The Scottish Government

Introduction

1. In discharging their duties to look after certain children local authorities have to provide or arrange the provision of secure accommodation. The Secretary of State is empowered to make regulations on the provision and use of secure accommodation. These are set out as the Secure Accommodation (Scotland) Regulations 1996.

Section 17

Section 75

2. A child may be placed in secure accommodation under a supervision requirement made by a children's hearing. He or she may also be placed in such accommodation by the court in certain circumstances under Parts V and XI of the Criminal Procedure (Scotland) Act 1995. In other situations the chief social work officer can authorise a placement in secure accommodation with the agreement of the person in charge of the establishment.

Section 70

Purpose and use

3. Secure accommodation is a form of residential care for children in buildings which they cannot freely leave. Such children have been found to be a significant danger to themselves or others in the community. As a form of serious intervention, secure care is designed to rehabilitate them and, where necessary, protect the public. This involves controlling the child, including taking away their freedom; assessing the child's behaviour and needs; and providing care, including health and education.

4. Secure accommodation is a small but essential part of the overall network of services for children, which will be included in children's services plans. Restricting the liberty of children is a serious step which should only be taken when all possible options for meeting the child's needs and the need to protect others have been explored. This underlines the need for a chief social work officer, in considering the possibility of a secure placement, to identify the aims and objectives of such a placement in terms of the child's assessed behaviour and needs, and the capacity of the establishment to meet those aims and objectives. Secure placements, once made, should be only for so long as it is in the best interests of the child. The suitability of the placement should be kept under review. The care plan must include the support and supervision which the child will need after leaving secure accommodation.

5. This guidance sets out the implications of the Secure Accommodation Regulations for the provision of secure care. It also provides advice on the quality of care and the need for each secure unit to draw up a quality development plan.

Regulations

Approval by the Secretary of State

6. The provision and use of secure accommodation in a residential establishment requires the Secretary of State's approval. Approval is on such terms and conditions as the Secretary of State thinks fit. These may include the maximum number of children who can be accommodated; the duration of approval; compliance with all relevant legislation and regulations; that the establishment is properly conducted; and any further conditions, (for instance, the placement of a child in smaller units providing two beds is normally restricted to periods of up to seventy-two hours).

Regulation 3

7. Secure accommodation must be approved as suitable for the care of children, including their education and health. It is subject to regular review for the purpose of re-approval by officers acting on behalf of the Secretary of State. This is normally done at least every three years. As part of the approval process, the Social Work Services Inspectorate (SWSI) inspects the quality of care, security and organisation and management. HM Inspectorate of Schools (HMI) is responsible for inspecting the adequacy and efficiency of educational provision in secure units. This includes an examination of the management and organisation of education in the unit and observation of work being undertaken in classes. The standards of care provided in secure units managed by local authorities are also subject to inspection by the local authority's inspection unit.

Welfare of children

8. The managers of the secure establishment are under a duty in consultation with the person in charge, to ensure that the welfare of each child looked after is safeguarded and promoted and that the child receives provision for his or her education, development and control as is conducive to his or her best interests.

Regulation 4

Records

9. The managers, in consultation with the person in charge of the secure establishment in which the child is placed, must keep a record of the child's placement in such accommodation. This should clearly distinguish between placement in secure accommodation and placement in open accommodation in the same establishment. The record must include

• the child's full name, sex and date of birth
• the supervision requirement, order or provision by reference to which the placement was made
• the date and time of the placement, reasons for and persons authorising the placement, and the child's previous address
• the name and address of each person notified about the placement
• the outcomes of the placement
• the date and time of the child's discharge, the name of the person authorising his or her discharge and his or her subsequent address.

These records should be available for inspection by the Secretary of State and, where relevant, by the local inspection unit.

Regulation 16

10. Good practice would require that the following information is also recorded

• characteristics of the child
• previous involvement of the local authority
• reasons for admission
• assessment of needs, with reference to development, education and health, and behaviour
• care plan and programmes of intervention
• summary notes of medical examinations, ongoing health problems, routine medication, diagnosis and treatment for episodes of acute injury or illness, referral to specialists
• psychological and psychiatric reports
• accidents
• education reports
• social work reports
• mobility and leave arrangements
• complaints and their outcome
• use of measures of control (including the use of a single locked room)
• arrangements for throughcare and aftercare
• reasons for discharge
• place to which discharged.

