A Practical Toolkit For Young People

e h t g n i v o r p m i r o f t i k l o o t l a c i t c a e l A pr p o e p g n u o y f o g n i e b l l e w d health an
Ellie Lewis Baljinder Heer
Delivering Every Child Matters in Secure Settings

A practical toolkit for improving the health and well-being of young people
Ellie Lewis Baljinder Heer
NCB promotes the voices, interests and well-being of all children and young people across every aspect of their lives. As an umbrella body for the childrens sector in England and Northern Ireland, we provide essential information on policy, research and best practice for our members and other partners. NCB aims to: challenge disadvantage in childhood work with children and young people to ensure they are involved in all matters that affect their lives promote multidisciplinary cross-agency partnerships and good practice influence government policy through policy development and advocacy undertake high quality research and work from an evidence-based perspective disseminate information to all those working with children and young people, and to children and young people themselves. NCB has adopted and works within the UN Convention on the Rights of the Child. Published by the National Childrens Bureau National Childrens Bureau, 8 Wakley Street, London EC1V 7QE Tel: 020 7843 6000 Website: www.ncb.org.uk Registered charity number: 258825 NCB works in partnership with Children in Scotland (www.childreninscotland.org.uk) and Children in Wales (www.childreninwales.org.uk). National Childrens Bureau 2008 ISBN 13: 978-1-905818-14-3 British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form by any person without the written permission of the publisher. The views expressed in this book are those of the authors and not necessarily those of the National Childrens Bureau.
Contents
Foreword Acknowledgements List of abbreviations Young peoples charter for action 1 Introduction The toolkit Health and well-being entitlements for young people and staff 2 Health and well-being entitlements for young people in custody The audit tool Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being Staff health and well-being 3 Activities for involving young people in decision-making Participation Icebreakers and warm-up activities Activities to gather young peoples views and ideas about their health and well-being 4 Useful information Further information on participation activities and useful resources Organisations References 5 Appendices Appendix 1: Links between the health and well-being entitlements and national policy Appendix 2: Health and well-being entitlements links with existing policy, standards and guidance (as at March 2008) v vi vii viii 1 2 8 11 12 16 29 38 44 51 56 59 60 64 66 71 73 76 78 79 81 84
Foreword
The governments Every Child Matters: Change for Children programme aims to ensure that every child and young person, whatever their background or circumstances, has the support they need to achieve their full potential as defined through the five national outcomes:
Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being.
Every year 8,000 children and young people go through custodial settings, many of whom are particularly vulnerable to poor outcomes. Early experiences of disadvantage often mean that not until they are within secure placements are the range of their complex and challenging needs identified. These cover health, well-being and support needs including high levels of emotional and mental health problems, behavioural and learning difficulties, and poor physical health. Whilst, at the same time, we wish to reduce the number of children in custodial settings, the time they spend in secure placements presents a vital window of opportunity to help them address their difficulties and improve their lives. To maximise this opportunity we must ensure that secure environments are as safe and healthy as possible, and offer young people real opportunities to learn, develop and grow. The National Childrens Bureau Healthier Inside programme is a key vehicle for ensuring that the governments Every Child Matters agenda is fully embraced within secure settings. By enabling children and young people to achieve the five national outcomes, we can reduce the risks of repeat offending and social exclusion. This unique toolkit developed by NCB aims to help staff with this task. It pulls the various expectations on secure placements together under the Every Child Matters umbrella to set out how it can be delivered in practice. It consolidates key national policies and guidelines to provide a framework for staff to review services and ensure young peoples access to holistic, high quality support that promotes and improves their health and well-being. Secure settings, within the context of Every Child Matters, recognise their pivotal role in improving the health and well-being of vulnerable children and young people. Using this toolkit will enable staff to identify and recognise the progress their services are already making, as well as identify gaps and how to meet them. It will help secure placements prepare for inspections and performance monitoring, as well as, most importantly, ensure the views and experiences of young people inform service developments as well as wider developments in the secure estate. I commend this important resource to you. It will provide valuable support to all those working with and for children and young people to enable them to reach their full potential in society. Bob Reitemeier Chief Executive of The Childrens Society
D E L I V E R I N G E V E R Y C H I L D M AT T E R S I N S E C U R E S E T T I N G S
Foreword
Acknowledgements
The project was commissioned as part of the Health and Well-being Programme, which was a collaboration between the Prison Service, the Youth Justice Board and Department of Health. Without their continued support, this work would not have been possible. We are very grateful to the many colleagues who have helped to develop this toolkit. This includes all the staff working within secure settings who have taken the time to share their knowledge and experience of work with young people, and all the young people we spoke to who shared their views and experiences so openly. Particular thanks are due to members of the advisory group for the Healthier Inside project, including Jackie Jarvis, Trevor Brown, Michelle Baybutt, Kate Beswick, Jeremy Whittle, Jo Hadden, Chris Holmes and Helen Jones. Thanks also to George Dodds, Katie Roberts, Vicky Putt and Carol Gaskin for their valuable input and support. I would also like to thank Kate McCoy and Simon Ruding at TiPP for helping to facilitate young peoples involvement in the work. And finally many thanks to Jo Butcher and Gill Frances at NCB for their invaluable advice and support. Ellie Lewis and Baljinder Heer
List of abbreviations
ASDAN ECM HMIP ILP JARs JASP NCB NHSP NSF Ofsted PCT PSO RAP ROTL SCH SHA STC YJB YOI YOT Award Scheme Development and Accreditation Network Every Child Matters Her Majesty's Inspectorate of Prisons Individual Learning Plan Joint Area Reviews Juvenile Awareness Staff Programme National Childrens Bureau National Healthy Schools Programme National Service Framework Office for Standards in Education Primary Care Trust Prison Service Order Resettlement and Aftercare Provision Release on temporary licence Secure Childrens Home, formerly known as Local Authority Secure Childrens Homes
Secure Training Centre Youth Justice Board Young Offender Institutions Youth Offending Team
Strategic Health Authority
List of abbreviations
vii
Young peoples charter for action

This charter was written by young people to summarise what they need while they are in custody to achieve the five national outcomes within Every Child Matters.
What we need to be healthy fresh, healthy food regular chances to be active plenty of time outside in the fresh air help with drug and alcohol problems help to stop smoking and lead healt hy lifestyles comfortable bedrooms and nice surro undings lots of contact with family and friend s to stop loneliness
staff and young people to keep a close courses to help us change our
behaviour if we bully or cause hurt to ourselves or others protection from bullying if its reported lots of help for victims of bullying to know where to go if we feel worri ed or scared watch out for bullying
What we need to stay safe
regular chances to work in groups and praise and positive feedback to motivate us activities we enjoy competitions, football, a variety of courses to learn new things plenty of one-to-one attention help to get suitable housing and a job, college or opportunities to gain new skills and qualications work experience to help us get the type of
job we want to learn how to budget money to avoid debt to learn life-skills to help us live independently training course when we leave secur e settings when we do something well yoga, dance even during association time interact with others
What we need to enjoy and achie ve
What we need to achieve economic well-being
relationships with staff and other young

people based on mutual respect
What we need to make a positive contribution
courses to help us manage our feelings, gain
condence, and build trusting relati onships with adults regular opportunities to express our views and take part in decisions help to deal with problems that got us into custody so we can make better choic es in the future even if they feel hard support when we leave secure settin gs to keep us on track from family, social work ers, youth offending teams and others more things to do in the communitie s where we live to stop us getting bored
Written by young people from HMYO I Thorn Cross, following consultation with young men and women in secure We are very grateful for their ideas settings nationwide. and input, and to all the staff at Thorn Cross, especially Katie Roberts and also to Kate McCoy and TiPP for facilita Sharon Rankin. Thanks ting young peoples involvement.
One
Introduction
Contents
The toolkit Health and well-being entitlements for young people and staff
The toolkit
This toolkit is designed to help staff improve the health and wellbeing of young people in secure settings. It provides a framework to develop whole prison approaches to deliver Every Child Matters and related national policies and standards that aim to improve outcomes for young people.
Bringing together key national policies, targets and standards, the toolkit sets out 27 health and well-being entitlements for young people in secure settings. By reviewing services against these entitlements and ensuring young peoples access, staff can be confident they are effectively delivering on the entire agenda for improving the health and well-being of young people in custody. In recognition of the importance of creating a healthy living and working environment for the entire secure community three health and well-being entitlements for staff have been developed.
Who is the toolkit for?

