1 Page Application for Employment Form

Document Sample
1 Page Application for Employment Form Powered By Docstoc
					                                 NATIONAL STANDARDS IN LEAVING CARE - SELF ASSESSMENT

HOW TO USE THIS TOOL

To find out whether your service meets each National Standard in Leaving Care, you will have to answe
whether the service has achieved every criterion for that standard. Select the standard you want to ass
on the relevant tab at the bottom of the screen. Use the single sideways arrows at the bottom left hand
the standard you are looking for - other tabs will take you to your results summary and a section on
next steps. You can also access these by selecting the links at the bottom of this page (use the scroll b
navigate).

Scoring system
Read each question and the possible answers to it. Scroll down the page to continue viewing all the qu
the question, think about whether you have the information and proof to back up your responses and w
important if you want to use the results of the self assessment to make a case to improve your service
you can access by clicking on the tab at the bottom of the screen). When you have decided your answe
on the green space to the right, and an arrow will appear - clicking on the arrow will display a drop dow
you can select the number which corresponds with your answer, ranging from zero (the lowest) to 2 (th

Once you have answered all the questions in a standard, you will get a percentage score for every crite
which will automatically be recorded in the Score Summary Table to help you keep a note of what areas
need to be improved. You will also get a total percentage score for the whole standard. After repeating
every standard, you will then get a grand percentage score telling you how well your service did across
(see Score Summary Table). If this is 100%, your service has met the National Standards in Leaving Car
The percentage scores you get for each standard are also displayed in graph form - (see Score Chart).

NB - To preserve your score for the next time, you must save the document before you close it,
otherwise you will have to start again!

To test yourself against any of the standards, scroll down and click on links below:

      Standard 1 - Corporate Parenting Responsibilities                                        Standard 2 -

                  Standard 3 - Staying Safe                                                Standard 4 - Enjo

        Standard 5 - Making a Positive Contribution                                    Standard 6 - Achievin

             Standard 7 - Fairness and Diversity                                       Standard 8 - Prepara

            SCORE SUMMARY TABLE                           SCORE CHART
VING CARE - SELF ASSESSMENT TOOL

           Click here to see the NATIONAL STANDARDS IN LEAVING CARE

  Leaving Care, you will have to answer a series of questions to decide
 . Select the standard you want to assess your service against by pressing
eways arrows at the bottom left hand side of the screen to find the tab for
results summary and a section on
e bottom of this page (use the scroll bar on the right of the screen to




he page to continue viewing all the questions. Before answering
roof to back up your responses and where you will get this from - this is
 make a case to improve your service (see the ‘Next Steps' section, which
 . When you have decided your answer, click
g on the arrow will display a drop down menu from which
  anging from zero (the lowest) to 2 (the highest).

get a percentage score for every criterion in that standard,
 to help you keep a note of what areas of your service
r the whole standard. After repeating this exercise for
 you how well your service did across all 8 standards
he National Standards in Leaving Care completely.
ed in graph form - (see Score Chart).

document before you close it,


 k on links below:

                             Standard 2 - Being Healthy

                        Standard 4 - Enjoying and Achieving

                     Standard 6 - Achieving Economic Well Being

                     Standard 8 - Preparation and Care Planning

                          NEXT STEPS - TAKING THINGS FORWARD
                     STANDARD 1
         CORPORATE PARENTING RESPONSIBILITIES

     'Structures and processes exist to ensure that the local
    authority acts in the manner of a good corporate parent.'




1




2




3




4




5




6
7




1




1




2




3




4




5
1




2




3




4




1




2
3




4




1




2




3




4




5
6




7




8




9




10




1




2
                   STANDARD 1
       CORPORATE PARENTING RESPONSIBILITIES

 'Structures and processes exist to ensure that the local
authority acts in the manner of a good corporate parent.'


                         CRITERION 1.1
Does the local authority have a corporate parenting policy
and strategy?
For practice examples and tools related to criterion 1.1, click here



Does the policy outline the local authority’s promise (pledge) to young people
about what they can expect and the services to
which they are entitled?



Is the local authority’s corporate parenting strategy included in the Children
and Young People’s Plan?



 Does the policy set out a strategy for assessing and meeting the needs of
young people, including their needs for accommodation and employment, and
their social, emotional, health and
educational support needs?



Does the policy identify partner organisations and individuals
with whom the plan will be implemented?




Are young people involved in the development and implementation of the
corporate parenting policy?
Is the policy clear about young people’s right to confidentiality
with regard to the need for inter-agency information sharing?




                     C R I T E R I O N 1.2
Does the policy identify and explain the corporate parenting role
of elected members, officers and staff at all levels of children’s services and
partner agencies?

For practice examples and tools related to criterion 1.2, click here




                      C R I T E R I O N 1 .3
Is any action taken to promote stability and continuity in the care
and support that young people receive?
For practice examples and tools related to criterion 1.3, click here



Does the recruitment process include criteria to ensure the selection of staff
and carers with the right attitudes, resilience
and commitment to provide quality care to young people?



Are young people given support to re- establish and/or maintain relationships
with their parents, siblings and other family members, if this is what they
want?


Are all young people supported to stay in a stable care placement
for as long as they need to make a successful transition to independent
living?


Are young people able to return to their previous placement or to
a placement of their choice if their initial attempt at independent living
is unsuccessful?
                     C R I T E R I O N 1.4
Does the local authority provide regular contact and practical and
financial support to young people in transition from care,
according to their needs and preferences and regardless of their status under
the Children (Leaving Care) Act 2000?
Click here for the Children (Leaving Care) Act 2000?
For practice examples and tools related to criterion 1.4, click here



Does this include young people who are placed out of borough?



Are staff with a responsibility for keeping in touch encouraged
and supported to do so without waiting for the young person to
contact them?



Are former carers encouraged and helped to keep in touch, if that
is what the young person wants?




                     C R I T E R I O N 1.5
Does every young person have a named lead professional (e.g. a social
worker or personal adviser), who is most responsible for making sure
they get all the support they need (directly and from the young person’s carer
and other important people in their life)?
For practice examples and tools related to criterion 1.5, click here



Is there a system to provide out-of-hours cover by a lead professional whom
the young person knows and is comfortable with?
Are lead professionals encouraged and given the support to stand up for and
advocate for, young people’s needs, and to challenge the local authority to
deliver its pledge when necessary?


Do lead professionals work to widen the support network for their young
people, including members of the young person’s family if the young
person wants this?



                     C R I T E R I O N 1.6
Are carers and staff (e.g. personal advisers, social workers and other
lead professionals) qualified, trained and supported to carry out their roles
and responsibilities as corporate parents?
For practice examples and tools related to criterion 1.6, click here




Does training give carers and professionals information about the
development and parenting needs of children and adolescents and
the effect of young people’s life experiences, and help build their skills,
judgement and confidence to meet young people’s unmet needs?




Does training include skills to communicate effectively with young people?




Are staff and carers with a parenting role supported to develop trusting
relationships with young people, balanced with providing protection and
setting boundaries?



Do carers and lead professionals get training and support to help young
people prepare for transition to adult life?
Are carers given information about the practical, social, financial
and emotional issues faced by young people when they leave care and
the support they can give to help?


Does training stress the need to motivate and encourage young people
to strive to achieve their best in education, training and employment and
in other aspects of their lives?



Does training educate carers to recognise, acknowledge and understand their
young people’s individual needs and experiences, including any behavioural,
health and special needs, and are they given the opportunity
to develop the skills (including specialist skills for therapeutic parenting)
to address these directly or indirectly through specialist referral?




Are staff and carers given the training and support to set
reasonable and consistent boundaries for their young people,
and to challenge unacceptable behaviour and say ‘no’ when necessary?



Are those with management and governance responsibilities given adequate
information, training and support to carry out their strategic
role as corporate parents, including access to outcome and other
relevant data on their local care population?




                     C R I T E R I O N 1.7
Do you have evidence to show that elected members, officers and staff
understand and carry out their duties as corporate parents?

For practice examples and tools related to criterion 1.7, click here



Is there evidence to show that feedback from young people is used to improve
the quality of services?
CLICK HERE FOR STANDARD 2

CLICK HERE FOR STANDARD 4

CLICK HERE FOR STANDARD 6

CLICK HERE FOR STANDARD 8

CLICK HERE FOR SCORE CHART
                          Click on the
                             space
                           below and
        ANSWERS            select the
                          number from
                            the drop
                           down box




Yes - 2
Planned/in progress - 1        0
No - 0



Yes - 2
Partially - 1                  0
No - 0



Yes - 2
Planned/
in progress - 1
                               0
No - 0




Yes - 2
Partially - 1                  0
No - 0




Yes, all - 2
Some - 1                       0
No, none - 0




Yes, completely - 2
Partially - 1                  0
Not at all - 0
Yes - 2
Vaguely - 1       0
Not at all - 0




Yes - 2
Partially - 1     0
No - 0




Yes - 2
Limited - 1       0
No - 0




Yes - 2
Partially - 1     0
No - 0




Yes, always - 2
Sometimes - 1     0
No, never - 0




Yes, always - 2
Sometimes - 1     0
No, never - 0




Yes, always - 2
Sometimes - 1     0
No, never - 0
Yes - 2
Partially - 1     0
No - 0




Yes - 2
Sometimes - 1     0
No - 0



Yes - 2
Sometimes - 1     0
No - 0




Yes, always - 2
Sometimes - 1     0
No, never - 0




Yes, all - 2
Only some - 1     0
None - 0




Yes - 2
Sometimes - 1     0
No - 0
Yes, always - 2
Sometimes - 1        0
No, never - 0




Yes - 2
Sometimes - 1        0
No - 0




Yes,completely - 2
Partially - 1        0
Not at all - 0




Yes - 2
Partially - 1        0
Not at all - 0




Yes - 2
Planned/
in progress - 1
                     0
No - 0



Yes - 2
Partially - 1        0
Not at all - 0



Yes - 2
Partially - 1        0
Not at all - 0
Yes - 2
Partially - 1           0
Not at all - 0




Yes - 2
Partially - 1           0
Not at all - 0




Yes - 2
Partially - 1           0
Not at all - 0




Yes - 2
Partially - 1           0
Not at all - 0




Yes - 2
Partially - 1           0
Not at all - 0




Yes - 2
Some, but limited - 1   0
None - 0




Yes - 2
Some, but limited - 1   0
None - 0
CLICK HERE FOR STANDARD 3

CLICK HERE FOR STANDARD 5

CLICK HERE FOR STANDARD 7

CLICK HERE FOR SCORE SUMMARY TABLE

CLICK HERE FOR NEXT STEPS

CLICK HERE FOR HOW TO USE
THIS TOOL
                        STANDARD 2
                       BEING HEALTHY

    ‘Every care leaver is entitled to good health care, which
      respects their right to confidentiality, and to receive
    information and support to maintain a healthy lifestyle.’




1




2
1




2




1




2




3
1




1




2




3




4




5
1




2




3




4




1




2
3




1




1




2




1




2
3




4




1




2




1
1




2




3
                                   STANDARD 2
                                  BEING HEALTHY

‘Every care leaver is entitled to good health care, which
  respects their right to confidentiality, and to receive
information and support to maintain a healthy lifestyle.’


                           C R I T E R I O N 2 .1
Do you have a written policy and procedures to protect and promote the
health of looked after children and young people, which comply with the
Department of Health guidance: Promoting the Health of Looked After
Children,* the National Healthy Care Standard and National Service
Framework for Children, Young People and Maternity Services and Care
Matters: Time for Change?

* This guidance will be made statutory for both local authorities and healthcare bodies in 2008 and will
form part of the planned revised guidance of the Children Act 1989. New guidance is also proposed
on the health of children in care from the National Institute for Health and Clinical Excellence (NICE).

For 'Promoting the Health of Looked After Children', click here.
For the 'National Healthy Care Standard', click here.
For the 'National Service Framework for Children, Young People and Maternity Services, click
here.
For 'Care Matters: Time for Change', click here.

For practice examples and tools and resources related to criterion 2.1, click here.




Are policies and procedures based on a joint strategic needs assessment
(JSNA) with primary care trusts (PCTs)?




                      C R I T E R I O N 2.2
Are young people’s physical health needs assessed and a clear strategy
for how these needs will be met routinely included in their care and pathway
planning and review processes?

For practice examples & tools related to criterion 2.2, click here



Are young people’s emotional health needs assessed and a clear strategy for
how these needs will be met routinely included in their care and pathway
planning and review processes?




                     C R I T E R I O N 2.3
Do young people get clear information about how to be healthy and how
to avoid unnecessary risks to health, and about healthy lifestyles, sexual
health and the local health services available to them and how to access
these?
For practice examples & tools related to criterion 2.3, click here




Is this information easily accessible in an appropriate range of formats
and languages that cater for young people’s specific communication needs?




Are carers, social workers and other lead professionals given specific training
and support to understand the sexual health needs of young people and to
build the skills and confidence to communicate with them about sexual health
issues?




                     C R I T E R I O N 2.4
Do young people have access to youth-friendly health advice
and information that protects their confidentiality and privacy,
for example, in the form of a dedicated, open door service
with young person-friendly measures?*
*See WHO Standards for Youth-Friendly Health Services - click here.
For practice examples & tools related to criterion 2.4, click here.