Children's records should be comprehensive and up-to-date. They should include cross-references to other records with more detailed information. Records should be checked regularly by the person in charge. They should be available to the social worker for the responsible local authority.

Maximum period in secure accommodation without authority

11. A child may be kept in secure accommodation for a maximum period of seventy-two hours (excluding Sundays and public holidays) under the Act or the Criminal Procedure (Scoltand) Act 1995 (whether seventy-two hours consecutively or seventy-two hours in aggregate in any period of twenty-eight consecutive days) without the authority of a children's hearing or a sheriff.

Regulation 5

Children (Scotland) Act 1995

Certain supervision requirements - interim placement

12.A child who is subject to a supervision requirement under section 70 of the Act but not subject to a condition under section 70(9) that he or she is liable to be placed and kept in secure accommodation, may not be placed in such accommodation unless the chief social work officer of the local authority responsible for implementing the requirement and the person in charge of the residential establishment are satisfied that there is a necessity for such a placement because the child

• having previously absconded, is likely to abscond unless kept in secure accommodation, and, if he or she absconds, it is likely that his or her physical, mental or moral welfare will be at risk, or
• is likely to injure himself or herself or some other person unless he or she is kept in such accommodation.

The chief social work officer should also be satisfied that it is in the child's best interests that he or she is placed and kept in secure accommodation and that the particular placement is appropriate to the child's needs having regard to the establishment's statement of functions and objectives. In reaching these conclusions the chief social work officer should, so far as is reasonably practicable, seek and take into account the views of the child.

Regulation 6

13. Immediately following the child's placement in secure accommodation the chief social work officer should inform in writing the parents or guardian and the Principal Reporter. In addition the chief social work officer should forthwith, and in any event within twenty-four hours of the placement, irrespective of whether the child is still held in secure accommodation, refer the case to the Principal Reporter informing him in writing of

• the details of that placement and any subsequent placement or release
• the reasons why the chief social work officer and person in charge were satisfied of the necessity for such a placement, that it was in the child's best interests and appropriate to his or her needs and whether or not they are still satisfied and the reasons why
• the views of the chief social work officer and the person in charge as to the continuing need for the child's placement in secure accommodation.

On receiving the referral and related information the Principal Reporter should arrange a review of the supervision requirement by a children's hearing within seventy-two hours of the child's placement in secure accommodation.

Regulation 6

Other children looked after - interim placement

14. A child who is being looked after by a local authority under chapters 1 or 4 of Part II of the Act may not be placed in secure accommodation unless the chief social work officer of the local authority looking after the child and the person in charge of the residential establishment providing the secure accommodation are each satisfied with regard to the same considerations identified in paragraph 12. In addition each must be satisfied that the child may be in need of compulsory measures of supervision.

Regulation 7

15. Immediately following the child's placement in secure accommodation the chief social work officer should notify the parties identified in paragraph 13. In addition the chief social work officer should within twenty-four hours of the placement, and irrespective of whether the child is still held in secure accommodation, refer the case to the Principal Reporter and inform him in writing of

• the details of that placement and any subsequent placement or release
• the reasons why the chief social work officer and the person in charge believed that the child may be in need of compulsory measures of supervision and whether or not they still believe the child may need such measures
• the reasons why the chief social work officer and the person in charge were satisfied of the necessity for such a placement, that it was in the child's best interests and appropriate to his or her needs and whether or not they are still satisfied and the reasons why
• the views of the chief social work officer and the person in charge as to the continuing need for the child's placement in secure accommodation.

Regulation 7

16. On receiving the referral and related information and within seventy-two hours of the child's placement in secure accommodation the Principal Reporter should proceed with the case. Where the Principal Reporter decides that a children's hearing does not require to be arranged, he must inform the local authority within those seventy-two hours to arrange for the child's release from secure accommodation and for his or her parents or guardian to be informed. If he decides to refer the child to the local authority for the consideration of the provision of advice, guidance and assistance he must also do so within the seventy-two hours. If it appears to the Principal Reporter that the child is in need of compulsory measures of supervision he should arrange for a children's hearing to sit and consider the case within seventy-two hours of the child's placement in secure accommodation. However, if it is not reasonably practicable for the Principal Reporter to arrange for a Hearing within seventy-two hours or for him to state the grounds for referral in this period he has a further period of twenty-four hours to arrange a Hearing.

