Introduction
This review discusses the history, circumstances, and plans of Child X, who was born on August 13, 2010. At the moment of the last review – in March 2022 – he lived and studied at Sandwell Learning Center and Sandwell Lodge. Child X has been recently diagnosed with Attention-deficit/hyperactivity disorder (ADHD). He struggles with being inattentive and acting impulsively, which are common symptoms of this condition. Also, Child X has experienced abuse in the family, which can be a part of his special needs. The child has an older sibling who lives with their maternal grandmother. The children live separately, as the grandmother cannot support both of them.
Description of Care Settings
According to the last reports, Child X relocated to Sandwell Learning Center and Sandwell Lodge for living and studying. This organization is a residential school that also provides accommodation for students. It is situated in the countryside of Oxfordshire – the house is surrounded by a large piece of land with access to local community organizations, centers, and town facilities. The school and lodge offer care for children with various mental health conditions and learning disabilities, including ADHD, Autism Spectrum Disorder, and more (Witherslack Group, 2023b). The center also helps children outside standard in-classroom lessons by supporting their adaptation to the world and teaching them life skills in everyday situations.
The school and lodge are staffed with various key professionals, and Child X is also under the care of the government. Sandwell Lodge staff includes teachers and therapists with experience in special needs. Other specialists the school may provide for children include occupational therapists, language therapists, psychologists, and others. The school offers personal development programs that help children focus on specific skills or subjects if they experience difficulties in these areas. Each child is assigned a key worker who plays a crucial role in the student’s learning and adaptation, as well as their goal achievement and planning for the future.
Legal Protection
Currently, Child X’s residence at the lodge is supported by several local laws. The most notable is the Children and Young Persons Act 2008, which outlines how children can receive care and how specialists can prepare to meet the needs of young people (Oakley et al., 2018). Another vital piece of legislation is the Children Leaving Care Act 2000, which aims to improve the lives of young people who leave local authority care (Nuffield Foundation & Family Rights Group, 2018). The school offers a setting where children interact with appointed staff rather than other professionals and live in a community of students with similar experiences and characteristics.
Alternative Settings
A residential school setting is the best option for RC in comparison to other types of care, such as compulsory supervision or foster care. First, staying with his parents is dangerous for Child X, who has experienced physical abuse from his mother. His father also presents with a history of drug abuse and alcoholism, which puts Child X at increased risk of neglect, poor living conditions, and abuse. The reports show that foster care was unsuccessful for Child X – the child expresses ADHD symptoms and has trouble connecting with people. A school setting that prioritizes learning and interaction with both peers and adults is beneficial for helping him develop essential life skills.
Chronology
The circumstances of Child X’s situation include poor living conditions with his mother and her neglect, lack of engagement, and physical abuse. The father’s substance abuse and his absence from parenting also served as additional causes for Child X to be reviewed by the National Society for the Prevention of Cruelty to Children (NSPCC). The first reports about Child X’s environment appeared in 2015 when the child was only six years old.
In October 2015, Child X’s situation was brought to Children’s Services. Child X was brought under Police Protection and into foster care. Plans for child protection were also put in place to support his older sibling, S. Two months later, Children’s Services noted Ms. S’s, the mother of Child X and S, lack of engagement with the services. Also, Child X opened up about the instances of physical abuse, where his mother punched him in the stomach due to being angry. S moved out of the house and into the maternal grandmother’s home before Child X was removed from these living conditions.
In 2016, Child X went to live with a family friend, and his mother agreed to proceed with care plans for him. She was later charged with two counts of assault against both children, and it was decided that returning Child X or S to her care posed a significant threat to their well-being. Thus, the legal system was involved after her sentencing, and Ms. S underwent a Parental Assessment that deemed her unfit for caring for Child X and S.
In 2017, new Care and Placement Orders were created for Child X and S, placing them under the care of their maternal grandmother. However, she stated that she was unable to take Child X in as it was difficult for her to care for him at the moment. This factor also affected Child X’s plan for the future as the child entered the system for fostering and adoption in the following years.
In 2018, the lack of matches for possible adoption led the agency to change the boy’s plan to Long-Term Fostering. The people involved in making these decisions include local authorities, Children’s Services, and members of the NSPCC (a British charity).
Child X experienced his first placement in 2015 and remained in foster care until entering the residential school in 2021. During this period, Child X underwent several placements, which can have a significant impact on his well-being. It is possible that the high number of placements impacted Child X’s mental health and social adaptation skills (Who Cares? Trust, 2013). As a young child, Child X did not have a consistent relationship with older adults, which may have led to trust issues and a lack of strong bonds with caring individuals (Oakley et al., 2018). It is possible that Child X’s ADHD diagnosis is partially affected by these circumstances, and its treatment can be more difficult due to the absence of a routine throughout the years.
