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3.2.6 Protocol with Schools

London Borough of Bromley Mission Statement for Young Carers

The London Borough of Bromley aims to raise awareness across all departments and agencies of the needs of young carers who live within the borough.  Through partnership work the aim will be to ensure that young carers receive the appropriate level of assessment and support to enable them to achieve the five outcomes of Every Child Matters: being healthy, staying safe, enjoying and achieving, making a positive contribution, and enjoying economic wellbeing.

Contents

  1. Introduction
  2. Procedures for Children's Social Care and Schools
  3. Process Map

    Appendix A: Statutory Legislation and Guidance

    Appendix B: Further Resources


1. Introduction

1.1 This protocol outlines good practice between London Borough of Bromley's Children's Social Care and schools in Bromley who come into contact with young carers and their families.
1.2 Young Carers are young people between 4 and 18 years whose lives are in some way restricted because of the need to take responsibility or care for someone in their family with long-term illness, disability, mental health issues, an alcohol/substance misuse problem or HIV.  Caring tasks can involve physical or emotional care.  The impact of taking on a caring role can include underachievement or absenteeism at school, negative affects on physical or mental health, and poverty.
1.3 The primary aim of both Children's Social Care and schools should be to alert the appropriate support services or to signpost the family to a service when they become aware that a young person is a young carer or is at risk of becoming one due to a family member's health condition or disability.
1.4 Addressing the needs of the young person as a young carer is paramount but schools and other children's services should consider the young person's needs as a child first and foremost and then their needs as a young carer.  If the child is seen as being at risk, this should immediately be reported to the appropriate services.
1.5 In order to ensure that young carers and those at risk of becoming young carers are referred, joined up working between schools and Children's Social Care, other council departments and the voluntary sector is strongly encouraged.


2. Procedures for Children's Social Care and Schools

2.1

During enrolment of new pupils, for example, school staff should attempt to find out the following information from the young person and their family and record the answers:

  • Does the pupil have parents or other family members who have disabilities or other long term physical or mental health problems?
  • Does the pupil help to look after them and what impact does this have on their education?
  • Is the family in touch with support services that could reduce the impact of the pupil's caring role?
2.2 All employees should understand and follow London Borough of Bromley's referral and assessment procedures for referring a child in need or a young carer.  Where it becomes apparent that a child could be affected by a family member's health condition or disability, staff should be aware of Adult and Community Services' (ACS) referral and assessment procedures so that the young person's family can be signposted to the appropriate service provider (see Protocol between Children and Young People's Services and Adults and Community Services).
2.3 A carer who is aged under 16 may request a young carers' assessment (and this request must be granted) whenever the person they care for is assessed or re-assessed by ACS.  Carers over 16 may request a carers' assessment at any time.  The young person can also be offered an assessment under the Common Assessment Framework by a suitably trained worker and be referred to Carers Bromley Young Carers Service.
2.4 Children's Social Care will ensure at all times that London Borough of Bromley's information pack for young carers is up to date and that schools are informed of any developments in the service.
2.5

During any assessment process, all workers should:

  • Consider the family as a whole, acknowledge parents' strengths and be aware of undermining parenting capacity.
  • Work with Children and Young People's services (CYP), ACS, healthcare professionals and the voluntary sector where appropriate.
  • Recognise that young people and/or their families may be fearful about disclosing the young person's caring role.
  • Maintain a focus on positive outcomes for the young person and their family when working with other departments/agencies.
  • Respond to young carers' needs for emotional support and counselling.
  • Focus on facilitating the young person's development and achievement at school.


3. Process Map

Click here to view Referral Process: Young Carers


Click here to view Bromley Safeguarding Continuum of Need and Intervention Diagram


Appendix A: Statutory Legislation and Guidance

UN Convention on the Rights of the Child Articles 28 and 29

Children and young people have the right to the best available education and to opportunities to develop their personality, mental and physical ability to their fullest potential.

The Children Act 1989

The Framework for Assessment of Children in Need and their Families, which gives guidance on Section 17 of the Act, has a section on young carers which states that effective support will require "good quality joint work between adult and children's social services as well as co-operation from schools and health workers . . . Young carers can receive help from both local and health authorities." See paragraphs 3.61-3.63.

The Carers (Recognition and Service) Act 1995

The Act gives, for the first time, carers (of any age) the right to request an assessment (under the NHS and Community Care Act) of their ability to care as part of the assessment of the person they care for.  The Act does not entitle the carer to any services, but means that the views of the carer and their ability to cope have to be taken into account when the local authority is making decisions about services to be provided for the cared-for.  (In Scotland the Act does not apply to carers under the age of 16.)  Guidance to the Act specified that a young carer whose caring responsibilities are "significant" should be seen as a "Child in Need".  It also specifies that a young carer should not be expected to carry out "inappropriate" levels of caring.  Whilst the aim of the carer's assessment under the Act is to assess the ability of the carer to continue providing care, the guidance emphasises that this is not so in relation to young carers; here the emphasis should be on ensuring - so far as is possible - that "the person cared for is receiving sufficient services so that a young person...is not undertaking a regular and substantial load of caring responsibilities". 

