6.16 Placement Plans |
SCOPE OF THIS CHAPTER
Note: This chapter provides guidance on the preparation of Placement Plans before the implementation of the Integrated Children's System.
AMENDMENT
This chapter was amended in June 2011, in relation to the Care Planning, Placement and Case Review Regulations 2010. See Section 2, Who is Responsible and which Parts to Complete?.
Contents
Introduction
The Placement Plan
The LAC Placement Plan is in two parts - Part 1: Placement Agreement, and Part 2: Day-to-Day Arrangements.
Placement Plan Part 1: Placement Agreement
This contains the Consent of the parent to the child’s placement in the Looked After Service and to medical treatment.
Parental agreement to medical treatment
It is particularly important to obtain parental agreement to medical treatment and for parents to sign the agreement to medical treatment section of the Placement Agreement. It is essential that an explanation is given to the parents about why this is required and what it means, and what the parents’ and child’s rights are regarding consenting/refusing to consent to treatment.
Where a child has significant medical needs, additional medical information may be required and should be added.
Where a child’s medical needs are such that they require day-to-day care involving invasive medical treatment such as the administering of injections or pessaries, additional consent should be gained specifically for these actions.
It should be clarified with the parents whether there are particular treatments they would object to being administered.
Placement Plan Part 2: Day-to-Day Arrangements
This is the plan of day-to-day arrangements for the child in the particular placement. Signatures indicate agreement to these arrangements. Part 2 should be updated in the light of new information, as circumstances change or to reflect amended arrangements for the child.
2. Completion and Contents of the Plan
2.1 Completion
Placement Plans for children placed in residential care must be completed and updated by social worker in conjunction with the child’s key worker.
A Placement Plan must be drawn up by the social worker before the child is placed, or, if not reasonably practicable, within 5 working days of the start of the placement, and forms part of the overarching Care Plan (currently no specified time limit although most manuals already include this timescale).
Currently the Placement Plan is recorded on ICS using the Placement Information Record.
Wherever possible, the Placement Plans Parts 1 and 2 should be completed, signed and distributed before the placement.
The minimum requirement is that Placement Plan Part 1 should be completed, signed and distributed to relevant parties at the time of the placement.
Part 2 may be completed and distributed within 14 days of the placement.
New Placement Plans: Parts 1 and 2 will be required if there is a change of placement.
Where the Forms provide insufficient space for detailed arrangements or plans, e.g. a detailed Behaviour Management Plan or health care arrangements, other more detailed records, arrangements or plans can be attached or cross referenced.
2.2 Contents
Information to be included in the Placement Plan includes:
- How on a day-to-day basis the child will be cared for and the child’s welfare will be safeguarded and promoted by the appropriate person
- Any arrangements for contact between the child and parents/anyone with Parental Responsibility/any other connected person, including, if appropriate, reasons why contact is not reasonably practicable or not consistent with the child’s welfare; details of any Contact Order (under Section 8 or 34 of the Children Act 1989); the arrangements for notifying any changes in contact arrangements.
- Arrangements for the child’s health (physical, emotional and mental) and dental care, including the name and address of registered medical and dental practitioners; arrangements for giving/witholding consent to medical/dental examination/treatment;
- Arrangements for the child’s education and training, including the name and address of the child’s school/other educational institution/provider and designated teacher; the Local Authority maintaining any statement of Special Educational Needs.
- The arrangements for and frequency of visits by the child’s social worker; and for advice, support and assistance between visits
- If an Independent Visitor is appointed, the arrangements for them to visit the child
- The circumstances in which the placement may be terminated
- The name and contact details of the Independent Reviewing Officer, the Independent Visitor if one is appointed, the social worker who will be visiting the child, and the Personal Adviser for an Eligible Young Person.
2.3 Additional Information to be Included when a Child is Placed with Parents
- Details of the support and services to be provided to the parents during the placement .