Regulation 8

Secure accommodation as a place of safety

17. When a child is taken to a place of safety under a warrant or order made by a sheriff or a children's hearing, and that warrant or order does not provide for the child to be liable to be placed in secure accommodation, the child may only be so placed where the chief social work officer and person in charge of the establishment are satisfied with regard to the considerations identified in paragraph 12. The Principal Reporter and the child's parents or guardian must be informed in writing forthwith of the placement.

Regulation 9

18. Where the child has been placed in secure accommodation after failing to attend a children's hearing and a warrant has been issued to find the child and keep him or her in a place of safety and bring him or her before a hearing the Principal Reporter should, wherever possible, arrange for a children's hearing to sit on the first working day after the child has been found. When a child has been placed in secure accommodation as a place of safety under other provisions the Principal Reporter should arrange for a children's hearing to sit and consider the case within seventy-two hours of the child being placed in secure accommodation.

Regulation 9

Information for a children's hearing

19. When a local authority wishes to make a recommendation to a children's hearing that a child be placed in a named residential establishment providing secure accommodation subject to a secure condition or warrant for detention the chief social work officer must be satisfied that the child meets the criteria set out in section 70(10) of the Act and that such a placement is in the best interests of the child. In arriving at such a decision the chief social work officer should have regard to the establishment's statement of functions and objectives.

Regulation 10

Review of supervision requirement

20. Where a children's hearing makes a child the subject of a supervision requirement with a secure condition, or continues such a supervision requirement, the Principal Reporter should arrange a review of the supervision requirement within three months of the condition being made or continued.

Regulation 11

21. When a child is made the subject of a supervision requirement with a secure condition but is not placed in secure accommodation within the preceeding six weeks of it coming into effect the child or his or her parents or guardian may write to the Principal Reporter requesting that arrangements are made to have the supervision requirement reviewed by a children's hearing. When the Principal Reporter receives such a request he is obliged to arrange a children's hearing within twenty-one days from the date on which he received the request.

Regulation 12

Criminal Procedure (Scotland) Act 1995

Detention in summary proceedings

22. When a child appears before a sheriff in summary proceedings and pleads guilty to, or is found guilty of, an offence to which section 44 of the Criminal Procedure (Scotland) Act 1995 applies, the sheriff may order him or her to be detained in residential accommodation provided by a local authority for a period not exceeding a year. A child placed in residential accommodation under this provision should only be detained in secure accommodation when the chief social work officer and the person in charge of the residential establishment are satisfied that the child meets the requirements specified in paragraph 12.

Regulation 13

23. The child should be kept in secure accommodation only for so long as the person in charge of the establishment, with the agreement of the chief social work officer, considers necessary, subject to the arrangements for reviews set out in paragraph 28. In making a decision to release the child from such accommodation, the person in charge and the chief social work officer should take into account the best interests of the child and the need to protect the public.

Children otherwise detained

24. When a child is committed or remanded to a local authority by a court to be kept in a place of safety or is to be detained as a fine defaulter in a place chosen by the local authority he or she may not be placed in secure accommodation unless the chief social work officer and the person in charge of the residential establishment are each satisfied with respect to the requirements identified in paragraph 12. The child may be kept in secure accommodation only for so long as the person in charge of the residential establishment and the chief social work officer consider necessary, subject to the arrangements for review set out in paragraph 28.

Regulation 14

25. When a child is committed or remanded by a court outwith the area where he or she ordinarily resides the chief social work officer responsible for the child makes the decision about the appropriateness of the placement in secure accommodation. In reaching such a decision the chief social work officer should, where practicable, consult the chief social work officer in the area where the child ordinarily resides to ascertain whether the child is already known and, if so, to discuss relevant information.

26. Courts also have the power to commit or remand a child directly to secure accommodation under section 51(1)(a)(i) of the Criminal Procedure (Scotland) Act 1995. The responsible local authority has no discretion to move the child out of secure accommodation even where it believes that such a placement is no longer required.

