holibrook(house(limited( tradingas( lily!householibrookhouse.co.uk/downloads/statement of purpose -...

Statement of Purpose

Holibrook House Limited

Trading as

Lily House


1|P a g e

Introduction At Lily House we have a simple but crucial mission to provide a safe and nurturing place for children & teens with learning disabilities to live in. The added elements of providing a high quality care with access to education, along with a strong connection to the local community, make Lily House truly unique. The additional elements that challenge and stimulate, make the service a valuable extension to each child’s care and increase their chance at mastering the many personal goals they will need to strive to achieve day after day a greater possibility. Children, who are placed with us, will normally have Emotional, Behavioural Difficulties (EBD), moderate learning disabilities (MLD) or be on the autistic spectrum (ASC). The home can accept children aged from 8 years old to 17 years on admission.

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

This statement of purpose sets out what we do and our aims at Lily House, it’s impossible to give a complete picture and detail to everything we do but we hope it will answer some of your questions.

Cindy Willis Registered Manager

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

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

Email address: [email protected]


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Part 1 Caring for Children Aims and objectives Our primary aim is to enable children who have learning disabilities and or multiple and complex needs to reach their full personal potential for learning, independence and fulfilment in everyday life. We seek to achieve this by providing a happy and stimulating, yet safe and caring environment.

We offer:

• up to 52-week care • planned short term/respite care • access to a range of complementary behavioural support programs

We also have commissioned Education Psychologist and sensory therapist who work in the home once a week, the following therapies can be accessed through our local Primary Care Trust or accessed through our consultancy pool of therapists:

• Physiotherapy • Speech and language therapy • Drama therapy • Occupational therapy Where the needs of the children require specialist healthcare, staff commissioned or employed will receive ongoing professional training and clinical supervision as part of their personal development process.

The home has a sensory room to support our work with the children Our sensory room is specifically designed to stimulate; it is a place where staff can work

closely with the child to provide a level of sensory stimulation that the child can cope with.

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

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

stimulate the senses such as play dough or finger painting. Children with heightened

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

gentle rocking in a softly lit room.


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Admission Procedure

Easy Reference Admission Table

The following can be used as broad guidance prior to referral and formal assessment

YES NO LIMITED

Attention Deficit Hyperactivity Disorder (ADHD) Yes Autism Spectrum Disorder

Yes

Challenging Behaviour

Yes

Deaf

Yes

Developmental uncertainty FAS

Yes

Down's Syndrome

No

Hearing impairment

Yes

Mental Health Needs

Yes

Mobility difficulties

No

Mild and Moderate Learning Disability

Yes

Physical disability

No

Self-Injurious Behaviour

Yes

Severe Learning Disability

Yes

Sexual abuse of peers

Yes

Sexualised behaviour towards others

Yes

Visual impairment

Yes

Wheelchair user

No

Our Ethos is:

To provide high quality care and education services that makes a positive difference to children and their families in a safe environment and within a therapeutic milieu (Restoring hope) To provide opportunities for children to receive specialist tailored care and education. Prioritising progress, and the achievement of positive outcomes, to maximise the long term benefits to both the child and the community.(Releasing potential)


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To build resilience within children and equip them with the inner resources and sense of self-worth to develop and sustain relationships and enhance their dignity and life chances. (Rebuilding lives) Outcomes we seek to achieve Our primary aim is to enable children who have learning disabilities and or multiple, complex needs to reach their full personal potential for learning, independence and fulfilment in everyday life. We seek to achieve this by providing a happy and stimulating, yet safe and caring environment. Our objectives are to:

• provide a smooth and effective transition from the child’s previous placement • identify and meet the educational, social and healthcare needs of all the children at Lily

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

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

them to celebrate their individuality • promote the children’s independence, and to minimise their dependence, both physically

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

sex, disability or religion • involve families in key decisions relating to their children's education and care • provide effective means of communication for the children, their families, the

professionals who work with them and the agencies who support them • develop and maintain links with the local community • Support the smooth and effective transition of the young people to their next placement

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

How outcomes are achieved

Therapeutic approach

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

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


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

Community of Communities

The organisation is registered with the Community of Communities. Community of Communities is a standards-based quality improvement programme bringing together Therapeutic Communities (TCs) in the UK and internationally, engaging them in service evaluation and quality improvement using methods and values that reflect their philosophy.