                     C R I T E R I O N 2.5
Do young people in transition from care have access to a range of counselling
and mental health services to meet their specific needs?

For practice examples & tools related to criterion 2.5, click here




Do young people have access to a dedicated child and adolescent mental
health service (CAMHS) for young people in, and in transition from, care?




Do young people have priority access to ‘talking’ therapies?




Do all young people in transition from care have easy access to a skilled carer
or care professional who knows and cares about them and whom they can
talk to and from whom they can get emotional support?



Are carers, social workers, personal advisers and other lead professionals
trained to identify and meet young people’s need for emotional support?




                     C R I T E R I O N 2.6
Are young parents and prospective parents given appropriate advice, support
and information, as well as access to a trusted adult in whom to confide, and
ensured prompt access to healthcare for themselves and their children, as
outlined in Care Matters: Time for Change and relevant guidance**?
** The Government is currently preparing new guidance on improving outcomes for teenage parents, including
young parents in care.

For Care Matters: Time for Change, click here
For practice examples & tools related to criterion 2.6, click here



Do prospective young parents have access to responsive antenatal care and
maternity services, regular eye and dental checks, and preparation
for birth and parenting education, together with information on infant care
and nutrition, healthy eating, exercise and get support for breast-feeding?



Do young parents have a named lead professional to coordinate a
comprehensive package of support across health and social services
and other relevant agencies, as assessed in their care plan?



Is this support given for as long as is necessary to enable young people
to care for their own children without recourse to child protection measures?




                       C R I T E R I O N 2.7
Do young people with drug, alcohol and substance abuse problems have
access to a wide range of advice and support, according to their specific
needs, ranging from specialist services to support for emotional, mental
health, placement and other relevant needs?
For practice examples & tools related to criterion 2.7, click here




Are carers and lead professionals trained to identify young people’s need for
help?
Is screening for drug, alcohol and substance abuse carried out in the context
of assessment and care planning to meet young people’s health needs?




                     C R I T E R I O N 2.8
Are young people given financial assistance with the cost of health, dental or
optician’s services where necessary?

For practice examples & tools related to criterion 2.8, click here




                     C R I T E R I O N 2.9
Are effective formal partnership agreements and protocols in place between
health services and local authorities?

For practice examples & tools related to criterion 2.9, click here


Do agreements and protocols cover joint working relationships and points of
referral to ensure that young people have access to the health services
they need?



                    C R I T E R I O N 2 . 10
Are formal links established and services developed with child and
adolescent mental health services (CAMHS)?

For practice examples & tools related to criterion 2.10, click here




Are young people given priority access to targeted CAMHS up to the age of
18?
Do arrangements exist between CAMHS and community mental health
services to ensure transition to adult services when necessary?




Do the services developed meet the requirements of the National Service
Framework for Children, Young People and Maternity Services?
For the 'National Service Framework for Children, Young People and Maternity Services, click
here.




                    C R I T E R I O N 2 . 11
Do health services and the local authority work together to develop a
programme of leisure and other health promotion activities to improve health
outcomes for young people?

For practice examples & tools related to criterion 2.11, click here



Are young people involved in deciding what leisure and health promotion
activities are offered?




                    C R I T E R I O N 2 . 12
 Is evidence available to show that young people have developed an
understanding of their health needs and rights to health services and their
responsibility for maintaining their own health and wellbeing?

For practice examples & tools related to criterion 2.12, click here




                    C R I T E R I O N 2 . 13
Is evidence available to show that the physical health needs of young people
and their children are met appropriately and that transition to adult services is
effective?

For practice examples & tools related to criterion 2.13, click here


Is evidence available to show that the emotional, mental and behavioural
health needs of young people are met appropriately and that transition to
adult services is effective?



Is evidence available to show that the sexual health needs of young
people are met appropriately?


CLICK HERE FOR STANDARD 1

CLICK HERE FOR STANDARD 3

CLICK HERE FOR STANDARD 4

CLICK HERE FOR STANDARD 5

CLICK HERE FOR STANDARD 6

CLICK HERE FOR SCORE CHART
                          Click on the
                             space
                           below and
       ANSWERS             select the
                          number from
                            the drop
                           down box




Yes - 2
Planned/in progress - 1        0
No - 0




Yes - 2
Planned/in progress - 1        0
No - 0
Yes - 2
Sometimes - 1    0
Never - 0




Yes - 2
Sometimes - 1    0
Never - 0




Yes - 2
Limited - 1      0
Not at all - 0




Yes - 2
Partially - 1    0
Not at all - 0




Yes - 2
Limited - 1      0
Not at all - 0
Yes - 2
Limited - 1            0
Not at all - 0




Yes, good - 2
Limited - 1            0
Not at all - 0




Yes - 2
Available but not
dedicated - 1
                       0
No access at all - 0



Yes - 2
Access, but not
priority - 1
                       0
No access at all - 0



Yes - 2
Only some - 1          0
Not at all - 0



Yes - 2
Only some - 1          0
Not at all - 0
Yes - 2
Sometimes - 1          0
No, never - 0




Yes - 2
Limited access - 1     0
None have access - 0




Yes, always - 2
Sometimes - 1
No, never - 0
                       0



Yes - 2
Sometimes - 1
No, never - 0
                       0




Yes - 2
Limited - 1            0
Not at all - 0




Yes - 2
Limited - 1            0
Not at all - 0
Yes - 2
Sometimes - 1
No, never - 0
                             0




Yes - 2
Sometimes - 1
No, never - 0
                             0




Yes and effective - 2
Yes, but not effective - 1   0
No - 0



Yes - 2
Partially - 1
No - 0
                             0




Yes, formal links - 2
Informal links - 1
None - 0
                             0




Yes - 2
Sometimes - 1
No, never - 0
                             0
Formal
arrangements - 2
Informal
arrangements - 1
                        0
None - 0




Yes - 2
Partially - 1           0
Not at all - 0




Yes - 2
Limited - 1             0
None at all - 0




Yes - 2
Limited - 1             0
Not at all - 0




Yes - 2
Some, but limited - 1   0
None - 0
Yes - 2
Some, but limited - 1        0
None - 0




Yes - 2
Some, but limited - 1        0
None - 0



Yes - 2
Some, but limited - 1        0
None - 0



CLICK HERE FOR STANDARD 7

CLICK HERE FOR STANDARD 8

CLICK HERE FOR SCORE SUMMARY TABLE

CLICK HERE FOR NEXT STEPS

CLICK HERE FOR HOW TO USE
THIS TOOL
                          STANDARD 3
                         STAYING SAFE

       ‘Every young person has suitable and affordable
accommodation and there are processes that ensure they stay safe.’


                  C R I T E R I O N 3.1

    1




    2




                  C R I T E R I O N 3.2

    1




    2




                  C R I T E R I O N 3.3
1




2




    C R I T E R I O N 3.4

1




2




    C R I T E R I O N 3.5

1




2
3




    C R I T E R I O N 3.6

1




2




    C R I T E R I O N 3.7

1




2




    C R I T E R I O N 3.8

1
2




    C R I T E R I O N 3.9

1




2




    C R I T E R I O N 3 . 10


1




2




3
4




5




    C R I T E R I O N 3 . 11

1




2




    C R I T E R I O N 3 . 12

1




2




    C R I T E R I O N 3 . 13
1




2




3




4




5




    C R I T E R I O N 3 . 14
1




2




3




4




5




6
    C R I T E R I O N 3 . 15

1




2




3




    C R I T E R I O N 3 . 16

1




2




    C R I T E R I O N 3 . 17

1
2




    C R I T E R I O N 3 . 18

1




2




    C R I T E R I O N 3 . 19

1
                                        STANDARD 3
                                       STAYING SAFE

       ‘Every young person has suitable and affordable
accommodation and there are processes that ensure they stay safe.’


                           C R I T E R I O N 3.1
      Does the local authority have a clear written policy and procedures to
      provide young people with suitable accommodation?

      For practice examples and tools related to criterion 3.1, click here.




      Are young people offered appropriate ‘safety net’
      accommodation or a placement to which they can return?




                           C R I T E R I O N 3.2
      Do young people have the right to choose to stay in care until they are ready
      to leave, without pressure, until the age of 18?*

      For Care Matters: Time for Change, click here.
      For practice examples and tools related to criterion 3.2, click here.




      Are protocols and procedures in place to support young people
      to exercise this right?




                           C R I T E R I O N 3.3
Is there a right for all young people, not just those in education, to remain in
their care placement until they are 21 years old, and is this respected?*

* See Care Matters: Time for Change - click here.
For practice examples and tools related to criterion 3.3, click here.




Are protocols and procedures in place to help young people stay in their care
placement, for example, by offering additional support to foster carers?




                     C R I T E R I O N 3.4
Are all young people offered a choice from a range of safe and suitable supported
accommodation?

For practice examples and tools related to criterion 3.4, click here.



Are young people consulted about what they want and need from supported
accommodation and does the range of accommodation offered reflect this?




                     C R I T E R I O N 3.5
Is the pathway planning process used to assess and review young people’s needs
before making a decision to move to supported accommodation?*

* See Care Matters: Time for Change - click here.

For practice examples and tools related to criterion 3.5, click here.




Are young people routinely involved in this process?
Are the views and preferences of young people listened to and acted upon?




                     C R I T E R I O N 3.6
Do young people’s care plans make it clear how and where they will be
housed and supported if their planned arrangement becomes unsuitable
or is no longer available?

For practice examples and tools related to criterion 3.6, click here.




Is suitable emergency accommodation available to young people at short notice?




                     C R I T E R I O N 3.7
Is the emergency and supported accommodation provided for young people safe
and suitable?

For practice examples and tools related to criterion 3.7, click here.



When an external agency provides supported and/or emergency accommodation,
are the terms and conditions and other relevant issues
set out in a written service level agreement between the service
commissioner and agency?



                     C R I T E R I O N 3.8
Are young people given clear information about the types of supported
housing they can choose from?

For practice examples and tools related to criterion 3.8, click here.
Is this information given in an appropriate range of media and languages so
that all young people can understand it?




                     C R I T E R I O N 3.9
Are joint inter-agency protocols and agreements in place to provide
temporary, supported and permanent housing for young people?

For practice examples and tools related to criterion 3.9, click here.




Do young people have to be assessed as homeless to be offered accommodation?




                    C R I T E R I O N 3 . 10
Are all types of accommodation offered to young people (including those not
regulated by the Care Standards Act 2000) checked to make sure they are
safe and suitable before young people move in?

For Care Matters: Time for Change, click here.

For practice examples and tools related to criterion 3.10, click here.




Are all types of accommodation routinely checked for their safety and
suitability while the young person is living there?



Are steps taken to address any emerging issues that jeopardise the safety
and suitability of young people’s accommodation, including the choice to be
re-housed if necessary?
Are young people asked to give feedback on their accommodation, and is
this taken into account when addressing current problems or finding new
accommodation when necessary?




Are young people’s experiences fed into reviews of service level agreements?



                    C R I T E R I O N 3 . 11
Are young people looking for permanent accommodation given guidance
and support to help them find housing that is suitable, safe and affordable?

For practice examples and tools related to criterion 3.11, click here.



Are young people given guidance and support to help them maintain their
accommodation, including, for example, giving information on their rights,
terms of private rental tenancies and assistance to resolve problems with
their neighbours or landlord, etc.?



                    C R I T E R I O N 3 . 12
Is a plan for meeting young people’s current and future accommodation
needs set out in the local authority’s Supporting People and homeless strategies?

For practice examples and tools related to criterion 3.12, click here.




Is this plan also included in the Children and Young People’s Plan?




                    C R I T E R I O N 3 . 13
Is an independent advocacy service provided to young people?

For practice examples and tools related to criterion 3.13, click here.



Are all young people who want to access an independent advocate given support
to do so?



Is the service widely publicised to reach all young people, using media and
languages that they can understand?



Does the service have a sufficient level of independence from the local
authority to advocate effectively for young people without negative consequences
to itself or to its clients?



Does the advocacy service comply with the Children Act 1989
Representations Procedure (England) Regulations 2006 and all other
relevant legislation, regulations and guidance*?
*Advocacy Services and Representations Procedure (Children) (Amendment) Regulations 2004; the Department for
Education and Skills guidance (2003) Get It Sorted: Providing Effective Advocacy Services
for Children and Young People Making a Complaint under the Children Act 1989; the Children Act 1989, as amended
by the Children (Leaving Care) Act 2000; and the Adoption and Children Act 2002, as well as the
core principles of the UN Convention on the Rights of the Child.

For the Children Act 1989 Representations Procedure (England) Regulations 2006,
For the Advocacy Services and Representations Procedure (Children) (Amendment) Regulations
2004, click here.
For Get It Sorted: Providing Effective Advocacy Services for Children and Young People Making a
Complaint under the Children Act 1989, click here.

For the Children Act 1989, click here.
For the Children (Leaving Care) Act 2000, click here.

For the Adoption and Children Act 2002, click here.

For the core principles of the UN Convention on the Rights of the Child, click here.



