This revised quality framework covers care homes for both adults and older people which provide a range of different supports to different people with a wide variety of needs and outcomes. The primary purpose of a quality framework is to support services to evaluate their own performance. The same framework is then used by inspectors to provide independent assurance about the quality of care and support. By setting out what we expect to see in a high-quality service, we can also help support improvement. Using a framework in this way develops a shared understanding of what constitutes good care and support. The quality framework is framed around six key questions. The first of these is: How well do we support people’s wellbeing? To try and understand what contributes to that, there are four further key questions: How good is our leadership? How good is our staff team? How good is our setting? How well is our care planned? Under each key question, there are up to five quality indicators. These have been developed to help answer the key questions. Each quality indicator has key areas, short bullet points which make clear the areas of practice covered by it. Under each quality indicator, we have provided quality illustrations of these key areas at two levels on the six point scale that we use in inspections. The final key question is: What is our overall capacity for improvement? This requires a global judgement based on evidence and evaluations from all other key areas. The judgement is a forward-looking assessment, but also takes account of contextual factors which might influence the capacity of an organisation to improve the quality of services in the future. Such factors might include changes of senior staff, plans to restructure, or significant changes in funding. We think this an important question to ask as part of a self-evaluation of care.
(Edited publisher abstract)
This revised quality framework covers care homes for both adults and older people which provide a range of different supports to different people with a wide variety of needs and outcomes. The primary purpose of a quality framework is to support services to evaluate their own performance. The same framework is then used by inspectors to provide independent assurance about the quality of care and support. By setting out what we expect to see in a high-quality service, we can also help support improvement. Using a framework in this way develops a shared understanding of what constitutes good care and support. The quality framework is framed around six key questions. The first of these is: How well do we support people’s wellbeing? To try and understand what contributes to that, there are four further key questions: How good is our leadership? How good is our staff team? How good is our setting? How well is our care planned? Under each key question, there are up to five quality indicators. These have been developed to help answer the key questions. Each quality indicator has key areas, short bullet points which make clear the areas of practice covered by it. Under each quality indicator, we have provided quality illustrations of these key areas at two levels on the six point scale that we use in inspections. The final key question is: What is our overall capacity for improvement? This requires a global judgement based on evidence and evaluations from all other key areas. The judgement is a forward-looking assessment, but also takes account of contextual factors which might influence the capacity of an organisation to improve the quality of services in the future. Such factors might include changes of senior staff, plans to restructure, or significant changes in funding. We think this an important question to ask as part of a self-evaluation of care.
(Edited publisher abstract)
Subject terms:
residential care, care homes, quality assurance, standards, inspection, adult social care, older people, quality improvement;
The aim of this guide is to support staff in services to develop personal plans for adults. There is a growing commitment to shift from input health and social care systems to a system that will focus on personal outcomes for people who experience care. This means services have to record and measure ‘what matters’ to a person in order to demonstrate how they are meeting their personal outcomes. The has been developed collaboratively by colleagues within the adult’s inspection teams. National policy, legislation, evidence-based practice and real-life examples of people experiencing care have underpinned the development of the guide. It is aimed at managers and their staff to help improve how personal planning is undertaken. It will help inspectors to evaluate personal plans in a more consistent way during scrutiny and improvement work. The guide supports the development of personal plan approaches based on the key principles of: being included – personal planning involves listening carefully to people experiencing care and having good conversations, including others that may be important, for instance families and carers; promoting positive outcomes – personal planning can support the development of personal outcomes over time; and defining the personal planning approach through learning for improvement – personal planning requires a high level of skill and total commitment from everyone involved, especially staff.
(Edited publisher abstract)
The aim of this guide is to support staff in services to develop personal plans for adults. There is a growing commitment to shift from input health and social care systems to a system that will focus on personal outcomes for people who experience care. This means services have to record and measure ‘what matters’ to a person in order to demonstrate how they are meeting their personal outcomes. The has been developed collaboratively by colleagues within the adult’s inspection teams. National policy, legislation, evidence-based practice and real-life examples of people experiencing care have underpinned the development of the guide. It is aimed at managers and their staff to help improve how personal planning is undertaken. It will help inspectors to evaluate personal plans in a more consistent way during scrutiny and improvement work. The guide supports the development of personal plan approaches based on the key principles of: being included – personal planning involves listening carefully to people experiencing care and having good conversations, including others that may be important, for instance families and carers; promoting positive outcomes – personal planning can support the development of personal outcomes over time; and defining the personal planning approach through learning for improvement – personal planning requires a high level of skill and total commitment from everyone involved, especially staff.
