The Scottish Government

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Learning for personal care

Children with physical and learning disabilities may need particular opportunities within education for personal and social development to enable them to develop as much independence and confidence as possible, to help them stay safe and well:

• encourage staff to use the process of personal care to help the child learn to value their own bodies and right to safe care
• develop a range of activities that ensures children develop their confidence, assertiveness and self esteem
• provide opportunities to learn about appropriate use of toilets in private and public settings
• learning about appropriate touch should start from an early age, emphasised and modelled in positive interactions between adults and between adults and children. Work with parents and children to ensure that communication by touch, when necessary, is clear, consistent and safe.

Personal passports

Children with communication difficulties are vulnerable, particularly at times of transition when they will meet new people or situations. Children's independent communication skills may not be adequate for them to convey their particular needs.

The personal passport may be developed by schools, in partnership
with pupils and parents, to assist with communication. It is a personalised and practical document written in a simple and direct way, which reflects the child's personal style as well as supplying information which can inform others about ways of ensuring comfortable and safe experiences for the child.

The passport encourages staff awareness, shared knowledge and increased consistency of care. Specific information and instructions on intimate care should be recorded in the passport where necessary. Consideration should be given to the best method of ensuring that sensitive information is kept confidential, for example, using a loose-leaf format from which sensitive information can be extracted when necessary.

Staff support

Schools should ensure that support staff feel they are working in a safe, supportive environment in which they feel safe to raise concerns about children or about others' practice in relation to children. Staff providing personal care for children should be encouraged to consider safe practice, without compromising the dignity and privacy of children.

Staff can be supported by:

• good systems of recording caring activities
• good handover of information between staff to maintain a child's routine and preferences
• regularly reviewing with pupils and parents their satisfaction with arrangements and the standard of care
• providing appropriate training and refresher training
• ensuring good line management of support/care staff and regular meetings to discuss practice
• providing information on the procedures that will be undertaken if there are allegations of inappropriate practice.

"Caring for children is more rewarding if you feel confident that other staff value your role. "
(support assistant)

Childcare and parenting courses allow young people, both boys and girls, to learn the principles of child development and the roles and responsibilities of parenthood. Within the 5-14 Guidelines for personal and social development, all young people may benefit from a programme of learning that enables them to think about and discuss:

• relationships and solving problems within relationships
• different concepts of family life and the variety of partnerships and arrangements in which children grow up ( e.g. single parent households; lesbian, gay, bisexual or transgender parents)
• positive models of parenting
• skills in managing a household and the development of skills which are necessary for effective parenting.

While developing courses, it is important to recognise that not all children will have positive experiences themselves. Many children are carers, have parents with problems, or are cared for themselves by someone who is not their parent. Sensitive teaching and learning is important to give children and young people the opportunity to consider their future family life positively, if this is their choice.

It is important for schools to be sensitive to the range of family circumstances in other areas of the curriculum, for example when asking pupils to produce a family tree, or to give a talk about their family.

Some children are 'Looked After' because they have experienced neglect or abuse. The safety and wellbeing of Looked After children must still be of concern to school staff. Research shows that they are at risk of physical, sexual or racial abuse, are at risk of misusing alcohol or drugs, poor mental health, self-harming behaviour or prostitution. Education authorities and establishments should be alert to this range of possible child protection issues relating to looked after/accommodated children and young people, and consider within the child's Care Plan what steps can be taken to support the child, prevent further risk, encourage positive and safe behaviour, and focus on educational achievement.

Schools may also:

• ensure effective liaison between the designated member of staff for Looked After children and the school's CP Co-ordinator
• ensure school staff are aware of which parents and carers have legitimate access to information and to the child
• liaise effectively with parents, foster carers or staff in residential units to ensure two-way communication on the pupil's personal and social development, progress in learning, goals and aspirations
• act swiftly when there are problems with attendance and collaborate when there are problems with behaviour (and exclusion from school).

Building positive relationships is a vital aspect of gaining the trust of Looked After children and young people and is a protective factor:

• provide opportunities for positive peer contact, through buddying or mentoring (and ensuring Looked After children have opportunities to become buddies and mentors)
• providing mentoring or befriending opportunities by adults outwith the school, or developing programmes for small group or one-to-one activities within the school, to support and encourage learning
• provide Looked After pupils with opportunities to explore their talents and interests through out-of-school or extra-curricular activities - ensuring these are supported by access to any necessary equipment
• take steps to develop Looked After Children's sense of self and self esteem
• ensure staff handle information sensitively so as to avoid mistakes and unnecessary loss of trust
• enable relevant staff and key workers to attend any meetings concerning the child
• support the child to prepare for meetings and try to empower them as much as possible in the difficult processes that govern their lives
• schools need also to be aware that some Looked After Children, for example those who have been in stable placements since they were young children, will wish no additional support or any attention drawn to their situation.

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