                      C R I T E R I O N 3 . 14
Do all young people have access to a representations and complaints
system?

For practice examples and tools related to criterion 3.14, click here.



Is the right to complain, and how to do this, widely publicised to all young
people using media and languages that they can understand?




Are all young people who want to make a complaint given support to do so?




Are young people asked about their experiences of the complaints system?




Is this information used to improve the quality of the complaints system?



Does the representations and complaints system comply with the
Children Act 1989 Representations Procedure (England) Regulations 2006
and all other relevant legislation, regulations and guidance**?

**Department for Education and Skills guidance (2006) Getting the Best from Complaints: Social Care Complaints and
Representations for Children, Young People and Others; Children Act 1989; Children (Leaving Care) Act 2000;
Adoption and Children Act 2002; Health and Social Care (Community Health and Standards) Act 2003; and the core
principles of the UN Convention on the Rights of the Child. Also see other related documents cited in criterion 3.13
above.

For the Children Act 1989 Representations Procedure (England) Regulations 2006,
For Getting the Best from Complaints: Social Care Complaints and Representations.
For the Children Act 1989, click here.

For the Children (Leaving Care) Act 2000, click here.
For the Adoption and Children Act 2002, click here.
For the Health and Social Care (Community Health and Standards) Act 2003, click here.

For the core principles of the UN Convention on the Rights of the Child, click here
                    C R I T E R I O N 3 . 15
Is there evidence to show that all the accommodation provided to young
people is safe and suitable for them?

For practice examples and tools related to criterion 3.15, click here.




Does evidence show that young people can afford the accommodation
available to them?




Is there evidence to show that the accommodation provided to young people does
not damage their health or wellbeing?




                    C R I T E R I O N 3 . 16
Is there evidence to show that young people are offered a range of accommodation
from which to choose?

For practice examples and tools related to criterion 3.16, click here.



Does the evidence show that young people are satisfied with the range of
accommodation they are offered and that this reflects their needs and
preferences?



                    C R I T E R I O N 3 . 17
Is there evidence to show that young people are able to exercise their right
to stay in care, free from undue influence, until they are ready to leave or at
least until they are 18 years old?

For practice examples and tools related to criterion 3.17, click here.
Is there evidence to show that young people can choose to remain with their foster
carers or residential placement until they are 21 years old?




                    C R I T E R I O N 3 . 18
Are young people asked about their views on the accessibility and
effectiveness of the independent advocacy service provided?

For practice examples and tools related to criterion 3.18, click here.




Does evidence show that young people find the independent advocacy
service accessible and effective in meeting their needs and demands?




                    C R I T E R I O N 3 . 19
Is there evidence to show that information about problems and gaps in
services identified from young people’s complaints is used to improve the quality
of services for young people?

For practice examples and tools related to criterion 3.19, click here.




CLICK HERE FOR STANDARD 1

CLICK HERE FOR STANDARD 2

CLICK HERE FOR STANDARD 4


CLICK HERE FOR STANDARD 6


CLICK HERE FOR STANDARD 8

CLICK HERE FOR SCORE CHART
                        Click on the
                           space
                         below and
    ANSWERS              select the
                        number from
                          the drop
                         down box




Yes - 2
Planned/in progress -
1                            0
No - 0



Yes - 2
Sometimes - 1
Never - 0
                             0




Yes - 2
Planned - 1
No - 0
                             0




Yes - 2
Planned/in progress -
1                            0
No - 0
Yes - 2
Planned - 1
No - 0
                        0




Yes - 2
Planned/in progress -
1                       0
No - 0




Yes, always - 2
Sometimes - 1
No - 0
                        0




Yes - 2
Sometimes - 1
No - 0
                        0




Yes, always - 2
Sometimes - 1
No, never - 0
                        0




Yes - 2
Planned - 1
Never - 0
                        0
Yes, always - 2
Sometimes - 1
Never - 0
                  0




Yes, always - 2
Sometimes - 1
Never - 0
                  0




Yes, always - 2
Sometimes - 1
Never - 0
                  0




Yes, all - 2
Some - 1
None - 0
                  0




Yes, always - 2
Sometimes - 1
Never - 0
                  0




Yes, always - 2
Sometimes - 1
Never - 0
                  0
Yes - 2
Limited - 1
No - 0
                  0




Yes - 2
Some - 1
No - 0
                  0




No - 2
Sometimes - 1
Yes, always - 0
                  0




Yes, all - 2
Only some - 1
No, none - 0
                  0




Yes, all - 2
Only some - 1
No, none - 0
                  0



Yes, always - 2
Sometimes - 1
Never - 0
                  0
Yes, always - 2
Sometimes - 1
Never - 0
                        0



Yes, always - 2
Sometimes - 1
Never - 0
                        0




Yes - 2
Only some - 1
No - 0
                        0




Yes - 2
Some/limited - 1
No - 0
                        0




Yes - 2
Partially - 1
No - 0
                        0




Yes - 2
Planned/in progress -
1                       0
No - 0
Yes - 2
Planned - 1
No - 0
                 0



Yes - 2
Only some - 1
No - 0
                 0



Yes - 2
Limited - 1
No - 0
                 0




Yes - 2
Partially - 1
No - 0
                 0




Yes - 2
Partially - 1
Not at all - 0
                 0
Yes - 2
Only some - 1
No - 0
                     0



Yes - 2
Limited - 1
No - 0
                     0



Yes - 2
Sometimes - 1
Never - 0
                     0



Yes - 2
Occasionally - 1
Never - 0
                     0



Yes, routinely - 2
Sometimes - 1
Never - 0
                     0




Yes - 2
Partially - 1
Not at all - 0
                     0
Yes - 2
Some - 1
None - 0
                0




Yes - 2
Only some - 1
No - 0
                0



Yes - 2
Some - 1
None - 0
                0




Yes - 2
Partially - 1
None - 0
                0




Yes - 2
Only some - 1
No - 0
                0




Yes - 2
Partially - 1
No - 0
                0
Yes - 2
Partially - 1
No - 0
                            0




Yes, regularly - 2
Sometimes - 1
No, never - 0
                            0




Yes - 2
Partially - 1
No - 0
                            0




Yes - 2
Partially - 1
No - 0
                            0




CLICK HERE FOR STANDARD 5

CLICK HERE FOR STANDARD 7

CLICK HERE FOR SCORE SUMMARY
TABLE

CLICK HERE FOR NEXT STEPS

CLICK HERE FOR HOW TO USE
THIS TOOL
                                  STANDARD 4
                             ENJOYING AND ACHIEVING

‘Every young person is encouraged and supported to achieve their
    potential in education and to enjoy leisure and recreational
                             activities.’

                           C R I T E R I O N 4.1
    Does the local authority have an education and training policy for
  1 young people?
      For practice examples and tools related to criterion 4.1, click here.



    Do these policies outline the local authority’s responsibilities as a corporate
    parent, in line with the Children Act (2004), including the duty to consider the
  2 potential impact on a young person’s education before making decisions
    about their welfare?
      For the Children Act (2004), click here.




  3   Does the local authority have a leisure policy for young people?




                           C R I T E R I O N 4.2
      Are young people’s education, training and leisure activities based on
      a comprehensive assessment of their needs?
  1
      For practice examples and tools related to criterion 4.2, click here.




      Is the personal education plan used to inform the assessment of a
  2
      young person’s needs for education, training and leisure?
3   Is the young person actively involved in this needs assessment?




    Are the young person’s needs, views and preferences recorded
4
    in detail in their personal education plan, care plan and pathway plan?



                         C R I T E R I O N 4.3
  Does the local authority have an agreement in place to provide young people with
  appropriate careers advice and guidance up to the age
1
  of 25?

    For practice examples and tools related to criterion 4.3, click here.




2   Is this agreement honoured by the agencies involved?




                         C R I T E R I O N 4.4
  Does the local authority work in partnership with schools, colleges,
  educational support services and universities to give young people access
1
  to a range of educational opportunities?

    For practice examples and tools related to criterion 4.4, click here.



    Are young people actively consulted and their views and preferences acted upon
2
    when assessing their educational needs?




    Do the educational opportunities provided meet the needs and
3
    reflect the abilities and preferences of all young people?
    Are educational opportunities offered specifically to young people
4
    who are not in education, employment or training (NEET)?




    Do the educational opportunities provided cater for the special
5
    needs of other young people?



                               C R I T E R I O N 4.5
  Is there an agreement between the local authority and its local
  Learning and Skills Council to give young people opportunities to
1
  pursue further education and vocational training?

    For practice examples and tools related to criterion 4.5, click here.



    Is this agreement being carried out and are young people taking up
2
    the opportunities available?


                               C R I T E R I O N 4.6
    Do young people have access to a range of opportunities for out of
1   school educational, cultural and leisure opportunities?
    For practice examples and tools related to criterion 4.6, click here.


    Does the local authority consult young people about their needs and preferences
    when deciding which out of school opportunities to offer?*

2 * See HM Treasury and Department for Children, Schools and Families (2007) Aiming high for young people: a ten
    year strategy for positive activities.

    For 'Aiming high for young people: a ten year strategy for positive activities', click here.
  Are young people encouraged and supported to take part in these opportunities,
3 for example, by giving them information and free
  access and transport to activities and events?


                         C R I T E R I O N 4.7
  Do young people have access to a personalised annual budget of
1 £500 to support their education and training?

    For practice examples and tools related to criterion 4.7, click here.




    Are young people consulted and actively involved in the decision
2
    about how the money will be spent?




    Can the budget be used to pay for any educational and training
3
    activity that interests the young person?




    Is this money available to spend on activities to engage individual
4
    young people back into education and training?



                         C R I T E R I O N 4.8
  Are young people given a range of incentives and support to
1 encourage them to pursue further and higher education?

    For practice examples and tools related to criterion 4.8, click here.




    Does this include a financial incentive of at least £2000 or more, paid flexibly
2
    according to the young person’s needs?
    Are young people given information, guidance and support to help
3
    them apply for further and higher education?



  Are young people who have fallen behind in their education given
4 special encouragement and support to aim for further or higher education, if this
  is what they want?



    Is a named lead professional able to offer young people continued emotional and
5
    practical support during term time and in the holidays?



  Do young people have the opportunity to return to a stable
6 placement or have accommodation guaranteed and paid for by the
  local authority, both during term times and in the holidays?


                         C R I T E R I O N 4.9
  Is there evidence to show that young people are provided with the education,
1 training and leisure opportunities that they need and want?

    For practice examples and tools related to criterion 4.9, click here.


                        C R I T E R I O N 4 . 10
  Is evidence available to show that young people are satisfied with the careers
  advice and guidance they receive and that this improves their choice of, and
1 access to, education, training and employment opportunities?


    For practice examples and tools related to criterion 4.10, click here.



                        C R I T E R I O N 4 . 11
  Is there evidence to show that the local authority’s education, training
1 and employment performance improves year on year?


    For practice examples and tools related to criterion 4.11, click here.



    Is action being taken to improve the local authority’s education, training and
2
    employment performance?



                        C R I T E R I O N 4 . 12
  Is there evidence to show that young people are satisfied with the incentives and
1 support they receive to pursue further and higher education?


    For practice examples and tools related to criterion 4.12, click here.


    CLICK HERE FOR STANDARD 1

    CLICK HERE FOR STANDARD 3

    CLICK HERE FOR STANDARD 5

    CLICK HERE FOR STANDARD 6

    CLICK HERE FOR SCORE CHART
                             STANDARD 4
                        ENJOYING AND ACHIEVING

ery young person is encouraged and supported to achieve their
 potential in education and to enjoy leisure and recreational
                          activities.’

                      C R I T E R I O N 4.1
 Does the local authority have an education and training policy for
 young people?
 For practice examples and tools related to criterion 4.1, click here.



 Do these policies outline the local authority’s responsibilities as a corporate
 parent, in line with the Children Act (2004), including the duty to consider the
 potential impact on a young person’s education before making decisions
 about their welfare?
 For the Children Act (2004), click here.




  Does the local authority have a leisure policy for young people?




                      C R I T E R I O N 4.2
 Are young people’s education, training and leisure activities based on
 a comprehensive assessment of their needs?
 For practice examples and tools related to criterion 4.2, click here.




 Is the personal education plan used to inform the assessment of a
 young person’s needs for education, training and leisure?
Is the young person actively involved in this needs assessment?




Are the young person’s needs, views and preferences recorded
in detail in their personal education plan, care plan and pathway plan?



                     C R I T E R I O N 4.3
Does the local authority have an agreement in place to provide young people with
appropriate careers advice and guidance up to the age
of 25?

For practice examples and tools related to criterion 4.3, click here.




Is this agreement honoured by the agencies involved?




                     C R I T E R I O N 4.4
Does the local authority work in partnership with schools, colleges,
educational support services and universities to give young people access
to a range of educational opportunities?

For practice examples and tools related to criterion 4.4, click here.



Are young people actively consulted and their views and preferences acted upon
when assessing their educational needs?




Do the educational opportunities provided meet the needs and
reflect the abilities and preferences of all young people?
Are educational opportunities offered specifically to young people
who are not in education, employment or training (NEET)?




Do the educational opportunities provided cater for the special
needs of other young people?