(Edited publisher abstract)
Subject terms:
adult social care, care plans, person-centred care, outcomes, staff development;
The aim of this guide is to support staff in services to develop personal plans for children, young people and adults. There is a growing commitment to shift from input health and social care systems to a system that will focus on personal outcomes for people who experience care. This means services have to record and measure ‘what matters’ to a person in order to demonstrate how they are meeting their personal outcomes. The guide has been developed collaboratively by colleagues within the early learning and childcare, children and young people, and adults inspection teams. National policy, legislation, evidence-based practice and real-life examples of people experiencing care have underpinned the development of the guides. The guide covers: being included – based on assessment, user friendly design, and GIRFEC Wellbeing indicators; promoting positive outcomes – outcome focused, reviewing in collaboration, and accessibility and monitoring; learning for improvement – learning for improvement toolbox. The guide is for managers and their staff to help improve how personal planning is undertaken. It will help inspectors to evaluate personal plans in a more consistent way during scrutiny and improvement work.
(Edited publisher abstract)
The aim of this guide is to support staff in services to develop personal plans for children, young people and adults. There is a growing commitment to shift from input health and social care systems to a system that will focus on personal outcomes for people who experience care. This means services have to record and measure ‘what matters’ to a person in order to demonstrate how they are meeting their personal outcomes. The guide has been developed collaboratively by colleagues within the early learning and childcare, children and young people, and adults inspection teams. National policy, legislation, evidence-based practice and real-life examples of people experiencing care have underpinned the development of the guides. The guide covers: being included – based on assessment, user friendly design, and GIRFEC Wellbeing indicators; promoting positive outcomes – outcome focused, reviewing in collaboration, and accessibility and monitoring; learning for improvement – learning for improvement toolbox. The guide is for managers and their staff to help improve how personal planning is undertaken. It will help inspectors to evaluate personal plans in a more consistent way during scrutiny and improvement work.
(Edited publisher abstract)
Subject terms:
care plans, childrens social care, looked after children, children, young people, young adults, outcomes;
The aim of this guide is to support staff in services to develop personal plans for children. There is a growing commitment to shift from input health and social care systems to a system that will focus on personal outcomes for people who experience care. This means services have to record and measure ‘what matters’ to a person in order to demonstrate how they are meeting their personal outcomes. The guide has been developed collaboratively by colleagues within the early learning and childcare teams. National policy, legislation, evidence-based practice and real-life examples of people experiencing care have underpinned the development of the guides. The guide is aimed at managers and staff working in childminding, daycare of children, out of school care settings, and childcare agencies and covers: being included and person-centred planning; promoting positive outcomes – developing a personal planning approach and designing a personal plan; and learning for improvement, highlighting the development of a draft quality framework for day-care of children, childminding and school aged childcare and a learning for improvement toolbox.
(Edited publisher abstract)
The aim of this guide is to support staff in services to develop personal plans for children. There is a growing commitment to shift from input health and social care systems to a system that will focus on personal outcomes for people who experience care. This means services have to record and measure ‘what matters’ to a person in order to demonstrate how they are meeting their personal outcomes. The guide has been developed collaboratively by colleagues within the early learning and childcare teams. National policy, legislation, evidence-based practice and real-life examples of people experiencing care have underpinned the development of the guides. The guide is aimed at managers and staff working in childminding, daycare of children, out of school care settings, and childcare agencies and covers: being included and person-centred planning; promoting positive outcomes – developing a personal planning approach and designing a personal plan; and learning for improvement, highlighting the development of a draft quality framework for day-care of children, childminding and school aged childcare and a learning for improvement toolbox.
(Edited publisher abstract)
Subject terms:
care plans, early years education, child care, person-centred care, childrens social care, looked after children;
CAREINSPECTORATE, HEALTHCARE IMPROVEMENT SCOTLAND, SCOTLAND. Scottish Government
Publisher:
CareInspectorate
Publication year:
2021
Pagination:
20
Place of publication:
Dundee
The aim of the report is to highlight examples of current practice and models, particular areas of excellence and new research evidence and literature. This will inform the Standards Development Group which was set up in 2019 to shape and develop Barnahus (Bairns’ Hoose) standards for Scotland. The Barnahus model provides a safe, homely and therapeutic setting where children, victims and witnesses of violence and abuse, can give evidence and receive ongoing support. The model puts the rights of children first, limits the number of times they have to recount their experience to different professionals and provides all services under one roof, away from the hospital, police station and court. In Europe Barnahus is imagined as a house with four rooms, representing child protection, justice, health and recovery, and we have also used this to structure this report. The review identified four key areas for development: the standards should be informed by a nationally-agreed vision of how a Bairns’ Hoose model will work; the standards should be underpinned by an updated evidence base and reflect the significant changes to policy and practice in the last two years; children and young people should be supported to meaningfully influence the standards; and the approach we take to developing standards should be informed by feedback from stakeholders and be fit for purpose.