- The obligation on the parents to notify the Local Authority of any relevant change in circumstances including any intention to change address, any changes in the household in which the child lives and and any serious incident involving the child
- The obligation on the parents to ensure that any information relating to the child or the child’s family or any other person given in confidence to the parents in connection with the placement is kept confidential and that such information is not disclosed to any person without the consent of the Authority.
- The circumstances in which it is necessary to obtain the prior approval of the Authority for the child to live in a household other than that of the parents
- The circumstances in which the placement of the child with the parents pending completion of the assessment of suitability will be terminated if the decision following completion of the assessment is not to confirm the placement
2.4 Additional Information to be included where the Child is Placed with Foster Carers, in a Children’s Home or in other Arrangements
- The type of accommodation to be provided, the address and, where the child is placed in ‘other arrangements’, the name of the person who will be responsible for the child at that accommodation.
- The child’s personal history, religious persuasion, cultural and linguistic background and racial origin.
- Where the child is not in care, the respective responsibilities of the Local Authority and parents/anyone with Parental Responsibility; any delegation of responsibility by parents/anyone with Parental Responsibility to the Local Authority for the child’s day-to-day care; the expected duration of the arrangements and the steps to bring the arrangements to an end, including arrangements for the child to return to live with parents/anyone with Parental Responsibility; where the child is aged 16 or over and agrees to being provided with accommodation under Section 20 Children Act 1989, that fact.
- The circumstances in which it is necessary to obtain in advance the Authority’s approval for the child to take part in school trips or overnight stays
- The Authority’s arrangements for the financial support of the child during the placement
- Where the child is placed with foster carers, the obligation on the carers to comply with the terms of the foster care agreement.
3. Recording Principles
The following guidance in relation to Placement Plans must be read in conjunction with Children and Family Care Policy, Values and Principles Procedure.
Always provide clarity of arrangements, using terminology that all professionals, parent(s), carers and children can understand. Ensure that arrangements are sustainable, providing clear timescales.
If possible, provide the names of people who are required or have agreed to undertake these arrangements.
If there is any risk that the arrangements may not be sustainable, include contingencies, which may include agreeing that a Placement Plan Review will be convened.
4. Placement Arrangements
It is only necessary to include arrangements that do not exist elsewhere or are not commonly known and agreed by all concerned. For example, if arrangements are set out in a Children’s Guide or other document available to the child/parents, it should be assumed that they understand this; there is no need to duplicate information in the Placement Plan. However, it may be helpful to note in the Placement Plan that these other documents exist - and ensure that copies are available or given to relevant people.
If it is agreed that an arrangement be made which is contrary to that which is set out in this Procedures Manual, Children’s Guide or elsewhere, this must clearly be stated; and the reasons for this change must be given. Any proposed departure from the Procedures Manual must be authorised by the manager of the home/practice manager.
In all cases, any risks posed to or by the child must be stated, assessed and Strategies must be adopted to reduce or prevent the risks. This may include contingencies in case the strategies fail or are compromised.
4.1 Amendments
Placement Plans should be regularly reviewed at meetings such as Looked After Reviews; the purpose of which is to ensure plans are kept up to date and continue to meet children’s needs, as set out in a Care Plan or Pathway Plan.
However, Placement Plans are ‘live’ records which may also need to be amended as circumstances change.
Unless agreed and set out in the Placement Plan, these changes should normally be made as circumstances change.
If the record is amended, those who have previously received copies must be informed.
4.2 Contact Arrangements
Also see Contact with Parents and Siblings Procedure and Contact with Relatives and Friends (including overnight stays) Procedure
- State what arrangements have been made for contact with parent(s) and siblings - and what restrictions have been imposed. Has any person been forbidden from having contact? Note, no contact may be allowed with parents or siblings without the social worker’s approval.
- Is it necessary to keep information from any person about where the child is placed; if so, ensure this is communicated to all staff/carers?
