purposefully to providecare and support for children whocannot be brought up in their ownhomes.

If relationships are the key to personaldevelopment, then it is essential that thestaff who work with young people areappropriately qualified and supported;the responsibilities and pressures ofworking with children in the care systemhave to be recognised properly and wemake some key recommendations inrelation to the workforce of the future.We believe that residential care canmake a real and positive difference tothe lives of children when it is effectivelyplanned and resourced. This requiresboth well-informed service planning at a

strategic level and effective careplanning for the individual young personundertaken by a well-equippedworkforce.

Children and young people are thecentre of our concern in this report and ifwe want to make sure that the outcomesfor them improve, we need to makeappropriate investment in them so thatwe build on their strengths and developtheir resilience. In recognising that theyhave had a difficult start in life, eitherthrough early neglect or abuse, orbecause they live with a disability, weneed to ensure that we make good earlyassessments, well-supportedplacements which address their needs,and that we follow through as long asnecessary so that they are launched intoadult life as positively as possible. Ourreport seeks to establish a future inwhich looked after children who grow upin residential care receive the help theyneed to lead happy, healthy, valuedlives.

Introduction


The NRCCI, led by SIRCC, was establishedby Adam Ingram, Minister for Children andEarly Years, to deliver on the governmentscommitment

to work with partners tomake residential care thefirst and best placementof choice for thosechildren whose needs itserves.1

Its purpose was to undertake a strategicreview of residential child care services anddevelop a blueprint for their developmentwhich would shape the future direction ofservices and ensure the needs of childrenand young people are met. This reporthighlights the overarching messages thatemerged from the working groups whichwere set up to undertake this strategicreview. It draws on the research,deliberations, findings andrecommendations of the NRCCI whichunderline the need for action if theaspirations of the Government and all those

working with and for looked after childrenand young people are to be realised. It setsout recommendations for change and is acall for elected members, government,professionals, inspection and regulatorybodies and agencies working with and forchildren and young people to read thecomprehensive reports from the workinggroups, consider the messages andrespond to the recommendations.

There are some very real challenges facingresidential child care if we are to meet theneeds of some the most vulnerablechildren and young people in ourcommunities needs which the Initiativeconfirmed have become increasinglycomplex and demanding, often due tosevere neglect, abuse and trauma in theirearlier life. The Initiative has demonstratedthat in key areas we know what needs tobe done but have found if harder to makesure it happens. Stakeholders involved inthe Initiative firmly believe, however, thatwith the commitment from all those withresponsibility for the well-being of childrenand young people, we can bring about amore positive, valued and strategic role forresidential child care. We have to be able tomeet the immediate and long-term needs ofchildren and young people who are placedin our care in order to ensure their bestpossible life chances.

The NRCCI has been a rare opportunity. Itsets out a series of actions for critical andpositive changes to the way in which wedevelop future services. Failure to act willbe detrimental to the children and youngpeople and have long-term consequencesnot just for them but for communities andsociety. We cannot afford to fail them.

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71 Background and context to the NRCCI

Hundreds of vulnerable children and youngpeople are successfully cared for inresidential settings every year; however,reports from research and inquires, policydocuments, and consultations withprofessionals, children and young peoplehave repeatedly highlighted a number ofconsiderable challenges facing residentialchild care.2 It was in the context of thesechallenges that SIRCC was asked by theScottish Government to set up and lead onthe NRCCI (see Appendix 1).

The many challenges which were identifiedcentred around the experience of the increasing number of

children and young people with complexand multiple needs being placed inresidential care

the status, training, education, skills andcompetence of the residential child careworkforce

the pattern and the type of provisionrequired for the future to meet the needsof children and young people andplanning at national and local level

Three working groups were established tofocus on these three areas. A further group(SOFI) examining secure care reported inFebruary 2009.3

2 Who was involved

A key feature of the NRCCI was theunprecedented number of stakeholders whocontributed their wealth of expertise,experience and knowledge. Led by a ProjectBoard made up of representatives from thewide range of agencies and organisationswith an interest in residential care inScotland, including independent providers4,social work, education, health, andgovernment, the following engagementactivities were undertaken:

Working groups identified key themes andissues which were posted on the SIRCCwebsite to elicit feedback, with the aim tomake engagement with the Initiative asaccessible as possible to a wide range ofstakeholders

These themes and issues were exploredand debated at four regional stakeholderengagement events held during Februaryand March 2009 and

They were taken out to working groupmembers own organisation, associationand/or network, and

They were the basis for presentations anddiscussions at national conferences.

In total over 100 agencies and organisationscontributed to the work of the Initiative.

In addition, over 100 children and youngpeople were also involved in focus groupsand interviews led by Who Cares? Scotland.They debated the themes and issues byreflecting on: What was good and not so good about

residential child care Their understanding and experiences of

care planning Their involvement in placement planning

and placement moves The skills, qualities and qualifications

necessary to be a good residential worker

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8Higher Aspirations, Brighter Futures: Overview of the National Residential Child Care Initiative

The childrens and young peoplesresponses and expert views were detailedin a report5 for the consideration andintegration of the three working groups.

Three agencies gained responses from atotal of 19 parents of children in residentialcare. They provided views on the needs oftheir children, positive and negative aspectsof residential care, the skills, qualities andqualifications of staff and choice ofplacements. The engagement of parentswas limited and reflects a need for allagencies to consider how to seek and gainparental participation in care planning.

The experience and knowledge of all thoseinvolved in the NRCCI was an invaluableand rich source of information. In additionto evidence from the stakeholderengagement process, working groupmembers actively sought available andrelevant research, data, case studies andreports and many consulted their widerorganisation/agency/network. Two of thegroups undertook surveys of LocalAuthorities and Independent providers ofresidential care.

The body of evidenceand breadth of issuesraised and debatedthroughout the NRCCI,together with theextensive engagementof stakeholders has, webelieve, resulted in awide agreement on therecommendations and acompelling case foraction

9Overarching Messagesinvolved. The Matching Resources toNeeds report makes a number ofcomments and recommendations aboutthis and all the reports refer to Getting itRight for Every Child (GIRFEC)7. The NRCCIfirmly believes that full adoption of theGIRFEC approach will ensure consistencyof assessment across professional andauthority boundaries, and should facilitateearlier intervention based on an earlyidentification of how to improve outcomes,taking into account a child's strengths andweaknesses. The Commissioning reportdescribes careful assessment as acornerstone of an outcomes approach. Itargues that unless there are clear and validbaseline measures of some kind thenevidencing precise outcomes ofplacement will not be possible.

We found that many young people areprovided with a stable and caring homeand that they and their families receiveexpert help; however, others are notreceiving the kind of help they need whenthey need it, with an appropriate degree ofassessment, planning and multi-agencycoordination. Some young peopleexperience multiple placements which maybe inappropriate, there may be delays infinding the right placement, andplacements may be disrupted. This is notthe basis for helping children to developstrength and resilience.

A residential child care placement shouldbe made on the basis of a carefulassessment of need rather than on, forexample, the result of a history of failedfoster care placements. This should applywhatever the age of the child.

There is evidence that there has been asmall but increasing demand for residentialplacement for children under 12. These are

A number of common themes andmessages emerged from across all theNRCCI working groups. The mostsignificant ones which were frequentlyraised by working group members andstakeholders are included below.