                       C R I T E R I O N 4.5
Is there an agreement between the local authority and its local
Learning and Skills Council to give young people opportunities to
pursue further education and vocational training?

For practice examples and tools related to criterion 4.5, click here.



Is this agreement being carried out and are young people taking up
the opportunities available?


                       C R I T E R I O N 4.6
Do young people have access to a range of opportunities for out of
school educational, cultural and leisure opportunities?
For practice examples and tools related to criterion 4.6, click here.


Does the local authority consult young people about their needs and preferences
when deciding which out of school opportunities to offer?*

* See HM Treasury and Department for Children, Schools and Families (2007) Aiming high for young people: a ten
year strategy for positive activities.

For 'Aiming high for young people: a ten year strategy for positive activities', click here.
Are young people encouraged and supported to take part in these opportunities,
for example, by giving them information and free
access and transport to activities and events?


                     C R I T E R I O N 4.7
Do young people have access to a personalised annual budget of
£500 to support their education and training?

For practice examples and tools related to criterion 4.7, click here.




Are young people consulted and actively involved in the decision
about how the money will be spent?




Can the budget be used to pay for any educational and training
activity that interests the young person?




Is this money available to spend on activities to engage individual
young people back into education and training?



                     C R I T E R I O N 4.8
Are young people given a range of incentives and support to
encourage them to pursue further and higher education?

For practice examples and tools related to criterion 4.8, click here.




Does this include a financial incentive of at least £2000 or more, paid flexibly
according to the young person’s needs?
Are young people given information, guidance and support to help
them apply for further and higher education?



Are young people who have fallen behind in their education given
special encouragement and support to aim for further or higher education, if this
is what they want?



Is a named lead professional able to offer young people continued emotional and
practical support during term time and in the holidays?



Do young people have the opportunity to return to a stable
placement or have accommodation guaranteed and paid for by the
local authority, both during term times and in the holidays?


                     C R I T E R I O N 4.9
Is there evidence to show that young people are provided with the education,
training and leisure opportunities that they need and want?

For practice examples and tools related to criterion 4.9, click here.


                    C R I T E R I O N 4 . 10
Is evidence available to show that young people are satisfied with the careers
advice and guidance they receive and that this improves their choice of, and
access to, education, training and employment opportunities?

For practice examples and tools related to criterion 4.10, click here.



                    C R I T E R I O N 4 . 11
Is there evidence to show that the local authority’s education, training
and employment performance improves year on year?


For practice examples and tools related to criterion 4.11, click here.



Is action being taken to improve the local authority’s education, training and
employment performance?



                    C R I T E R I O N 4 . 12
Is there evidence to show that young people are satisfied with the incentives and
support they receive to pursue further and higher education?

For practice examples and tools related to criterion 4.12, click here.


CLICK HERE FOR STANDARD 1

CLICK HERE FOR STANDARD 3

CLICK HERE FOR STANDARD 5

CLICK HERE FOR STANDARD 6

CLICK HERE FOR SCORE CHART
                          Click on the
                              space
                           below and
                           select the
         ANSWERS
                             number
                               from
                            the drop
                           down box




Yes - 2
Planned/in progress - 1
No - 0
                               0




Yes - 2
Partially - 1
No - 0
                               0




Yes - 2
Planned/in progress - 1
No - 0
                               0




Yes - 2
Sometimes - 1
Not at all - 0
                               0




Yes, always - 2
Sometimes - 1
Never - 0
                               0
Yes, always - 2
Sometimes - 1
Never - 0
                          0



Yes, always - 2
Sometimes - 1
Never - 0
                          0




Yes - 2
Planned/in progress - 1
No - 0
                          0




Yes - 2
Partially - 1
No - 0
                          0




Yes - 2
Partially - 1
No - 0
                          0




Yes, always - 2
Sometimes - 1
Never - 0
                          0



Yes - 2
Partially - 1
No - 0
                          0
Yes - 2
Partially - 1
No - 0
                          0




Yes - 2
Partially - 1
No - 0
                          0




Yes - 2
Planned/in progress - 1
No - 0
                          0




Yes - 2
Partially - 1
No - 0
                          0




Yes - 2
Partially - 1
No - 0
                          0




Yes - 2
Occasionally - 1
Never - 0
                          0
Yes, always - 2
Sometimes - 1
Never - 0
                              0




Yes - 2
Only some - 1
None - 0
                              0




Yes, always - 2
Sometimes - 1
Never - 0
                              0




Yes - 2
Depends/sometimes - 1
No - 0
                              0



Yes - 2
Depends/sometimes - 1
No - 0
                              0




Yes - 2
Limited - 1
No - 0
                              0




Yes - 2
Some, but less than £2K - 1
None offered - 0
                              0
Yes - 2
Limited - 1
No - 0
                0



Yes - 2
Sometimes - 1
Never - 0
                0



Yes - 2
Sometimes - 1
Never - 0
                0



Yes - 2
Sometimes - 1
No - 0
                0




Yes - 2
Limited - 1
None - 0
                0




Yes - 2
Limited - 1
None - 0
                0
Yes, consistent
rises - 2
Inconsistent rise
and fall - 1                   0
None, downward
trend - 0




Yes - 2
Planned - 1
No - 0
                               0




Yes - 2
Limited - 1
None - 0
                               0




CLICK HERE FOR STANDARD 2

CLICK HERE FOR STANDARD 7

CLICK HERE FOR STANDARD 8

CLICK HERE FOR SCORE SUMMARY TABLE

CLICK HERE FOR NEXT STEPS

CLICK HERE FOR HOW TO USE THIS TOOL
                             STANDARD 5
                   MAKING A POSITIVE CONTRIBUTION

 ‘Every young person is encouraged and supported to make a
   positive contribution to the development and delivery of
services, to the planning and decision making that affects their
              lives and to their local communities.’


                        C R I T E R I O N 5.1
       Does the local authority have a written policy for young people’s
   1   involvement?
       For practice examples and tools related to criterion 5.1, click here



       Is there a young people’s involvement strategy, for example, in the
   2
       form of a work plan?



       Is this plan developed and regularly reviewed and evaluated with,
   3
       and by, young people?




                        C R I T E R I O N 5.2
     Is there a mechanism to actively involve young people in developing
     the local authority’s pledge (promise of entitlement to services) and
   1
     in making the local authority accountable?
       For practice examples and tools related to criterion 5.2, click here




       Are there processes to actively involve young people in developing
   2
       other policies that directly affect them?
  Are young people formally involved in planning, developing, delivering
3 and reviewing local authority services for children and young people
  in care?




4   Are young people involved in recruiting and selecting staff and carers?




5   Are young people involved in the induction and training of staff and carers?



                     C R I T E R I O N 5.3
  Does the local authority have a ‘Children in Care Council’ or other
  formal group through which to involve young people in the planning
1 and delivery of services?


    For practice examples and tools related to criterion 5.3, click here



  Does the local authority use other ways to involve a broad and
  representative range of young people in services, including disabled young
2
  people, those with other special needs and young people who
  are not in education, training and employment?



  Is there a mechanism to ensure that the ‘Children in Care Council’
3 feeds young people’s views and experiences of services into the local
  authority’s management, governance and quality improvement processes?



  Does the ‘Children in Care Council’ have real power to influence local
4 authority governance, for example, by having its own budget and the
  right to veto management and government decisions?
  If managers and members of the local authority’s governance bodies make
5 decisions against the recommendations of the Children in Care Council, are
  the reasons for this explained to young people?


                     C R I T E R I O N 5.4
  Are steps taken to ensure that young people attend their care and pathway
1 planning and review meetings?

    For practice examples and tools related to criterion 5.4, click here



    Are young people asked about their needs, views and preferences in
2   planning and review meetings, and are these taken into consideration when
    making decisions about their lives?



  When decisions are made, such as a change of accommodation or
3 placement, are young people given enough time to plan for the
  change?




                     C R I T E R I O N 5.5
  If the lead professional holds a personal budget for their young
  person, is the young person involved in making decisions about how
1
  the money is to be spent?

    For practice examples and tools related to criterion 5.5, click here




    Are carers consulted when deciding how the young person’s personal
2
    budget is to be spent?



                     C R I T E R I O N 5.6
  Are young people encouraged and supported to develop skills to
  advocate for themselves and on behalf of other young people in
1
  care (e.g. assertiveness, communication, public speaking and media
  training)?

    For practice examples and tools related to criterion 5.6, click here



  Are young people encouraged and supported to speak up for
  themselves in care planning and review meetings, and to participate
2
  in making decisions that will affect their lives, for example, opting to
  stay in care until the age of 18?


                     C R I T E R I O N 5.7
  Are young people encouraged, informed and supported to take up
1 volunteering and other opportunities in their local communities?


    For practice examples and tools related to criterion 5.7, click here



    Are young people provided with volunteering opportunities in the local
2
    authority, including giving peer support to other young people in care?



                     C R I T E R I O N 5.8
  Are young people given clear information about the range of services
  and support that they are entitled to, as specified in the local authority
1
  pledge?

    For practice examples and tools related to criterion 5.8, click here




    Are young people given information about how to access the services and
2
    support available to them?
    Is the information given explicitly and clearly in an appropriate range of
3   media and languages that caters for the communication needs of all young
    people?



    Are young people given information about their rights and
4
    responsibilities as young people and as citizens?



                     C R I T E R I O N 5.9
  Is there evidence to show that young people influence the development
1 of the local authority pledge?


    For practice examples and tools related to criterion 5.9, click here



    Is there evidence to show that young people are involved in ensuring
2
    that the local authority pledge is enforced?



    Is there evidence to show that young people are involved in the
3
    development and delivery of services?


                    C R I T E R I O N 5.10
  Does evidence show that the help and support young people receive
1 to advocate for themselves has a positive effect on their lives?

    For practice examples and tools related to criterion 5.10, click here



                    C R I T E R I O N 5.11
  Is there evidence to show that young people know about and
1 access the services they need?

    For practice examples and tools related to criterion 5.11, click here
  Does evidence show that young people are satisfied with the
2 information they are given about the local authority’s ‘pledge’ (the services
  and support they are entitled to)?



  Is there evidence to show that young people live up to their responsibilities
3 as active citizens (for example, abiding by the law, respecting the rights of
  others and not bullying)?


                    C R I T E R I O N 5.12
  Does evidence show that young people are satisfied with the
1 information they are given about services?

    For practice examples and tools related to criterion 5.12, click here



    Does evidence show that young people are satisfied with the quality
2
    of the emotional and parenting support they are given?



    Is there evidence to show that young people are satisfied with
3
    the quality of the social support they receive?



    Does evidence show that young people are satisfied with the
4
    quality of the financial support they receive?



    Is there evidence to show that young people are satisfied with the
5
    quality of the educational support they receive?



    Does evidence show that young people are satisfied with the
6
    quality of the support they are given for training and employment?
                    C R I T E R I O N 5.13
  Is there evidence to show that young people have been given and
  have taken up opportunities for volunteering in their local
1
  communities?
    For practice examples and tools related to criterion 5.13, click here



    Is there evidence to show that young people have been given and
2
    have taken up opportunities for peer support in their local authority?


                    C R I T E R I O N 5.14
  Where a young person has a personal budget, is there evidence to
1 show that they are satisfied with how it is spent?

    For practice examples and tools related to criterion 5.14, click here



    CLICK HERE FOR STANDARD 1

    CLICK HERE FOR STANDARD 2

    CLICK HERE FOR STANDARD 3

    CLICK HERE FOR STANDARD 4

    CLICK HERE FOR STANDARD 6
                           Click on the
                              space
                            below and
            ANSWERS         select the
                           number from
                          the drop down
                               box




Yes - 2
Planned/in progress - 1
No - 0
                               0



Yes - 2
Planned/in progress - 1
No - 0
                               0



Yes - 2
Partially - 1
No - 0
                               0




Yes - 2
In development - 1
No - 0
                               0




Yes - 2
In development - 1
No - 0
                               0
Yes - 2
Partially - 1
No - 0
                             0




Yes - 2
Partially - 1
No - 0
                             0



Yes - 2
Partially - 1
No - 0
                             0




Yes - 2
Planned/in development - 1
No - 0
                             0




Yes - 2
Planned/in development - 1
No - 0
                             0




Yes - 2
Planned/in development - 1
No - 0
                             0




Yes - 2
Planned/in development - 1
No - 0
                             0
Yes, always - 2
Sometimes - 1
No, never - 0
                  0




Yes, always - 2
Sometimes - 1
No, never - 0
                  0




Yes, always - 2
Sometimes - 1
No, never - 0
                  0




Yes, always - 2
Sometimes - 1
No, never - 0
                  0




Yes, always - 2
Sometimes - 1
No, never - 0
                  0




Yes, always - 2
Sometimes - 1
No, never - 0
                  0
Yes - 2
Some, but limited - 1
No - 0
                        0




Yes, always - 2
Sometimes - 1
No, never - 0
                        0




Yes - 2
Only some - 1
No - 0
                        0




Yes, always - 2
Sometimes - 1
No - 0
                        0




Yes - 2
Sometimes - 1
Never - 0
                        0




Yes - 2
Sometimes - 1
Never - 0
                        0
Yes - 2
Some but limited range - 1
No - 0
                             0



Yes - 2
Sometimes - 1
Never - 0
                             0




Yes - 2
Partially/limited - 1
None - 0
                             0




Yes - 2
Partially/limited - 1
None - 0
                             0



Yes - 2
Partially/limited - 1
None - 0
                             0




Yes - 2
Partially/limited - 1
None - 0
                             0




Yes - 2
Partially/limited - 1
None - 0
                             0
Yes - 2
Partially/limited - 1
None - 0
                        0




Yes - 2
Partially/limited - 1
None - 0
                        0




Yes - 2
Partially/limited - 1
None - 0
                        0




Yes - 2
Partially/limited - 1
None - 0
                        0



Yes - 2
Partially/limited - 1
None - 0
                        0



Yes - 2
Partially/limited - 1
None - 0
                        0



Yes - 2
Partially/limited - 1
None - 0
                        0



Yes - 2
Partially/limited - 1
None - 0
                        0
Yes - 2
Some/limited - 1
None - 0
                                      0




Yes - 2
Some/limited - 1
None - 0
                                      0




Yes - 2
Some/limited - 1
None/no personal budget               0
available - 0




CLICK HERE FOR STANDARD 7

CLICK HERE FOR STANDARD 8

CLICK HERE FOR SCORE SUMMARY TABLE

CLICK HERE FOR NEXT STEPS

CLICK HERE FOR HOW TO USE THIS TOOL

CLICK HERE FOR SCORE CHART
                              STANDARD 6
                     ACHIEVING ECONOMIC WELLBEING

  ‘Every young person is encouraged and supported to achieve
economic wellbeing through employment and receives appropriate
    financial support throughout their transition to adult life.’