The primary audience for this toolkit is staff and managers working with young people aged under 18 in secure settings including Young Offender Institutions (YOIs), Secure Training Centres (STCs) and Secure Childrens Homes (SCHs) along with staff from key partner agencies including Primary Care Trusts (PCTs) and Youth Offending Teams (YOTs). It will also be of interest to all those concerned with the health and well-being of young people in secure settings including staff in regional government offices, strategic health authorities, local authorities, the Independent Monitoring Board, Her Majestys Inspectorate of Prisons (HMIP), and the children and young peoples voluntary sector. The education sector, including local authorities, personal, social, health and economics (PSHE) advisors and healthy school programmes may also find it relevant to their work The toolkit provides activities and information that will enable staff to:
audit the progress their service is making in delivering Every Child Matters and related
policy and standards
recognise examples of good practice and identify gaps in current provision demonstrate progress so as to inform, and prepare for, performance monitoring
and inspection
develop action plans to enhance services and strategic development learn about effective work taking place elsewhere across the secure estate for
young people
increase young peoples involvement in service planning. What does the toolkit contain?
Delivering Every Child Matters in Secure Settings is a practical resource that contains:
an audit tool that outlines the health and well-being entitlements for young people and
staff, and provides a framework against which staff can review and develop services
practical examples and useful resources to illustrate live examples of work taking
place to improve young peoples health and well-being, and resources that can support effective practice people in the audit and action planning process
activities for involving young people in service planning to support staff in engaging young a directory of useful organisations outlining potential local and national partner agencies
that support work in this area.
1: Introduction The toolkit
Why has this toolkit been developed?

This toolkit has been produced as part of the Healthier Inside project that is run by the National Childrens Bureau (NCB) (with funding from the Department of Health) to improve outcomes for young people in custody. The project has mainly been focused on the needs of young people in YOIs, so many of the examples of practice within this resource are derived from these settings. However, the principles apply to young people in all forms of secure care. This practical resource has been developed following extensive consultation with young people and practitioners working in secure settings. In particular, it responds to an identified need to pull together and translate into practice the vast range of existing policies, standards and guidelines with which secure settings have to comply. Therefore, rather than introducing anything new, it aims to help staff track their progress in implementing:
Every Child Matters, including The Childrens Plan Building Brighter Futures Prison Service Orders Youth Justice Board guidance Her Majestys Inspectorate of Prisons (HMIP) Juvenile Expectations Commission for Social Care Inspection and Ofsted Inspection Standards National Service Framework for Children, Young People and Maternity Services (NSF) Choosing Health Government Public Service Agreement targets National Healthy Care Standards National Healthy Schools Criteria World Health Organization consensus statement on the health of young people in custody.
More detail about the background and aims of these policies and standards can be found in Appendices 1 and 2.
Joining the Healthier Inside programme

Secure centres benefit from the following support to help them implement the toolkit:
free copies of NCBs Healthier Inside good practice magazine, along with opportunities
to contribute articles and showcase effective work.
access to a dedicated website that will include links to a comprehensive list of tools and
other secure centres
resources, a bank of good practice examples and a section of policy and news updates
opportunities to attend networking events and share good practice with colleagues from access to an email network of staff working across the secure estate for young people
so as to share and request information, resources and learning
Health and well-being entitlements for young people and staff

Key elements of existing policies have been consolidated to establish a set of health and well-being entitlements 27 of these relate to the needs of young people, and three relate to the needs of staff.
The health and well-being entitlements for young people are framed around the five national outcomes for children and young people as set out within the governments overarching Every Child Matters programme. The 2004 Children Act requires all professionals, including those working with young people in custody, to work towards achieving the following outcomes:
Be Healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being.
Each of these outcomes has a number of components, which are outlined within the audit and action-planning tool. Appendix 2 sets out in detail how the health and well-being entitlements have been developed and link up with national policy guidelines.
Why promote the health and well-being of young people in secure settings?
There is a wealth of evidence that young people in secure settings are among the most vulnerable group in society, already experience poor health, and are at risk of experiencing a range of poor outcomes.
They need help to be healthy because:

problems than the population in general one study found that twofifths of sentenced males and two-thirds of sentenced females displayed symptoms of depression, anxiety, fatigue or concentration problems (Audit Commission 2004).
Many have substance misuse problems one study found that over 45 per
cent of young people in custody had been dependent on a substance at some point in their lives (Youth Justice Board 2004). physical health problems, which commonly include respiratory and musculo-skeletal complaints (Lader and others 2000).
Up to a quarter of young men and a third of young women in custody have long-standing A balanced diet helps improve young peoples behaviour and well-being and one study
found that under a quarter of young people in custody assess food provision as good (HMIP 2005).
They need help to stay safe because:
Levels of bullying are higher among young people in custody than

among adults in custody one study found that up to 75 per cent of young people report being a victim of bullying while in custody (Ireland 2002).
They are at a greater risk of suicide and self-harm than young people in
the community one study found that 22 per cent of females reported harming themselves while in custody (Lader and others 2000).
They are more than three times more likely to suffer from mental health
Many can find it difficult to stay in contact with their family and friends, which can be
detrimental to their well-being one survey found that over a third of young people in custody had problems sending or receiving letters, and that a quarter of young men in custody had not had any visits while they had been in their establishment (HMIP 2005).
They need help to enjoy and achieve because:
Over 50 per cent of young people on Detention and Training In literacy, nearly a fifth of young people in custody are likely
Orders have literacy and numeracy levels below what is expected nationally of an 11-year-old. to be functioning at or below what is expected nationally of a seven-year-old; and in numeracy, it is nearly a third (Youth Justice Board 2001). as having specific difficulties with speech, language and communication.
Sixty per cent of young people screened during induction into custody were identified Creating opportunities for young people to enjoy themselves helps to reduce stress,
and improve well-being, concentration and behaviour.
They need help to make a positive contribution because:
There is evidence that opportunities for them to express their views

and participate in decisions about their own lives and the design and delivery of services are inconsistent across the secure estate.1 their offending behaviour, including the impact it has upon other people. self-esteem and confidence, enabling them to make better choices in the future.
They need help to understand and address the causes of
Recognising and celebrating their achievements will help boost their They experience high levels of housing need each year around
9,000 young people coming into contact with YOTs, including those leaving custody, are placed in unsuitable accommodation such as bed-and-breakfast or unsupervised tenancies (Audit Commission 2004).
They need help to achieve economic well-being because:
Inadequate accommodation is likely to have a significant
negative impact on re-offending stable, suitable and sustainable accommodation could mean a reduction of more than 20 per cent in reoffending rates for the most serious offenders (Social Exclusion Unit 2004). resettlement from custody into the community, leading to debt, homelessness and increased risk of re-offending.
Poor life skills (including money management skills) can disrupt young peoples
With over 3,000 young people in secure settings at any one time, staying on average for less than six months, it is challenging work to ensure that each individual is held in safe conditions; receives the right support to meet their (often complex) health and well-being
1. Finding from consultations with young people and staff as part of NCBs Healthier Inside project.
needs; and gets the help they need to reduce the risk that they will re-offend in the future. We know that going into custody provides many young people with new opportunities to improve their lives such as the chance to eat a more regular and varied diet, take part in physical activity and get help for drug problems. Yet young people also tell us that life in custody can present new challenges to their health and well-being including the anxieties associated with bullying, loneliness of missing their family and friends, and not having enough time in the fresh air. This toolkit aims to help staff maximise opportunities to improve outcomes for young people in secure care. It will help to improve:
young peoples immediate and future health and well-being young peoples behaviour, and reduce the risks of them re-offending the health and well-being of staff as ensuring they are fit, well and resilient will help
enable them to support young people.
What do we mean by health and well-being?