1 Assessment and care planning

Effective intervention for each individualchild depends upon a clear assessmentand understanding of her/his needs. Goodassessment and comprehensive careplanning will enable us to deliver positiveoutcomes for children and young peopleby effectively matching resources tochildren and young peoples needs .

All looked after children and young peoplemust have a care plan, yet children andyoung people indicated little evidence oftheir understanding and informedinvolvement in care planning6. Many viewedtheir care plan as a document for staff andnot as a developmental tool for themselves.Approximately one third of children andyoung people knew nothing about theircare plan.

The important and central role of goodassessment and care planning in decisionsabout when and where to place childrenand young people in residential care, andtheir involvement in this, should not beunderestimated. The message wasconsistently and regularly highlightedthroughout the NRCCI by everyone

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Ive heard about my care plan, my socialworker told me about it and its in myminutes of my reviews and hearings. Icant remember what it is though

Laura (14)


often children believed to have significantattachment problems who haveexperienced multiple breakdowns in familysettings. In response to this situation, someresidential services for younger childrenhave developed which seek to providestability and a therapeutic environment withthe aim of preparing children for familyplacement8 but the majority of childrenunder 12 are routinely placed in foster caredue to their age rather than their need.Careful assessment should identify childrenwho would gain from earlier placement inresidential care which would avoid theeffects of recurrent failure at home or infoster care. Rather than residential carebeing used as a last resort it should beconsidered as having the potential to offerthe most effective early intervention andsupport to and for some children, youngpeople and their families.

Given that residential placement is part ofan overall social work service, based oncare-planning, for which the social workerholds lead responsibility, it was felt thatthere needs to be greater clarity about whois responsible for what, in terms ofoutcomes expected, ensuring these areachieved and reviewed, and who willcontribute to them. Field social work, healthand education services, and others, allhave a part to play in children makingprogress.

2 A strategic role for residential child care

With a more strategic role, residentialchild care has the potential to be a highlyflexible, responsive, more effective and anintegral part of childrens services.

There is a need to place residential childcare in a well thought-out strategic role inrelation to all other childrens services. Thishas to be at both planning and individualcase levels. Residential care has movedover the years from being the only realoption, to the option which is taken whenfamily placement looks inappropriate, isunavailable, or has failed. This is especiallythe case for young children. There hasbeen national debate recently as to whetherthere should be more use of residentialcare for looked after children. We believethis debate needs to be opened up; thefocus should be on the most appropriaterole for residential care with its unique andimportant place at the very centre ofservices for children and young people.This is especially the case for those youngpeople with complex and often deep-rootedproblems who may need the security ofhaving a group of adults who can share thetasks of providing consistent care andattention.

We need to identify the place thatresidential child care should occupy in therange of services for looked after youngpeople, in order to open up its potential fora more creative and effective role inresponding to children and young peopleacross the continuum of care. In the past

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Overarching Messages

we have not been specific enough aboutwhat it can achieve and so the impact ofquality residential care has beenconsistently undervalued. This lack ofdefinition has been to the detriment ofchildren and young peoples experiencesand outcomes as well as to thedevelopment of the services.

The Initiative findings stress the importanceof the strategic role for residential care,within the overall range of services, beingidentified with Childrens Services Plans.Clarity of purpose and approachesfocussed on agreed outcomes shouldcharacterise residential services wherechildren and young people receive goodquality care. This should include activesupport for their education, support forfamily relationships, and carefully managedtransitions in and out of placement.Research has shown that the need forchoice is often poorly met with admissionsto both residential and foster care havingtended to depend mainly on whichplacement(s) are available rather than whatis needed, with often only one or twopossibilities being seriously considered.9

The Initiative found that there is scope forbetter co-operation between residential andfostering services, for example in relation topossible shared care, preparation fortransfer, adjustment to placement changes,training and improved post-16 support.There is also scope for more flexible andenhanced roles for residential care staff in,for example, community-basedassessments, family work and outreachsupport.

3 Better management information

Effective planning for both the individualchild and the service is dependent ongood information; it will not only help usmake sense of where we have been butwill also ensure we know where we needto go.

Good analysis of robust data andinformation is needed to inform planning atstrategic and individual child level. Asignificant amount of managementinformation and other data is collected bylocal authorities, providers of residentialservices, government and other keyagencies, but it is not always usefullydeployed to assist with our understandingabout the current and future needs ofchildren and young people and the role ofresidential care within the range of availableoptions. In seeking data and research toinform their deliberations, the workinggroups found gaps in the information aboutthe needs of children and young people,the resources available to meet theseneeds, the effectiveness of differentinterventions used, the workforce, and thecosts of some services. There wereparticular gaps in information aboutchildren with disabilities in residential care.

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While identifying valid outcomes, andmeasuring them in relationship-basedservices with developing children is knownto be problematic, there were someexamples of rigorous work having beenundertaken by some providers on this.Findings from the NRCCI suggest that thiswork could greatly assist work at a nationallevel on developing a consistent languageand a common understanding aboutoutcomes.

The Commissioning report identifies arange of sources of information which localstrategic commissioning groups are able todraw on; however, there is a need for workto be undertaken to ensure there iscompatibility across the various datasources.

Given the importance of robust accuratedata and information in the planning,commissioning and future development ofresidential child care in Scotland, theNRCCI recommends that further work isundertaken to ensure the appropriateinformation is collected and can be usefullyanalysed.

4 Effective Collaboration

Professional and agency collaborationmeans persistently working together forthe benefit of each and every child; it canand does make a difference.

Effective collaboration among those whoplan, manage and work in services forchildren and young people is essential ifthe many issues facing residential childcare as part of a continuum of services areto be fully addressed and resolved. Theprocess of the NRCCI demonstrated thehuge range of stakeholders with a realinvestment in the futures of these childrenand young people.

Most children and young people inresidential care have been known to avariety of agencies for some time beforeadmission and may have received servicesin the community or may have been infoster care. All will have used universalservices such as health and education andmany of them, and/or their families, willhave had specialist help and support. Thecollaboration of agencies working acrossthe continuum of childrens services istherefore critical if we are to deliver all theresponsibilities to looked after childrenunder the Children (Scotland) Act 1995 andwhich are now well recognised as acorporate responsibility of the localauthority.

Good nurturing residential care should beseen as the foundation upon which widercare planning and support is laid; manychildren will require additional support toaddress the emotional, physical andeducational deficits created by adverseearly experience.

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Overarching Messages

5 Workforce

The quality of the residential workforce isfundamental to how children and youngpeople experience care; a well-equippedand supported workforce is critical toensuring children and young people areprovided with the best possible care.

Residential child care staff are undertakingan increasingly wider and more demandingrange of tasks directly with children, youngpeople and their families. In addition toproviding high quality day-to-day care tomany of the most vulnerable, distressed,troubled and challenging children,residential staff also deliver specificinterventions designed to address difficultbehaviours or trauma such as problematicsubstance use and bereavement. Some arealso providing intensive physical care forchildren and young people with severe andcomplex disabilities. Helping children andyoung people maintain links with family andcommunities, advocating on their behalf,ensuring their education and health needsare met and reviewed, and communicatingeffectively with a diverse and wide range ofprofessionals were just some of theessential tasks the NRCCI found areincreasingly required of the residentialworkforce. This work is based on positive,supportive and trusting relationshipsbetween young people and staff.

The changing profile of children inresidential care and the complexity of theirneeds demand an increasingly skilled,competent, confident and qualifiedworkforce. Bringing about a culture changethat recognises the strategic role ofresidential care and values its potential tomake a real difference to the lives of

children and young people requires greateraspirations for and expectations of theworkforce. Residential staff with equalknowledge, skills, value and status as otherprofessionals within the wider childrensservices workforce is essential to achievingthis.