(Edited publisher abstract)
The aim of the report is to highlight examples of current practice and models, particular areas of excellence and new research evidence and literature. This will inform the Standards Development Group which was set up in 2019 to shape and develop Barnahus (Bairns’ Hoose) standards for Scotland. The Barnahus model provides a safe, homely and therapeutic setting where children, victims and witnesses of violence and abuse, can give evidence and receive ongoing support. The model puts the rights of children first, limits the number of times they have to recount their experience to different professionals and provides all services under one roof, away from the hospital, police station and court. In Europe Barnahus is imagined as a house with four rooms, representing child protection, justice, health and recovery, and we have also used this to structure this report. The review identified four key areas for development: the standards should be informed by a nationally-agreed vision of how a Bairns’ Hoose model will work; the standards should be underpinned by an updated evidence base and reflect the significant changes to policy and practice in the last two years; children and young people should be supported to meaningfully influence the standards; and the approach we take to developing standards should be informed by feedback from stakeholders and be fit for purpose.
(Edited publisher abstract)
The aim of this publication is to describe and illustrate what good building design looks like for care homes for children and young people. It provides guidance for those designing a new building, or registering a premises that was previously registered as a care home. It seeks to address the inherent challenge of creating an environment that is simultaneously public and private. It is also relevant when planning to improve the environment of existing premises, seeking to change the legal entity of the provider, take over an existing care service, or vary an existing condition of registration. This document describes the environment young people should expect in care home services which supports positive experiences and outcomes in a homely environment. High-quality design, planning, construction, conversion, refurbishment and ongoing maintenance are vital if a care home is to create an environment where children and young people flourish, feel safe and build nurturing relationships. These elements have a significant impact on those who experience, provide and work in services.
(Edited publisher abstract)
The aim of this publication is to describe and illustrate what good building design looks like for care homes for children and young people. It provides guidance for those designing a new building, or registering a premises that was previously registered as a care home. It seeks to address the inherent challenge of creating an environment that is simultaneously public and private. It is also relevant when planning to improve the environment of existing premises, seeking to change the legal entity of the provider, take over an existing care service, or vary an existing condition of registration. This document describes the environment young people should expect in care home services which supports positive experiences and outcomes in a homely environment. High-quality design, planning, construction, conversion, refurbishment and ongoing maintenance are vital if a care home is to create an environment where children and young people flourish, feel safe and build nurturing relationships. These elements have a significant impact on those who experience, provide and work in services.
(Edited publisher abstract)
Subject terms:
good practice, standards, residential child care, looked after children, building design;
...or another response is required. The report presents the findings from reviews submitted to the CareInspectorate between 1 April 2018 and 31 March 2021. This includes the key findings from analysis of 50 Independent Case Reviews (ICRs) that did not proceed to a full Significant Care Review (SCR); 23 SCRs; and two thematic learning reviews. The report also includes the views and experiences of Members
(Edited publisher abstract)
Significant Case Reviews (SCRs) and Initial Case Reviews (ICRs) are carried out by child protection committees (CPCs) in Scotland. An SCR is a multi-agency process for establishing the facts of and learning from a situation where a child has died or been significantly harmed. An ICR precedes an SCR and is the process through which CPCs consider relevant information and recommend whether an SCR or another response is required. The report presents the findings from reviews submitted to the CareInspectorate between 1 April 2018 and 31 March 2021. This includes the key findings from analysis of 50 Independent Case Reviews (ICRs) that did not proceed to a full Significant Care Review (SCR); 23 SCRs; and two thematic learning reviews. The report also includes the views and experiences of Members of CPCs across Scotland. The findings show that 40% of reviews followed the death of a child or young person. Neglect was the main finding in non-fatal reviews. Key themes include information sharing; the role of the person acting as the professional point of contact in universal services or ‘named person’, and the lead professional; quality of assessment and analysis of risk were identified as areas for learning and development. The report also highlights the range of work currently being undertaken across the child protection to strengthen and improve child protection practice in Scotland, including the publication of new national guidance, establishing a learning review liaison group; and the learning review knowledge hub to assist how the learning from local reviews is disseminated nationally.