As a young person in custody explained, Health is about feeling good on the inside, looking good on the outside, and getting the most from life. There can be a tendency to think about health in terms of how we are physically such as whether we have an illness or injury. But its not just about that. How we feel physically is interconnected to how we feel, how we behave and what we achieve in life so our overall health and well-being encompasses all of these things.
The concept of a whole-prison approach to promoting health was first introduced within Health Promoting Prisons: A shared approach (DH 2002), which outlined the governments strategy for improving the health of people in prison. The strategy recognises that custody is a powerful setting in which to address health needs and that a whole-prison approach:
involves all aspects of prison which touch on the wider determinants of health (such as education and life-skills), while also addressing prisoners health needs through health promotion, health education, patient education and prevention. (DH 2002)
A whole-prison approach to improving the health of young people in custody therefore means exactly that the whole prison and everyone living and working there has a responsibility to make the environment as healthy as possible. Responsibility for young peoples health does not rest just with healthcare professionals, but with all staff from prison officers to gym instructors to teachers. Young people tell us that everything about being in custody affects their health in one way or another, so there are things that staff in every department can do to help. YOIs are required to have a specific strategy (set out in PSO 3200) to deliver whole prison improvements to young peoples health and well-being in partnership with the NHS. Although the concept has been developed for prisons, it applies equally to young people in all secure settings.
What is a whole-prison approach?
u e five national o th e v a h to d e tl custody are enti Young people in
tcomes met
To be healthy young people need:

1. well coordinated, high quality healthcare services that meet assessed individual needs 2. education on healthy eating and a varied, nutritionally balanced diet that meets individual, religious and cultural needs 3. structured physical activity at least twice a week, including team activities and activities in the fresh air 4. an early and ongoing assessment to identify their mental health needs, including risks of selfharm and suicide, and access to comprehensive Child and Adolescent Mental Health Services (CAMHS) 5. an environment that promotes their emotional well-being, including positive and caring relationships with staff and a committed relationship with a personal carer 6. a clean, stimulating and comfortable physical environment that promotes their personal hygiene, health and well-being 7. high quality sex and relationships education (SRE) 8. effective support for young parents and pregnant young women, including high quality maternity services and interventions to promote positive parenting 9. a comprehensive assessment to identify their needs in relation to substance misuse, and access to a range of high quality education, treatment and support services tailored to their individual needs
To stay safe young people need:

10. a safe and secure environment that treats them with dignity and prevents harm 11. effective support during their transition from court into custody, and throughout their arrival and induction into the establishment 12. proactive measures to prevent bullying, and effective interventions to support victims of bullying and promote positive behaviour 13. anti-discriminatory practices that embrace and positively promote diversity on the basis of race, nationality or ethnic origin, religion, gender, sexual orientation, disability and age 14. services and support to help them maintain and strengthen their social networks, including their relationships with their parents, carers, families, partners and other suitable adults.
To enjoy and achieve young people need:

15. high quality education, training and employment opportunities that are suitable to their individual needs, abilities and aspirations 16. support to achieve qualifications appropriate to their abilities and aspirations, including GCSEs, A levels, and accredited programmes 17. daily opportunities to participate in activities that support their personal development, talents and abilities, including access to a variety of structured activities during free periods 18. regular opportunities to celebrate their achievements and receive positive reinforcement from staff.
To make a positive contribution young people need:

19. to be listened to, consulted, and fully involved in all decisions made about their health and well-being, and in the design and delivery of policies and services across the establishment 20. a diverse range of opportunities to support the local community and environment 21. an environment that actively promotes and rewards good behaviour, and that addresses challenging behaviour by helping young people to learn and change, with minimal and safe use of disciplinary procedures 22. a tailored plan that outlines the services and support they need while in custody and upon release into the community to prevent re-offending, delivered in partnership with a wide range of agencies 23. a range of high quality programmes to build their confidence and self-esteem, support their emotional and social development, and address offending behaviour.
To achieve economic well-being young people need:

24. nalised plans for work and/or school or college placements in advance of leaving custody, including plans to help ensure they attend 25. to learn about work and learn new skills by carrying out a variety of jobs as part of their wider sentence and resettlement plan 26. relevant support so they leave custody with finalised arrangements for suitable housing, either with their family or carer or in an appropriate supported housing scheme 27. support to manage their finances and access to a range of appropriate, reasonably priced goods that meet their ethnic, cultural and gender needs.
Staff working with young people in custody need:

1. appropriate training so they are confident and skilled in working effectively with vulnerable young people to promote their health and well-being 2. to reflect on their practice, celebrate success, and learn from practice developments in the child, youth, health and justice fields that are relevant to the needs of young people in custody 3. a working culture that actively supports staff to manage stress and positively promotes their physical, mental and emotional well-being.
Two
Health and wellbeing entitlements for young people in custody
Contents
The audit tool Be healthy Stay safe Enjoy and achieve
Make a positive contribution Achieve economic well-being Staff health and well-being
The audit tool

The audit tool is divided into six sections five sections outline the health and well-being entitlements for young people, and one outlines the entitlements for staff. The sections for young people are framed around the Every Child Matters outcomes, to illustrate how they are linked. Markers of good practice are listed against each entitlement to demonstrate the types of services and support that need to be in place to achieve each one; these markers have been drawn from relevant policy and guidance. A range of illustrative examples and useful resources are also provided within each section. An electronic version of the audit tool is available to download for free from the NCB website at www.ncb.org.uk/healthierinside. The margins of the downloadable version of the tool expand so you can create more space to input the relevant information.
Using the audit tool

It is designed for use by a working group of staff that represents all the key departments across a secure establishment and relevant external agencies. The group will need to work together to review the extent to which the health and well-being entitlements are being met in their establishment. For each entitlement, the group will need to reflect on existing practice, decide on the level of overall progress being made, and tick the appropriate box. To do this, the group will need to identify evidence of good work that is taking place and also identify any gaps. The markers of good practice will help you make a decision on your overall progress if you are doing all of this work and more then it is likely that you are fully meeting the entitlement. If you are doing a lot of the work and can identify a few areas where your services could be improved, then you might decide you are making good progress. If you are doing some good work but can identify lots of areas for improvement then you are probably just starting to meet the entitlement. If you identify little evidence of good practice and lots of gaps then it might be that you are currently not meeting the entitlement. Once you have reached a decision, fill in the audit tool to indicate your overall progress, list evidence to back up your decision, and record action points that have emerged from your discussion. All the markers of good practice included in the audit tool for improving the health and wellbeing of young people in the secure estate are reflected in national (statutory and nonstatutory) policies and guidelines. We have highlighted in bold font the standards that are used for performance monitoring and inspection. This will allow establishments to collate their evidence for service reviews and inspections from the audit tool more easily. See below for an example of how the tool might look following a discussion about Entitlement 2. It may be necessary to establish a new working group to implement the toolkit, or there may be a group already in existence that could be adapted to take this work forward (such as a health improvement or safeguards group). A lot of the work set out in the audit tool will already be taking place. Avoid duplication by using information that has been collected as part of other service reviews. For example, YOIs may have recently undertaken a review of health promotion activity with their PCT and developed an action plan, which could be crossreferenced with many entitlements in the Be Healthy section. At the outset, the working group should list recently completed and forthcoming reviews that should feed into the audit process and identify how links will be made.
Establishing a working group

The working group should be led by a senior member and include representatives from every department. The audit tool requires staff to consider all aspects of service provision, so broad representation is vital. Membership of the group will need to have some fluidity to ensure that the right people are involved in discussions about their area of work. Careful coordination is needed by the group leader to decide which of the entitlements will be discussed in each meeting and which staff will need to attend. To help with this, the audit tool sets out key members of staff that should be involved in reviewing and delivering on each theme (although this is not exhaustive and will vary from place to place).
2: Entitlements Audit tool
13
Drawing up a timetable
It will take some time to work through all six sections of the audit tool; and the amount of time it takes to consider each one will depend on the depth of discussion and the amount of work you identify for future action. It could take several meetings to cover one section. In the first meeting the group will need to decide together which theme presents the greatest priority start from there, then when you have finished move on to look at the next one. In your first meeting you will also need to decide how often the group will meet and how much you will realistically be able to cover in the first year. For example, if the group meets every six weeks you might set yourself a target of three themes in the first year less if you are not able to meet as frequently. To speed things up, you may decide to establish a series of sub-groups to look at each of the themes concurrently then give feedback to the core group. Whichever way you decide to tackle the themes, it is important to make sure you have the capacity to implement actions at an operational level.
Action planning
When completing the audit tool and identifying action points, ensure a range of people are responsible for moving targets forward. Be clear about defining objectives and actions to achieve them. It is important that the priorities for action reflect what is achievable and what will secure the biggest gains. Producing some quick wins will increase motivation among colleagues to develop the work further. Time should be set aside at each meeting for an update on progress and a discussion of agreed actions before moving on to consider new topics. This will ensure a continuous evaluation of the implementation of the toolkit and provide opportunities to recognise and celebrate progress.
Involving young people