There can few more important andchallenging tasks than caring for some ofthe most vulnerable and troubled childrenand young people in our society. We mustrecognise the importance of this work inthe aspirations we have for this workforce.

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A Culture Change


If we are to make residential care the firstand best placement of choice then weneed to change the culture in whichresidential child care is delivered.

There is tremendous potential forresidential child care to develop andprovide flexible and responsive services tochildren and young people of all ages andwith a variety of needs. However, despitethe numerous and repeated positivecommitments to residential care made inreview reports and policy statements, manyprofessionals, agencies and the generalpublic hold a negative view aboutresidential care and/or see it as a lastresort. This has often been part of a widerperception that public care fails children astance that has been challenged by manyproviders of residential care and certainacademics10. There is a need forimprovement, but the NRCCI workinggroups looked at evidence which confirmsthat residential care often makes a positivecontribution to childrens welfare.

The negative public perception does notalways recognise that children and youngpeople enter care with multiple difficultiesand disadvantages for which the caresystem is not responsible. As stated byProfessor Mike Stein:

any association between careand outcomes will be flawedunless it is recognised the impactof their pre-care experiences11

There is also evidence that the progressmany young people make in residentialcare is not sufficiently supported nor is italways properly followed through as theymove on to independent living. We need toensure that we recognise the needs of eachyoung person in their journey through careand invest appropriately in helping them tomeet the challenges.

The perception of residential care as a lastresort not only stigmatises the children andyoung people who live there but also theworkforce. There is certainly a general viewthat the residential child care task is of alower status than others across childrensservices, social work, education and health.This is at odds with the role it is oftenasked to fulfil in relation to children whoinvariably have complex emotional andbehavioural difficulties due to traumatic orvery difficult earlier experiences.

There have been some positivedevelopments within and across residentialchild care in recent years with, for example,the introduction of National CareStandards, independent inspection, and theregulation of the workforce. There has alsobeen a substantial growth in the number ofindependent providers and the range ofresidential care they offer; the independent

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sector currently provides over half of theplaces for looked after children inresidential care, and the great majority ofshort and long-term placements forchildren with a disability. The relationshipsbetween local authorities and independentproviders vary considerably; someauthorities have extremely goodpartnerships with providers but theInitiative found that in general relationsbetween purchasers and providers can becharacterised by a degree of mistrust. Thelack of genuine transparency around costsand benefits across the system, forexample, leads to a tension betweenindependent providers and localauthorities.

There was agreement throughout theNRCCI that a vibrant mixed economy ofcare, with the wealth of knowledge andexpertise this provides, is to beencouraged. But this needs to be plannedthrough a strategic approach tocommissioning and led by localpartnerships characterised by confidentand open relations between purchasersand providers. Children and young peopletogether with their parents and carers havea wealth of experience and strong viewsabout what services should be planned anddeveloped to meet their needs yet theInitiative found little evidence of their viewsbeing considered in the commissioning ofservices.

What is this changed culture were calling for?

Properly resourced residentialchild care should be recognisedas being an important, valuedand integral part of childrensservices which can offer the bestpossible care and protection forchildren and young people of allages, which builds their resilienceand prepares them for the futurechallenges they will face. Toensure the needs of children whorequire residential care are fullymet, the commissioning ofresidential child care must be acollaborative activity based oneffective and meaningfulengagement of all stakeholdersincluding children and youngpeople, their parents and carers,independent providers, andagencies with responsibility forlooked after children and youngpeople. The workforce is themost important resource inresidential child care and theirstatus, skills and training as wellas the support they are offered,has to be commensurate with theincreasingly demanding andchallenging task expected ofthem.

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42 More effective use of

residential care

The cost of residential care is undoubtedlyof concern with local authorities expectedto procure best value from all theirservices, both provided and purchased.The NRCCI believes that the developmentof a strategic commissioning framework willfacilitate the delivery of best value throughachieving the best outcomes whilemanaging costs. We also believe that if wecan ensure that we make good earlyintegrated assessments to establish thechilds needs, we have a better chance ofensuring that residential care is usedappropriately. It should not be simply forthose who have challenged the systemthrough significant behavioural problems oroffending or because of a disability. We canreduce the escalating costs of a sequenceof disrupted placements by getting it rightfirst time. Failure to invest in children earlierand provide quality residential care is costlyin terms of the damage to the individualchild or young person and to society.Failing to invest in the residential workforcewho must address the complex needs ofthese children and young people will affectthe quality of care they have a right toexpect.

We cannot afford to failin delivering on our dutyto children and youngpeople who need usmost.

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Drivers for change


1 Responsibilities toward children and young people

Children and young people who live in carehave a right to and must have the same lifechances as all children and young people inScotland. They have faced the most difficult ofchildhoods. Most have experienced periods ofinstability and insecurity, many have had theireducation disrupted and their health needsneglected. They have a right to a successfuladulthood. Governments together withagencies working with and for children andyoung people have a duty to ensure this rightis realised.

Article 20 of the UN Convention on the Rightsof the Child (UNCRC) places a specific dutyon Governments to provide special care andprotection for all children unable to live withtheir families. The Children (Scotland) Act1995 which governs many areas of a localauthoritys duties, powers and responsibilitiesin relation to looked after children and youngpeople and care leavers, states that childrenare the responsibility of the whole authoritynot just social work.

Taking responsibility for looked after children,listening to them and working together areidentified as central aims of the ScottishGovernment guidance on corporate parentingof looked after children. These Are Our Bairns:a guide for community planning partnershipson being a good corporate parent12

emphasises the contribution that electedmembers and all local authority and NHSdepartments can make to improve the lives oflooked after children.

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5Key Messages and Recommendations from the working groups

Realising higher aspirations and abrighter future for residential child carerequires action if it is to be the first andbest placement of choice for all childrenand young people whose needs itserves. The following key messagesand recommendations from the threeNRCCI working groups call for joined-up action by Government, electedmembers, providers of residential childcare and all those working with and forchildren and young people. High-qualityresidential care which focuses onpromoting happy, healthy and valuedlives for all children and young peopleis the basis for these recommendations.Taking action will ensure we turnrhetoric into reality.

Matching Resources andNeeds Report

1 Residential care within a broadcontinuum of services

Addressing the needs and improving theoutcomes for children and young peoplein residential care requires collaborationbetween agencies in the provision ofrelevant universal and specialist services.Virtually all children and young people inresidential care need additional helpbeyond basic care and safety. There isscope for better co-operation betweenresidential and fostering services, forexample in relation to possible sharedcare, preparation for transfer, adjustmentto placement changes, training andimproved post-16 support.

MRN 1.1 Through the ChildrensServices Plan, each localauthority and its planningpartners should be able toevidence a robust continuumof care which supports thediverse needs of children andyoung people and provides arange of flexible community-based services, fostering andresidential provision, includingshort breaks, and throughcareand aftercare services.

MRN 1.2 The Childrens Services Planshould identify the particularstrategic role which residentialcare will fulfil within the overallrange of services. This mustinclude attention to childrenwith a disability and otherswith additional support needs.

MRN 1.3 Local authorities requireaccess to a range ofresidential services, so thatchoices are available whenchildren need placement andeach child can be matchedwith a model of care thatmeets their individual needsand has access to anyadditional services required.

