Childcare System: Factors, Processes, Entitlements, and Practices

This report provides a comprehensive analysis of the factors contributing to a child's entry into the care system, encompassing both home and behavioral circumstances. It outlines the legal processes through which children become 'looked after,' differentiating between court decisions and parental requests, and details the roles of key professionals within the care system, such as social workers and legal professionals. The report further examines the potential for multiple transitions and traumas experienced by children before entering residential childcare, including placement failures and the impact on their behavior and emotional well-being. It also clarifies the legal and statutory entitlements of children in care, such as care plans and reviews, and analyzes the risks associated with a lack of understanding or access to these entitlements. Furthermore, the report summarizes current theoretical approaches in residential childcare, including social pedagogy and systems approaches, and reviews the legislative and policy frameworks that underpin care for 'looked after' children. It compares different types of care arrangements, such as foster care and residential care, and analyzes the characteristics of therapeutic services, distinguishing them from other residential childcare services. Finally, the report explains the aims and objectives of residential childcare services and describes the characteristics of provision that reflect good practice, such as the use of current theories, adherence to policies, and a child-centered approach.

1.1 Analyse factors in a child's circumstances that can lead to them entering the care system.
A child may b enrolled in care system due to home or family circumstances which they have no
control over it1. However, there are instances where foster children may enter into the care
system as a result of their actions2. These are circumstances where their parents or guardians are
unable to care for them or control their behaviour. These factors may include runaways, juvenile
offender or truancy. Runaways is a factor resulting from the child coming up a habit of escaping
and creating dangerous situations for themselves regularly3. Likewise, a child may have been
adjudicated as a juvenile offender as a result of having issues with law enforcement hence being
placed under the care system. Moreover, a child may be placed under the care system due to
truancy4. This is a factor that comes from the child repeatedly skipping schools, and the parents
cannot control or alter the pattern of the behavior.
1.2 Summarise the legal process by which children and young people become ' looked after'.
There are two main legal routes through which children and young people get looked after. One
includes through the court decision, and the other process is whereby the parents request. The
legal process through court involved the court deciding that the child be remanded into
accommodation following an offence or when the court finds out that the child has suffered
significant harm5. Children and people may also become “look after” legally through the parents’
request for the authorities to look after their child usually on a short-term basis to cover a family
crisis6.
1.3 Explain the role of key professionals in the care system.

Social Worker – needs assessments, monitoring review, management of transactions, and getting
access to funding and resources.
Independent Reviewing Officer- review of the progress of young people both before placements
and after being placed.
Children’s Guardian- becomes a court representative, take care of the children welfare, advise
the family courts, give information, support and advice to children and the families.
Legal professionals- overlooks the court orders and acting in the best interest of children and
young people7.
1.4 Analyse why a child or young person may have experienced multiple transitions and traumas
before entering residential childcare.
Children and young people may experience several transitions and traumas before entering
childcare8. This may occur due to placement failure. Infants usually have a higher probability of
placement failure within the first months; however, placement failure happens within the first six
or seven months9. It is more when the young people are placed with their agemates and if the
foster- carers have children under 5 of their own. Adolescents boys also experience less failure
than girls. The rate of failure also increases as young people advance in age. The most frequent
reason for placement failure has been identified as behavioural or mental health issues10.
The various placement failures experienced, therefore, leads to an increase in both externalising
behaviours and internalising of emotions. The young people start to portray problems with their
behavior hence creating a dysfunctional cycle. Lack of proper planning and assessment of need
may also lead to disruption of placement when the carers are unable to meet those needs11. Such

multiple failures lead to internal chaos among the young people that can begin to dominate if the
professionals involved do not have the skills to establish an unshaken relationship with the young
people to prevent this outcome.
2.1 Explain the legal and statutory entitlements of children and young people in care.
Plan of care- this involves the assessment of the current needs of the children and young people
in care. They should state the needs, how it will be met and plans for the future. These may
include education, health and placement plans.
Regular social worker’s contact and visits – it is a legal and statutory entitlement for the young
people to interact freely and be heard by the social worker.
Reviews- the first review is conducted within 20 days of admissions, the second within three
months and thereafter at intervals of no less than six months.
Case Reviews and Case Records- according to the law, no important decisions can be made
about a child or young person under care without a review.
2.2 Analyse risks if children and young people do not understand their entitlements or are not
supported to access them.
If the basic entitlements of the placement are not being met and young people's need have not
been met, then all individuals involved in the placement and care planning will have failed in
their roles.