Theoretical Approaches in Residential Childcare Services
Social Pedagogy
Before reviewing the current environment in which Child X lives, it is worthwhile to consider the various approaches to care and education for children and young people. One of these frameworks is social pedagogy – a specific view of young persons as whole individuals (Timonen-Kallio & Hämäläinen, 2019). While not a specific model, social pedagogy is grounded in several key principles, including wholeness, the relationship between the practitioner and the child as two distinct individuals, and the absence of hierarchy (Timonen-Kallio & Hämäläinen, 2019). Furthermore, this approach considers three main areas of casework: individual, group, and community, which develop different life skills necessary for individuals to exist as separate persons and socialize with others. Relationships between the child, the caseworker, and other individuals lie at the center of social pedagogy, as they are vital to the young person’s education and well-being.
Systems Theory
The following framework underpinning childcare is called all systems, whole systems, or systems theory. A broad definition of this approach is that every system, including childcare, consists of smaller subsystems that are organized according to specific relationships (Henderson, 2020). In residential care, many factors impact the growth and development of a child, such as relationships with family and friends, economic status, environment, gender, sexual orientation, and more.
All systems argue that all elements are connected, creating a unique case for each young person (Henderson, 2020). To help this individual, residential care services investigate the subsystems and work to improve them, aiming to influence the outcomes. For instance, the existence of mental health conditions can be viewed from the point of family relationships, household dynamics, and educational supports to change each of these sub-systems to bring positive results.
Outcome-Based Approach
Another theory used in residential childcare services is the outcome-based approach. The outcomes framework focuses on the outcomes for the child or young person and their family. This model categorizes problems into three groups: rights, children’s outcomes, and family outcomes (What Works for Children’s Social Care, n.d.). In each element, professionals consider the effects of their work and strive toward creating proportionate, objective, and user-defined measures to achieve the desired outcomes. For example, when considering a child, residential care services may track a young person’s progress and establish a system of milestones and successes to meet the child’s needs.
Lifespace Intervention
The fourth possible approach implemented in residential childcare services is life space (or lifestyle) intervention. According to this theory, residential care should constitute a singular “lifespace” that consistently provides opportunities to educate and support a child. Therefore, childcare is available at all times and during all types of activities, including schooling, household chores, and leisure activities.
The theory suggests that social care workers possess the necessary skills to engage with young people in everyday situations (Grant, 2021). This method is often used in residential care, as it provides a setting where children are in the same environment during the day. Furthermore, life space interventions are often implemented for children with trauma or emotional distress because negative behaviors often show themselves throughout the day and have to be addressed with therapeutic responses.
Solution-Focused Model
Finally, the last possible theoretical model that is implemented in residential care is solution-focused practice. The difference between this approach and others is that it does not emphasize the current problems; instead, it imagines a desired outcome to which a young person should move. Therefore, the task of a childcare worker is to create ways to progress toward the imagined future and help the child (NSPCC, 2014). The solution-focused model also holds that young individuals are experts in their own lives – their desires, wants, and needs are at the center of setting future goals (NSPCC, 2014). Communication and trusting relationships are vital to achieve success using this method, as workers must understand what children want in their lives.
Current Setting
At the moment of the last review, Child X has moved to Sandwell Lodge and the Center for Education and Residence. The organization offers a model of a residential school, which means that the school also provides lodging and board for children for more than 295 days within one year (Macdonald & Millen, 2012). This particular lodge is open every day of the year, and children are educated without a specific schedule, as other activities are integrated into their care plan. Residential schools offer a range of services that include lessons similar to those found in different types of educational institutions, while also engaging children in out-of-class activities.
Sandwell Lodge and Center are located in the countryside, which distinguishes them from other locations. The organization provides an ample space for children to play and learn, allowing them to experience nature and a quiet atmosphere without separating them from social activities located nearby. The lodge also has a large number of specialists – key workers are assigned to each child, providing comprehensive care by devoting a significant amount of time to each child’s individual needs. Another distinguishing trait is that each child has their own bedroom, which helps them feel safe and have their private space (Witherslack Group, 2023a). The school centers on working with children who have ADHD and similar conditions, and each staff member is trained to communicate and help students.
The present organization aims to provide children and teenagers with the knowledge and skills necessary for their future. The school’s objective is to prepare young people to participate in and contribute to society (Witherslack Group, 2023a). It also establishes a goal of returning children to their families, whenever possible, or helping them develop confidence as they transition into independent living. As Sandwell Lodge is focused on children with learning disabilities and various conditions, its objectives are to help develop specific skills that foster learning outside of school.