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Key Messages and Recommendationsfrom the working groups

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2 Information, research and planning

A significant amount of managementinformation and other data is collected andconsideration should be given as to howthis can be most usefully deployed toimprove understanding of the current andfuture needs of children and young people,as well as the role of residential care withinthe range of available options, in order todeliver improved outcomes for children.

There is very little Scottish research on theeffectiveness of different interventions usedin residential care which could help toinform the development of the sector.

MRN 2.1 The Scottish Government,COSLA and other appropriateagencies should jointlyconsider the production of aneffective planning templatewhich will support each localauthority and its partners inidentifying the informationrequired, in order toundertake planning andcommissioning for futureneed.

MRN 2.2 Building on work currentlybeing undertaken by theScottish Government, CareCommission and SIRCC,efforts should be made toensure the compatibility ofthe various data sources andto identify information gaps.Additional information isrequired, for instance onchildren with a disability inresidential care.

MRN 2.3 The Scottish Government,local authorities, residentialcare providers and otheragencies should considerways of using existingsources of data moreeffectively and innovatively,identify gaps in informationand priorities for newresearch, and seekopportunities to commissionresearch, in order to examinefactors affecting theexperiences and long-termoutcomes for children andyoung people in residentialchild care, and theeffectiveness of differentapproaches andinterventions.

MRN 2.4 The Scottish GovernmentsLooked After Childrenwebsite(www.LTScotland.org.uk/lookedafterchildren) should beutilised to hold moreinformation about bestpractice, information andstatistics relating toresidential care, and tofacilitate the sharing ofpractice amongstprofessionals and carers andother interested parties.

3 Active participation of young people

Children and young people in residentialchild care have a clear right to participate inthe decisions made both about theirindividual care and the wider provision ofservices. This is closely linked to their rightsfor care and protection and we wouldstrongly endorse the comments made inthe Kerelaw report13. The ScottishGovernment has commissioned a review ofadvocacy services for looked after childrenand the outcomes of this will be importantin informing future practice.

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MRN 3.1 Local Authorities and theirplanning partners shouldpromote and evidence arights-based approach inChildrens Services Planning.

MRN 3.2 Local authorities, residentialcare providers and otheragencies must ensure thatclear mechanisms exist topromote the views of childrenand young people in serviceplanning and decision-making.Important components includeindependent support, advice,and advocacy, as well aseffective complaintsprocesses.

MRN 3.3 All residential establishmentsmust ensure that children andyoung people have their viewstaken seriously in theformulation of the childs plansand reviews, and that theyunderstand as fully aspossible the implications ofplans affecting them. Theexpectations and rules thatapply should also take intoaccount young peoples views.

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4 Assessment and care planning

Integrated and holistic assessment is the keyto identifying the needs of individual childrenand young people. Equally, ongoing careplanning, assessment and review are crucialin meeting the changing needs of childrenand young people in residential care.Pressure within the system too often meansthat placement is resource-led rather thanneeds-led.

MRN 4.1 All assessments should followthe principles of GIRFEC. Theyshould be multi-professional,child-centred, proportionateand timely. One assessmentshould cover all of the childsneeds, whether education,health and well-being, safety,social or developmental.Assessments must includeinformation related to theparticular requirements ofresidential placements andidentify long-term goals.

MRN 4.2 Residential child care shouldbe considered as anappropriate service forchildren and young peopleearly in their care journey andshould more often becontemplated as a realisticoption for younger childrenwho have serious attachmentproblems and complex needs.

MRN 4.3 Whenever possibleadmissions should be plannedand prepared for well inadvance. All those involved incare planning should articulateand commit to clear sharedexpectations about the

planned outcomes forindividual children and youngpeople. The childs plan(s)should articulate howresidential care interventionsand those provided incollaboration with others canachieve agreed outcomes.

MRN 4.4 Children and young peoplesviews and aspirations must betaken seriously at every stage,and support and advocacyprovided. Young peopleshould all be given a copy oftheir plan prior to admission,as well as copies ofsubsequent reviewdocuments.

MRN 4.5 It would be beneficial ifadmission and reviewmeetings had independentchairpersons.

MRN 4.6 Stability and continuity ofplacement are a high priority.Placement changes andbreakdowns should beregarded very seriously,monitored closely andreviewed for the lessons to belearned.

MRN 4.7 A national review is requiredof the experiences and needsof children with a disability inall forms of residential care.This should includeexamination of their legalstatus and focus on thecommonalities and differencescompared with the widerlooked-after population interms of needs and resources.

5 The nature and roles of residential services

Residential staff work on a daily basis withthe young people in their care, and theyknow a great deal about their needs andpreferences, and how they respond tostress. This knowledge and understandingis too often not used effectively to informintegrated assessments and decisionmaking, both in relation to assessment andto future care planning. Residential staff areintegral to changes of placement, planningthe transitions and supporting the change.A model of care which is likely to be ofgreat relevance in future, and thereforeshould be given due consideration, isanalogous to shared care models used forchildren with disabilities. Young peoplewould have recurrent short stays and/orspend parts of the week at the sameresidential facility at times which fitted withtheir needs as part of a long-term plan.

MRN 5.1 The location, design andwork of residential servicesshould aim to supportcontinuity of childrens keyrelationships with family,friends, professionals, schooland community, except whenthis is contrary to the childsinterests.

MRN 5.2 The Initiative has highlightedthat there are particulargroups of children and youngpeople, who have specific orcomplex needs, andresidential care services withappropriately trained staffand ethos must be availableto meet these needs. Theyinclude:children under 12;challenging young women;children with disabilities.

MRN 5.3 The contribution of residentialstaff in family and communityassessment, joint work andpost-placement supportshould be extended. Thiscould include opportunitiesfor families to obtain help ona residential basis.

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6 Education

Recent attention to educational attainmentfor looked after children through the WeCan and Must do Better report and therange of work being undertaken followingthis report have undoubtedly led toimprovements, but the challenge now is toensure the policy and practice initiativesemanating directly and indirectly from thereport are embedded into everydaypractice. Too many young people are stillnot getting the learning opportunities andsupport they require. Many young peoplehave to change school several times,receive only part-time education or do notreceive appropriate additional support forlearning. MRN 6.1 All providers of residential

child care must be able todemonstrate that their staffactively support and engagein the education of thechildren living in each of theirestablishments.

MRN 6.2 As part of their cycle ofinspections the currentInspection agencies and thefuture scrutiny body (SocialCare and Social WorkImprovement Scotland SCSWIS) should be asked toreport on the educationaloutcomes achieved by localauthorities and otherproviders of residential childcare in each establishment,and on the action plansaimed at improvingeducational outcomes andexperiences, use of trainingmaterials, and self-evaluation.

7 Health

Children and young people in residentialcare have significant physical, mental andemotional health needs. The work of LAACnurses must be built on to improve healthassessment and care in residentialestablishments. The recent guidance toHealth Boards in relation to Action 15 of WeCan and Must do Better14 is welcomed andit is important that this is fully implementedas a matter of urgency.

MRN 7.1 There should be a nationalpolicy and practice initiative,which addresses the healthneeds of looked after childrenand young people, similar tothat which has focused onthe educational needs oflooked after children. A keyrole for each health boarddirector with responsibility forlooked after children andyoung people and careleavers must be to drivecontinuous improvement inthe health assessment andcare of these children.