27. When a child is detained under section 205 or 208 the Secretary of State is responsible for determining where he or she is placed and under what conditions. ¹

Review of use of secure accommodation

28. The chief social work officer of the appropriate local authority, in consultation with the person in charge of the residential establishment providing the secure accommodation, should ensure that, where a child is detained in secure accommodation under the Criminal Procedure (Scotland) Act 1995 as identified in paragraphs 22 and 24, arrangements are made for them to review the child's case

• within seven days of the child's placement in secure accommodation, irrespective of whether the child is still held in secure accommodation
• at such times as seems necessary or appropriate to them in the light of the child's progress
• in any event at intervals of not more than three months.

The child should only continue to be detained in secure accommodation where, upon review, the chief social work officer and the person in charge of the residential establishment providing secure accommodation are satisfied that it is in the best interests of the child.

Regulation 15

29. In conducting reviews the chief social work officer and the person in charge of the residential establishment providing secure accommodation should have regard to all the relevant circumstances, including

• the requirements identified in paragraph 12
• where practicable the views of the child and his or her parents or guardian.

30. In conducting a review the chief social work officer and person in charge of the residential establishment providing secure accommodation should also obtain advice in relation to the detention of the child in secure accommodation from a secure placement review panel. Such a panel should be established by the local authority responsible for the management of a residential establishment providing secure accommodation or, in the absence of such, any local authority with such an establishment in its area. It should consist of at least three persons

• none of whom may be the chief social work officer or person in charge of the residential establishment providing secure accommodation, and
• one of whom must be an independent person who is neither a member of the Council nor an employee of a local authority or the residential establishment. For example this could be a representative of a voluntary organisation.

Regulation 15

31. The chief social work officer and the person in charge of the residential establishment providing secure accommodation should provide the secure placement review panel with all the relevant facts of the child's case available to them so that the Panel can give informed advice about

• the necessity for such a placement, taking into account the considerations identified in paragraph 12
• whether such a placement is in the child's best interests
• whether this particular placement is appropriate to the child's needs
• the implications of the above for the current placement.

Quality of Care

32. The needs and problems of children in secure accommodation are identified in the report "A Secure Remedy" (HMSO, 1996). Chapter 4 of this Volume of guidance addresses the principles and standards of care which should apply in all residential establishments for children, including secure units. There are, in addition, specific considerations which relate particularly to secure units and these are also addressed in terms of the eight principles set out in "Another Kind of Home" (HMSO, 1992).

Individuality and development

33. Most children in secure care have been looked after for a number of years and are well known to agencies such as social work and education departments, the police and children's hearings. Some may have had contact with child and adolescent psychiatric services. Those responsible for the placement should provide all relevant information about the child in advance. When emergency admissions occur, information about immediate needs should accompany the child and further information should be forwarded as soon as possible. Otherwise there is a danger of focusing exclusively on the behaviour which led up to admission at the expense of wider and longer term considerations, such as the family situation.

34. A secure placement offers opportunities for change at a vital point in the child's life. The needs and problems of each child should be assessed, including their potential for change. This entails drawing together and analysing relevant information. Some information will already be available but other information may be missing. The assessment report should identify

• a social history of the family
• previous interventions by concerned agencies
• the child's development, education and health needs, including any special needs
• concerns that the child's behaviour is a risk to himself or herself or others
• the child's abilities and strengths which can be built on.

Where possible, the contribution of the secure unit to assessment should be agreed in advance with the placing authority. This should include arrangements for making relevant information about the child, for instance previous reports, available to the secure unit.

35. The person in charge of the secure unit should co-ordinate an integrated approach to assessment and work with the children to effect change. This will involve field social workers and specialists, such as psychiatrists and psychologists. The processes of assessment and intervention should be clearly set within the context of the care plan for each child which remains the responsibility of the placing authority.

36. The assessment leads to a programme of care, education and intervention which, as far as practicable, meets the child's needs and changes the behaviour which led to admission. The care plan should be agreed by relevant agencies and where possible by the child and his or her parents or guardian. A copy should be given to the child and his or her parents or guardian. Staff and other concerned individuals should be aware of the main goals for each child and their role in helping the child to reach those goals. The child's progress should be reviewed every four weeks and the programme and care plan should be amended as necessary.

37. Children often leave secure accommodation and find themselves in vulnerable situations which may be similar to those which led to them going into secure accommodation in the first place. To prevent re-admission to secure care planning for the child's aftercare should commence, where reasonably practicable, before he or she is first admitted. This includes preparing the child in conjunction with agencies which have responsibility for aftercare provision. The guidance on throughcare and aftercare in chapter 7 of this Volume of guidance also applies to children who are or have been in secure accommodation.