5P Approach

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

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

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

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

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

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

The 5P Approach provides a model which

• Is problem-solving and solution focused • Uses a consultative and joined up working approach • Provides intervention at three levels • Green(the preventative level), Amber (the pro-active level) &Red(the reactive

level) • Focuses on prevention rather than reaction (the process of moving from Red –

Green is integral to the Approach)

How the models are measured for effectiveness

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

The home uses an assessment tool every three months to measure the progress for each child drawing on events, academic progress, feedback from families and professionals and consultation with therapists.


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Qualitative outcomes monitored include:

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

• Overall health is improved

Quantitative outcomes monitored include:

• Risk management outcomes

• Attendance in education

• Attainment in education based on their disability from their baseline assessment

when placed in the home

• Health needs are met

• Child’s’ active participation in the daily program

• Increased communication skills

• Emotional development and delays

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

Enjoying and Achieving Children are encouraged to take part in activities within the local community. These might include football, cinema, gym, library, youth clubs and swimming clubs. Children are also encouraged to pursue special interests (e.g., learning to play a musical instrument). Where children come into the home with particular hobbies or skills they are encouraged to keep these going wherever practical. The home reviews leisure time to ensure children are stimulated and experience a broader range of interests that can be kept up after their care experience. This will be developed as part of the care plan and it is intended that there is planned and structured time. We aim for each child to have at least 1 ‘extra-curricular’ activity which involves him or her outside the home. We use this not only to develop self-esteem, but also to broaden links and the possibilities of positive friendships with other children and young people.

1.


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(After school activity)

Religious instruction and observance

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

Family Contact Support in Improving the Outcomes for the Child

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

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

Which can provide:-

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

Consultation with children

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

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


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Communication

Children need to be given the tools to communicate to enable a positive experience and outcome. Lily House has an all staff working party that are committed to the communication policy. We believe we have a moral obligation to provide opportunities for meaningful social communication and participation and to do our best to support all children with a voice. Lily House provides fixed communication boards are statically placed also in the home. The picture symbols and photographs are readily available and accessible and where children can access PEC’s system this will also be available.

Anti-discriminatory Practice

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

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

Accommodation

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

Bedrooms are individual and the staff will be creative in styling them to the child’s interest. This might result in them being themed i.e. jungle, transport and space; and children can change these themes once settled into the home. The home has comfortable homely communal rooms as well as a sensory room and a therapy room in the main house. Outside in the back gardens there is arts and crafts room and play room which is secured by fencing and locked gates.


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(Barking Essex)

Countering Bullying

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

1. It can be repetitive and persistent – though sometimes a single incident can have precisely the same impact as persistent behaviour over time, for it can be experienced as part of a continuous pattern and can be extremely threatening and intimidating. This is particularly the case with racist bullying.

2. It is intentionally harmful – though occasionally the distress it causes is not consciously intended by all those who are responsible.

3. It involves an imbalance of power, leaving children feeling helpless to prevent it or put a stop to it.

4. It causes feelings of distress, fear, loneliness and lack of confidence in children who are at the receiving end.

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

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

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

Anti-Bully Approaches at Lily House

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


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

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

These include;

• Posters.

• Films on DVD;

• PowerPoint presentations.

• Online activities including researching topics and producing information

• Staff team focus around different children’s needs.