MRN 7.2 Each establishment shouldhave a health improvementplan, detailing goals andactions to promote healthydiets, life-styles and oral carein accordance with keynational health improvementmessages, and supportattendance at healthappointments.

MRN 7.3 Building on best practice, it isimportant that multi-agencyservices are provided tosupport the mental healthand well-being of childrenand young people inresidential child care. CAMHSteams have a crucial role inoffering direct help. Allresidential services shouldhave access to specialistconsultancy to find the bestapproaches to help individualyoung people. Residentialstaff should be equipped andsupported to identify andassist with common, non-psychotic mental healthproblems such as depressionand anxiety, as well asaddictions.

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8 The transition out of care

Research tells us that the importantprogress that young people make duringtheir period in residential care is not alwayssustained after they leave. There has beenrecent attention to the needs of careleavers at 16+ in the Sweet 16?15 report butthe statistics show that young people of allages experience many placement changesin care and these transitions ought to beequally well planned and supported by thestaff who work with them.

MRN 8.1 As emphasised in thecomprehensive guidance oncorporate parenting, TheseAre Our Bairns16, it is criticalthat the transition out of careand out of secure care for allyoung people, regardless ofage, is well-planned andsupported and that pathwayplans are in place for allyoung people.

MRN 8.2 The legislation and policiesthat require or enablecontinued care andeducational support after 16should be implemented moreeffectively. Therecommendations of Sweet16? about the age thatchildren and young peopleleave residential care and thesupport they need should beembraced.

Commissioning

1 National strategic commissioning

A national commissioning framework isrequired to promote the development ofthose highly specialist services which arerequired to meet the needs of children andyoung people with a combination ofcomplex needs. These include children andyoung people with very serious challengingor self-harming behaviours and those with arange of mental health disorders,disabilities and conditions, including thoserequiring secure accommodation. TheScottish Government is a commissioner ofsecure care for those sentenced by theCourts and also provides funding for sixresidential schools which provide specialistdisability services (the Grant Aided SpecialSchools).

C 1.1 That a national strategiccommissioning group beestablished to commissionhighly specialist residentialservices based on theprinciples set out in the NRCCICommissioning report. The firstpriority will be secure care, andthe group should aim tocommission secure careservices from 31 March 2010.

C 1.2 That local authorities shouldlead the Group on behalf ofresidential child carestakeholders across Scotland.The Scottish Governmentshould participate in andsupport the work of theNational Commissioning group.

C 1.3 That the national strategiccommissioning group shouldbring forward proposals forother national services whichcould be commissioned. TheNRCCI recommends thatservices for looked afterchildren and young people withproblematic sexual behaviour,those with serious mentalhealth disorders or illnesses,those presenting serious self-harm behaviours, and thosewith challenging behaviourassociated with autismspectrum disorders, beprioritised. For such servicesthe NHS should lead nationalcommissioning arrangementson behalf of its partners.

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2 Local strategic commissioning

Local authorities with local andneighbouring partners should consider howthey can cooperate better to meet theneeds of children in their area and deliverthe range of services required moreeffectively. Building on current childrensservices planning structures and adheringto the principles in this report and the SWIAself-evaluation guide, such groups wouldinclude multiple stakeholders, among themchildren and young people or theirrepresentatives and their families or carers.

C 2.1 That each local authority take astrategic commissioningapproach to childrens services.This will require the setting upof a strategic commissioninggroup either within the localauthority or, where appropriate,on an inter-authority basis. It isrecommended that localauthorities undertake the initialplanning for such a group byMarch 2010 with a view tohaving them operating during2010-2011.

C 2.2 That local authorities and theircommunity planning partnersprioritise existing resources,building on current integratedchildrens services planningstructures, in order to resourcethe development of strategiccommissioning.

C 2.3 That the strategiccommissioning plan producedby the process should beapproved at the highest levelamongst partner organisations,including elected members,governing boards, chiefexecutives and seniormanagers, and shared acrossScotland to support thedevelopment of sharedapproaches and learning whichwill achieve improvedoutcomes for children and

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young people in residentialchild care as a result of aneffective strategiccommissioning approach.

C 2.4 That strategic commissioninggroups develop their work inline with the findings of theNRCCI group with particularattention to ensuring thatservice users, providers, andother strategic partners caninfluence the range of servicesprovided in each area.

C 2.5 That while commissioning willdevelop in a way to suit eachlocal authority area, all strategiccommissioning will entailaddressing a similar range ofactivities, including: Information gathering and

data analysis Service planning and design Tendering and purchasing

services Service delivery Contract monitoring.

C 2.6 That the arrangements for alltransitions from an independentsector placement be includedwithin the commissioningframework at strategic, service,and individual level, in order toensure the maximum benefitfrom the placement itself and topromote stability for each childor young person.

Commissioning should alsoaddress the mutualexpectations aroundplacement breakdowns(unplanned moves). Theseexpectations may be reflectedin guidance on processes andnotice periods in emergencysituations.

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3 Improving outcomes

In order to improve outcomes for children,young people and their families, it isimportant to develop measures by whichservices can be evaluated and developed.The measurement of these outcomesshould use existing sources of data asmuch as possible, in order to avoid anyduplication of information gathering;however, increased attention needs to bepaid to gathering the views of children andparents/carers about a specific placement.

C 3.1 That sustained attention begiven to the development of appropriate outcomesassociated with residentialplacement. This will requireagreement between purchasersand providers, based on carefuland detailed assessment ofneed by the former, andstatements of specific andmeasurable services providedby the latter.

C 3.2 That the measurement ofoutcomes make use of existingsources of information,including: the placing socialworkers assessment, LookedAfter Children reviews, CareCommission inspection reports,self-evaluation returns,individual care plans,standardised measures foreducational attainment,psychological functioning, andothers.

C 3.3 That methods of including theviews and experiences ofchildren, young people andtheir families be developed.These could include exitinterviews conducted by a WhoCares? Scotland worker orother agency. In recent yearselectronic and web-basedtechnologies have beendeveloped (for example, thecomputer assisted self-interviewing system developedby the Viewpoint organisation)which allow young people toexpress their views in aninformal and accessible way,rather than through a face-to-face interview.


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4 Scrutiny

SWIA has played a major role in thepromotion of a strategic commissioningapproach to childrens services, and hasprovided a guide for local authorities. Anew external scrutiny body is being createdand will have a role to play in scrutinisingthe new commissioning arrangements.

C 4.1 That scrutiny bodies monitorthe effectiveness of thestrategic commissioningarrangements and principles asset out in ththe NRCCICommissioning report.

5 Additional services

Currently voluntary and independentproviders need to negotiate separateservice levels agreements with every localauthority, NHS Board and others for theprovision of services such as independentadvocacy. This is inefficient and may notcomplement the outcomes-based approachwhich will be developed throughcommissioning.

C 5.1 That commissioners at alllevels identify those additionalservices, such as independentadvocacy, which are currentlyfunded through separatecontracts and service levelagreements but which areintegral to residential childcare. Commissioners shouldidentify any improvementswhich can be made in both thecontent of these contracts andalso the efficiency of thenegotiating arrangements.There should be a clearalignment between theseservice level agreements orcontracts and those agreedwith residential providers inrelation to the desiredoutcomes for children.

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Pay and conditionsPay and remuneration across public,private and voluntary sector is broadlyconsistent, with the exception of servicesfor those with disabilities where there maybe some disparity. Residential child careworkers are generally paid less than theirfield social work colleagues and thisimpacts on recruitment and retention ofsocial work qualified staff. We consider thatthere is a critical role for qualified socialworkers working within residential careteams and this disparity seriouslyundermines this aspiration.