Failure to assess needs accurately will inevitably lead to the young people’s needs not being met
hence not providing support for specific needs is failing the young people
Reviews are the means for altering on-going plans or placements; therefore, failure to do this or
follow through the recommendations can lead to placement failure, again letting down.
Children and young people in care have statistically worse outcomes than others. This
disadvantage is magnified if children and young people are unaware of their entitlements12.
Failure of professionals in assessment or review and not ensuring that appropriate support is
provided will magnify the risk of a poor outcome for the individual
Looked after children and young people must feel that their wishes and feelings are being
considered in all planning and that their voice is heard because their healthy emotional
development is dependent upon him feeling that he is valued and cared about. They can only
develop self-esteem and resilience by learning to build positive relationships. If care staff are not
providing nurturing support, the young people will not have the opportunity to alter feel he can
make alternative life choices
The provision of the placement is inadequate, and the children and young people’s needs are not
met, or the placement breaks down, leading to further disruption to childhood and development13.
Their development needs are not met thus assessments not being completed rigorously or being
missed completely will lead to the developmental needs not being adequately addressed.
3.1 Summarise current theoretical approaches relating to residential childcare services.
Some of the current theoretical approaches include social pedagogy, all system approach,
outcome-based, life space and solution-focused.

Social Pedagogy- this is the approach to caring for children and young people which puts
together the education and care, shared responsibility of carers or parents, and society14.
All Systems approach- this is a consistent approach that has built-in flexibility for change and
adaptation.
Outcome-Based - focus on what can be achieved rather than what has not been achieved.
Lifespace - the promotion of individual growth and development within the context of daily
activities and events15.
Solution Focused – involves the identification of goals and focus on resources.
3.2 Summarise legislative and policy Frameworks underpinning care for ' looked after' children
and young people.
Various legislative and policy frameworks underpin care for the looked after individuals. This
include; the Article 19 of the Un convention on the rights of the Child which clearly states that
the young children and young people have fundamental human right to dignity16 and Children
Act 2004 that ensures the welfare of the children is promoted, and they are safeguarded17.
Protection of Freedoms Act 2012, Children and Families Act 2014 that build the background to
ensure that children and young people can succeed despite their backgrounds and the education
Act 2011 to gather for and protect the educational needs of the children and young people.
Others include; Adoption and Children Act 2002, Working Together to Safeguard Children
2015, Children and Young Persons Act 2008, Guide to the Children’s Homes Regulations
including the Quality Standards 2014, Data Protection Act 1998, Children Leaving Care Act
2000, and Care Act 2014.

3.3 Compare the types of care arrangements for ' looked after' children and young people.
Placement with family, friends or connected persons – An arrangement made for family member
or friend to care for the child or young person. This must comply with National Minimum
Standards for Foster Care such as sufficient space, resource, and personal qualities18.
Remaining with parents – with compulsory supervision – centred family care which encourages
positive parenting skills and helps to build positive relationships within the family. This
approach may help to reduce the incidence of multi-generational neglect or abuse. It is informal
when the parent has made the arrangement, and the young person may not be ‘looked after’
initially but may become so. It is Formal where the child or young person is ‘looked after’ and
carers must undergo checks and assessments and will be needed to be trained, records kept and
gave room for unannounced supervisory checks. Carers will receive an allowance for provision
of foster-care
Foster- care – most children under ten are placed with foster-care.
Residential care - usually older children with two-thirds being male. Can be either Childrens
homes or Secure units
Residential schools - may be weekly, term-time only or full-year provision
3.4 Analyse characteristics of therapeutic services that distinguish these from other residential
childcare services.