                           C R I T E R I O N 6.1
        Does the local authority have an employment support policy for young people?
    1

        For practice examples and tools related to criterion 6.1, click here



      Does the policy include a commitment to provide young people with work
    2 experience, training and employment opportunities within the local
      authority itself?



        Does the policy include a commitment to give young people a range of support
    3
        to pursue work experience, training and employment opportunities?




        Are young people involved in the development and review of the local authority
    4
        employment support policy?



                           C R I T E R I O N 6.2
      Are young people encouraged and motivated to think about, and
    1 plan for, their future career and how they will support themselves financially?

        For practice examples and tools related to criterion 6.2, click here
  Does the local authority specifically create work experience,
2 training and employment opportunities for young people within its
  own departments (e.g. service user involvement posts)?


  Do young people have easy access to information about work
3 experience, training and employment opportunities in the local
  authority?


  Are young people supported to apply for internal work experience,
4 training and employment opportunities, for example, by having
  access to online application systems?



    Are young people prioritised and/or guaranteed the offer of work experience,
5
    training and employment opportunities within the local authority?




    Are agreements in place with other local services and local authority partners
6
    to prioritise young people for work experience, training and employment?




  Are agreements in place with commercial and independent
7 organisations, either at a local or national level, to prioritise young
  people for work experience, training and employment?




    Are young people given information about other local work experience, training
8
    and job opportunities?



    Is this information publicised in an appropriate range of media and languages
9
    to meet the communication needs of all young people?
   Are young people given practical support to apply for work
   experience, training and job opportunities (for example, by helping
10
   with CV writing, completing job applications and building interview
   skills)?




     Are young people given social, emotional and practical support to
11
     help them stay in work experience, training and employment?



                        C R I T E R I O N 6.3
  Does the local authority have an agreement with Jobcentre Plus to
1 provide young people with careers advice and guidance?

     For practice examples and tools related to criterion 6.3, click here



     Is the agreement being delivered in a way that meets young people’s individual
2
     needs and preferences?




                        C R I T E R I O N 6.4
  Does the local authority have a clear written policy on financial assistance for
1 young people?

     For practice examples and tools related to criterion 6.4, click here



  Are young people consulted about their financial support needs and
2 is this taken into consideration when developing and reviewing the
  policy?



     Does the policy include arrangements for joint working with other
3
     relevant agencies (e.g. the local benefits office)?
    Does the policy clearly outline the types, purpose and amounts of
4
    financial support available and explain how this is decided?




    Are there formal procedures to ensure that all young people receive
5
    the financial help they are entitled to?




                       C R I T E R I O N 6.5
  Are young people asked individually about the financial help they
  need, and is this taken into account when assessing their financial
1 needs and preparing their pathway plans?


    For practice examples and tools related to criterion 6.5, click here




                        C R I T E R I O N 6 .6
  Does the local authority have flexible ways of giving financial help to
  young people that meet their individual needs (e.g. weekly in cash or monthly
1
  via their bank account)?

    For practice examples and tools related to criterion 6.6, click here



  In their pathway planning process, are young people asked about
2 how they would like to receive financial assistance and is this
  included in their care/pathway plan?



    Does the range of payment methods reflect what young people say
3
    about how they would like to be paid?



                       C R I T E R I O N 6.7
  Does the financial help given include an increased living allowance to support
  young people to take up and/or continue in education, training
1
  and employment (ETE)?

    For practice examples and tools related to criterion 6.7, click here



    Does the level of increased living allowance reflect local salaries and
2
    cost of living, and keep up with yearly rises in inflation?



                       C R I T E R I O N 6.8
    Are ‘qualifying’ young people (as defined under the
    Children (Leaving Care) Act 2000) entitled to have their financial needs
    assessed like other young people, and have a plan to have these met?
1

    For the Children (Leaving Care) Act 2000, click here.

    For practice examples and tools related to criterion 6.8, click here



                        C R I T E R I O N 6.9
  Are young people given a ‘setting up home’ allowance to buy all the
1 basics they need when moving on to independent living?

    For practice examples and tools related to criterion 6.9, click here




    Are young people helped in other ways to set up home (e.g. free access
2
    to household goods and furniture, help with moving and emotional support)?




    Is there a system in place to make sure that young people get all the
3
    support they need to set up home successfully?




                     C R I T E R I O N 6.10
  Is information, including a clear written statement about the types,
  purpose and levels of financial support offered, publicised to all young people
1
  and carers in media and languages that they can understand?

  For practice examples and tools related to criterion 6.10, click here




                   C R I T E R I O N 6 . 11
  Is there evidence to show that young people get the work experience, training
1 and employment opportunities they need and want?

  For practice examples and tools related to criterion 6.11, click here



                   C R I T E R I O N 6 . 12
  Is there evidence to show that young people receive the financial
  support they need and are entitled to, as specified in their care plans
1
  and pathway plans?

  For practice examples and tools related to criterion 6.12, click here


                   C R I T E R I O N 6 . 13
  Does evidence show that young people are able to set up home as
  well as pursue the education, training and employment (ETE)
1
  opportunities they choose?
  For practice examples and tools related to criterion 6.13, click here



  CLICK HERE FOR STANDARD 1

  CLICK HERE FOR STANDARD 2

  CLICK HERE FOR STANDARD 3

  CLICK HERE FOR STANDARD 4

  CLICK HERE FOR STANDARD 5
                       STANDARD 6
              ACHIEVING ECONOMIC WELLBEING

 ery young person is encouraged and supported to achieve
omic wellbeing through employment and receives appropriate
 inancial support throughout their transition to adult life.’



                    C R I T E R I O N 6.1
 Does the local authority have an employment support policy for young people?

 For practice examples and tools related to criterion 6.1, click here



 Does the policy include a commitment to provide young people with work
 experience, training and employment opportunities within the local
 authority itself?



 Does the policy include a commitment to give young people a range of support
 to pursue work experience, training and employment opportunities?




 Are young people involved in the development and review of the local authority
 employment support policy?



                    C R I T E R I O N 6.2
 Are young people encouraged and motivated to think about, and
 plan for, their future career and how they will support themselves financially?

 For practice examples and tools related to criterion 6.2, click here
Does the local authority specifically create work experience,
training and employment opportunities for young people within its
own departments (e.g. service user involvement posts)?


Do young people have easy access to information about work
experience, training and employment opportunities in the local
authority?


Are young people supported to apply for internal work experience,
training and employment opportunities, for example, by having
access to online application systems?



Are young people prioritised and/or guaranteed the offer of work experience,
training and employment opportunities within the local authority?




Are agreements in place with other local services and local authority partners
to prioritise young people for work experience, training and employment?




Are agreements in place with commercial and independent
organisations, either at a local or national level, to prioritise young
people for work experience, training and employment?




Are young people given information about other local work experience, training
and job opportunities?



Is this information publicised in an appropriate range of media and languages
to meet the communication needs of all young people?
Are young people given practical support to apply for work
experience, training and job opportunities (for example, by helping
with CV writing, completing job applications and building interview
skills)?




Are young people given social, emotional and practical support to
help them stay in work experience, training and employment?



                   C R I T E R I O N 6.3
Does the local authority have an agreement with Jobcentre Plus to
provide young people with careers advice and guidance?

For practice examples and tools related to criterion 6.3, click here



Is the agreement being delivered in a way that meets young people’s individual
needs and preferences?




                   C R I T E R I O N 6.4
Does the local authority have a clear written policy on financial assistance for
young people?

For practice examples and tools related to criterion 6.4, click here



Are young people consulted about their financial support needs and
is this taken into consideration when developing and reviewing the
policy?



Does the policy include arrangements for joint working with other
relevant agencies (e.g. the local benefits office)?
Does the policy clearly outline the types, purpose and amounts of
financial support available and explain how this is decided?




Are there formal procedures to ensure that all young people receive
the financial help they are entitled to?




                   C R I T E R I O N 6.5
Are young people asked individually about the financial help they
need, and is this taken into account when assessing their financial
needs and preparing their pathway plans?

For practice examples and tools related to criterion 6.5, click here




                    C R I T E R I O N 6 .6
Does the local authority have flexible ways of giving financial help to
young people that meet their individual needs (e.g. weekly in cash or monthly
via their bank account)?

For practice examples and tools related to criterion 6.6, click here



In their pathway planning process, are young people asked about
how they would like to receive financial assistance and is this
included in their care/pathway plan?



Does the range of payment methods reflect what young people say
about how they would like to be paid?



                   C R I T E R I O N 6.7
Does the financial help given include an increased living allowance to support
young people to take up and/or continue in education, training
and employment (ETE)?

For practice examples and tools related to criterion 6.7, click here



Does the level of increased living allowance reflect local salaries and
cost of living, and keep up with yearly rises in inflation?



                   C R I T E R I O N 6.8
Are ‘qualifying’ young people (as defined under the
Children (Leaving Care) Act 2000) entitled to have their financial needs
assessed like other young people, and have a plan to have these met?

For the Children (Leaving Care) Act 2000, click here.

For practice examples and tools related to criterion 6.8, click here



                    C R I T E R I O N 6.9
Are young people given a ‘setting up home’ allowance to buy all the
basics they need when moving on to independent living?

For practice examples and tools related to criterion 6.9, click here




Are young people helped in other ways to set up home (e.g. free access
to household goods and furniture, help with moving and emotional support)?




Is there a system in place to make sure that young people get all the
support they need to set up home successfully?




                 C R I T E R I O N 6.10
Is information, including a clear written statement about the types,
purpose and levels of financial support offered, publicised to all young people
and carers in media and languages that they can understand?

For practice examples and tools related to criterion 6.10, click here




                 C R I T E R I O N 6 . 11
Is there evidence to show that young people get the work experience, training
and employment opportunities they need and want?

For practice examples and tools related to criterion 6.11, click here



                 C R I T E R I O N 6 . 12
Is there evidence to show that young people receive the financial
support they need and are entitled to, as specified in their care plans
and pathway plans?