The school’s good characteristics are closely tied to its approach to care. First, it provides solutions for children who experienced issues with previous placements – students often have a prior history of unsuccessful adoption and fostering (Witherslack Group, 2023a). Second, the organization also works with specific conditions that often act as barriers for children to enter the educational system or succeed academically (Witherslack Group, 2023a). These aims support the principles of justice and equality for children – every person deserves to be treated with respect, and all children must have access to education (Witherslack Group, 2023a). The school also talks about using the “life space” theoretical approach to teaching (Witherslack Group, 2023a). Children receive support outside of classes, and life lessons are taught through experiences such as shopping for groceries, visiting community centers, and interacting with peers and adults.
The entitlements for the child include the rights that they are given in the legal system. In this residential school, Child X and his peers are entitled to individual risk assessment, visitations by family members, advocacy for children with learning disabilities and difficulties, and involved care planning (Who Cares? Trust, 2013). One must talk to children to explain these rights to them and demonstrate that they are valuable members of society. If children do not understand their entitlements, they may feel pressured to do what they do not want or need to do. Moreover, the lack of these resources increases the risk of emotional abuse and manipulation (Competition and Markets Authority, 2022). Children should recognize that they have certain freedoms of choice even though they are not adults.
Life Chances and Outcomes of Children and Young People
While Child X is placed in a residential care setting, it is not the only possible solution for children and young people. Another possible approach is family foster care, where young persons live in a household with a family that takes on the role of caregiver. In fact, it is the most commonly chosen approach to children’s placement type (NSPCC Learning, 2024).
In the United Kingdom, approximately 70% of all looked-after children are fostered by relatives or other households (NSPCC Learning, 2024). When relatives assume the roles of guardians, the type of fostering is considered kinship care. The use of foster care does not imply that young persons will live with the foster family forever – this type of support aims to return children to their parents or guardians after a period of time.
Many reports suggest that the life chances of young individuals in foster care are better than those of children outside the care system or children in residential care. In most cases, children return to their parents or relatives, although they may also be adopted, live with other carers, or become independent (Porter et al., 2020). Nonetheless, these young individuals are also at a higher risk of mental health issues and may need special educational needs in comparison to children not in need of care (NSPCC Learning, 2024). As a result, young people in foster care and other settings may struggle academically, obtaining lower grades than their non-looked-after peers (NSPCC Learning, 2024). Overall, foster care is the first potential strategy for children who need to be removed from their family setting because it shows better outcomes than other types of care.
Nonetheless, when fostering, adoption, or kinship are unavailable, many children are placed in residential accommodation. Schools and lodgings in this approach offer full-time support for young persons, including education and therapeutic activities. It is the second preferred type of childcare, and it is often chosen for young persons with special needs, mental health problems, and behavioral issues that foster parents are not equipped to handle (Porter et al., 2020). Therefore, it is often considered only after a young individual has been in foster care and has not reported any positive changes.
Notably, the outcomes of children in residential childcare settings are often reported to be worse than those in foster care. Young individuals note lower scores of satisfaction and higher rates of mental health issues (Porter et al., 2020). Furthermore, research has found that young people in residential care are more likely to offend and have a lower chance of pursuing higher education (Porter et al., 2020).
However, it is worth noting that residential care is often chosen for children with pre-existing complex problems (Porter et al., 2020). Also, individuals often enter residential facilities when they are older than those who are fostered or adopted (NSPCC Learning, 2024). Residential schools have a positive impact compared to no care and can serve as a support system for neglected youth.
The Young Person Today
Although the situation of Child X means that he is protected from his mother’s abuse, he still may face many challenges growing up in a residential school. Being in care means that Child X interacts with many adults and children who have their own responsibilities, duties, and limitations. The lack of close connections with adult guardians can impact how the child builds relationships in the future – trust issues may be a problem that Child X will need to address in therapy (NSPCC Learning, 2021).
Child X’s diagnosis of ADHD, attention, and impulsiveness may impact his education and ability to earn a degree or a certification for work (NSPCC Learning, 2021). It is also challenging for Child X to be separated from his sibling, who lives with another family member. Although they can be in contact with each other, the separation from family leaves Child X without an immediate support network.
Being in this school provides Child X with better chances of achieving his goals and having opportunities to transition out of care as a young adult. For example, the present education plan for Child X acknowledges his mental disorder and focuses on lessons that engage him. If Child X were in foster care, he could have gone to a school without these qualifications.
Statistically, children living in foster care are less academically successful than the general child population (NSPCC Learning, 2021). They may also leave care with less knowledge and preparedness to enter highly skilled jobs (NSPCC Learning, 2021). These results can be used to argue that Child X’s current placement is an advantage to his education.
Foster care was also a poor choice for Child X because he was not under the care of professionals outside of school hours. It is possible that foster parents were unable to care for him and provide him with everything that supported his growth. Other choices could be placement with his parents, which would not help Child X to grow and exercise his rights. Child X’s mother did not show any desire to change her behavior and willingly agreed for Child X to leave her household. Therefore, it is unlikely that her care would be sufficient for his development.