WF 2 Employers need to ensure thatpay and conditions within thesector are competitive, attractthe best people and arecommensurate with theimportance and complexity ofthe task.

Workforce

Scotland aspires to a having a residentialchild care workforce which is internationallyrenowned for providing the best for ourchildren and young people. This reportsupports this vision, and the view thatresidential care should be the first andbest placement of choice for those childrenwhose needs it serves17. To turn thisrhetoric into reality, a programme of changeand improvement is necessary.

Recruitment, Induction and Retention

Rigorous and safe recruitmentChoosing the right people, preparing themfor a new role and keeping them motivatedso that they give of their best is just asimportant as ensuring that the residentialworkforce is suitably skilled and qualified.Doing this badly will be costly in bothfinancial and human terms. An excellentstaff team begins with good saferecruitment based on a high degree ofrigour. Senior corporate leaders mustdemonstrate consistent leadership in thisarea.

WF 1 Employers should ensure allstaff are recruited inaccordance with ScottishGovernment Safer Recruitmentguidance and the SSSC Codesof Practice.

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Qualifications, Learning and ContinuousProfessional Development

The workforce group asserts that there is aneed to be collectively more aspirational forthe qualification levels of the sector.

Research indicates there is an importantrelationship between the quality of a serviceand both the qualifications and theeducation levels of staff. Young peoplehave said the training levels in residentialchild care are inadequate and that thereneeds to be much more attention paid tothis area. Residential child care staff havereported that they are much more equippedto undertake their task and feel much moreconfident and competent after training andgaining relevant qualifications.

QualificationsWe propose a stepped process to reachthese higher aspirations.

Step 1As a first step we recommend a review ofthe current qualifications for registrationwith the intention of removing all but themost appropriate and relevant to care.

WF 3 The Scottish Governmentshould discuss with the SSSCa review of the currentqualifications for registrationwith the intention of removingall but care-specificqualifications.

Step 2A workforce charged with the care ofchildren and young people who are lookedafter ought to meetor be able to meetreasonably high levels of academicachievement in order to understand andrespond critically to the increasinglycomplex needs of the children and youngpeople in their care.

This aim of a well-educated workforce isparticularly important in light of both thecompromised pre-care educationalexperiences of these children and youngpeople, and the importance of successfuleducational outcomes for their futureopportunities.

For the purposes of residential child careregistration with the SSSC, the currentrequired minimum levels of educationalachievement are at SCQF level 8 formanagers and supervisors, and at SCQFlevel 7 for main grade workers.

Given the increasingly complex needs ofchildren and young people and theprofessional tasks that require high-levelacademic abilities, the workforce groupbelieves that a minimum level of educationat SCQF level 9 for workers, supervisorsand managers would best equip them toundertake their work most effectively.

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WF 4 The Scottish Governmentshould discuss with the SSSC(who will consult withemployers) the setting of newregistration requirements sothat from 2014 all newresidential child care workerswould be required to hold or beworking towards a relevant carequalification at SCQF Level 9(as the minimum) whichincludes or is in addition to theassessment of competence inpractice.

This does not apply to thosewho are already registered asresidential child care workersor as residential child careworkers with supervisoryresponsibility; the qualificationsthat enabled them to achieveregistration or which they areworking towards achieving as acondition of registration shouldcontinue to be acceptable.

Support for learningEmployers play a critical role in providingtraining and support for their staff.

WF 5 Employers who choose toemploy people who have notyet attained the educationalqualifications to do the job butwho have the ability to do somust develop robust trainingand support schemes so thatthese staff are equipped toachieve the qualificationsrequired for registration withinthe appropriate timescale. Thiswould ensure the continuedvaluing and inclusion of staffwho may have diverse lifeexperiences, appropriatequalities, skills and attitude.

Courses for registrationThe challenges of residential work arecontinually changing as the needs ofchildren and young people becomeincreasingly more complex. Coursesacceptable for registration of the workforceshould reflect this.

WF 6 HE and FE sectors, the ScottishQualifications Authority and theSSSC should ensure allcourses deemed acceptable forthe registration of managersand other staff are regularlyreviewed and updated. Theviews of employers, providers,children, young people andtheir families should be soughtduring these reviews.

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Equipping managers swiftlyGiven the influential role of the manager inthe leadership and culture of anyestablishment, the workforce groupsupports the current legislation thatrequires managers to have both a care andmanagement qualification.

WF 7 Where employers require toappoint a manager who doesnot yet hold a managementaward required for registration,they should ensureopportunities are put in placequickly to enable the managerto gain the appropriatequalification as soon aspossible.

WF 8 Employers should ensure thatmanagers registered withregulatory bodies other thanSSSC are expected to achievea management qualification inline with those registering withthe SSSC.

Registration of social work qualified staff Registration itself has a role to play not justin raising the status of the sector, but alsoin the ways in which staff move about fromone setting working with children andyoung people to another. The constructionof the SSSC register, with its inflexibility toallow social work qualified staff to beregistered on the residential child careregister as social workers may impede theflow of social work qualified staff intoresidential child care.

WF 9 The Scottish Governmentshould identify a suitablelegislative vehicle to amendlegislation in order to enablesocial workers to be registeredon more than one part of theregister to reflect the originalpolicy intention.

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Continuing professional developmentAn important foundation for an open andcontinuously improving good practice is theenthusiastic support for ongoing criticalreflection, the pursuit of new learning andknowledge and the advancement ofprofessional skills. This culture is createdand sustained primarily by the manager ofan organisation. Individuals should takeresponsibility for their own learning anddevelopment throughout their careers withemployers providing opportunities for themto do so.

WF 10 All staff must take responsibilityfor their own learning anddevelopment and employersshould ensure support andadvice is in place to helpexisting staff attain thenecessary qualifications toimprove their skills and theircareer opportunities.

Multi-disciplinary joint training andlearningStaff and managers require opportunities tocome together with professionals fromother areas of practice to ensure they arehelped to reappraise continually thepractice and culture within their unit.

Students on professional courses for thosepursuing careers working with children(health, social work, education, etc.) shouldhave the opportunity to participate in jointinitial training in order to integrate early thepractice of effective joined-up working.

WF 11 The HE and FE sectors andemployers should ensure thatmanagers and staff haverelevant opportunities to learnalongside peers from the widerchildrens services workforce.This should be informed byrecent research and practice.

WF 12 The Scottish Governmentshould liaise with sector skillsbodies to build on the workalready undertaken through thesector skills agreements toanalyse further the skills andskill gaps across the childrenand young peoples workforce(across all relevant sectorsincluding health, education andsocial services). This willensure the residential childcare workforce skills are in linewith the needs of children andyoung people and encouragelocal and national action toplug skills gaps and strengthenjoint training and learningacross the workforce.


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Personal performance plansAn essential component in the success ofcontinuing professional development is theeffective transfer of that learning to theworkplace. This transfer of knowledge isdirectly influenced by the culture of anorganisation, and research has shown thatknowledge transfer is strongly influencedby contextual factors and organisationalconditions which can both enable or blockthe integration of learning to the workplace.In particular, research points to thebehaviours of the supervisor in workersability to transfer learning to the workplace.

Given the important role that supervisorsand managers play in the learning anddevelopment process, this suggests a clearneed for more support for managers andsupervisors of residential child careservices to develop the skills necessary tolead effectively a culture of learning.