All actions must result in outcomes that are important to young people. Part 3 of this toolkit contains a number of ideas and activities for involving young people in the audit process and, at the outset, the working group will need to agree how young people will be involved.
A cycle of continuous improvement

The audit tool encourages a process of continuous improvement so once all six themes have been looked at, you will need to start again from the beginning to re-evaluate the current situation and review progress against the original audit.
Sharing your work

The toolkit is designed to be used as a self-audit and planning tool, to be completed by the secure centre. Completion and progress on it will not be assessed by NCB or any other agency. However, all secure centres are invited to identify and share examples of good practice, as well as highlight areas for future development so that we can share this information across the secure estate and feed concerns and recommendations to the government for future action. It will also enable us to improve the audit tool.
A version of this audit tool with extendable margins is available for free download at www.ncb.org.uk/resources/support Not met Just started Making good progress Evidence to date Fully met Action points (including who/when)
Every Child Matters
Markers of good practice
outcome
Bold text = mandatory standards included in performance monitoring and inspection Normal text = taken from good practice guidance
2. Education on healthy eating and a varied, nutritionally balanced diet that meets individual, religious and cultural needs
Young people are consulted and involved in planning menus
Catering manager to make links with We surveyed young people on food earlier this PCT dietician to review menus (in next 6 year and changed menus weeks) in light of feedback more fresh fruit and vegetables etc. Healthy options are marked on menus To explore ways to increase access to drinking water (Governor to carry out initial scoping and report back in 4 weeks) Food provision to be standing item on young peoples forum meetings (Forum coordinator to action from next week) Young people receive education on healthy eating and cooking skills via education
Healthy meal options are available and promoted (i.e. via traffic light or other coding system)

Healthier canteen options are available and promoted
E L
Young people have regular access to drinking water (i.e. via provision of water fountains and plastic bottles)

Education on healthy eating is available to all young people
Young people receive opportunities to gain cooking skills
M A

Eating environments are pleasant and encourage positive social interaction between young people
Events and activities take place to promote healthy eating messages (i.e. ve a day themed events/meals to mark cultural festivals)
X E

Education manager and Catering manager to plan a five a day theme week in summer (to start planning now)
Fruit and vegetables are grown on-site by young people (i.e allotment/gardening schemes)
15
A version of this audit tool with extendable margins is available for free download at www.ncb.org.uk/healthierinside
BE HEALTHY
Not met Just started Making good progress Fully met Evidence to date Action points (including who/when)
Every Child Matters outcome
Health and well-being entitlement

Physically healthy
1. Well coordinated range of high quality healthcare services that meet assessed individual needs
Young people receive an appropriate assessment of their health needs upon arrival in custody
Young people have access to an appropriate range of healthcare services including nurse-led clinics, surgeries, opticians, physiotherapists, dentists, and pharmacists
Safe and effective medicines are prescribed
A comprehensive programme of inoculations and screenings are provided
Information regarding young peoples health needs and treatments is only shared across the centre and with external agencies on a need-to-know basis with young peoples consent
The healthcare needs of young people in the centre are assessed routinely (annually) by a multi-agency group, including representation from PCT
Young people are given opportunities to inform health needs assessment and plans
Close liaison takes place between internal healthcare staff and YOT health workers to plan continuity of care for young people at the point of reception and when they leave custody
Healthy lifestyles
Young people are consulted and involved in planning menus
2. Education on healthy eating and a varied, nutritionally balanced diet that meets individual, religious and cultural needs
Healthy meal options are available and promoted (i.e. via traffic light or other coding system)
Healthier canteen options are available and promoted
Young people have regular access to drinking water (i.e. via provision of water fountains and plastic bottles)
Education on healthy eating is available to all young people
Young people receive opportunities to gain cooking skills
Eating environments are pleasant and encourage positive social interaction between young people
Events and activities take place to promote healthy eating messages (i.e. ve a day themed events/ meals to mark cultural festivals)
Fruit and vegetables are grown on-site by young people (i.e allotment/gardening schemes)
3. Structured physical activity at least twice a week, including team activities and activities in the fresh air
Young people have access to a varied range of facilitated activities (such as circuit training, football, mountain biking, climbing walls, yoga, dance, gymnastics etc.)
Young people receive opportunities to gain certificates and accreditation (i.e. qualifications in personal training/coaching)
Active partnerships exist with local or national sports organisations and teams
Initiatives exist to promote participation in physical activity (i.e. accompanied walking initiatives/pedometer challenges/competitions etc)
Focused work takes place to increase participation and confidence of most vulnerable young people
17
Not met
Just started Making good progress
Fully met
Evidence to date
Action points (including who/when)

Mentally and emotionally healthy
All staff receive mental health training, are alert to mental health issues and competent to detect young people who may need support
4. An early and ongoing assessment to identify their mental health needs, including risks of self-harm and suicide, and access to comprehensive Child and Adolescent Mental Health Services (CAMHS)
Ongoing screening should take place of young peoples mental health needs whilst in secure care. This should include an assessment of dynamic risk.
Mental health professionals input expertise to support those providing other services including care staff, advocacy, speech and language therapy, and family liaison
A well coordinated mental health in-reach team is in place consisting of senior clinicians and staff from a number of health and social care agencies.
A range of evidence-based interventions are offered to meet young peoples individual needs
Available interventions include psychotherapeutic approaches, creative and complementary therapies and life-skills activities (tailored to meet specific needs such as self-harming behaviour/bereavement support needs etc.)
All efforts are made to transfer young people with a diagnosed severe mental illness to a Secure Forensic Mental Health Service for Young People
There are effective links with YOT health workers to share information and plan for continuity of care when young people leave custody.2 In cases where dual diagnosis issues exist community drug workers should also be included
2. For more detailed guidance on good practice see: DH (2007) Promoting Mental Health for Children Held in Secure Settings: A framework for commissioning services; and YJB (2003) Mental Health: Key elements of effective practice.
All staff treat young people fairly and with mutual respect
Young people are addressed by their first names
5. An environment that promotes their emotional well-being, including positive and caring relationships with staff and a committed relationship with a personal carer
Young people have an allocated lead/personal carer
Young people spend uninterrupted one-to-one time with their personal/lead carer for at least half an hour once a week
Young people are able to apply to change their personal/lead carer if they feel the relationship is not working and are supported to do so
Personal/lead carers are encouraged to maintain contact with young people once they have left custody if young people want them to
Care staff are encouraged to facilitate group work with young people (i.e. enrichment/youth club activities with young people during free periods)
6. A clean, stimulating and comfortable physical environment that promotes their personal hygiene, health and well-being
Young people have access to regular showers, clean clothes and bedding
Young people receive opportunities to learn about and, where necessary, improve their personal hygiene (i.e. dental health sessions/how clean is your house themed activities to look at hygiene in rooms)
Communal areas are clean, painted in bright colours, decorated with posters and young peoples artwork and plants
Young peoples bedrooms provide a comfortable and clean environment (i.e. walls are brightly painted, and rooms equipped with duvets, curtains/blinds)
Young people are encouraged to personalise their rooms with photos and pictures
19
Not met
Fully met
Evidence to date