- If contact has to be supervised, state what the arrangements are for this contact, who will supervise it, where it will occur etc. Also state if there are any risks of abduction, if so ensure that plans are in place to protect the child. If necessary consult the Police on this matter. See Contact with Parents and Siblings Procedure for further information about the supervision of contact.
- State if permission for the child to stay overnight with Relatives or Friends has been given, if so, what the arrangements are.
- State whether the carer can authorise arrangements for the child to have up to four days overnight stays away, and in what circumstances - see Contact with Relatives and Friend (including overnight stays) Procedure.
- Ensure that clear details are given of the names, addresses and telephone numbers of those with whom the child may have contact.
- Does the child wish anyone to be informed where he or she is living? Is it necessary to inform and/or arrange for contact with any previous carers?
4.3 Health Care, Intimate Care/Touch and Disabilities
At the time of the placement, the carer should be provided with immediate details/arrangements regarding the child’s health. Arrangements should be made for a comprehensive Health Care Plan to be drawn up as a result of a Health Care Assessment which must be arranged as soon as possible after the placement starts. This Health Care Plan must be in place for the first Looked After Review; and then updated as a result of further assessments or as circumstances change. These plans are usually completed by Looked After Children’s nurses and they must:
- State whether the child is disabled and how this should be managed including any prescribed or other medicines that should be given.
- State whether the child has any allergies; if so, how are these managed e.g. does the child require an epipen, which may be prescribed if a child suffers from extreme allergic reactions e.g. nuts, bee stings.
- Does the child use any special equipment, e.g. symbol book, hearing aid, tube-feeding aids, special footwear, special cup or bottle?
- Is it necessary to have any essential equipment to look after the child; do staff/carers require any specialist training or support?
- Does the child have specific dietary needs or restrictions for health reasons or through their own choice i.e. a child might choose to be vegetarian?
- Whether there are any specific health care needs - and how the home will meet them.
- Whether it is agreed that Paracetamol or other painkillers can be used to provide relief for headaches, menstrual or other pain; also whether there are any restrictions on the use of non-prescribed medicines, Household Remedies or use of first aid.
- The involvement of the child’s parents or significant others in health issues during the placement, and whether there are any specialists/consultants who may be contacted for advice.
- Any specific medical or other health interventions which may be required, including whether it is necessary for any Invasive Procedures and how they will be undertaken.
- The extent to which the child is able to retain or administer medication, or requires support to do so.
- Whether it is necessary for any immunisations to be carried out.
- Whether there is any specific treatment or Therapeutic Interventions, Strategies or remedial programmes required.
- Whether there are any intimate care arrangements/procedures (such as invasive procedures) to be included.
- Whether there are any concerns or arrangements regarding touch which should be taken account of (also see Chapter 7.25, Touch)
- Whether there are any necessary preventive measures to be adopted.
- Whether the child is allowed to smoke and any measures agreed to reduce the behaviour.
- Whether there are any illegal or other activities including self harming which it is known or suspected the child is engaged in which may be harmful to the child’s health, and the interventions/strategies to be adopted in reducing or preventing the behaviour.
- Whether the placement will contribute to any other health related assessments.
- Whether the home will contribute to any health monitoring.
4.4 Daily Routine
Provide details/arrangements relating to the child’s daily, evening and bedtime routine, for example:
Mealtimes: Include details of any likes and dislikes, whether there are dietary requirements through reasons of religion, health, culture or choice, whether the child requires assistance and whether the child has any behaviours that need to be managed at mealtimes. For disabled children it may be important to record the position in which they eat and details of any specialist equipment.
Bedtimes: It is important to record details of the child’s bedtime routine; times, stories, light on or off, door open or closed, teddy or comforter and whether the child during the night, has nightmares, wets the bed, is upset through the night. State whether the child is permitted a key to his/her bedroom.
Also, state whether there is any equipment required, for example a baby monitor, at night.