WF 13 We fully endorse and reiteratethe following recommendationsabout personal performanceplanning from the IndependentInquiry into Abuse at KerelawResidential School and SecureUnit:

Providers should ensure allheads of residential unitshave a personal performanceplan for the year aheadcovering organisational andpersonal objectives, includingdevelopment objectives andaccountability for theperformance management ofthose reporting directly tothem. The plan should beagreed in advance with theexternal manager andperformance reviewed in aface-to-face discussion withthe external manager at leasttwice a year. Thismanagement review shouldbe in addition to anyprofessional practice-relatedsupervision which may alsotake place (19.12).

Providers should ensure thatother senior residential unitmanagers should have asimilar plan, agreed by thehead of the unit and reviewedby him or her in a face-to-facediscussion at least twice ayear. Plans should include thenumber and frequency ofsupervision sessions to becarried out with staff whoreport to them (19.13).


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Management and Leadership

The task of supervisionSupervising and supporting staff is a keyresponsibility for managers. Residentialchild care staff have reported that regularsupervision meetings, in-house training andperformance management systems areimportant contributors to the improvementof residential services19.

WF 14 We fully endorse and reiteratethe following recommendationsabout supervision advised bythe Independent Inquiry intoAbuse at Kerelaw ResidentialSchool and Secure Unit:

Providers of residential childcare should develop andimplement a supervisionpolicy which is based onregular, planned and recordedsupervision sessions betweenall grades of staff and theirline managers up through themanagement chain.

In addition, in order topromote group learning,consideration should be givento introducing shift or otherforms of group supervision.

Supervision should includethree core elements:performance management;staff development and staffsupport as suggested in theReport of the 21st CenturySocial Work Review(Changing Lives) in 2006.(19.16 19.18).

External Management and Governance

Roles and responsibilitiesThe external manager must be a championof residential care and children and youngpeoples services in general, and have agood understanding of the nature of theresidential task. It is important that s/hedevelop a good working relationship withthe unit manager. Part of this role is to beconstructive, supportive and challenging.Each needs to have confidence in theother.

These key aspects are particularlyimportant given that many inquiries, mostrecently the Kerelaw Inquiry, conclude thatsignificant factors contributing to abusehave included tasks which extend beyondthe boundaries of the home itself, but whichare associated with systems which workclosely with the home.

WF 15 The Scottish Governmentshould commission a piece ofwork that sets out the roles andresponsibilities of the externalmanager and governing bodiesof service providers and ofthose commissioning servicessimilar to that undertaken forthe Chief Social Work Officer,building on the requirementsalready set down inregulations.21

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What should happen next?


The NRCCI has successfully engaged awide range of stakeholders in raising anddebating strategic, operational, practice,ideological and policy issues. The outputsof this work are not limited to the reportsand recommendations; the ongoingmomentum, the newly created inter-professional networks, and the enthusiasticcross-sectoral commitment of this widerange of stakeholders to the NRCCIimplementation are also valuableoutcomes.

Stakeholders have frequently asserted theimportance of the NRCCI having a clearimplementation plan, accountability,adequate resources and authority. This hasbeen based on concerns about previousreports not having been satisfactorily putinto action. Evidence of action on theNRCCI recommendations will be importantto all stakeholders, including and especiallychildren, young people and their parents.

1 The Context for Action

There is at this time a convergence of newlegislation, guidance and policy (forexample the Kerelaw Inquiry report, theKinship and Fostering Strategy, LookedAfter Children Regulations and the NRCCIamong others) which will impact on theexperiences of looked after children andyoung people. The implementation of theNRCCI must be aligned with the directionbeing taken on all these fronts. Thisconvergence offers an opportunity for thewider sector to focus critically on the wholejourney of children and young people whoare looked after, as many of the key changeareas identified in the NRCCI touch on thewider care experience of all children, andnot just those in residential care.

2 Summit Group

The Initiative proposes that the ScottishGovernment and COSLA establish a groupof key representative senior professionalsto lead and oversee implementation of theNRCCI recommendations. We propose thatthis Summit Group will have the greatestimpact if it is also given responsibility forthe delivery of wider policy initiatives whichaffect all looked after children and youngpeople. Within this wider role, it will becritical that a focus on the uniquechallenges of the residential child caresector is upheld.

A group comprised of strategic partners inthe delivery of effective services for lookedafter children including seniorrepresentation from a wide range ofagencies is proposed. Its accountability toMinisters will be important to ensure itsaims are achieved.

3 Peer Learning Alliances for ServiceImprovement

Many of the NRCCI recommendationsidentify areas which require practiceimprovement. A number of the strategic,operational and practice issues highlightedthroughout the NRCCI could be effectivelyaddressed through supported consultativemediated peer learning networks, whereappropriate building on what is already inplace through Changing Lives, focusing onservice improvement, capacity building andinformation sharing.

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4 Activity Hubs

In addition, we propose the following time-limited activity hubs to undertake theNRCCI recommendations which relate tomore specific pieces of work:

Workforce DevelopmentThis hub includes registration andqualifications, the promotion of integratedtraining, safer recruitment, externalmanagement roles and responsibilities

CommissioningWork is already underway to establish aNational Strategic Commissioning Group(Recommendation 1.1 of theCommissioning Report), with a focusinitially on developing a nationalapproach to commissioning of securecare. This will be shared with others andinform future developments aroundcommissioning. Recommendations ondata collection and management, andresearch gaps are included within thishub.

HealthSignificant progress in relation to thephysical and mental health of lookedafter children requires the activeengagement of residential care providers,NHS Boards, Scottish Government andspecialist health services. Each HealthBoard has now nominated an executivedirector to lead on looked after children,and they will be key to making an impacton this issue.

5 Coordination

Coordination to plan and initiate projectactivities to ensure recommendations areacted upon will require key stakeholdersinvolvement and ownership. Ministerialleadership and support will be essential tothis task. We would suggest that acoordinating body be established,accountable to the Summit Group, to planand manage activity.

6 Call for action

The NRCCI recommends that the Ministersand COSLA agree with partners as a matterof urgency how these various strands ofpolicy and legislation can best be appliedto practice in an integrated way to makethe most of this important opportunity.

6

References

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1 The Ministers statement to Parliament, 7 February2008, quote at column 5928:http://www.scottish.parliament.uk/business/officialReports/meetingsParliament/or-08/sor0207-02.htm

2 Elsley, S. (2006). No Time to Lose: A manifesto forchildren and young people looked after away fromhome. Glasgow: Scottish Institute for ResidentialChild Care; Elsley, S. (2008). Home Truths, Glasgow:Scottish Institute for Residential Child Care

3 Securing Our Future Initiative (SOFI) (2009). Securingour Future: A Way Forward for Scotlands SecureCare Estate. Edinburgh: Scottish Government.www.sircc.org.uk/publications/documents/sofi

4 Independent providers included voluntary and privateproviders

5 McManus, K.; Parker, D. & Ray, E. (2009). ResidentialChild Care, the First and Best?: The expert views ofyoung people. Glasgow: Who Cares? Scotland.

6 Ibid.

7 Scottish Executive (2006). Getting It Right for EveryChild. Edinburgh: Scottish Government.

8 Elsley, S. (2006). Going the extra mile: An evaluationof a residential unit for younger children provided byAberlour Sycamore services. Stirling: Aberlour ChildCare Trust; Hewitt, J. (2007). Working with youngerchildren in residential care. In Residence No.5.Glasgow: Scottish Institute for Residential Child Care.

