Child Centred Principles of the Quality Standards Day 2

The Task in Hand Identify your home’s model for evidencing outcomes and its relationship to the primary task Be clear how you define and measure children's experiences, progress and outcomes Feel confident in presenting a robust argument (compelling narrative) of how your home evidences the difference they make for children Define systems you could use to monitor the quality of practice issues that relate to the Quality Standards – “be confident about providing the evidence, not just about procedures” ChrisTaylorSolutions.org.uk

Your vision In pairs… What are the first 5 words that spring to mind when asked to describe your home? What is it that you do best? What makes you different? What would you like others to think of you ChrisTaylorSolutions.org.uk

The Government’s Vision “Residential care needs to emulate the culture and values of excellent homes so that every home is aiming high and achieving the best for the children they care for” A strong focus on outcomes - evidenced by young people’s progress and experiences ChrisTaylorSolutions.org.uk

Professional judgement Professional judgement is a two way process that relies on a dialogue between the inspector and those being inspected Ofsted will encourage managers and staff to demonstrate that how they use their professional judgement Inspectors will be interested to know how you came to the conclusions about practice or made the decisions that you did

Standards and Judgements ChrisTaylorSolutions.org.uk

Discussion In different pairs… Why are young people placed with you and what do stakeholders want? What does outstanding progress look like for a young person in your service? ChrisTaylorSolutions.org.uk

Needs or Outcomes Needs – To be kept safe from CSE Staff supervision Support to develop appropriate relationships Outcomes – Being happy and safe at home Has healthy relationships in school and at home No longer seeks indiscriminate friendships

Focus on “Customer” Focus on Organisation Outcomes place InputProcessOutputOutcomeImpact Context and Baselines Values

Progressive outcomes: Plan-Do-Review ChrisTaylorSolutions.org.uk UnderstandPlanDoReview Understand more

Understand (assessment data) Pre-existing assessments Young person’s strengths and interests Risk monitoring Young person's goals and wishes Function and meaning of behaviour Frequency, duration and intensity of behaviours Standardised assessments Observations, structured interviews and lived experience

Review In order to effectively “review” we need some indicators (of outcomes) Behaviour Attitude Self reporting Observation – By you – By others Other ideas?

Discussion In different pairs… How do you know what you do is effective? What data do you collect already? What does outstanding progress look like for a young person in your service? “Outstanding looks like when the kids are all working to something, happy (generally), when you have a record of who they are, where they were when they arrived, and how they are now.” ChrisTaylorSolutions.org.uk

Outcomes Direct – Better exam results – Fewer exclusions from school Indirect – Better able to learn – Sustainable placement – Improved confidence – Positive attitude to school

Big and little evidence incidents of aggression restraint missing academic progress stability of placement incentive schemes child protection / safeguarding involvement / referrals contact with families social / emotional growth and development BMI changes Boxall Profile SDQ Story Stem Target Tracker EQ5D POD CGAS YCORE case studies children’s questionnaire use of behaviour modification medication involvement of emergency services membership of clubs sensible use of pocket money offers / helps with chores showers / baths regularly member of school council role in sports teams / games dresses appropriately can wait for help asks for help safe in vehicles manages phone calls well attendance at after school clubs having friends over or visiting others citizenship night-time disturbances ChrisTaylorSolutions.org.uk

ICHA Outcome Measures – conclusions/recommendations Measures applicable to RCC Deep evidence Non-specialists to use No unnecessary form filling - meaningful information Accessible - no cost barriers Potential for visuals - graphs, charts Must support wider care planning Identification of need - baseline at admission Assessment of need Planning to meet need Delivery of plans Monitoring of delivery Evaluation of effectiveness ChrisTaylorSolutions.org.uk

Three pillars of inspection (1) Care planning Are they safe? How do you know? Are children and young people’s needs being met across all aspects of their development? How well? Are they making progress? Are they having positive experiences? If not, why not and what action are you taking? Do staff identify new needs and if so how do they work in partnership with others to meet these needs? What evidence do they have of impact and progress? How can you test this?

Three pillars of inspection (2) The underpinning purpose and principles of the home Are leaders and managers clear which children and young people they are able to help and do they make decisions on this basis? Is practice underpinned by evidence of what works well and what does not? Is there a shared sense of purpose? Is the home structured (the environment, the staff and the staffing levels) and are staff supported through training and supervision to achieve the home’s aims and objectives? Are services delivered to meet children and young people’s needs (as in the SoP)?

Three pillars of inspection (3) Leadership Is there strong and effective leadership (at all levels where an organisation)? Does the registered manager know the strengths and weaknesses of the home? Does the leadership create a culture of high aspirations? Do monitoring systems make a difference? Are the leaders continually looking for ways to improve the care provided?

Questions for managers… But also for everyone… What do you need to change about how evidence is currently managed/gathered/presented How will those changes be made? By whom? By when? ChrisTaylorSolutions.org.uk