A number of therapeutic services different from other residential childcare services are provided.
This includes; the child/young person-centred services while the services are tailored to meet the
preferences, needs or abilities of each individual. There is also a focus on specific factors of
wellbeing and/or health. The funding mechanism may also be deemed different since it is
essential in gathering for the particular needs of those in care.
3.5 Explain the aims and objectives of residential childcare service.
Residential childcare services aim to deliver high-quality care for the children and young people
being looked after19. The services should be in line with policies and regulations. The main aim
of the services is to give care which aids a young person in achieving strategies to cope up with
past experience and provide them with positive enjoyable and stimulating experiences.
Moreover, it enables young people to plan and work towards achieving a better future.
Their objectives are to provide the children and young people with the highest quality of support
and care to achieve positive results20. They also build the self-esteem and self- confidence of the
young people to enable them to beware of their potentials. Residential childcare services also
promote young people's welfare and safeguard them21. They promote the opportunities and
achievement of their education and also the integration with the broader community. It is also
their objective to advocate for those in care and equip them with the necessary skills to control
their behavior. In addition, they work in collaboration with other agencies to achieve positive
outcomes for the children and young people in care.
3.6 Describe characteristics of provision that reflect good practice.
Good practices are essential for the effectiveness of service provision. Characteristics of
provision that reflect good practice may include; use of current theories in practice. Current

theories address current problems effectively since they are derived in such a way that they
foresee such problems. Good practice may also entail following the laid down policies,
regulations and legislation. Such policies are necessary to ensure effective flow of activities
within and organisation. The regulation and legislation also guide people on how various
situations can be handled so as to achieve better services. A provision that reflects good services
also includes a child-centred provision. This is the individuals need of a child are assessed and
addressed accordingly such that the specific needs can be met. This ensures that even during
planning, such needs are gathered for and hence better provision. Children's rights should also be
respected and well gathered for. People should be made aware of the rights and those found
infringing such rights should be dealt with appropriately. Cultural sensitivity should also be
considered. This includes getting rid of stereotypes and respecting cultural practices and beliefs.
Those relating to a disability should also be included while being vigilant to the risks and
practices that are discriminatory. Moreover, networking and collaboration with other agencies
should be considered in order to build an effective team around children and young people.
4.1 Describe how being in care presents additional challenges for children and young people.
Children and young people in care may experience additional challenges due to the change in the
environment surrounding them22. Often, they experienced sudden and enforced transitions as
they try to cope up with the change in environment. This is, therefore, a significant challenge
since their emotional and mental state will be greatly impacted by the changes they are
experiencing. Moreover, children and young people start to live away from the family, which
becomes difficult for them23. Family plays a major role in the life of an individual and therefore
staying away from the family members becomes an additional challenge.

The child and young people in care begin to engage with a range of professionals from time to
time as they stay in their placements. This tends to make a better part of their stay and hence
become a challenge since they would not have encountered in regular life.
4.2 Compare the life chances and outcomes of children and young people in residential childcare
with
- children and young people in other types of care
The life chances will differ in terms of the level of risks identified and also the opportunities that
are available. The transient environment experienced may also differ and the increased levels of
support. The access to preferences will also differ among the children and young people in
residential childcare and those in other types of care.
-children and young people outside the care system.
The children in residential childcare will experience a different environment compared to those
outside the care system. For example, the day to day interaction with professional. They will also
differ since they lack parental support which is experienced by those outside the care system.
Those outside the care system will have a better opportunity to interact with the wider
community as compared with those in care. They may also differ in terms of peer-influenced
experienced and the resources being acquired and utilised
5.1 Explain the impact on the practice of recognising that all children and young people in care
are vulnerable.