9 Triseliotis, J., Borland, M. Hill, M. and Lambert, L.(1995). Teenagers and the Social Work Services.London: HMSO; Kendrick, A. (1997). SafeguardingChildren Living Away From Home. Edinburgh: TheScottish Office; Sinclair, I. and Gibbs, I. (1998).Children's Homes: A Study in Diversity. Chichester:Wiley

10 Forrester, D. (2008). Is the care system failingchildren? The Political Quarterly 79(2): 206-211

11 Stein, M. (2006). Wrong turn: The consensus thatchildren in care are failing, and that the system is toblame, is plain wrong. The Guardian, 6 December,2006.

12 Scottish Government. (2008). These are our bairns: Aguide for community planning partnerships on being agood corporate parent. Edinburgh: The ScottishGovernment

13 Frizzell, E. (2009) Independent Inquiry into Abuse atKerelaw Residential School and Secure Unit.Edinburgh: Scottish Government.

14 Scottish Executive (2007) Looked after Children andYoung People: We can and must do better.Edinburgh: Scottish Executive

15 Scottish Commissioner for Children and YoungPeople (2008) Sweet 16? The Age of Leaving Care inScotland. Edinburgh: SCCYP

16 Scottish Government. (2008). These are our bairns: Aguide for community planning partnerships on being agood corporate parent. Edinburgh: The ScottishGovernment.

17 Adam Ingram, Minister for Early Years, 2008: ScottishParliament, Official Report 7 February 2008, column5928. Retrieved 1 Sep 2009.http://www.scottish.parliament.uk/business/officialreports/meetingsparliament/or-08/sor0207-02.htm

18 Frizzell, E. (2009) Independent Inquiry into Abuse atKerelaw Residential School and Secure Unit.Edinburgh: Scottish Government.

19 SIRCC stakeholder consultation 2009

20 Scottish Government (2006) Changing Lives: Reportof the 21st Century Social Work Review

21 The Children (Scotland) Act 1995 Regulations andGuidance, Volume 2, paragraph 57.http://www.scotland.gov.uk/Resource/Doc/26350/0023698.pdf

Higher Aspirations, Brighter Futures: NRCCI Workforce Report

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Appendix 1: Aims and objectives of the NationalResidential Child Care Initiative:

1. Develop a blueprint for the development ofresidential child care in Scotland including:

o An audit and strategy for the supply ofresidential child care services to match thefull range of needs of children and youngpeople

o A determination of the right skills mix ofprofessionals working in residential child careto ensure those working with these youngpeople are well-equipped to support theseyoung people to develop their full potential

o An agreement of expectations between localauthorities and providers to ensure effectivecommissioning of services for these youngpeople

o Recommendations on how to address thechallenges facing the secure care sector(This aim was dealt with in the Securing OurFuture Initiative report of February 2009).

2. Recommend to Scottish Government, localgovernment and providers of residential childcare the actions required to achieve consistentimprovement across the residential child caresector.

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Appendix 2

NRCCI Project Board and Working Group MembershipPROJECT BOARD

Aberdeenshire Council and representing ADSW1 Colin Mackenzie

Aberlour Child Care Trust Addie Stevenson

Action for Children Scotland Andrew Girvan

Care Commission Ronnie Hill

Convention of Scottish Local Authorities (COSLA) Councillor Jim Logue

Convention of Scottish Local Authorities (COSLA) Paula Evans

Glasgow School of Social Work Andy Kendrick

Harmeny School and member of EtCS3 Peter Doran

HM Inspectorate of Education Neil McKechnie

Kibble Education and Care Centre and member of SCF2 John Harte

NHS Scotland, Highland Garry Coutts

NHS Scotland, Fife Annie Buchanan

North Ayrshire Council and representing ADES4 Carol Kirk

North Ayrshire Council and representing ADSW1 Bernadette Docherty

NRCCI Project Manager Kelly Bayes

Troup House, Aberdeenshire and member of EtCS3 Jane Arrowsmith

Scottish Childrens Reporter Administration (SCRA) Netta MacIver

Scottish Government Olivia McLeod

Scottish Government Jackie Brock

Scottish Institute for Residential Child Care Jennifer Davidson

Scottish Institute for Residential Child Care Steven Paterson

Scottish Institute for Residential Child Care - Independent Chair Romy Langeland

Scottish Social Services Council (SSSC) Carole Wilkinson

Social Work Inspection Agency (SWIA) Marc Hendrikson

Who Cares? Scotland Heather Gray

1 ADSW Association of Directors of Social Work2 SCF Secure Care Forum3 EtCS Educating through Care Scotland4 ADES Association of Directors of Education in Scotland

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MATCHING RESOURCES TO NEEDS WORKING GROUP MEMBERS

CHAIR: Andy Kendrick, Glasgow School of Social Work

Action For Children Scotland Andrew Girvan

Care Commission Bryan Livingstone

Dundee City Council and representing ADES4 Jim Gibson

Glasgow School of Social Work Malcolm Hill

Kibble Education and Care Centre John Harte

NHS Greater Glasgow and Clyde Jackie Dougall

Scottish Government Janine Kellett

Scottish Government Ian Storrie

Scottish Institute for Residential Child Care Ian Milligan

South Lanarkshire Council and representing ADSW1 Liz Lafferty

Spark of Genius Tom McGhee

Troup House, Aberdeenshire and member of EtCS3 Jane Arrowsmith,

Who Cares? Scotland Denny Ford

COMMISSIONING WORKING GROUP MEMBERS

CHAIR: Garry Coutts, NHS Highland

Care Commission Ronnie Hill

City of Edinburgh Council and representing ADSW1 Michelle Miller,

Clackmannanshire Council and representing ADES4 Yvonne Wright

CORA, St Phillips School and member of SCF2 Bill Duffy

Glasgow City Council Pat Coltart

Harmeny School and member of EtCS3 Peter Doran

NHS Fife Maxine Moy

Quarriers Phil Robinson

Renfrewshire Council and representing ADSW1 Laura Friel

Scotland Excel Dorothy Cowie

Scottish Government Jackie Brock

Scottish Institute for Residential Child Care Ian Milligan

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WORKFORCE WORKING GROUP MEMBERS

CHAIR: Carole Wilkinson, Scottish Social Services Council

Aberlour Child Care Trust Addie Stevenson

East Lothian Council Andy Thorpe

Linn Moor Residential School and member of EtCS3 Karen Gebbie- Smith

NHS Grampian Jeanette Smart

North Ayrshire Council and representing ADSW1 Bernadette Docherty

North Ayrshire Council and representing ADES4 Carol Kirk

Scottish Government Ian Davidson

Scottish Government Graham McCann

Scottish Government David Purdie

Scottish Institute for Residential Child Care Maureen Anderson

The Royal Blind School and member of EtCS3 Elizabeth Horne

Who Cares? Scotland Cheryl-Ann Cruickshank

1 ADSW - Association of Directors of Social Work2 SCF Secure Care Forum3 EtCS Educating through Care Scotland4 ADES Association of Directors of Education in Scotland

SIRCC National Office

University of Strathclyde

76 Southbrae Drive

Glasgow

G13 1PP

www.sircc.org.uk

Higher Aspirations, Brighter Futures:National Residential Child Care Initiative

Overview Report

ISBN 978-1-900743-98-3

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nrcci_overview_web national residential child care initiative

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