For practice examples and tools related to criterion 6.12, click here


                 C R I T E R I O N 6 . 13
Does evidence show that young people are able to set up home as
well as pursue the education, training and employment (ETE)
opportunities they choose?
For practice examples and tools related to criterion 6.13, click here



CLICK HERE FOR STANDARD 1

CLICK HERE FOR STANDARD 2

CLICK HERE FOR STANDARD 3

CLICK HERE FOR STANDARD 4

CLICK HERE FOR STANDARD 5
                           Click on the
                              space
                            below and
        ANSWERS             select the
                           number from
                          the drop down
                               box




Yes - 2
Planned/in progress - 1
No - 0
                               0




Yes - 2
Partially - 1
No - 0
                               0



Yes - 2
Partially - 1
No - 0
                               0



Yes - 2
Sometimes - 1
No - 0
                               0




Yes - 2
Sometimes - 1
No, never - 0
                               0
Yes - 2
Some, but limited - 1
No - 0
                        0



Yes - 2
Sometimes - 1
No - 0
                        0



Yes - 2
Sometimes - 1
No - 0
                        0



Yes - 2
Sometimes - 1
No - 0
                        0



Yes - 2
Some, but limited - 1
No - 0
                        0




Yes - 2
Some, but limited - 1
No - 0
                        0




Yes - 2
Some, but limited - 1
No - 0
                        0



Yes - 2
Some, but limited - 1
No - 0
                        0
Yes - 2
Sometimes,
but limited - 1           0
No, never - 0




Yes - 2
Sometimes,
but limited - 1           0
No, never - 0




Yes - 2
Planned/in progress - 1
No - 0
                          0




Yes, always - 2
Partially - 1
Not at all - 0
                          0




Yes - 2
Planned/in progress - 1
No - 0
                          0




Yes - 2
Sometimes - 1
No - 0
                          0



Yes - 2
Some, but limited - 1
No - 0
                          0
Yes - 2
Partially - 1
No - 0
                          0




Yes - 2
Planned/in progress - 1
No - 0
                          0




Yes - 2
Sometimes - 1
No, never - 0
                          0




Yes - 2
Some, but limited - 1
No - 0
                          0




Yes - 2
Sometimes - 1
No, never - 0
                          0



Yes - 2
Partially - 1
Not at all - 0
                          0
Yes - 2
Sometimes - 1
No, never - 0
                          0




Yes - 2
Partially - 1
Not at all - 0
                          0




Yes - 2
Some - 1
None - 0
                          0




Yes, all - 2
Only some - 1
None - 0
                          0




Yes - 2
Limited - 1
No - 0
                          0




Yes - 2
Planned/in progress - 1
No - 0
                          0
Yes - 2
Limited - 1
No - 0
                             0




Yes - 2
Some/partially - 1
None - 0                     0




Yes - 2
Some/partially - 1
None - 0                     0




Yes - 2
Partially - 1
No - 0                       0




CLICK HERE FOR STANDARD 7

CLICK HERE FOR STANDARD 8

CLICK HERE FOR SCORE SUMMARY TABLE

CLICK HERE FOR NEXT STEPS
CLICK HERE FOR HOW TO USE
THIS TOOL

CLICK HERE FOR SCORE CHART
                             STANDARD 7
                        FAIRNESS AND DIVERSITY

‘Every young person receives a service that values diversity,
     promotes fairness and challenges discrimination.’

                     C R I T E R I O N 7.1
     Does the local authority have a policy that states a commitment to
 1   treat all young people equally and fairly?
     For practice examples and tools related to criterion 7.1, click here.




     Does the policy include a commitment to meet the diverse needs of
 2
     all the young people it cares for?




     Does the policy state that all young people, whatever their needs,
 3
     have an equal right to receive services?




     Does the policy include the need to recruit a wide range of staff and
 4
     carers to meet the diverse needs and preferences of young people?



                      C R I T E R I O N 7.2
     Gay and lesbian young people
     Do policies and services take account of the needs of gay and lesbian
 1   young people?

     For practice examples and tools related to criterion 7.2, click here.
    Are gay and lesbian young people involved in developing policies and services
2
    for young people?



    Are gay and lesbian young people given clear information about their
3
    rights and the specific services available to them?


    Black and minority ethnic young people
    Does the local authority’s policy cover the specific needs and
    entitlements of young people from black and minority ethnic groups?*
4
    *See also 'Life after care: The experiences of young people from different ethnic groups'.

    For 'Life after care: The experiences of young people from different ethnic groups
    For practice examples and tools related to criterion 7.2, click here.


    Are black and minority ethnic young people consulted about their
5   needs and experiences of care when developing policies and
    services?



    Do policies and services promote and nurture young people’s sense
6
    of identity, heritage and culture?




    Are young people from ethnic groups that do not speak English as
    their first language given clear information about services in media and
7
    languages that they can understand?




    Young parents (see also criterion 2.6)
    Does the local authority’s policy on support for young people include specific
8
    services for young parents?

    For practice examples and tools related to criterion 7.2, click here.
     Are young parents asked about their needs and experiences when developing
9
     policies and services?



     Does the policy take a multi-agency approach to supporting young
     parents, as recommended in government guidance
     'Teenage Pregnancy: Accelerating the Strategy to 2010'?*
10
     *The Government is currently preparing new guidance on improving outcomes for teenage parents, including
     young parents in care.

     For 'Teenage Pregnancy: Accelerating the Strategy to 2010', click here.




11   Does the policy cover the specific needs of disabled young parents?




     Are young parents given information and help to find flexible
     education, training and employment opportunities and given
12
     information about other support available, e.g. help with childcare
     costs?


     Disabled young people
13   Does the local authority policy for supporting young people include
     special services for those who are disabled?
     For practice examples and tools related to criterion 7.2, click here.




     Are disabled young people supported appropriately to be meaningfully
14
     involved in developing policies and services for young people?



     Does the range of entitlements and services available include the Department
     for Education and Skills recommendations in
     Future Positive: A Good Practice and Resource Guide for the
     Support of Young Disabled People Leaving Care?*
15
     *Also see 'Aiming high for disabled children: better support for families'
15


     For 'Future Positive: A Good Practice and Resource Guide for the Support of
     Young People Leaving Care', click here
     For 'Aiming high for disabled children: better support for families', click here


     Does the policy include local authorities’ duty not to discriminate
     against disabled young people (as set out in Parts II, III, IV and V of
     the Disability Discrimination Act 1995 (as amended); the Disability
     Discrimination Act 2005; the Disability Rights Commission Code of
     Practice – Rights of Access: services to the public, public authority functions,
     private clubs and premises and SI 2003 No. 1673:
16   The Disability Discrimination Act 1995 (Amendment) Regulations 2003?
     For the Disability Discrimination Act 1995 and the Disability Discrimination Act 2005,
     click here.
     For the 'Disability Rights Commission Code of Practice – Rights of Access:
     services to public, public authority functions, private clubs and premises', click here.
     For SI 2003 No. 1673: The Disability Discrimination Act 1995 (Amendment),
     click here.



     Is information about disabled young people’s rights to local authority services
17
     clearly publicised in a widely accessible range of formats?



     Are there clear agreements and arrangements to transfer disabled
     young people from children’s to adult services, and to meet their
     other needs, as recommended in the National Service Framework for Children,
18
     Young People and Maternity Services?
     For the 'National Service Framework for Children, Young People and Maternity Services', click
     here.



     Are disabled young people adequately supported to make decisions
19
     about their future?



     Are disabled young people given the practical, financial and social
20
     support they need to help them make a gradual move towards independence?
     Is special action taken to promote and provide education, training
21   and employment opportunities for disabled young people?*

     *See 'Removing Barriers to Achievement: The Government’s Strategy for SEN'.

     For 'Removing Barriers to Achievement: The Government’s Strategy for SEN', click here.



     Are disabled young people with individual budgets given enough help
22
     and information to get the services they need and want?




     Do the carers of disabled young people have access to respite care
23
     and short breaks?



     Unaccompanied asylum-seeking young people (see also 8.7)
     Does the local authority’s policy state a commitment to give
24   unaccompanied asylum-seeking young people the same level and
     quality of services as all other young people?
     For practice examples and tools related to criterion 7.2, click here.



     Are unaccompanied asylum-seeking young people involved in
25
     developing policies and services for young people?



     Are staff given clear information about the support to which
26
     unaccompanied asylum-seeking young people have a right?


     Is information about unaccompanied asylum-seeking young people’s
27   rights to services clearly publicised in an appropriate range of media
     and languages that they can understand?


     Are unaccompanied asylum-seeking young people able to choose
28   a lead professional/care manager who shares their own ethnic and
     cultural identity?
     Are unaccompanied asylum-seeking young people supported to
29   make links and supportive relationships within their own communities,
     if that is what they wish?



     Are local agreements in place to ensure that unaccompanied asylum-seeking
30   young people are housed in accommodation that does not
     damage their health and wellbeing?


     Are steps taken to avoid any unnecessary moves and changes in
31   unaccompanied asylum-seeking young people’s lives, including the
     transfer of cases midway through their time in care?


     Are steps taken to make sure that unaccompanied asylum-seeking
32   young people agree to be tested for age, only if they have been given,
     and understand, the information and support to make an informed decision?


     Are services provided to meet the specific emotional and physical
33   needs of unaccompanied asylum-seeking young people who have experienced
     trauma?


     Are steps taken to make sure that unaccompanied asylum-seeking
34   young people enjoy equal rights to stay in care placements until they
     are at least 18 years old?


     Young people in custody
     Are the support needs of young people during and after custody
35
     included in the local authority’s policy on services for young people?
     For practice examples and tools related to criterion 7.2, click here.




36   Are young people in custody consulted when developing the policy?
     Does the support provided to young people in custody meet the
     recommendations of the Youth Justice Board’s Key elements of
     effective practice?*
37
     *Also see 'Tell them not to forget about us - A guide to practice with looked after children in
     custody'.
     For 'Youth Justice Board’s Key elements of effective practice', click here.
     For 'Tell them not to forget about us - A guide to practice with looked after children




     Are special arrangements made for the protection of young people
38
     during their time in custody?




     Are steps taken to take care of the emotional, mental and physical
39
     health needs of young people while they are in custody?




     Are young people given clear information about their rights to care
40
     during and after custody?



     Are arrangements made to give young people in custody the
     opportunity to continue with, or take up new, opportunities in
41
     education and training?



                        C R I T E R I O N 7.3
     During the care planning process, are young people asked about
     their own diverse needs and experiences, and is this used to plan
1    the support and services they need?

     For practice examples and tools related to criterion 7.3, click here.




                        C R I T E R I O N 7.4
    Does the local authority have links with local organisations that offer
1   other services for young people with diverse needs?

    For practice examples and tools related to criterion 7.4, click here.



    Are young people given the information and support to use these
2
    services?




                    C R I T E R I O N 7.5
    Are young people encouraged and given the skills and confidence to recognise
1   and challenge discrimination?

    For practice examples and tools related to criterion 7.5, click here.




                    C R I T E R I O N 7.6
    Is there evidence to show that staff and carers value all young people equally?
1

    For practice examples and tools related to criterion 7.6, click here.



    Is there evidence to show that young people with diverse needs are
2   not discriminated against and receive the services that they are
    entitled to?




                    C R I T E R I O N 7.7
    Does evidence show that young people are satisfied with the range
    of personal advisers they can choose from, who match their gender,
1
    ethnic origin and other diverse needs?

    For practice examples and tools related to criterion 7.7, click here.


                     C R I T E R I O N 7.8
    Is there evidence that disabled young people are satisfied with the
1   specific and additional services they get?

    For practice examples and tools related to criterion 7.8, click here.



    Is there evidence that young unaccompanied asylum-seekers are satisfied with
2
    the specific and additional services they get?



    Is there evidence that young parents are satisfied with the specific and
3
    additional services they get?



    Is there evidence that young people from black and minority ethnic groups are
4
    satisfied with the specific and additional services they get?



    Is there evidence that gay and lesbian young people are satisfied with the
5
    specific and additional services they get?



    Is there evidence that young people are satisfied with the specific and
6
    additional services they get during and after leaving custody?




    CLICK HERE FOR STANDARD 1

    CLICK HERE FOR STANDARD 2

    CLICK HERE FOR STANDARD 3

    CLICK HERE FOR STANDARD 4

    CLICK HERE FOR STANDARD 5
                         STANDARD 7
                    FAIRNESS AND DIVERSITY

ery young person receives a service that values diversity,
  promotes fairness and challenges discrimination.’

                 C R I T E R I O N 7.1
 Does the local authority have a policy that states a commitment to
 treat all young people equally and fairly?
 For practice examples and tools related to criterion 7.1, click here.




 Does the policy include a commitment to meet the diverse needs of
 all the young people it cares for?




 Does the policy state that all young people, whatever their needs,
 have an equal right to receive services?




 Does the policy include the need to recruit a wide range of staff and
 carers to meet the diverse needs and preferences of young people?



                  C R I T E R I O N 7.2
 Gay and lesbian young people
 Do policies and services take account of the needs of gay and lesbian
 young people?

 For practice examples and tools related to criterion 7.2, click here.
Are gay and lesbian young people involved in developing policies and services
for young people?



Are gay and lesbian young people given clear information about their
rights and the specific services available to them?


Black and minority ethnic young people
Does the local authority’s policy cover the specific needs and
entitlements of young people from black and minority ethnic groups?*

*See also 'Life after care: The experiences of young people from different ethnic groups'.

For 'Life after care: The experiences of young people from different ethnic groups
For practice examples and tools related to criterion 7.2, click here.


Are black and minority ethnic young people consulted about their
needs and experiences of care when developing policies and
services?



Do policies and services promote and nurture young people’s sense
of identity, heritage and culture?




Are young people from ethnic groups that do not speak English as
their first language given clear information about services in media and
languages that they can understand?




Young parents (see also criterion 2.6)
Does the local authority’s policy on support for young people include specific
services for young parents?

For practice examples and tools related to criterion 7.2, click here.
Are young parents asked about their needs and experiences when developing
policies and services?



Does the policy take a multi-agency approach to supporting young
parents, as recommended in government guidance
'Teenage Pregnancy: Accelerating the Strategy to 2010'?*
*The Government is currently preparing new guidance on improving outcomes for teenage parents, including
young parents in care.

For 'Teenage Pregnancy: Accelerating the Strategy to 2010', click here.




Does the policy cover the specific needs of disabled young parents?




Are young parents given information and help to find flexible
education, training and employment opportunities and given
information about other support available, e.g. help with childcare
costs?


Disabled young people
Does the local authority policy for supporting young people include
special services for those who are disabled?
For practice examples and tools related to criterion 7.2, click here.




