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DC184-Children, Young People, Family Involvement Policy

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Children / Young People / Family Involvement Policy

1. Purpose and ethos

{{org_field_name}} believes that children and young people do best when their voices are heard and their families and trusted networks are welcomed as partners in care. This policy sets out how we involve children and young people (CYP) and their families in assessment, planning, delivery, and review of care—safely, lawfully, and with kindness—whether support happens at home or in community settings. We work to the CQC’s Single Assessment Framework and the principles of person-centred, trauma-informed practice, promoting dignity, independence, and the child’s best interests at all times.

2. Scope

This policy applies to all staff and contractors who deliver or coordinate services for CYP aged 4–18. It covers planned care in the home, community-based support and activities, and care during travel to and from those activities. It also covers transitions: (a) into our service, (b) between services (e.g., school to home; respite to home), and (c) towards adulthood and adult services at or after age 18.

3. Principles of involvement

We involve CYP and families by:

4. Legal and regulatory framework (summary)

We comply with: Health and Social Care Act 2008 (Regulated Activities) Regulations 2014; Children Act 1989 & 2004; Working Together to Safeguard Children (2018, as updated); Mental Capacity Act 2005 (for 16–17s) and best-interests principles; Gillick competence & Fraser guidelines (under-16 decision-making); Equality Act 2010; SEND Code of Practice; Human Rights Act 1998; Data Protection Act 2018 & UK GDPR; Accessible Information Standard (AIS); Duty of Candour; CQC’s Single Assessment Framework (particularly “Person-centred care,” “Safeguarding,” “Dignity and Respect,” “Involving people”).

5. Who is “family”?

“Family” means the people the child or young person identifies as important to them: parents, those with parental responsibility (PR), carers, guardians, siblings, wider kin, special guardians, foster carers, advocates, and any other person lawfully involved in the child’s care. Where parental responsibility is contested or court orders exist, we confirm PR status, read the order, and record any constraints on contact or information-sharing.

6. Assessments and care planning

6.1 First contact and assessment

At referral, we explain how we work with CYP and families. We gather information about the child’s strengths, preferences, communication needs, health, education, sensory profile, religious/cultural needs, daily routines, triggers, and what “good” looks like for them. We also ask the family what works at home and in the community, and what risks to avoid.

6.2 Planning together

We co-produce a Child-Centred Care Plan and a Family Involvement Plan. These documents specify: who contributes to decisions; what information can be shared and with whom; preferred communication methods; how we adapt activities and environments (e.g., visual schedules, quiet spaces, mobility aids); and what success looks like from the child’s point of view. Where relevant, we coordinate with schools, health professionals (GP, therapists), social workers, and voluntary groups, agreeing clear roles and avoiding duplication.

6.3 Reviewing care

We review at least every 6 months—or sooner if needs change (e.g., new diagnosis, medication change, school transition, court order). Reviews actively include the child or young person in an age-appropriate way, and families are invited in line with the Family Involvement Plan. We document outcomes, actions, and responsibilities.

7. Consent, capacity, and shared decision-making

7.1 Under 16s: Gillick competence

A child under 16 may consent if judged Gillick competent (i.e., they have sufficient understanding and intelligence to fully understand what is proposed). We assess competence for the specific decision, record our reasoning, and explain information in an accessible way. If competent, the child’s consent can be enough; however, safeguarding may override consent where there is risk of harm.

7.2 Young people aged 16–17: Mental Capacity Act (MCA)

A young person aged 16–17 is presumed to have capacity unless proven otherwise. Where capacity is in doubt, we assess for the specific decision and time. If they lack capacity, we act in their best interests under the MCA, consult those close to them (including family and those with PR), and consider any advance views. We record the assessment and best-interests decision.

7.3 Parental responsibility (PR) and court orders

We verify who has PR and any restrictions (e.g., prohibited steps order, supervision requirement). We keep a copy of relevant orders on file, summarise the implications in the Family Involvement Plan, and follow them precisely.

7.4 Dissent and disagreement

When CYP and family disagree, we prioritise the child’s safety, rights, and legal position. We offer mediation-style discussion, seek advocacy (including independent advocacy for eligible CYP), and escalate to the DSL if there is risk. We may pause or limit activities until the dispute is resolved, documenting our rationale.

8. Information sharing and privacy

We share information on a need-to-know basis, applying UK GDPR/DPA 2018. We record the lawful basis (e.g., vital interests, legal obligation, public task, consent) and special category condition where relevant (e.g., health data). We obtain and record consent where needed, using a Consent to Share Information form written in plain English and accessible formats under the AIS. We always share without consent if required to prevent or detect serious harm or abuse, or in response to lawful requests. We explain to CYP—in age-appropriate terms—what we will share and why.

9. Cultural, religious, and community participation

We ask CYP and families about faith, culture, diet, modesty, celebration days, prayer times, language preferences, and any gender-sensitive care needs. We arrange interpreters or bilingual staff where possible and adapt activities and clothing/equipment to respect beliefs and dignity. In community settings, we plan visits at times and venues that are inclusive and accessible, and we record any venue-specific risks (e.g., sensory overload, step-free access, toileting).