Recognising that all the children and young people in care are vulnerable is of great impact since
it enhances safeguarding and protection of the individuals24. It ensures that their voices are heard
since the concerned authorities will be able to consider each individual and their needs. Through
this, their needs will be thoroughly assessed and addressed accordingly. Moreover, when people
recognise the vulnerability of the children and young people in care, they will achieve the duty of
care that will give them the opportunity to care for such individuals with utmost urgency.
The roles and responsibilities towards attended the children and young people in care will also be
identified better when it is recognised that they are a vulnerable group. This will also involve
proper reporting and recording of anything that is not in order with their care to the relevant
authorities. That also, proper actions are taken to resolve such issues. Close monitoring will also
be enhanced towards their progress in each and every step. This includes both their health record
and also their education. Furthermore, close observation will be initiated towards their care.
Recognising that the children and young people in care are vulnerable will also enhance
collaboration among various institution that will come together with a common purpose of
ensuring that such individuals are well taken care of. Finally, effective communication will also
be achieved since people will be working with a common goal and plans to achieve in relation to
such individual.
5.2 Describe the attitudes and values team members need to enable children and young people to
have a positive experience of the care setting.
In order to achieve a positive experience in the care setting, the team members must have
attitudes and values like embracing diversity, respect and tolerance, equality, non-judgmental
attitudes. By embracing diversity, each member of the team will be able to appreciate the fact

that people differ in a number of ways, and so does their opinions25. Therefore, they will have the
ability to listen to each individual and come together in harmony. Respect and tolerance are of
significant impact since each member will feel valued and will ensure that there is peace among
them. This creates a positive experience within the care setting. Moreover, developing a non-
judgmental attitude will have a high impact on building a positive environment since each
member will also feel a sense of belonging and will be accepted as they are.
5.3 Describe activities and approaches to enable children and young people to have a positive
experience of the care setting.
Some of the activities and approaches to enable children and young people have a positive
experience include; anti-discriminatory practice, understanding procedures for reporting,
motivation, interpersonal skills and the comprehension of the needs of children and young
people. Anti-discriminatory practices give each an opportunity to be themselves without any fear
of doubt. Interpersonal skills will also enable them to learn how to interact appropriately among
themselves26, which is essential. Besides, when they have their needs addressed appropriately,
they will feel cared for and hence a positive experience.
6.1 Describe the purpose and features of plans required for children and young people in
residential childcare.
Placement Plan- it contains the objectives and purpose of the placement. It also covers the plans
for the child’s health, education and training. Moreover, it covers the child’s history
(personal/cultural), likes, dislikes, rules of placements and arrangement for family contact.
Statutory Care Plan- it is divided into two parts where part one layout the main aim of the child's
plan, which can only be altered at a statutory child care review. Part two brings out the actions

and services that are needed to address the developmental needs of the child that has been
identified.
Health and Education Plan- this is a plan that is laid down to provide detailed information of the
child's overall health and how it will be taken care for and also how the child will be educated.
This may include how the funding and other resources necessary for the child's health and
educational needs will be addressed.
6.2 Explain why children and young people should be supported to understand their plans.
Children should be fully supported to understand their plans since their inclusivity is vital in
achieving a child/person-centred plans28. This is because they will be able to air out their
preferences as far as their needs is considered. Supporting the children and young people to
understand their plans will also motivate them towards achieving the laid down plans effectively.
This is because once they fully understand their plans, they will, in turn, be able to support the
implementation to their best. The young people and children will also feel a sense of
involvement in their own plans. Furthermore, they will be able to contribute to providing more
options or alternatives for the achievement of their plans.
6.3 Explain the importance of ' permanency planning' for children and young people in care.
Permanency planning will ensure consistency and continuity in the care of a child or young
person in care29. They get an increased sense of security since it gathers for a long-term future.
Permanency planning also ensures that individuals needs are met throughout. This includes the
abilities of the child or young person. Through permanency planning, proper follow up is also
initiated when goals are not achieved30. It is therefore critical for looked- after children or young
people.

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