Are disabled young people supported appropriately to be meaningfully
involved in developing policies and services for young people?



Does the range of entitlements and services available include the Department
for Education and Skills recommendations in
Future Positive: A Good Practice and Resource Guide for the
Support of Young Disabled People Leaving Care?*

*Also see 'Aiming high for disabled children: better support for families'
For 'Future Positive: A Good Practice and Resource Guide for the Support of
Young People Leaving Care', click here
For 'Aiming high for disabled children: better support for families', click here


Does the policy include local authorities’ duty not to discriminate
against disabled young people (as set out in Parts II, III, IV and V of
the Disability Discrimination Act 1995 (as amended); the Disability
Discrimination Act 2005; the Disability Rights Commission Code of
Practice – Rights of Access: services to the public, public authority functions,
private clubs and premises and SI 2003 No. 1673:
The Disability Discrimination Act 1995 (Amendment) Regulations 2003?
For the Disability Discrimination Act 1995 and the Disability Discrimination Act 2005,
click here.
For the 'Disability Rights Commission Code of Practice – Rights of Access:
services to public, public authority functions, private clubs and premises', click here.
For SI 2003 No. 1673: The Disability Discrimination Act 1995 (Amendment),
click here.



Is information about disabled young people’s rights to local authority services
clearly publicised in a widely accessible range of formats?



Are there clear agreements and arrangements to transfer disabled
young people from children’s to adult services, and to meet their
other needs, as recommended in the National Service Framework for Children,
Young People and Maternity Services?
For the 'National Service Framework for Children, Young People and Maternity Services', click
here.



Are disabled young people adequately supported to make decisions
about their future?



Are disabled young people given the practical, financial and social
support they need to help them make a gradual move towards independence?
Is special action taken to promote and provide education, training
and employment opportunities for disabled young people?*

*See 'Removing Barriers to Achievement: The Government’s Strategy for SEN'.

For 'Removing Barriers to Achievement: The Government’s Strategy for SEN', click here.



Are disabled young people with individual budgets given enough help
and information to get the services they need and want?




Do the carers of disabled young people have access to respite care
and short breaks?



Unaccompanied asylum-seeking young people (see also 8.7)
Does the local authority’s policy state a commitment to give
unaccompanied asylum-seeking young people the same level and
quality of services as all other young people?
For practice examples and tools related to criterion 7.2, click here.



Are unaccompanied asylum-seeking young people involved in
developing policies and services for young people?



Are staff given clear information about the support to which
unaccompanied asylum-seeking young people have a right?


Is information about unaccompanied asylum-seeking young people’s
rights to services clearly publicised in an appropriate range of media
and languages that they can understand?


Are unaccompanied asylum-seeking young people able to choose
a lead professional/care manager who shares their own ethnic and
cultural identity?
Are unaccompanied asylum-seeking young people supported to
make links and supportive relationships within their own communities,
if that is what they wish?



Are local agreements in place to ensure that unaccompanied asylum-seeking
young people are housed in accommodation that does not
damage their health and wellbeing?


Are steps taken to avoid any unnecessary moves and changes in
unaccompanied asylum-seeking young people’s lives, including the
transfer of cases midway through their time in care?


Are steps taken to make sure that unaccompanied asylum-seeking
young people agree to be tested for age, only if they have been given,
and understand, the information and support to make an informed decision?


Are services provided to meet the specific emotional and physical
needs of unaccompanied asylum-seeking young people who have experienced
trauma?


Are steps taken to make sure that unaccompanied asylum-seeking
young people enjoy equal rights to stay in care placements until they
are at least 18 years old?


Young people in custody
Are the support needs of young people during and after custody
included in the local authority’s policy on services for young people?
For practice examples and tools related to criterion 7.2, click here.




Are young people in custody consulted when developing the policy?
Does the support provided to young people in custody meet the
recommendations of the Youth Justice Board’s Key elements of
effective practice?*

*Also see 'Tell them not to forget about us - A guide to practice with looked after children in
custody'.
For 'Youth Justice Board’s Key elements of effective practice', click here.
For 'Tell them not to forget about us - A guide to practice with looked after children




Are special arrangements made for the protection of young people
during their time in custody?




Are steps taken to take care of the emotional, mental and physical
health needs of young people while they are in custody?




Are young people given clear information about their rights to care
during and after custody?



Are arrangements made to give young people in custody the
opportunity to continue with, or take up new, opportunities in
education and training?



                   C R I T E R I O N 7.3
During the care planning process, are young people asked about
their own diverse needs and experiences, and is this used to plan
the support and services they need?

For practice examples and tools related to criterion 7.3, click here.




                   C R I T E R I O N 7.4
Does the local authority have links with local organisations that offer
other services for young people with diverse needs?

For practice examples and tools related to criterion 7.4, click here.



Are young people given the information and support to use these
services?




                C R I T E R I O N 7.5
Are young people encouraged and given the skills and confidence to recognise
and challenge discrimination?

For practice examples and tools related to criterion 7.5, click here.




                C R I T E R I O N 7.6
Is there evidence to show that staff and carers value all young people equally?

For practice examples and tools related to criterion 7.6, click here.



Is there evidence to show that young people with diverse needs are
not discriminated against and receive the services that they are
entitled to?




                C R I T E R I O N 7.7
Does evidence show that young people are satisfied with the range
of personal advisers they can choose from, who match their gender,
ethnic origin and other diverse needs?

For practice examples and tools related to criterion 7.7, click here.


                 C R I T E R I O N 7.8
Is there evidence that disabled young people are satisfied with the
specific and additional services they get?

For practice examples and tools related to criterion 7.8, click here.



Is there evidence that young unaccompanied asylum-seekers are satisfied with
the specific and additional services they get?



Is there evidence that young parents are satisfied with the specific and
additional services they get?



Is there evidence that young people from black and minority ethnic groups are
satisfied with the specific and additional services they get?



Is there evidence that gay and lesbian young people are satisfied with the
specific and additional services they get?



Is there evidence that young people are satisfied with the specific and
additional services they get during and after leaving custody?




CLICK HERE FOR STANDARD 1

CLICK HERE FOR STANDARD 2

CLICK HERE FOR STANDARD 3

CLICK HERE FOR STANDARD 4

CLICK HERE FOR STANDARD 5
                          Click on the
                              space
                           below and
                           select the
        ANSWERS
                             number
                               from
                            the drop
                           down box




Yes - 2
Planned/in progress - 1
No - 0
                               0




Yes - 2
Planned/in progress - 1
No - 0
                               0




Yes - 2
Planned/in progress - 1
No - 0
                               0




Yes - 2
Planned/in progress - 1
No - 0
                               0




Yes - 2
Planned/in progress - 1
No - 0
                               0
Yes - 2
Planned/in progress - 1
No - 0
                          0



Yes - 2
Sometimes - 1
No, never - 0
                          0




Yes - 2
Planned/in progress - 1
No - 0
                          0




Yes - 2
Sometimes - 1
No, never - 0
                          0



Yes - 2
Planned/in progress - 1
No - 0
                          0




Yes - 2
Some, but limited - 1
No - 0
                          0




Yes - 2
Planned/in progress - 1
No - 0
                          0
Yes - 2
Sometimes - 1
No, never - 0
                               0




Yes, completely - 2
Partially - 1
Not at all - 0
                               0




Yes - 2
Planned/in progress - 1
No - 0
                               0




Yes, always - 2
Sometimes - 1
No, never - 0
                               0




Yes - 2
Planned/in progress - 1
No - 0
                               0




Yes - 2
Sometimes, but not routinely
-1                             0
No, never - 0




Yes, completely - 2
Partially - 1
Not at all - 0
                               0
                        0




Yes, completely - 2
Partially - 1
Not at all - 0
                        0




Yes - 2
Limited/partially - 1
No - 0
                        0




Yes - 2
Some/partially - 1
No - 0
                        0




Yes, always - 2
Sometimes - 1           0
No, never - 0



Yes - 2
Sometimes - 1           0
No, never - 0
Yes - 2
Sometimes - 1
No, never - 0
                           0




Yes - 2
Sometimes - 1
No - 0
                           0




Yes - 2
Planned/under review - 1   0
No - 0




Yes - 2
Planned - 1
No - 0
                           0




Yes - 2
Sometimes - 1
No, never - 0
                           0




Yes
Planned soon               0
No


Yes - 2
Partially - 1
No - 0
                           0



Yes, always - 2
Sometimes - 1
No, never - 0
                           0
Yes, always - 2
Sometimes - 1
No, never - 0
                            0




Yes - 2
Planned/in progress - 1
No - 0
                            0




Yes - 2
Sometimes, depends - 1      0
No - 0



Yes - 2
Sometimes, depends - 1      0
No - 0



Yes - 2
Some provided/limited - 1
No - 0
                            0



Yes, always - 2
Sometimes - 1
No, never - 0
                            0




Yes - 2
Planned/in progress - 1
No - 0
                            0



Yes - 2
Sometimes - 1
No, never - 0
                            0
Yes - 2
Partially/in progress - 1
No - 0
                               0




Yes - 2
Sometimes, but not routinely
-1                             0
No, never - 0



Yes - 2
Partially/sometimes - 1
No - 0
                               0



Yes, always - 2
Sometimes, but not routinely
-1                             0
No, never - 0



Yes, always - 2
Sometimes, but not routinely
-1                             0
No, never - 0




Yes, always - 2
Sometimes, depends - 1
No, never - 0
                               0
Yes - 2
Some/limited - 1
No, none - 0
                         0




Yes, always - 2
Sometimes, depends - 1   0
No, never - 0




Yes, always - 2
Sometimes, depends - 1   0
No, never - 0




Yes - 2
Evidence mixed - 1
No - 0
                         0




Yes - 2
Evidence mixed - 1
No - 0
                         0




Yes, completely - 2
Partially - 1
No - 0                   0
Yes - 2
Partially - 1
None - 0                         0




Yes - 2
Partially - 1                    0
None - 0



Yes - 2
Partially - 1                    0
None - 0



Yes - 2
Partially - 1                    0
None - 0



Yes - 2
Partially - 1                    0
None - 0



Yes - 2
Partially - 1                    0
None - 0




CLICK HERE FOR STANDARD 6

CLICK HERE FOR STANDARD 8

CLICK HERE FOR SCORE SUMMARY TABLE

CLICK HERE FOR NEXT STEPS

CLICK HERE FOR HOW TO USE THIS
TOOL
CLICK HERE FOR SCORE CHART
                             STANDARD 8
                    PREPARATION AND CARE PLANNING

‘Every young person has a plan that accurately reflects how their
 short-, medium- and long-term needs will be met. Young people
  are sufficiently prepared for adult life before leaving care in a
              way that reflects their individual needs.’

                            C R I T E R I O N 8.1
         Does the local authority have a policy that explains what it will do to
         plan and prepare young people for adult life, as required by the
         Children (Leaving Care) Act 2000, the Children (Leaving Care) Act
         2000 Regulations and Guidance and 'Care Matters: Time for Change'
         and related guidance?*
     1
         *Revised Children Act 1989 guidance will be available in the near future.

         For the Children (Leaving Care) Act 2000 and the Children (Leaving Care) Act 2000
         Regulations and Guidance, click here.
         For 'Care Matters: Time for Change', click here.
         For practice examples and tools related to criterion 8.1, click here.




                            C R I T E R I O N 8.2
         Does this policy include arrangements to transfer young people to
     1
         adult services when necessary?

         For practice examples and tools related to criterion 8.2, click here.



         Is the preparation and planning policy included in the Children &
     2
         Young People’s Plan?




                            C R I T E R I O N 8.3
         Do all young people have a care plan or pathway plan, up to the age
     1
         of 25 where necessary?

         For practice examples and tools related to criterion 8.3, click here.
    Do care plans and pathway plans meet the requirements of the
    Children (Leaving Care) Act 2000 Regulations and Guidance and
    'Care Matters: Time for Change' and related guidance?
2
    For the Children (Leaving Care) Act 2000 Regulations and Guidance, click here.

    For 'Care Matters: Time for Change', click here.




3   Are young people’s care plans carried out fully, as specified?




4   Are care plans and pathway plans regularly reviewed and updated?




    Is a named independent reviewing officer allocated to oversee
    care and pathway planning reviews used to decide significant
    change in a young person’s life, e.g. moving into supported or independent
5
    accommodation (as required in 'Care Matters: Time
    for Change')?

    For 'Care Matters: Time for Change', click here.




                     C R I T E R I O N 8.4
    Do care plans and pathway plans cover young people’s
1
    relationships with birth families and extended families, where appropriate?

    For practice examples and tools related to criterion 8.4, click here.




    Are young people who want to contact and/or have better
2
    relationships with their families given the support to do so?



                     C R I T E R I O N 8.5
    During pathway planning, are young people asked if they would
    like to take part in activities in their local community and in the local
1
    authority, including volunteering, e.g. peer support to other young
    people?
    For practice examples and tools related to criterion 8.5, click here.



    Are young people supported to take part in the local activities they are
2
    interested in?