Rights

38. Children detained in secure accommodation have particular restrictions on their liberty. Each secure unit should convey a clear statement of their rights and responsibilities to children and parents. This information should include house rules, methods of control and complaints procedures. Children and parents should have opportunities to discuss rights and responsibilities with the key worker. The exercise of rights by children is enhanced by access to an independent person, such as a Children's Rights Officer, and relevant external agencies, such as Who Cares? Scotland. There should be an effective and accessible complaints procedure which provides children and parents with opportunities to express their views about the service. There should also be a procedure for processing and recording complaints and providing children and their parents with feedback on the outcome.

Good basic care

39. The restricted environment of a secure unit should not conflict with good personal care. This should include a suitable range of leisure and recreational activities and respect for individual privacy in toilets, bathrooms and showers.

Education

40. Pupils in secure accommodation have a wide range of educational needs. Some have significant difficulties in learning and social, emotional and behavioural problems. Many have had disrupted education from, in some cases, the early stages of primary school. Some have become alienated from school and are resistant to any form of education.

41. Effective teaching can turn around negative attitudes to teachers and convince children of the value and possibilities of education to change their lives and open up new horizons. A complete assessment of educational needs should be built on previous educational assessments made available by the placing authority in advance of the placement or as soon as possible after emergency admissions.

42. The curriculum in secure units should be broad, balanced and consistent and should help pupils make progress. Whenever possible, educational programmes should be close to the recommendations for the 5-14 Programme, to the Scottish Consultative Council on the Curriculum (SCCC) guidelines, or to the Higher Still Development Programme, including National Certificate courses. Curriculum structures should be flexible and should take account of the educational and wider needs of each pupil within the resources available.

43. To help them plan educational programmes for pupils who are looked after for a short period, teachers can use the curriculum packages and modules which are available. The most successful approaches occur where the educational programmes for each pupil overlap with those for the learning group. Pupils benefit from learning in groups as well as from their own tutorials.

44. Learning support needs to be developed for those pupils with very low achievements in reading, writing and mathematics. These pupils may also need counselling to help them recognise their difficulties and believe that they are capable of learning. In addition, individualised educational programmes should be tailored to meet pupils' needs.

45. Positive outcomes should be achieved when teachers

• are confident that the course is relevant for the group and each pupil
• divide the curriculum in several ways so that each member of the group can take part at his or her own level
• convince the pupils that they are committed to them
• change, as appropriate, the pace of each lesson
• allow pupils to apply their learning, investigate, observe, experiment and draw conclusions
• choose suitable resources to support learning and teaching, for instance involving other professionals in particular educational activities
• give real choice and encourage independent learning
• maintain good standards of behaviour
• set realistic targets for educational attainment
• always praise pupils when they achieve something.

46. Staffing levels should be sufficient to ensure that teachers can manage the curriculum; meet and report on the educational needs of pupils; liaise with care staff and social workers; and develop their own skills. To provide a reasonably broad curriculum, the schools need staff with a range of qualifications. In many cases, qualified primary teachers take extra training or gain experience in working with older pupils with learning difficulties. However, specialists are needed to teach secondary courses which challenge and extend pupils. If they cannot take on a full-time member of staff in a particular subject, units can employ part-time tutors or arrange for local authority schools to provide support.

47. Secure units need a balance of teaching skills in English, mathematics, science, technical education, home economics, computing and information technology, the arts, physical education, religious and moral education, and personal and social development. If appropriate, a wider range of subjects should be available, including social subjects and modern foreign languages.

48. Senior management is responsible for ensuring co-operation between education and care staff. Co-operation tends to increase when care and education staff take part in joint projects to which they can each contribute and which produce good results and are of mutual benefit, for instance care staff assisting with homework and teachers providing extra curricular activities. Such developments should be included in the quality development plan.

Health

49. Children in secure units will experience the normal health and emotional experiences and problems of adolescence. They are more likely to have special health problems caused by adverse experiences and frequent changes of placement, which may mean that they have not received regular health care and advice. Consequently it may be necessary to identify and make up for any neglect of physical and emotional health, ophthalmic and dental needs in the children's earlier lives. Secure units should involve children in health screening programmes and promote healthy eating and lifestyles.