Sexually healthy
7. High quality sex and relationships education (SRE)
A broad programme of SRE is provided covering the diversity of human sexuality and relationships, rights and responsibilities, understanding of the body (including body parts/sexually transmitted infections/contraception) how to seek advice and treatment, and factors that impact on risk taking
SRE is delivered interactively (e.g. group discussions, visual aids such as condom demonstrations, videos, role-play)
SRE is integrated into health fairs and promoted via awareness-raising events (e.g. to coincide with World Aids Day)
One-to-one SRE advice and support is provided (e.g. during health drop-in sessions)
Effective condom distribution systems are in place including goody bags containing condoms and information leaflets provided to young people when they leave custody
Active links are in place with local sexual health services and Teenage Pregnancy Coordinator (to link into local initiatives/obtain resources, etc.) 3
Effective systems are in place to identify all young men and women who are parents or expectant parents
8. Effective support for young parents and pregnant young women, including high quality maternity services and interventions to promote positive parenting
A range of parentcraft activities are available to all young parents (such as writing and narrating stories, and making toys)
3. For more detailed guidance see Blake, S (2001) Sex and Relationships Education in Young Offender Institutions: Positive guidance (available to download from www.ncb.org.uk/sef).
Measures are in place to encourage positive contact between young parents and their children (such as family visit days, facilitated play sessions, healthy eating advice)
Active links are in place with external agencies who provide parenting support and advice (e.g. Sure Start)
Education on childcare and child development is provided for all young parents
Regular antenatal screening and medical care is provided for pregnant young women
Antenatal advice and support is provided for pregnant young women (covering preparation for birth, breastfeeding, healthy eating, smoking cessation etc.)
Comprehensive assessments of need are carried out in partnership with social services to inform plans for child and parent after birth
Choose not to take drugs
All young people receive thorough and ongoing screening and assessment to identify and assess their needs and plan interventions
9. A comprehensive assessment to identify their needs in relation to substance misuse, and access to a range of high quality education, treatment and support services tailored to their individual needs
Interventions related to substance misuse are integrated with young peoples wider sentence and resettlement plans, and with other interventions that are carried out
A range of evidence-based treatment services are provided including detoxification, prescribing, counselling and group sessions
A comprehensive interactive drug-education and prevention programme is in place covering legal, illegal and illicit drugs and substances (including, alcohol, tobacco, and solvents)
A range of support and programmes exist to meet young peoples substance misuse and psychological needs (i.e. counselling, one-to-one and group work, motivational enhancement therapeutic approaches, brief solution therapeutic approaches, cognitive behavioural therapy)
21
Not met
Fully met
Evidence to date

A range of smoking cessation services are provided (including nicotine replacement patches, counselling, acupuncture, relaxation therapies, carbon monoxide testing, group work)
Information is shared effectively to enable substance misuse and related work to continue as young people move from the community into secure care, within custodial settings (including to adult units) and upon release (including links with community-based substance misuse services, GPs and YOT health workers, YOT RAP workers etc.)
Active links exist with local Drug Action Teams and Crime and Disorder and Drug Partnerships to inform service planning
Young people are actively involved in the development of Annual Development Plans for substance misuse services4
Parents, carers and families promote healthy choices
See entitlement 14 for work with parents, carers and families
4. For more detailed practice guidelines see the YJBs National Specification for Substance Misuse for Juveniles in Custody (2004) and Key Elements of Effective Practice: Substance misuse (2003).
Whos involved in delivering each entitlement?

1 healthcare department, PCT, YOT, care staff 2 catering staff, community dietician, education staff, care staff 3 gym staff, education staff, care staff, community sports clubs and organizations 4 mental health team, substance misuse team, care staff, visiting mental health practitioners, safeguarding lead, YOT, PCT, Strategic Health Authorities (SHA) 5 care staff, training managers, resettlement staff 6 cleaning staff, senior managers, care staff 7 healthcare, education, sexual health team within local PCT, local teenage pregnancy coordinator, local sexual health services, care staff 8 education, healthcare, visitors centre staff, care staff, family liaison workers, local teenage pregnancy coordinator, local Sure Start/Childrens Centre coordinator, social services, health visitors, midwives, healthy schools coordinators 9 substance misuse team, local drug action team, MH workers and PCT, education, care staff.
Active examples and useful resources

Healthy lifestyles
The health promotion specialist at HMYOI Thorn Cross runs a weekly drop-in session for young people to access advice and support about health-related concerns. The sessions are often focused on a particular theme to encourage young people to think about different areas of health and have included sessions to promote dental health, healthy eating, smoking and mental well-being. A trainee health committee has been established to give young people direct opportunities to shape the health promotion activities on offer at the prison. Representatives from each unit meet once a month to discuss ideas and have so far influenced changes to the canteen and food menus and helped plan a series of activities for World Mental Health week. HMYOI Huntercombe promotes healthy eating in a number of ways. Catering staff worked with a community dietician to review and update menus to ensure young people receive a balanced, nutritious diet. A traffic light system has been introduced to enable young people to easily identify healthy options and make informed choices. Young people are involved in the planning of food provision on an ongoing basis via monthly forum meetings, where they have the opportunity to make suggestions on menu changes and recommend other ways the prison can promote healthy eating. This has included special themed meals to raise awareness of food from different cultures and encourage young people to try new foods. Young people are also supported to learn about healthy eating and gain cooking skills within education classes, and can gain an NVQ in catering by working alongside the chefs in the kitchens.
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HMYOI Hindley distributes water bottles to every young person throughout the prison to encourage them to drink more water throughout the day. The bottles feature health advice reminding young people to drink at least two litres of water a day for optimum health. The water bottles have successfully increased young peoples consumption of water, which has helped contribute to improved concentration and behaviour. The prison has also worked in partnership with a dietician within the local PCT to carry out a nutritional assessment of food provision, and have developed a food action plan to deliver improvements and ensure young people have access to ve a day (fruit and vegetables) and other essential nutrients. British Nutrition Foundation (2001) Catering for Health: A guide for teaching healthier catering practices. London: Food Standards Agency (available to download from www.food.gov.uk). North West Food and Health Taskforce (2005) Commissioning Healthier Catering (available to download from www.nwph.net/food_health).
www.5aday.nhs.uk
The 5-a-day site contains resources that can be used with young people including games, recipes, wallcharts and posters. You could also search for local five-a-day initiatives that you could get involved with.
www.eatwell.gov.uk
The Food Standards Agencys eatwell site provides a variety of information to help young people make healthier choices including a healthy eating quiz, tips on eating well, recipes and menu plans.
www.sustainweb.org
Sustain is an alliance for better food and farming. Their site contains a variety of useful information, including a Grab 5! activity pack to help professionals promote young peoples consumption of fruit and vegetables.
www.teenlifecheck.co.uk
An online tool for young people to self-assess their health and well-being, obtain a personal health profile, and access appropriate advice. To get a list of national awareness days in the coming year go to www.bbc.co.uk/health/awareness_campaigns
Sex and relationships

HMYOI Huntercombe works in partnership with the Terence Higgins Trust to provide young people with Sex and Relationships Education. Young people participate in SRE as part of the induction process, and all young people receive a bounty pack on release that includes a packet of condoms and information leaflets about safe sex and healthy relationships. SRE is provided to young people as part of the induction process at HMYOI Thorn Cross. Sessions are run by an outreach worker from a local sexual health service, and include a range of activities to explore myths and facts about sex, the human body, contraception and sexually transmitted infections.
Blake, S (2001) Sex and Relationships Education in Young Offender Institutions: Positive guidance, activities and workbook. London: Sex Education Forum (available to download from www.ncb.org.uk/sef).
www.ruthinking.co.uk
Comprehensive and accessible site for young people, including advice on relationships, links to local contraception and sexual health services, and advice on how to get help in an emergency.
www.ncb.org.uk/sef
The Sex Education Form works to promote young peoples entitlement to good quality sex and relationships education. The Forum produces a range of useful resources, factsheets and briefings for practitioners.
www.fpa.org.uk
fpa works to improve the sexual health of all people throughout the UK. They produce a variety of information for young people and resources for professionals including books, videos and activity packs. They also provide training.
www.brook.org.uk
Brook provides free and confidential advice and contraception to young people up to the age of 25. They have published a number of sex education resources including training manuals and leaflets for young people and professionals.
www.sexualhealthsheffield.co.uk D E L I V E R I N G E V E R Y C H I L D M AT T E R S I N S E C U R E S E T T I N G S
The Centre for HIV and Sexual Health in Sheffield provide training and produce a variety of resources for young people and professionals, including a free Sexual Health Information News Exchange (SHINE) newsletter.
Mental and emotional health