Safeguarding

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

The home works with the placing authorities and the local safeguarding team to ensure any concerns about a child’s safety is reviewed jointly with all professionals. The home works under the guidance of the ‘Working Together to Safeguard Children 2013’

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

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

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

• The child’s needs are paramount, and the needs and wishes of each child, should be put first, so that every child receives the support they need before a problem escalates;

• All professionals who come into contact with children and families are alert to their needs and any risks of harm that individual abusers, or potential abusers, may pose to children;

• All professionals share appropriate information in a timely way and can discuss any concerns about an individual child with colleagues and local authority children’s social care;


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• High quality professionals are able to use their expert judgement to put the child’s needs at the heart of the safeguarding system so that the right solution can be found for each individual child;

• All professionals contribute to whatever actions are needed to safeguard and promote a child’s welfare and take part in regularly reviewing the outcomes for the child against specific plans and outcomes;

• LSCBs coordinate the work to safeguard children locally and monitor and challenge the effectiveness of local arrangements

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

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

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

When there are concerns about the welfare of a disabled child, it will be acted upon in accordance with the child protection procedures and local protocol for S47 enquiries, in the same way as with any other child, the same thresholds for action apply.

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

Children Missing from Care

Children with learning disabilities who go missing from care place themselves at risk. The reasons for their absence are often varied and complex and cannot be viewed in isolation from their home circumstances and their experiences of care. Every ‘missing’ episode should attract proper attention from the professionals involved with the child and they must work jointly to ensure a consistent and coherent response is given to the missing child on his/her return.

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

Where there is a likelihood that a child may go missing from the placement, their Care Plan, Placement Plan and Risk Assessment, should include an assessment of the likelihood that


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the child might go missing and the risks they may face as a consequence prior to the child being placed. The social worker, the home manager and other professionals involved in the child’s life, including parents should contribute to this assessment and the process should actively include the child as much as possible.

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

These risk assessments will include information on the following:

• The likelihood of the child going missing • The child’s view • The level of supervision /support that care staff/carers propose to provide for the

child; • The views of parents/carers on their child’s needs • A plan detailing actions that need to be taken if the child goes missing/is absent

including at what point a formal report is to be made • The risk of harm to the child and his/her vulnerability if he/she is absent; • Consideration of any external influences which may result in a child’s removal without

consent, e.g. child abduction, custody disputes; • The likelihood of the child being harboured; • Any information about the child’s whereabouts during previous absences. • Actions to try and prevent a child from going missing in terms of diversionary

activities/strategies • Practical arrangements for returning the child or young person to their placement

after being missing e.g. transport arrangements, especially if after hours or during the night

• The child should have this procedure explained to him/her and the potential dangers that they may encounter so that he/she understands the implications of going missing.

Child Sexual Exploitation

Lily House sees their role as central in the intervention model of protecting children and has identified key elements to safeguard children at risk of exploitation, including developing staff to be more aware through training and workshops on CSE. The intervention is a key work model, where our care worker builds up a trusting and safe relationship with the child, with the care worker becoming a positive and trustworthy adult in the life of the child. Where there are concerns by staff, management, community, family or other professionals that a child is at risk of sexual exploitation the follow procedure is undertaken.

The objective for visiting the child and where possible the family are set out below: a) The child’s needs fit the referral criteria and stated aims of the home. b) The child’s needs will not adversely impact on the safety and care of other

children already placed in the home c) Lily House can offer positive experiences and outcomes for the child and

family. d) The home can identify the approach and the interventions needed to meet the

care needs referred to in the placement plan.


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e) Discuss risk issues and the management of these risks currently f) Agree admission process e.g. introductory visits.

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

Admissions:

Lily House does not primarily function as an emergency resource and every effort will be made by the Registered Manager to prevent such admissions. There is on occasions, a need for the consideration of same day or emergency placements where not accepting a child would mean the child being placed elsewhere inappropriately.

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

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

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

Checklist of Information and Documentation Required Prior to Placement Placement information and plan for Lily House The child’s last Personal Education Plan if previously looked after Medical Consent delegated to Lily House Medical history Looked After Child Care Plan Pathway Plan/Transaction Plan if Applicable


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Checklist of Information and Documentation Required Prior to Placement Risk Assessment Missing from Care Risk Assessment Copy of Statement of Special Educational Needs( if applicable) Copy of last Annual Statement Review Report( if applicable) Copies of Reports from other Professionals Involved

Planning for care

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

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

Principles for planning for care:

• Ensures that our work is needs led and child focused • Provides the child and others with a record of decision and plans made • Ensures consistency in the planning process across the services • Ensure that plans are in place which address both general objectives and

very specific details in the child’s life • Care plans and placement plans are important reference points for both

staff and children such that even an unfamiliar worker could make competent decisions at the day to day level

• That they have been heard and that if their wishes, views cannot be granted, that a clear explanation of the reason is explained to them.