4.5 Behaviour Management or Therapeutic Arrangements
Consider the need for a Behaviour Management Plan where, for example, there are risks the child may present the behaviours listed below.
- Absenting behaviour which may result in the child being categorised as Medium or High Risk
- Anxiety or withdrawal
- Bullying or other similar behaviours
- Challenging behaviour
- Drug or substance misuse
- Lack of awareness of person safety
- Offending or offensive behaviour
- Self harming behaviour
- Sexually exploitative or inappropriate sexual behaviour
- Violence or aggressive behaviour
If these or other behaviours give rise to concern, state what Strategies or plans will be adopted to reduce risks and/or promote and develop acceptable behaviour and skills.
This may include advice from previous carers about strategies they found helpful; or strategies which they tried and found unhelpful.
State if there are any Physical Interventions that should not be used with the child. For example, if there are any medical or health care conditions or recent treatments that may be affected or complicated by the use of Physical Intervention. If unsure, seek medical advice.
4.6 Education and Work Arrangements
Refer to the Personal Education Plan (PEP), and state the extent to which the provider/carer will be expected to support the plan.
Provide the name of pre-school nursery/school/college or other educational provision attended by child and the arrangements for the child to attend, including dinner money and any support that may be required with clothes and transport.
State how the provider/carer will be expected to support the education/work provision, including the arrangements for out of school/work support, including homework.
State whether there will be a need for assistance to be provided in assessing the child’s educational needs.
If the child is not attending school or is not working, state what arrangements are in place/agreed to support the child and/or get the child back to school/work.
State whether the provider/carer will be expected to liaise with school/work; or whether others will do so.
State who will receive and keep correspondence/reports relating to the child; and whom this information will be shared with.
Outline whether the provider/carer will be expected to attend meetings with the school and if not, who will.
State whether the child will be permitted to go on school trips or holidays; if so, will there be cost implications.
4.7 Identity
This may include arrangements/plans in relation to the child’s growing sense of him/herself as a separate and valued person.
It includes the child’s view of him/herself and abilities, self-image and self-esteem, and having a positive sense of individuality. Race, religion, age, gender, sexuality and disability may all contribute to this.
Does the child regularly attend a place of worship or require support in the home to worship; if so, what arrangements should be made to support this.
Does the child regularly attend any activities e.g. groups, centres or clubs, which relate to their racial, cultural or linguistic needs.
4.8 Self Care and Leaving Care Arrangements
Also see Leaving Care Procedure
If the child is reaching the age of sixteen, is there a Pathway Plan? If not state what arrangements have been made to do this - and what support, including help with assessments, the placement will provide.
If there is a Pathway Plan, state what arrangements have been agreed to support the plan.
Whether or not the child is reaching his/her 16th birthday, arrangements should exist to prepare the child for the time they will leave the placement - to enable the child to move forward.
This may include arrangements or plans in relation to practical, emotional and communication competencies required for increasing independence, including practical skills of dressing and feeding, opportunities to gain confidence and practical skills to undertake activities away from the family and independent living skills as older children.
It also includes encouragement to acquire social problem-solving approaches. Special attention should be given to the impact of a child’s impairment and other vulnerabilities, and on social circumstances affecting these in the development of self care skills. If people are identified to undertake tasks/roles, state their names; also include timescales if known.
4.9 Family and Social Relationships
This may include arrangements to help the child develop relationships with parents, siblings or carers; and social relationships including age-appropriate friendships with peers and other significant persons in the child’s life.
It may also include arrangements or plans in relation to the child’s growing understanding of the way in which appearance, behaviour and any impairment are perceived by the outside world and the impression being created.
State whether the child is allowed to have unsupervised time out, to go shopping, to undertake activities, play, visit friends etc. Alternatively, state what level of supervision is appropriate, and what arrangements will be made to increase the child’s freedom and responsibility.
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