HMYOI Hindley worked in partnership with Ashton, Leigh and Wigan PCT and the mental health charity Mentality to create a package of resources to support young peoples emotional health and well-being. Young people were involved in the production of a booklet Ride it Out: Feeling good inside, which is given to all young people upon arrival in custody. It contains information about coping in custody, including tips for staying healthy and safe. A training module for staff has also been developed that aims to improve skills in promoting the mental health and well-being of young people including how to access sources of help and support. HMYOI Thorn Cross organises a week-long programme of activities each year to promote World Mental Health Day and encourage young people to look after their mental health. Activities in 2006 included yoga classes, relaxation sessions, a themed poetry competition, and a music and mood workshop.
25
HMYOI Wetherby has developed an innovative scheme to promote the physical and mental health and well-being of some of the most vulnerable young people in custody. The ACCESS course targets young people who are reluctant to take part in physical activity and are at particular risk of bullying and self-harm. The scheme engages them in a range of physical activities designed to build their confidence and improve their social and coping skills. This includes problem-solving and emotion-management sessions alongside gymnastics, trampolining, rollerblading, and team games designed to build confidence and trust in others. Positive outcomes for young people include increased motivation and voluntary attendance at the gym, increased self-esteem and reduced risk of self-harm and suicide. Julia Bird and Lynne Gerlach (2005) Improving the Emotional Health and Well-being of Young People in Secure Care: Training for staff in local authority secure childrens homes. London: National Childrens Bureau (contains training exercises for staff and activities for staff to use with young people copies are available from www.ncb-books.org.uk). Training for staff is available from Sowelu Associates ([email protected]/www.soweluassociates.co.uk). NCB (2006) Getting it Together! Promoting young peoples emotional health (an activity pack including activities for use with young people to promote their emotional health copies are available from www.ncb-books.org.uk).
www.youngminds.org.uk
Young Minds is a national charity committed to improving the mental health of all children and young people. They produce a range of resources for young people and professionals on key topics.
www.mentalhealth.org.uk
The Mental Health Foundation exists to help people survive, recover from and prevent mental health problems. They have published a number of resources for those interested in the mental health of young people including training manuals and workbooks.
www.tsa.uk.com
TSA works to improve knowledge about adolescence. They produce a range of resources on mental health and emotional well-being for young people and professionals.
www.incentiveplus.co.uk
This is an online catalogue of resources to help practitioners promote young peoples emotional well-being and development.
Substance misuse
Sutton Place safe centre in Hull has developed an innovative peer-education programme to deliver drug education. Staff carry out a holistic substance assessment for each young person that looks at their history of substance use, what they already know, as well as their intellectual level and preferred styles of learning. Based on this, young people are supported by staff to research the topic they want to know more about, and create and run a session to educate their peers. Examples include one young person researching and devising a quiz for their peers about the physical effects of alcohol; and another getting others to try racing toy cars around a racetrack while wearing beer goggles that simulate the effects of being drunk. As well as filling gaps in young peoples health education, the programme enables young people to develop new skills and confidence, including improved interpersonal and team-working skills.
www.talktofrank.com
This site contains a range of information about drugs. Through this site young people can find out about local services and access confidential advice, 24 hours a day, via email or the FRANK telephone helpline on 0800 77 66 00.
www.drinkaware.co.uk
This site provides useful information about alcohol and drinking including facts, practical tips, a drinks diary and unit calculator.
www.drugs.gov.uk D E L I V E R I N G E V E R Y C H I L D M AT T E R S I N S E C U R E S E T T I N G S
This site provides drugs professionals with the latest news and guidance from government about the drugs strategy.
www.drugscope.co.uk
Drugscope is an independent centre for expertise on drugs. They produce a variety of resources for working with young people including training manuals, information leaflets and educational games.
www.hit.org.uk
HIT aims to reduce drug-related harm and produces a collection of resources targeted at young people and professionals, including drug cards, leaflets, videos and teaching manuals.
www.healthedco.co.uk
Healthedco provide interactive health education materials for use with young people, including resources to address substance misuse.
www.gasp.org.uk
This site contains a range of anti-smoking resources for use with young people.
www.alcoholconcern.org.uk
Alcohol Concern works to reduce the incidence and costs of alcohol-related harm. Alongside information and advice about alcohol misuse, the site contains a list of alcohol services for young people across the country.
27
www.givingupsmoking.co.uk
This site provides free leaflets, posters and stickers as well as top tips and interactive activities such as a cost of smoking calculator and a nicotine dependency calculator.
www.gosmokefree.co.uk
From this site you can get information about the smoke free campaign, including free leaflets, booklets and posters.
Physical activity
HMYOI Huntercombe provides a vast range of opportunities for young people to be physically active. An outdoor football pitch and basketball court enable young people to exercise in the fresh air on a regular basis. Other activities on offer include canoeing, personal training and a morning running club for particularly vulnerable young people. A number of courses are on offer to help young people develop careers in the fitness industry including a football skills course and courses to enable them to become assistant gym instructors, tennis coaches and weight training instructors. A number of secure centres including HMYOIs Hindley, Warren Hill and Lancaster Farms work in partnership with the Princes Trust and football clubs to run the Get Off the Bench programme. This week-long programme uses football as a motivational tool to engage young people in physical activity and skills development. Young people receive opportunities to learn about coaching, refereeing and fitness, while the activities also enhance their thinking skills, ability to work as team, and understand others. At the end of the week the young people participate in a presentation day to show off their new skills to their peers and members of staff. The programme has been shown to help improve young peoples awareness of healthy lifestyles as well as increase their self-esteem, ambition and strengthen their relationships with peers and staff.
www.playengland.org.uk
Play Englands site contains a range of resources and information to help promote play opportunities for children and young people.
www.sportengland.org
Sport England works to make England more active and encourage people to get involved with sport and physical activity. Their site contains an Active Places site directory that can be used to find sport groups and facilities near you.
www.youthsporttrust.org
Youth Sports Trust uses the power of sport to improve the lives of young people. Their site contains a variety of ideas and resources for engaging young people in sport and physical activity.
STAY SAFE
Not met Fully met Evidence to date Just started Making good progress Action points (including who/when)

Have security, stability and are cared for
10. A safe and secure environment that treats them with dignity and prevents harm
Staff are trained and feel confident to respond to difficult behaviour and violent or potentially violent incidents, and focus on understanding the causes of violence rather than allocating blame
Early signs of verbal and physical conflict are recognised and challenged in a constructive way intervention is with a calm response
Effective interventions are provided to support young people who behave violently to develop non-violent communication and conflict-resolution skills
All staff are trained and confident to respond appropriately to incidents of self-harm, including emergency procedures
A range of preventative measures are in place to identify and support young people at risk of self-harm and suicide (including confidence-building programmes, relaxation therapies, peer support)
Numbers for Childline/Samaritans/helplines/ advocacy/peer and other support services are clearly displayed and advertised
Following incidents of self-harm young people are closely monitored with regard to their privacy, and offered effective social and medical support
Young people at risk of self-harm and suicide are supported to stay in their usual location as far as possible
29
Not met
Fully met
Evidence to date

A range of evidence-based interventions are provided to address the underlying causes of self-harming behaviour
Young people are searched only when serious risk of harm to the young person or others has been identified, and in accordance with best practice guidelines
11. Effective support during their transition from court into custody, and throughout their arrival and induction into the establishment
Information resources about life in custody are available in court to help prepare for a custodial sentence such as age-appropriate leaflets/induction videos
Young people are escorted to custody by supportive staff and in safe, comfortable and clean vehicles (i.e. drivers provided with training on needs of young people)
Supportive reception procedures exist that focus on orientating young people and at putting them at ease (e.g. schemes that involve other young people in greeting new arrivals and providing information and support, induction videos, rough guides, and other information materials)
Young people are given opportunities to contact family and close friends upon their arrival in custody
Assessments of health needs and risk of suicide and self-harm are made on the day young people enter custody
Cell-sharing risk assessments are completed for every young person and rooms are allocated accordingly
Clear information is provided to young people upon arrival into custody to set out their responsibilities and expectations of their behaviour
A comprehensive, structured induction programme is provided that focuses on motivating young people to make the most of opportunities available to them in custody helping them to understand the environment and day-to-day running of the establishment, their rights and responsibilities, and what support is available
Safe from bullying and exploitation. Safe from crime and anti-social behaviour in and out of custody
12. Proactive measures to prevent bullying, and effective interventions to support victims of bullying and promote positive behaviour
A clear anti-bullying policy is in place and it is clearly communicated to all young people that bullying is unacceptable and will be taken very seriously by staff (verbally and via posters/leaflets)
Bullying incidents are continuously monitored to establish the scale and impact of the problem and areas for practice development
All staff are alert to signs of bullying and effectively detect and challenge bullying behaviour at an early stage
Young people experiencing bullying are able to pass information on to staff in the knowledge it will be treated in strictest confidence
All incidents of suspected bullying are investigated thoroughly and with sensitivity, taking full account of young peoples views
Effective support systems are in place to support victims of bullying including advocacy and programmes that aim to increase their confidence and assertiveness skills
Young people who bully others are provided with opportunities to understand and change their behaviour in a non-threatening way including peer mediation schemes, circle time, drama workshops
Links are in place with the Anti-Bullying Alliance to keep abreast of national anti-bullying initiatives (www.anti-bullyingalliance.org)
31
Not met
Fully met
Evidence to date