Representation and Complaints

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

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


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

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

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

Part 2 Children’s Behavior

Positive Behaviour Support Approach

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

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

The cornerstone of Positive Behaviour Support is the design and use of functional behavioural assessment to understand what reliably predicts and maintains the child's problem behaviours. A child may engage in problem behaviour because circumstances in both the internal and/or external environment (i.e., antecedents, setting events) the functional assessment is a process for identifying the events that trigger and maintain problem behaviours. This process involves information gathering through record reviews, interviews, and observations and the development of summary statements that describe the patterns identified. Primary outcomes of the functional assessment process include:

• A clear description of the problem behaviour’s • Events, times, and situations that predict when behaviour’s will and will not occur

(i.e., setting events) • Consequences that maintain the problem behaviour’s (the function) • Summary statements or hypotheses • Direct observation data to support the hypotheses


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The ‘Positive Behaviour Support’ approaches are

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

2) Teaching new skills that replace problem behaviours

3) Eliminating or minimizing natural reinforcement for problem behaviour

4) Maximizing clear reinforcement for appropriate behaviours.

Use of Positive Physical Control

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

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


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Part 3 Contact Details

Name of Registered provider

Holibrook House Limited

Name of Responsible Individual Herman Allen

Address for Company Holibrook House 12 Belmont Hill Lewisham London SE13 4BD

Telephone number 0208 297 0339

Email address [email protected]

Name of Registered Manager

Mrs Carmel Cindy Willis

Telephone number 0208 594 4006

Email address [email protected]

Part 4 Education

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

The home benefits from a room at the bottom of the garden, used as an education room. This education room is used on occasions when the home has a child that finds integration into the a main school extremely challenging and would benefit by being educated on a one-to-one or in a small group setting on the home site for a short period. The home can provide tuition on site in the education room if required in addition to the care package. Children can access the room to undertake homework and have access to computers. Each child who is not in education will be offered a program of education, which will be creative and engaging whilst the placing authority seeks to identifiy a suitable education placement. The home will provide accommodation to children where a plan to provide education in place on admission no more than 20 days after admission.

Whole home approach to education:

• We will celebrate the achievements of children in our care. • Our staff will have high expectations of the child, encouraging achievement and

ambition.


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• Training will be provided so that all our staff understands the needs of children in our care in order that they actively promote the child’s best interests. That they are aware of a variety of issues that may undermine the child’s ability to engage in the learning process

• There will be appropriate information sharing about individual children in our care. • Our designated person for education will ensure that positive messages about

behaviour and achievement are shared within our home and between school, carers, parents (as appropriate) and outside agencies. They will also ensure that high educational expectations are maintained.

• We will actively support and encourage the engagement of children in our care in out of school hours learning.

• Our staff will work in partnership with carers, agencies and parents (where appropriate).

• We will support carers, parents and other agencies to value educational achievement and improve attendance

• Our staff will be aware that being or becoming ‘in Care’ has a major impact on children's lives and that when considering children's learning and or behaviour, due consideration will be given.

• The home has links with the local education department in Barking • When the child is admitted there will be a referral sent to Barking providing the child’s

SEN designated person Special Educational needs (SEN):

• Any special educational needs will be quickly identified and appropriate provision will be sought.

• We will have systems in place so that we can identify and prioritise when children in our care are underachieving and have early interventions to improve this.