50. Children should have a routine medical examination at admission and before discharge from secure accommodation. The child's views should be taken into account in relation to seeing a male or female doctor and where the examination should take place. Examinations should generally take place in a suitable medical location. A full medical examination should be arranged when required. This would include a detailed medical report including a medical history, an assessment of the child's general health, identification of any medical problems and arrangements for care or treatment needed. If necessary, an assessment to identify the need for medical action to help physical development (for example to correct an eye squint or deafness) should be undertaken. The doctor should note any concerns about possible or recognised drug, alcohol or substance abuse. In making arrangements for medical examinations the child's consent must be obtained where he or she has "requisite capacity" in terms of section 2(4) of the Age of Legal Capacity (Scotland) Act 1991.

51. Detailed records of examinations, recommended treatment and medication by the GP or a specialist should be held on a confidential basis in medical records which are normally kept by the GP. However, it is important for the overall care of the child that a summary of his or her health needs and provision is also held on his or her personal record. This limited information may be shared with the school nurse or key worker responsible for the child on a "need to know" basis when adequate arrangements to safeguard the information are in place.

52. Each secure unit should provide a statement on the management of problems associated with alcohol, drug and substance abuse. This should ensure that placing authorities and the person in charge inform those responsible for assessment, care planning and the delivery of programmes about any drug, alcohol and substance abuse problems when the child is admitted; staff are appropriately trained; and suitable use is made of medical and other local specialist services. The person in charge should make arrangements with the local Health Board for access to necessary specialist services. The implications of drug, alcohol and substance abuse should be part of the health education programme for all children.

53. Psychological and child and adolescent psychiatric services should be available to all secure units to assist by working directly with children, advising key workers, preparing reports, attending or submitting reports to review meetings and contributing to staff training and development, particularly in understanding and dealing with challenging behaviour.

Partnerships with parents

54. Parents and families should normally share the responsibility for the child's care and control. A shared approach is more likely to be achieved where parents have access to written information about their rights and responsibilities, including the complaints procedure, when the child is first placed in the secure unit. They should be encouraged to visit and keep in touch by 'phone. Normally visits and 'phone calls should be private but any breaches of security may necessitate restrictions, such as supervised visits. In addition they should be invited to attend review meetings and play an active part in all important decisions.

55. Where practicable, the child should maintain contact with his or her home to which he or she may ultimately return. Depending on the progress achieved by the child in the secure unit the placing authority should assess his or her readiness for mobility outside the unit and for home visits, on a supervised basis in the first instance, followed by weekend and extended leave arrangements. Proposals for mobility and leave should be discussed with the placing authority as part of the planned programme of care. Detailed arrangements for home leave should be agreed with the responsible social worker who may need to prepare the family. Contingency arrangements should be in place in the event of leave arrangements breaking down. Following the child's return from any unauthorised absence the secure unit and placing authority should consider whether leave arrangements should be changed. In reaching a decision the secure unit and placing authority should take into account the interests of the child and whether they would best be served by continuing, varying or stopping the programme of leave for a time. Leave should not be stopped simply as a punishment for the child's behaviour within the secure unit. Where children are detained under section 205 or 208 of the Criminal Procedure (Scotland) Act 1995 arrangements for mobility and leave must have the prior agreement of The Scottish Office Home Department.

Child centred collaboration

56. Co-operation between social workers and unit staff is necessary in making and implementing care plans. To assist this

• the role of the social worker before, during and after secure care should be set out in agreements between the unit and placing local authority
• the social worker should explain to the child the reason(s) for placement in secure accommodation
• unit staff should be made aware of the need to co-operate with social workers
• the social worker should normally visit the child on a weekly basis for the first six weeks after admission, and then once every two weeks at least
• where necessary the social worker should contact the child by telephone
• the social worker should be clear as to the purpose of contact with the child.

Decisions about the child's care should be taken, where possible, in consultation with the field social worker. The social worker and, where appropriate, other key agencies should be involved in important decisions for instance about sanctions, leave or change of placement. While the person in charge of the secure unit has a lead role in promoting and maintaining effective collaboration with key agencies the responsibilities of other staff, notably key workers and key teachers, should be identified in care plans and programmes for each child.