Activities take place to mark national anti-bullying week each November (such as poetry and poster competitions, themed lessons), and young people producing anti-bullying materials
13. Anti-discriminatory practices that embrace and positively promote diversity on the basis of race, nationality or ethnic origin, religion, gender, sexual orientation, disability and age
An active race relations management team (RRMT) chaired by the governor or deputy governor, meets at least quarterly to proactively monitor and review issues of race and racist incidents
The RRMT appoints a representative to monitor and promote race relations in the establishment. This person is committed, trained and fully supported by the RRMT
All staff in all units are trained in cultural, racial and diversity issues
Units should have a system in place to deal effectively with complaints about unfair treatment. Response times to complaints should be swift and young people should be kept involved (ideally with an advocate) and informed throughout the process
Regular opportunities are provided for young people to understand and celebrate diversity in culture, race and religion (including events to celebrate major religious festivals, themed meals, education to explore different faiths and cultures, visits from community or faith groups including aborigine, etc.)
Advocates, interpreters and appropriate materials are provided for young people who do not speak English
Young people of all faiths are supported to observe their religion in well-equipped and accessible chapels, worship areas and multi-faith areas
Support and activities are provided to educate young people about world faiths and promote understanding and religious tolerance (such as discussion groups, escorted visits to places of worship to increase young peoples awareness of different faiths, special events to mark religious events and festivals)
Young people are encouraged to learn tolerance of the way other people behave and live their lives
Parents, carers and families provide safe homes and stability
14. Services and support to help them maintain and strengthen their social networks, including their relationships with their parents, carers, families, partners and other suitable adults
Parents and carers are kept up to date on young peoples well-being via regular letters and telephone contact (particularly within first 48 hours of arrival and when bullying/a restrictive physical intervention/self-harm has taken place)
A welcoming and well-run visitors centre provides dedicated support services and interventions such as family mediation, health advice for visiting parents, and a well-resourced and facilitated play area for children
Active links exist with external agencies that provide family support services in the community, which can be used to support families while young people are in custody, and post release
RAP workers (from those YOT areas running this scheme) and other resettlement workers should be encouraged to work closely with the unit and with young people with high resettlement needs.
A 24-hour helpline is available for parents/carers concerned about the well-being of a young person (to receive information and reassurance)
Video-conferencing facilities are available for families
Ad hoc meetings and special visits are arranged to support parents expressing particular anxieties and concerns
33
Not met
Fully met
Evidence to date

All parents are made aware of relevant support services provided internally and by external agencies
Proactive support is provided to enable parents, carers and suitable adults to attend relevant planning meetings
Regular family visit days take place that are planned in consultation with young people, offering stimulating activities to promote bonding and health and well-being (including facilitated play sessions, healthy eating sessions, attendance of educational prize and certificate ceremonies, parental relaxation advice)
Advocacy and mentoring services are available for young people who have little or no contact with their families.
Young people who need help with letter writing receive timely and appropriate support

10 care staff, healthcare, mental health in-reach team, safeguarding lead, social worker 11 courts, youth offending team, reception and induction staff, care staff, vehicle contractor 12 anti-bullying lead, care staff, education, healthcare, social worker 13 race relations lead, education, care staff, chaplaincy 14 visitors centre staff, care staff, youth offending team, social services, other external agencies providing mentoring/advocacy/support services.

HMYOI Brinsford runs a peer-support scheme called CREW (Care, Reassure, Education and Welfare) to ensure young people receive effective support during their first few days in custody. Trained peer supporters meet all new arrivals during their induction into custody to explain how the scheme works and let young people know they are there to provide advice and reassurance if they have any problems. There are two peer supporters on each wing of the prison and they are on duty all the time. They wear different coloured clothes (burgundy instead of green) as well as a badge to make them easily identifiable. The peer supporters are trained to identify when issues raised by young people warrant further action (such as bullying) and refer these on for staff to follow up. Uptake of the scheme is high, as many young people feel less intimidated about approaching one of their peers about a problem than approaching an adult. HM Prison Service (2004) Prisoner Peer Support: Good practice guide for insiders peer support schemes. HM Prison Service.
Self-harm
www.selfharm.org.uk
This site is a key information resource for young people who self-harm and for professionals working with them. It contains information about services, resources, and updates on policy and practice development.
www.noms.homeoffice.gov.uk
The Safer Custody Group at HM Prison Service have developed a self-harm toolkit and Understanding Self-harm training package, which is accessible from this site.
www.mentalhealth.org.uk
Access the Mental Health Foundations The truth about self-harm resource for young people from this site. John Coleman (2004) Suicide and Self-harm Training Pack: Trust for the study of adolescence (Brighton) (contains training exercises to help practitioners identify and respond to selfharming behaviour).
35
Bullying
HMYOI Lancaster Farms has worked in partnership with an educational theatre company called TiPP to promote effective anti-bullying interventions. Using drama as a vehicle to explore bullying behaviour, sessions have been run with young people and staff. Sessions with young people have aimed to encourage those who bully to change their behaviour by exploring the impact of bullying upon victims. Sessions have also been held to involve young people in the development of the prisons anti-bullying policy and identify ways in which it can be improved. TiPP have also provided training to help build the confidence and skills of staff to address bullying among the young people in their care. HMYOI Castington works in partnership with Sunderland Football Club to run an anti-bullying programme for young people called Tackle It. The six-week course is designed to prevent bullying by helping young people to develop teamwork and citizenship skills. Football coaches run the course, using football as a hook to explore the issue. It starts off by looking at bullying within football then builds up to look at bullying in the prison. It is very interactive and includes lots of games, role-play and worksheets. Outcomes from the course have so far been very positive and have led to a reduction in bullying behaviour. Castington also runs a programme of events across the prison each November to coincide with national antibullying week, which last year included a poetry competition, sessions to explore bullying within religions, and peer-education sessions on managing conflict. During the 2006 World Cup HMYOI Lancaster Farms organised Football Fever a wholeprison programme of activities to celebrate diversity and encourage racial tolerance and understanding. This included themed meals to encourage young people to try out foods from around the world, an education project that involved young people drawing different flags and learning about the history and culture of different countries, football tournaments, and sessions to explore diversity and ethics in the history of football.
www.anti-bullyingalliance.org.uk
The Anti-Bullying Alliance site provides advice and resources about bullying for professionals, including information about the annual anti-bullying week.
Family links
A number of secure centres have worked in partnership with Storybook Dad (and Storybook Mum) to help young parents maintain contact with their children, strengthen relationships, and facilitate learning. The charity uses digital technology to record young parents reading a story for their children. A CD of the recording and accompanying book are then sent to their children. Outcomes from the project are very positive children like being able to hear their parents voice whenever they want and feel reassured and connected. Young parents feel like they are doing something positive for their children and fulfilling part of their parental role, which in turn promotes their well-being and self-esteem.
Warren Hill YOI in collaboration with the Ormiston Children and Families Trust run a parenting course specifically for young fathers in custody aged 15 to 18 years and young men expecting to be fathers (although it is open to all young men). It is a group-work programme, which also involves some cell work (homework) that focuses on communication, partner/child/ young persons needs, relationships, theory about parenting and practical skills such as play. It takes place over three mornings per week for two weeks. Approximately six young men take part in each group. The course is Open College Network accredited for the prison and the young people.
www.prisonersfamilies.org.uk
Action for Prisoners' Families promotes the just treatment of prisoners' families by the prison system and society across the UK. Their site contains a range of useful information and publications.
www.storybookdads.co.uk
This site provides information on the Storybook Dad (and Storybook Mum) initiative. Young Voice (2006) Parenting Under Pressure: Voices of prisoners and their families (a resource for parents in custody that includes ideas and suggestions on how to cope order from www.young-voice.org).
37
ENJOY AND ACHIEVE