Residential accommodations without education are also less favorable for the child, as they separate key workers and school staff, and do not help foster strong bonds between them. Therefore, Sandwell Lodge offers better opportunities for Child X to grow and prepare for adult life. The combination of care, learning, professional support, and a life space model helps create an environment for Child X to improve his communication and other life skills.
The aspirations for Child X are to improve his self-esteem, understand his past experiences and accept them, develop strong relationships with both adults and peers, manage his emotions, and recognize the emotional needs of others. Future goals may include pursuing further education in a school system and discovering interests that also support social integration. Adoption may be a goal if Child X wants this outcome. Alternatively, Child X may wish to continue living in a residential school setting until they can leave care.
In both cases, key workers at Sandwell Lodge and the Center must collaborate with Children’s Services, social workers, and therapists to develop a comprehensive care plan for Child X. Regular assessments of his development and progress toward achieving his goals are necessary to ensure his ongoing well-being and continued progress. Social workers should be notified if Child X experiences difficulties or does not build strong relationships with peers and adults.
Practice and Recommendations
All children entering the care system are vulnerable because of their previous experiences. These young people are separated from their parents, who, in many cases, were neglectful and abusive. In residential care, they live with other individuals who have a similar past, as well as professionals who have professional responsibilities. Therefore, children are not exposed to standard parenting interactions and family systems. The practice has to recognize that it cannot fully replace such intimate connections between family members, but it has a responsibility to protect children from further abuse and to improve their living conditions (Roe et al., 2021; Trotter, 2021). It is essential to strike a balance in observing children to ensure a safe environment and foster positive experiences.
To achieve results, the team of professionals must recognize that looked-after children are diverse – one solution does not exist for all children. However, they all have equal rights and entitlements, and the team must communicate these to them. All children must be treated with respect, patience, and tolerance – their complicated past should not become a barrier to their future. It is essential to motivate children and provide them with space to understand their own needs.
The recommendation for improving the childcare system is to foster an atmosphere of support and encouragement. According to recent statistics, young people in residential care report dissatisfaction with their environment (Porter et al., 2020). Foster care is viewed more positively, possibly because foster parents tend to have a more informal approach than professional workers. Residential facilities must adapt their approach to treating children to enhance comfort and promote mental well-being.
The team should establish a routine for children to help them develop a sense of comfort in their daily lives. The residential school provides lessons and activities designed to achieve this goal, helping students become productive and engaged. Boundaries must be established to demonstrate how people interact with each other and to respect and recognize others’ emotions.
To motivate children, professionals should incorporate creative tasks and play into daily life, allowing residents to express themselves in a manner that suits them best. The residential school has an ethos of positive reinforcement, utilizing a point system to reward students for their achievements (Witherslack Group, 2023b). Using this ethos helps motivate children and focuses on their growth, without comparing or excluding them from participation.
Another problem evident in the report is the poor academic outcomes of young people in residential care. Children in need of support struggle in school because of their mental health, neglect, abuse, and behavioral issues (Porter et al., 2020). They require more attention than young individuals who do not need care, including accommodations and training in life skills. A recommendation for approaching this problem is to pay more attention to children’s special needs, including the use of interactive teaching materials, creative tasks, communication skills training, and therapy. Assessments must include the child’s perspective to find specific issues at each facility and investigate what needs to be changed for young people to show better results.
Conclusion
The Education, Health, and Care Plan for Child X includes goals for the years 2022 and 2023, as well as aims outlined in a previous paragraph. The permanency plan is focused on Child X developing his self-esteem and working through his past experiences. Child X’s care plan also considers his emotional state and ability to interact with adults and peers.
Child X currently does not have a placement plan due to several unsuccessful attempts at fostering. Child X’s plans may be updated to include a Placement or Transition Plan to change the model of care. The purpose of these plans is to outline specific steps that help children structure their lives and overcome the issues they face.
Children must be aware of these plans to understand their goals and what key workers and other professionals are trying to achieve. Children need to understand what is expected of them and how they can collaborate with these caregivers to develop their skills and self-image. Permanency planning enables young people to discuss their needs and problems, and to demonstrate progress (Local Government Association, 2018). It also makes them feel like they belong and experience comfort in knowing potential steps for the future.
Many agencies are in place to support the implementation of these plans. For example, the Youth Justice Board is a government agency that advocates for children and provides information on statistics related to youth crimes and behavior. Other organizations include the NSPCC, Local Government, the Nuffield Family Justice Observatory, the Nuffield Foundation, the Family Rights Group, the Department for Education, and others. These agencies review the standards of planning for youth, advocate based on the laws that support young people, and raise awareness about common issues experienced by children in and outside of care.
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