The Carers & Disabled Children Act 2000

To implement parts of the National Strategy for Carers 1999, the Act gives carers (over the age of 16) the right to request an assessment of their needs that is not dependent on the local authority carrying out an assessment of the cared for person's needs.  It entitles carers to services or direct payments to support them in their caring role.  It enables local authorities to provide vouchers for short-term breaks.  It allows local authorities to charge carers for services they receive. 

The Carers (Equal Opportunities) Act 2004

This Act applies to carers of all ages and makes three main changes to the law:  Firstly, the Act requires local authorities to inform carers, in certain circumstances, that they may be entitled to an assessment under the 1995 and 2000 Acts.  Secondly, when undertaking a carer's assessment, the local authority must consider whether the carer works, undertakes any form of education, training or leisure activity, or wishes to do any of those things.  Thirdly, the Act provides for co-operation between local authorities and other bodies in relation to the planning and provision of services that are relevant to carers. 

The Children Act 2004

It articulates the need to provide early intervention and multi-agency support to children and young people with additional needs, to enable all children and young people to achieve "wellbeing" as defined by the five outcomes of the Every Child Matters agenda. 

DfES Circular 10/99 Social Inclusion: Pupil Support

Paragraph 3.10 - 3.12

  • Refers to possible lateness or absence of Young Carers because of their responsibilities. It suggests that schools should set time limits for absence and set some school work.
  • Referrals to outside agencies should be handled sensitively.
  • Schools should consider designating a member of staff to have responsibility for Young Carers.
  • Schools can contribute to support schemes.

The Education Act (1996)

This Act places LEAs under a duty to provide education for all school-age children in their area, appropriate to their age, abilities and aptitudes and any special educational needs they may have. This duty extends to all children residing in their area.

The Framework for the Assessment of Children in Need and their Families 2000

Policy guidance to this says in relation to young carers that an assessment of family circumstances is essential, as for all children in need of assessment:  "Young carers should not be expected to carry inappropriate levels of caring which have an adverse impact on their development and life chances.  It should not be assumed that children should take on similar levels of caring responsibilities as adults.  Services should be provided to parents to enhance their ability to fulfil their parenting responsibilities."

The School Transport Bill 2004

Whilst children with disabilities receive transport to school, this bill does not address the difficulties parents with disabilities often have taking their children to school. 

DH NATIONAL CARERS STRATEGY 1999 - Caring about Carers

"Frequent effects for children and young people of providing care:

  • Problems at school, with completing homework and in getting qualifications;
  • Isolation from other children of the same age and from other family members;
  • Lack of time for play, sport or leisure activities;
  • Conflict between the needs of the person they are helping and their own needs, leading to feelings of guilt and resentment;
  • Feeling that there is nobody there for them, that professionals do not listen to them and are working only with the adult;
  • Lack of recognition, praise, or respect for their contribution;
  • Feeling that they are different from other children and unable to be part of a group;
  • Feeling that no one else understands their experience;
  • Problems moving into adulthood, especially with finding work, their own home, and establishing relationships."

"Young carers need:

  • recognition of their role;
  • support with caring tasks. This is especially important so that they can attend school and do their homework;
  • information about the support available to them;
  • emotional support, and especially someone who they can talk to about their feelings."

All quotes are from Chapter 8, which also states that "schools need to be sensitive to the individual problems faced by young carers" and that "Schools might find it helpful to have one member of staff to act as a link between young carers, the Education Welfare Service, Children's Social Care and Young Carers' Services."

DH CARERS STRATEGY 2008 - Carers at the heart of 21st century families and communities - Chapter 6

"Young carers were particularly concerned about gaps in support for the person they care for. They also highlighted their own difficulties - the worry they experience and the lack of time to learn, socialise and to access the opportunities other young people have.

"Our universal services - schools, general practitioners, hospitals - have a vital role to play in young carers' lives. The support, understanding and practical guidance young carers receive through these settings can make a significant difference to their lives. Where it is lacking, young carers say it adds substantially to the pressures and problems they face.

"Young carers expressed particular concerns about the lack of high-quality and reliable support for the person they care for [...] they called for better access to equipment and for cover in emergencies when usual care arrangements break down. They asked for more support for parents to be parents, for the family to be a family, and for support to give them the time and space they need."


Appendix B: Further Resources


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