                       C R I T E R I O N 8.6
    Are young people regularly visited by a named lead professional or personal
1
    adviser throughout their time in custody*?
    *See 'Care Matters: Time for Change'.
    For 'Care Matters: Time for Change', click here.
    For practice examples and tools related to criterion 8.6, click here.


    Do the care plans and pathways plans of young people in custody
2   take into account whether they are still legally ‘in care’ or are old
    enough, ready and able to leave care?


    Is information shared and arrangements made with the youth
3   offending team to ensure that the relevant authorities and agencies
    give young people the special help and support they need in custody?


    Does the lead professional/personal adviser regularly review and
    update the care plans and pathway plans of young people while in
4   custody?*

    *See also Life after care: The experiences of young people from different ethnic groups.

    For 'Life after care: The experiences of young people from different ethnic groups', click
    here.




    Does the care plan and pathway plan cover the help young offenders
5
    will need to get settled back into the community?
    Is a review of the young person’s care plan and pathway plan held and
6   chaired by an independent reviewing officer before due to be released from
    custody?



    Do young offenders’ pathway plans and care plans include any extra
7   contact and/or personal and emotional support that they may need
    in the run-up to and after their release, and state how this will be given?



    Does the same named professional/personal adviser allocated to a
8   young person in custody carry on supporting that young person
    after their release?



    Are young people encouraged and motivated to plan for a brighter
9
    future after leaving custody?



   Does the pathway plan or care plan cover the arrangements needed
   to make sure that young people can continue or restart their
10
   education and training with minimum disruption after they leave
   custody?


                     C R I T E R I O N 8.7
    Do the care plans and pathway plans of unaccompanied
1
    asylum-seeking young people take account of their asylum status?
    For practice examples and tools related to criterion 8.7, click here.



    Are the care plans and pathway plans of unaccompanied
    asylum-seeking young people regularly reviewed, and reviews
2
    chaired by an independent reviewing officer, in line with the
    requirements of Care Matters: Time for Change and Home Office guidance?*

    * See 'Planning Better Outcomes and Support for Unaccompanied Asylum Seeking Children'.


    For 'Planning Better Outcomes and Support for Unaccompanied Asylum Seeking Children',
    click here.
    Does the assessment and care planning process for unaccompanied
    asylum-seeking young people include contingency plans for
    supporting them whatever the outcome of their asylum application,
3   including preparation for returning to their country of origin?**

    **See 'Unaccompanied refugee and asylum seeker turning 18 - A guide for Social Workers
    and other professionals'.

    For 'Unaccompanied refugees and asylum seekers turning 18 -
    A guide for social workers and other professionals', click here.



                      C R I T E R I O N 8.8
    Is there evidence to show that young people get the services and support
1   agreed in their pathway plan in enough time to meet their needs?

    For practice examples and tools related to criterion 8.8, click here.



                     C R I T E R I O N 8.9
    Does evidence show that young people are satisfied with the planning and
1   review process in preparing them for independence and a successful move
    to adult life?

    For practice examples and tools related to criterion 8.9, click here.



    CLICK HERE FOR STANDARD 1

    CLICK HERE FOR STANDARD 2

    CLICK HERE FOR STANDARD 3

    CLICK HERE FOR STANDARD 4

    CLICK HERE FOR STANDARD 5


    CLICK HERE FOR STANDARD 6
                           STANDARD 8
                  PREPARATION AND CARE PLANNING

Every young person has a plan that accurately reflects how their
short-, medium- and long-term needs will be met. Young people
 are sufficiently prepared for adult life before leaving care in a
             way that reflects their individual needs.’

                          C R I T E R I O N 8.1
       Does the local authority have a policy that explains what it will do to
       plan and prepare young people for adult life, as required by the
       Children (Leaving Care) Act 2000, the Children (Leaving Care) Act
       2000 Regulations and Guidance and 'Care Matters: Time for Change'
       and related guidance?*
       *Revised Children Act 1989 guidance will be available in the near future.

      For the Children (Leaving Care) Act 2000 and the Children (Leaving Care) Act 2000
      Regulations and Guidance, click here.
      For 'Care Matters: Time for Change', click here.
      For practice examples and tools related to criterion 8.1, click here.




                          C R I T E R I O N 8.2
       Does this policy include arrangements to transfer young people to
       adult services when necessary?

      For practice examples and tools related to criterion 8.2, click here.



       Is the preparation and planning policy included in the Children &
       Young People’s Plan?




                          C R I T E R I O N 8.3
       Do all young people have a care plan or pathway plan, up to the age
       of 25 where necessary?

      For practice examples and tools related to criterion 8.3, click here.
Do care plans and pathway plans meet the requirements of the
Children (Leaving Care) Act 2000 Regulations and Guidance and
'Care Matters: Time for Change' and related guidance?

For the Children (Leaving Care) Act 2000 Regulations and Guidance, click here.

For 'Care Matters: Time for Change', click here.




Are young people’s care plans carried out fully, as specified?




Are care plans and pathway plans regularly reviewed and updated?




Is a named independent reviewing officer allocated to oversee
care and pathway planning reviews used to decide significant
change in a young person’s life, e.g. moving into supported or independent
accommodation (as required in 'Care Matters: Time
for Change')?

For 'Care Matters: Time for Change', click here.




                 C R I T E R I O N 8.4
Do care plans and pathway plans cover young people’s
relationships with birth families and extended families, where appropriate?

For practice examples and tools related to criterion 8.4, click here.




Are young people who want to contact and/or have better
relationships with their families given the support to do so?



                 C R I T E R I O N 8.5
During pathway planning, are young people asked if they would
like to take part in activities in their local community and in the local
authority, including volunteering, e.g. peer support to other young
people?
For practice examples and tools related to criterion 8.5, click here.



Are young people supported to take part in the local activities they are
interested in?




                   C R I T E R I O N 8.6
Are young people regularly visited by a named lead professional or personal
adviser throughout their time in custody*?
*See 'Care Matters: Time for Change'.
For 'Care Matters: Time for Change', click here.
For practice examples and tools related to criterion 8.6, click here.


Do the care plans and pathways plans of young people in custody
take into account whether they are still legally ‘in care’ or are old
enough, ready and able to leave care?


Is information shared and arrangements made with the youth
offending team to ensure that the relevant authorities and agencies
give young people the special help and support they need in custody?


Does the lead professional/personal adviser regularly review and
update the care plans and pathway plans of young people while in
custody?*

*See also Life after care: The experiences of young people from different ethnic groups.

For 'Life after care: The experiences of young people from different ethnic groups', click
here.




Does the care plan and pathway plan cover the help young offenders
will need to get settled back into the community?
Is a review of the young person’s care plan and pathway plan held and
chaired by an independent reviewing officer before due to be released from
custody?



Do young offenders’ pathway plans and care plans include any extra
contact and/or personal and emotional support that they may need
in the run-up to and after their release, and state how this will be given?



Does the same named professional/personal adviser allocated to a
young person in custody carry on supporting that young person
after their release?



Are young people encouraged and motivated to plan for a brighter
future after leaving custody?



Does the pathway plan or care plan cover the arrangements needed
to make sure that young people can continue or restart their
education and training with minimum disruption after they leave
custody?


                 C R I T E R I O N 8.7
Do the care plans and pathway plans of unaccompanied
asylum-seeking young people take account of their asylum status?
For practice examples and tools related to criterion 8.7, click here.



Are the care plans and pathway plans of unaccompanied
asylum-seeking young people regularly reviewed, and reviews
chaired by an independent reviewing officer, in line with the
requirements of Care Matters: Time for Change and Home Office guidance?*

* See 'Planning Better Outcomes and Support for Unaccompanied Asylum Seeking Children'.


For 'Planning Better Outcomes and Support for Unaccompanied Asylum Seeking Children',
click here.
Does the assessment and care planning process for unaccompanied
asylum-seeking young people include contingency plans for
supporting them whatever the outcome of their asylum application,
including preparation for returning to their country of origin?**

**See 'Unaccompanied refugee and asylum seeker turning 18 - A guide for Social Workers
and other professionals'.

For 'Unaccompanied refugees and asylum seekers turning 18 -
A guide for social workers and other professionals', click here.



                  C R I T E R I O N 8.8
Is there evidence to show that young people get the services and support
agreed in their pathway plan in enough time to meet their needs?

For practice examples and tools related to criterion 8.8, click here.



                 C R I T E R I O N 8.9
Does evidence show that young people are satisfied with the planning and
review process in preparing them for independence and a successful move
to adult life?

For practice examples and tools related to criterion 8.9, click here.



CLICK HERE FOR STANDARD 1

CLICK HERE FOR STANDARD 2

CLICK HERE FOR STANDARD 3

CLICK HERE FOR STANDARD 4

CLICK HERE FOR STANDARD 5


CLICK HERE FOR STANDARD 6
                          Click on the
                             space
                           below and
         ANSWERS           select the
                          number from
                            the drop
                           down box




Yes - 2
Planned/in progress - 1
No - 0
                               0




Yes - 2
Policy under review - 1
No - 0
                               0



Yes - 2
Planned/in progress - 1
No - 0
                               0




Yes - 2
Only some - 1
None or very few - 0
                               0
Yes, completely - 2
Partially - 1
No - 0                     0




Yes - 2
Only some - 1
None or very few - 0
                           0



Yes, always - 2
Sometimes - 1
No, never - 0
                           0




Yes, always - 2
Sometimes, depending - 1
No, never - 0
                           0




Yes, always - 2
Sometimes - 1
No, never - 0
                           0




Yes, always - 2
Sometimes - 1
No, never - 0
                           0
Yes, always - 2
Sometimes - 1
No, never - 0
                           0




Yes - 2
Sometimes - 1
No, never - 0
                           0




Yes, all - 2
Only some - 1
None - 0
                           0




Yes, always - 2
Sometimes - 1
No, never - 0
                           0



Yes, always - 2
Sometimes, depending - 1
No, never - 0
                           0




Yes, always - 2
Sometimes, depending - 1
No, never - 0
                           0




Yes - 2
Partially - 1
No - 0                     0
Yes, always - 2
Sometimes, depending - 1
No, never - 0
                           0




Yes - 2
Sometimes - 1
No, never - 0
                           0




Yes, always - 2
Sometimes, depending - 1
No, never - 0
                           0



Yes, always - 2
Sometimes, depending - 1
No, never - 0
                           0



Yes - 2
Sometimes - 1
No, never - 0
                           0




Yes, always - 2
Sometimes, depending - 1
No, never - 0
                           0




Yes, always - 2
Sometimes, depending - 1
No, never - 0
                           0
Yes, always - 2
Sometimes, depending - 1
No, never - 0
                                0




Yes - 2
Partially/evidence mixed - 1
No - 0
                                0




Yes - 2
Partially/evidence mixed - 1
No - 0
                                0




CLICK HERE FOR STANDARD 7

CLICK HERE FOR SCORE SUMMARY TABLE

CLICK HERE FOR SCORE CHART

CLICK HERE FOR NEXT STEPS

CLICK HERE FOR HOW TO USE
THIS TOOL
                                                        SCORE SUMMARY
                                                     TABLE OF ACHIEVEMENT

GRAND SCORE ACHIEVED BY YOUR SERVICE
 AGAINST ALL 8 NATIONAL STANDARDS IN
          LEAVING CARE IS :
                                                      0%
 NB This score will only be accurate when you have
    answered every question in all 8 standards.
      1   0%
2         0%
3         0%                YOUR SCORE CHART
4         0%
5         0%
6         0%
7         0%
8         0%
OVERALL   0%




     STANDARDS   0%
                  1   0%
                       2   0%
                            3   0%
                                 4   0%
                                      5
E CHART




      0%
       6   0%
            7   0%
                 8     0%
                     OVERALL
                                           NEXT STEPS - TAKING THINGS FORWARD

Rating your local authority against these National Standards in Leaving Care is a first step towa
quality of your services for young people. A table with the areas for action is included througho
self assessment tool. Once you have completed the tool, take the score and table to the relevan
of children’s services, lead member and councillors (where appropriate). A quality improvemen
coordinated by a senior manager, should then be put in place to tackle the areas identified for i
outlined in the following steps:


Step 1
Plan, inform and prepare relevant staff, carers and young people for the need to improve the are


Step 2
Bring together young people, carers, and staff to identify and agree what needs to be done, the
the reasons for these barriers and what needs to be done to remove them.


Step 3
Agree an action plan with deadlines for change (examples of other local authority practice and
Practice Database).


Step 4
Make the changes agreed and use the self-assessment tool to check if these have led to improv


Step 5
Repeat the quality improvement process above at appropriate intervals, starting from Step 1, in
inspection process when possible and useful.
KING THINGS FORWARD

 in Leaving Care is a first step towards improving the
eas for action is included throughout and at the end of the
e the score and table to the relevant managers, the director
appropriate). A quality improvement process, led and
e to tackle the areas identified for improvement, as




ople for the need to improve the areas of practice identified.



d agree what needs to be done, the barriers to achieving this,
 remove them.



 other local authority practice and tools are available in the




o check if these have led to improvements.



e intervals, starting from Step 1, integrating it into the OFSTED

				
DOCUMENT INFO
Description: 1 Page Application for Employment Form document sample