(Edited publisher abstract)
The primary purpose of this quality framework is to support fostering, adoption and adult placement services to evaluate their own performance. The same framework is then used by inspectors to provide independent assurance about the quality of care and support. By setting out what the CareInspectorate expects to see in high-quality care and support provision, we can also help support improvement
(Edited publisher abstract)
The primary purpose of this quality framework is to support fostering, adoption and adult placement services to evaluate their own performance. The same framework is then used by inspectors to provide independent assurance about the quality of care and support. By setting out what the CareInspectorate expects to see in high-quality care and support provision, we can also help support improvement. Using a framework in this way develops a shared understanding of what constitutes good care and support. The quality framework is framed around six key questions. The first of these is: How well do we support people’s wellbeing? To try and understand what contributes to wellbeing, there are four further key questions: How good is our leadership? How good is our staff team? How good is our setting? How well is care and support planned? Under each key question, there are a small number of quality indicators. These have been developed to help answer the key questions. Each quality indicator has a small number of key areas, short bullet points which make clear the areas of practice covered. The final key question is: What is our overall capacity for improvement? This requires a global judgement based on evidence and evaluations from all other key areas. The judgement is a forward-looking assessment, but also takes account of contextual factors which might influence the organisation’s capacity to improve the quality of the service in the future. Such factors might include changes of senior staff, plans to restructure, or significant changes in funding. We think this an important question to ask as part of self-evaluation.
(Edited publisher abstract)
Subject terms:
self-assessment, quality assurance, inspection, adoption, foster care, placement, quality improvement;
This quality improvement framework is for community planning partnerships to support self-evaluation of services for children and young people in need of care and protection and is designed to lead to improvement in services. It places the child at the centre of self-evaluation and looks at the impact that services can have on a child’s life as well as the positive outcomes that they can lead to. It can be used by the full range of services which contribute to the health and wellbeing of children, young people and their families and is used by the Care Inspectorate’s strategic scrutiny children’s team and their scrutiny partners: Education Scotland; Healthcare Improvement Scotland (HIS) and Her Majesty’s Inspectorate of Constabulary in Scotland (HMICS), for inspections of community planning partnerships.
(Edited publisher abstract)
This quality improvement framework is for community planning partnerships to support self-evaluation of services for children and young people in need of care and protection and is designed to lead to improvement in services. It places the child at the centre of self-evaluation and looks at the impact that services can have on a child’s life as well as the positive outcomes that they can lead to. It can be used by the full range of services which contribute to the health and wellbeing of children, young people and their families and is used by the Care Inspectorate’s strategic scrutiny children’s team and their scrutiny partners: Education Scotland; Healthcare Improvement Scotland (HIS) and Her Majesty’s Inspectorate of Constabulary in Scotland (HMICS), for inspections of community planning partnerships.
(Edited publisher abstract)
Subject terms:
safeguarding children, child protection, quality improvement, quality assurance, children in need, performance evaluation, performance indicators;
This report is a review of the findings of joint inspections of the delivery of services to children and young people in need of care and protection by community planning partnerships in eight areas across Scotland, undertaken in 2018-2020. These inspections looked at the differences the partnerships were making to the lives of children and young people in need of protection; and the lives of the children and young people for whom community planning partnerships have corporate parenting responsibilities. The report finds that on the whole, partnerships were effective at responding to concerns about risk of harm, although more needed to be done to address cumulative harm. Responses were appropriate, timeous and generally resulted in better outcomes for these children, young people and their families. The governance and oversight arrangements for services to support children and young people in need of protection were much more embedded and robust than those for corporate parenting and more needed to be done to ensure effective and equitable governance was in place for all children and young people in need of care and protection. While most partnerships were able to show some improvements in specific areas, such as positive destinations, not all care experienced young people were supported to achieve positive health and wellbeing outcomes. In particular, the outcomes for care leavers were poorest.
(Edited publisher abstract)
This report is a review of the findings of joint inspections of the delivery of services to children and young people in need of care and protection by community planning partnerships in eight areas across Scotland, undertaken in 2018-2020. These inspections looked at the differences the partnerships were making to the lives of children and young people in need of protection; and the lives of the children and young people for whom community planning partnerships have corporate parenting responsibilities. The report finds that on the whole, partnerships were effective at responding to concerns about risk of harm, although more needed to be done to address cumulative harm. Responses were appropriate, timeous and generally resulted in better outcomes for these children, young people and their families. The governance and oversight arrangements for services to support children and young people in need of protection were much more embedded and robust than those for corporate parenting and more needed to be done to ensure effective and equitable governance was in place for all children and young people in need of care and protection. While most partnerships were able to show some improvements in specific areas, such as positive destinations, not all care experienced young people were supported to achieve positive health and wellbeing outcomes. In particular, the outcomes for care leavers were poorest.
(Edited publisher abstract)
Subject terms:
inspection, children in need, child protection, access to services, childrens social care, social services, looked after children, care leavers, children, young people;