A feeling of safety

57. Children should feel safe in secure accommodation and should be protected from harm from other children or staff. Containing and controlling very difficult behaviour is a daily problem in secure units. Control and sanctions should not be divorced from systems of management and care practice and planning in the unit. Staff in the unit should be trained in the care and control of children so that they can respond to children appropriately and with confidence. This includes creating opportunities for each child to speak to staff in private and seeking and taking into account the views of children on the running of the establishment.

58. Some children admitted to secure accommodation may have been subject to abuse or may have abused other children. Each secure unit should have a child protection policy and procedures. This should be clearly understood by children and parents. Staff should receive training so that they are familiar with the operation of the procedures. Any concerns should be recorded and the child's placing authority should be informed as soon as possible.

59. The number of staff available in a secure unit has an important bearing on the quality of care and control. Managers should ensure that each secure unit can meet the minimum requirement of two care staff on duty for any group of children during waking hours. In doing so they need to allow for sickness, leave and training. This will normally require a staff complement of three care staff to eight children during waking hours. The exact arrangements will depend on the care and education system in the unit. In determining whether higher levels of supervision are required managers should assess the characteristics of the group, the type of activity and the layout of the buildings. Learning groups are usually smaller and only require one teacher. At night in larger units there should be a minimum of two members of staff on duty, one of whom should be a woman if girls are in residence. In smaller units one member of staff should be on duty throughout the night and one member of staff should be sleeping in the building on call. The gender of staff should reflect that of the children in residence.

Care and Control ²

60. When a child's behaviour results in the use of physical restraint by staff details of the incident should be recorded in his or her personal record and the separate record of measures of control (responsibilities for maintaining log books are set out in chapter 4 of this Volume). This record should not only include details of the incident and how and by whom it was handled but also the events leading up to the incident and the child's views. Separate de-briefing sessions will be necessary for the child and staff involved in the incident. The placing authority or agency should also be informed about the incident.

61. The use of a single locked room in a secure unit, which may be the child's own bedroom, to control a severely disturbed child is an extreme measure which should be taken only when appropriate methods of control have been tried and failed, for instance removing him or her to another part of the building. It should not be used as a punishment. A child may be placed in a single locked room only if he or she is a severe risk to himself or herself or others or his or her continued presence in the group is likely to have an unacceptably deleterious effect on them. Such a placement should be approved and recorded by the senior member of staff on duty and the person in charge and the child's social worker should be notified as soon as practicable. When the child specifically requests to be left in the room by himself or herself at least one member of staff should be available outside the room throughout the period.

62. A child placed in a single locked room should be observed at intervals of not more than fifteen minutes to monitor his or her condition and to protect the child from self-harm. When the child is asleep after the unit's normal bed time, judgement will need to be exercised about the continuing level of risk and the required frequency of observation. Observation should normally involve communication with the child. The child should be released as soon as his or her behaviour has improved. In any case, no child should be held in a single locked room unaccompanied by a member of staff for a continuous period longer than three hours in any period of twenty-four hours. An exception is when this period expires after the unit's normal bedtime and the child is asleep, in which case the child may be held in the single locked room until he or she awakens the next morning. A separate record should be maintained of all placements in the single locked room showing the date and time of the placement; the reasons for the placement; who authorised the placement; who was informed of the placement; times when the child was observed; the date and time of release and any comments made by the child about the placement.

Quality Development Plan

63. The managers of each secure unit provided by a local authority or, in any other cases, the managers in consultation with the person in charge of the unit, should draw up a quality development plan. The purpose of the plan is to ensure that necessary action is taken to improve the performance of the secure unit. In drawing up the plan the views of children residing in the secure unit about its strengths and weaknesses should be taken into account. The quality development plan

• lists key priorities for improving the performance of the unit, particularly in relation to the quality of care and education provided, for instance weaknesses may be identified by reviewing the statement of functions and objectives
• identifies steps which can be taken to improve performance, including action to implement recommendations made in inspection reports. Considerations might include the development of standard admissions forms and assessment procedures; improving the capacity of the unit to contain and treat particularly challenging and difficult children; identifying targets for action in relation to drug, alcohol and substance abuse; increasing repair, maintenance and furnishing budgets; improving staff levels, training and the balance of skills.

64. Management should review the quality development plan every three months. The quality development plan should dovetail with reviews of the establishments' statement of functions and objectives. It is likely that the plan will take the form of a rolling programme with new priorities, which reflect changing circumstances, replacing old priorities as the latter are achieved.