• Each child has a statement of special educational need, we will ensure the annual review coincides with one of the six monthly care planning reviews to as much as possible ensure collaborative care planning

Part 5 Health

Lily House are committed to delivering high quality care and access to health care services to the children in our care. All children who to come to Lily House are subject to a full health needs assessment which covers all aspects of their physical and mental health and wellbeing. This is in line with the Guidance on Promoting the Health and Wellbeing of Looked After Children 2010.

The children's individual needs are set out in healthcare and treatment plans, which detail how appropriate services are delivered, and by whom, these are subject to ongoing and formal annual review.

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


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

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

Team Consultant

John Burton

John has advanced training and qualifications in residential social work (PQCRSW Bristol University), consultancy (Tavistock Clinic), and in public policy (School for Advanced Urban Studies, Bristol University) as well being a qualified counsellor and child care worker. John's approach is constructive, collaborative and encouraging. He works at a deep level, helping managers and staff to understand why things are happening as they do and working with them to attend to the root causes of negative attitudes and practice. As therapeutic consultant to the homes John Burton provides the external oversight and support at every level - to the managers and their teams, to the directors, and to the community as a whole.

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

Consultant Chartered Educational Psychologist

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

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

Linda has had a wide range of experience working in the field of autism and has worked closely with schools and parents to provide consultation and assessment, advice on


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behaviour management and support to schools, providing training and in developing policy and provision.

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

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

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

Part 6 Management and Staffing Matters

Service Manager

Yvonne Miller

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

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

Registered Home Manager Cindy Willis

Cindy Willis has over 16 years’ experience in residential childcare, qualifications include NEBS Supervisory and Management, level 4, Social Care Level 4 and a Diploma in Therapeutic Counselling. Cindy is currently undertaking a MA in ‘Therapeutic Communication with Children and Organisations’ certificate in ‘Enabling Children to Speak about Feelings through Art and Clay CCMH’ Cindy’s experience is extensive with children who have been diagnosed with Social Emotional Behavioural Disorders and Learning Disabilities and is trained in Picture Exchange Communication Systems and a Cindy’s professional career ranges from working hands on as a residential practitioner to director of care for a childcare residential and education provision. Cindy’s experience has been in developing the shared understanding within childcare teams to providing excellent standards of specialised therapeutic care.

Objectives for individual training and development are identified by the staff member and line manager at least annually, support for Personal Development Programs come from a variety of sources.


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Staffing Qualifications and Experience

Name and Post Held Qualifications Experience Kenneth Lynn-Miller Deputy Manager

EDEXCEL BTEC Level 3 Management NVQ 4 CYP

7 Years.

Anthony Taiwo Senior Care Childcare Practitioner

GNVQ 2 in Health and Social Care 11 years

Csaba Vas Acting Senior Childcare Practitioner

QCF children and young people level 3 Diploma Social work degree (Hungry)

8 years

Marc Mennell Childcare Practitioner

Level 2 health and social care

1year

Foluke Miller Childcare Practitioner

BSc Psychology and Early Childhood Studies.

1 year

Lilly Wilcock Acting Senior Childcare Practitioner

QCF children and young people level 3 Diploma Diploma in social Care

4 years

Louise Miller Visiting Assistant Psychologist

MSc in Child Development QTS teacher in special needs

10 years

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


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Management Structure

Lily House Organizational Structure and Supervision

Above is the organisation structure for Lily House, the manager supervises the team leader, deputy manager and the senior CRP’s between the deputy and team leader the remaining staff are supervised. Authority and responsibility is followed through the chart.


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Holibrook Organisational Structure and Supervision

Quality assurance

Holibrook House is committed to maintaining the highest standards in all areas of its operation. In addition to meeting the requirements of the Ofsted, the service is evaluated on the areas of outcomes through formal feedback requests from parents, significant others and the responsible authorities on a regular basis throughout the placement and after the placement have ended. In addition to the monitoring that is undertaken through the Regulation 33 visits by an independent person. The Registered Provider carries these out as well as we are always happy to be visited by a placing authority.

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

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

Office of the Children’s Rights Director

Ofsted Aviation House 125 Kingsway London WC2B 6SE


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Glossary of policies available on request

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

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