10. Risk, safety, and safeguarding

We complete a Community Activity Risk Assessment for outings and travel, including transport safety, public-space safeguarding, allergy/anaphylaxis plans, medication needs, toileting, elopement risk, and communication plans if separated. If any family involvement creates or heightens risk (e.g., domestic abuse, coercive control, substance misuse, online harm), we follow safeguarding procedures immediately, consult the DSL, and contact the Local Authority Children’s Social Care and/or the police as required. Where contact must be supervised, we document the arrangements, location, and responsible adults.

11. Roles and responsibilities

12. Training and supervision

All staff receive induction and ongoing training covering: child development; communication with CYP; Gillick competence and Fraser guidelines; MCA for 16–17s; equality, diversity, and inclusion; trauma-informed practice; autism and learning disability awareness (including Oliver McGowan training); safeguarding (with local pathways); and the Accessible Information Standard. Supervision explores practical dilemmas, consent/capacity scenarios, cultural competence, and reflective learning from incidents and compliments.

13. Working with other agencies

With consent or a lawful basis, we share and coordinate with schools, GPs, therapists, social workers, youth groups, faith organisations, and community venues to create joined-up support. We agree who does what, how progress is tracked, and how we avoid overloading the child. We maintain a contact log of professionals and family members involved.

14. Compliments, concerns, and complaints

We invite feedback from CYP and families in accessible formats (e.g., emoji boards, short videos, easy-read forms, translated materials). We explain how to complain about any aspect of our service or the manager, and we provide direct details:

Registered Manager: {{org_field_registered_manager_name}}, Phone:{{org_field_phone}}, Email:{{org_field_email}}. If the complaint is about the Registered Manager (or the RM is also the Nominated Individual), complaints may be addressed to the Local Authority Children’s Services, the Police (for urgent safety), the ICO (for data concerns), and the CQC for information about services. We treat all feedback as learning, share outcomes appropriately, and record actions.

• Care Quality Commission (CQC): Call03000 616161 for concerns about care standards or regulatory breaches.

• Local Authority Adult Safeguarding Teams: {{org_field_local_authority_authority_name}},

Link: {{org_field_local_authority_information_link}} for concerns related to abuse or neglect.

• Acas (Advisory, Conciliation and Arbitration Service): www.acas.org.uk/ for employment-related discrimination complaints.

• Equality and Human Rights Commission (EHRC): www.equalityhumanrights.com for serious human rights violations.

15. Records and documentation

We keep clear, contemporaneous records that show how we involved CYP and families, the decisions made, the consent or lawful basis for sharing information, any restrictions on involvement, and any risk or safeguarding issues. Key documents include:

16. Transition to adulthood

As a young person approaches 18, we support early planning with the young person, family, and adult-services partners. We explain changes in consent and capacity under the MCA for adults, review information-sharing preferences, and ensure a warm handover so support feels continuous. We celebrate achievements and document what matters most to the young person in adult life.

17. Monitoring and quality assurance

The Registered Manager audits a sample of CYP files each quarter to check that: the child’s views are recorded in their own words or symbols; consent/capacity decisions are documented; family involvement is visible and proportionate; AIS needs are met; cultural and community participation is supported; and actions from reviews are completed. We track improvement measures such as: percentage of plans with up-to-date involvement entries; time from concern to safeguarding action; and user-reported satisfaction. Findings inform team learning, supervision, and service improvements.

18. Equality and non-discrimination

We welcome every child and family. We challenge discriminatory attitudes or barriers, adapt our communication and environments, and ensure our staff and partners understand their responsibilities under the Equality Act 2010. Where adjustments are needed (e.g., interpreters, accessible transport, sensory-friendly spaces), we plan and provide them wherever reasonably practicable.

19. Policy review

This policy is reviewed at least annually, or sooner after legislation or guidance changes, serious incidents, significant complaints, or learning from audits. CYP and families are invited to contribute to reviews so our policy remains real-world and useful.

Operational procedures (how staff actually do this)

  1. Before support starts:
    The coordinator meets the child (in the way they prefer) and the family to understand needs, preferences, identity, and goals. We provide information about our service in accessible formats. We verify PR and any court orders. We draft the Care Plan and Family Involvement Plan together, agree who is contacted for what, and complete consent forms.
  2. Day-to-day involvement:
    Workers check the plan before each visit, greet the child in their preferred way, and adjust activities to how the child is feeling that day. If going out, workers confirm the Community Activity Risk Assessment and carry required items (e.g., medication, PECS/communication aids, allergy plan). Workers update the daily record with what went well, the child’s feedback, family input, and any concerns.
  3. Changes or concerns:
    If the child’s needs or family circumstances change (e.g., new diagnosis, separation, domestic abuse concerns, school issues), the worker informs the coordinator the same day. We hold an early review, revisit consent/sharing, and update risks. Safeguarding concerns are escalated immediately to the DSL and managed under our Safeguarding Policy.
  4. Reviews and handovers:
    We schedule reviews with the child and family at least every 6 months, or sooner if needed. We invite partners (school, SLT/OT, social worker) as appropriate and lawful. We write up actions in plain language and share accessible summaries.
  5. Feedback and complaints:
    We offer simple ways for the child to tell us how we did (stickers, visuals, short forms, video messages). Families can give feedback by phone, email, or form. We acknowledge concerns promptly, investigate fairly, explain outcomes, and record learning.

Linked documents (internal)

Sources (for reference; not included in body text)

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