Attend and enjoy learning opportunities
15. High quality education, training and employment opportunities that are suitable to their individual needs, abilities and aspirations
All young people receive effective learning assessments at the start of their sentence covering literacy, language, numeracy, preferred learning styles, exclusion history, attitudes, motivation and behaviour
All young people receive at least 30 hours of timetabled education per week, with extra homework
Each young person is supported by a careers adviser/Connexions adviser to prepare a careers Individual Action Plan (IAP) that is integrated with their wider sentence plan. Links are made by these workers with Connexions in the young persons home area
An effective personal tutorial system operates to monitor young peoples progress and support delivery of young peoples action plans
All young people receive information, advice and guidance (IAG) each month from a qualified careers adviser
A broad curriculum is provided (including a core curriculum of literacy, numeracy and ICT skills) and a range of academic/practical/vocational training courses
A well-resourced and managed library is provided
A range of vocational training programmes are provided, run by qualified instructors
The code of practice for special educational needs (SEN) is effectively implemented
All teaching staff are suitably qualified in their role or enrolled on a recognised course leading to necessary qualifications
Specialist teaching staff deliver education within and outside of the core curriculum using interactive and creative methods (such as videos, circle time, roleplay, quizzes, debating forums)
Young people have full access to Offending Behaviour Programmes, PSHE, Citizenship and careers education
Length of lessons are structured to reflect short attention spans (i.e. academic sessions last no longer than 45 minutes)
Care staff are involved in teaching alongside education staff
Education staff receive training on managing challenging behaviour
39
Not met
Fully met
Evidence to date

Achieve stretching educational standards
16. Support to achieve qualifications appropriate to their abilities and aspirations, including GCSEs, A levels, and accredited programmes
A broad curriculum offers all young people access to qualifications within the full National Qualifications Framework
Young people below entry level or at entry levels 1, 2, 3 are given daily opportunities to improve their literacy, numeracy and life skills
Young people already entered for, or studying for, examination courses at GCSE, A Level or Advanced GNVQ have full and continuous access to the courses
Volunteer literacy and numeracy mentors exist to widen participation in learning and enhance the range of accreditation available to young people
A range of accredited courses and programmes are provided (such as Duke of Edinburghs Awards scheme/Princes Trust/ASDAN/OCN)
Information, advice and guidance for young people to continue or start higher education are provided
Achieve personal and social development and enjoy recreation
A range of programmes and constructive activities are provided (including social skills programmes)
17. Daily opportunities to participate in activities that support their personal development, talents and abilities, including access to a variety of structured activities during free periods
Enrichment opportunities are provided at weekends and during free periods to enhance formal learning opportunities enabling young people to pursue hobbies such as photography, art, creative writing
Care staff facilitate youth club type group activities during association such as debates and discussion groups
A range of arts-based programmes including dance, drama, music, art, craft and creative writing are provided
18. Regular opportunities to celebrate their achievements and receive positive reinforcement from staff
All staff provide regular informal encouragement and praise to young people in their care
Young people receive frequent recognition (i.e. via award schemes, certificates, celebration events, receiving small prizes such as coloured pens and magazines)
Young people are supported to keep a record of achievements while in custody and store certificates, etc.
Parents, carers and families support learning
41

15 education, Connexions, Careers Service, employers, vocational training instructors, Learning and Skills Council, voluntary organisations 16 education, care staff, vocational training instructors, employers, voluntary organisations 17 education, learning mentors, Connexions, external education and training providers, accrediting bodies (Open College Network/ASET/ASDAN) 18 care staff, education, voluntary and community organisations, Arts Council 19 all departments with secure centre and partner organisations.

In partnership with the Princes Trust, HMYOI Warren Hills Making Tracks project provides opportunities for young people to gain a Millennium Volunteers Award which has involved young people volunteering to decorate rooms at Ipswich Council Voluntary Services Centre. The course also enables young people to gain new qualifications in basic subjects, including health and safety, and fire safety, and aims to encourage young people to get involved in Princes Trust projects when they leave custody. Aycliffe Young Peoples Centre and Hassockfield Secure Training Centre work in partnership with the Duke of Edinburghs Award scheme to provide young people with an enjoyable, challenging and rewarding programme of personal development. The four-section award provides young people with opportunities to gain new skills and confidence, and to gain formal recognition for their achievements. Examples of activities young people have participated in to achieve the skills award include cooking, cake decorating, arts and crafts, sewing, photography, chess, fishing and motor maintenance. To complete the service section, young people have participated in peer-support schemes to help new arrivals during their induction into custody, delivered peer education on substance misuse, and raised money for charities. For the physical recreation section, young people have organised football tournaments, and participated in dance projects and athletics events. To achieve the expedition section, young people have planned and completed a number of expeditions including rock climbing, canoeing and walking. HMYOI Werrington runs an enrichment programme to enhance the range of formal learning opportunities on offer to young people and to promote their personal development. This helps to ensure that young people are kept occupied and that their time is spent as constructively as possible. Activities are run every evening during the week and at weekends. This includes youth club sessions, a painting club, a model railway club, a remote-control cars club, Lego club, sewing club, bike club and a crafts club. External agencies are also involved in delivering workshops on a variety of topics including wildlife, birds of prey, DJ skills, MCing, circus skills and drama to support teaching.
HMYOI Thorn Cross holds Awards Mornings every 6-8 weeks to celebrate young peoples achievements and give them formal recognition. At the ceremonies senior members of staff hand out certificates and other awards that young people have gained through participating in the range of courses and activities on offer at the establishment including life-skills and citizenship courses, vocational training, first aid, food hygiene and Millennium Volunteers.
www.asdan.co.uk
ASDAN offers a wide range of curriculum programmes and qualifications for all abilities, mainly in the 1125 age group.
www.connexions-direct.com
This site offers advice on education, careers, housing, money, health and relationships for 13 to 19-year-olds in the UK.
www.dfes.gov.uk/offenderlearning/index.cfm
This is the governments offender skills and employment site it includes a downloadable version of the Get Wise newsletter, which celebrates innovation and success in prisoner learning.
www.liferoutes.org.uk
Life Routes provides practical resources to support professionals to develop creative ways of working with young people to improve their life skills.
www.nocn.org.uk D E L I V E R I N G E V E R Y C H I L D M AT T E R S I N S E C U R E S E T T I N G S
National Open College Network provides national qualifications and programmes in a wide range of subject areas and offers a local accreditation service.
www.theaward.org
This is the official site for the Duke of Edinburghs Award.
43
MAKE A POSITIVE CONTRIBUTION


Engage in decision-making and support the community and environment
19. To be listened to, consulted, and fully involved in all decisions made about their health and well-being, and in the design and delivery of policies and services across the establishment
Special efforts are made to encourage young people to participate fully in planning and review meetings (e.g. via advocacy schemes; displaying youth-friendly posters to make meeting rooms feel less formal; laying out chairs so young people do not sit alone opposite adults)
Regular opportunities exist for young people to meet with senior staff to raise concerns and express their views on pertinent topics (such as via wing committees or trainee forums) with appropriate follow-up and feedback
Opportunities exist for young people to inform the development of all policies, such as via representation in steering groups on bullying, health, race relations, etc.
Opportunities are provided for young people to participate in decisions about finance such as spending of leisure budgets
A clear and easily accessible system is in place for young people to make applications and complaints (e.g. applications forms in young-person-friendly format)
All applications and complaints, whether formal or informal, are dealt with fairly and responded to within three days, with either a resolution or a comprehensive explanation of future action
All young people have access to an independent and confidential advocacy service
Proactive support is provided to help young people understand and pursue their legal rights
Young people are helped to understand what they are able to keep private and confidential as well as what information is held about them and how it is used (via leaflets, clear explanation by staff)
Opportunities exist for young people to help deliver services (e.g. peer-support schemes/peer education)
Develop positive relationships and choose not to bully or discriminate
See entitlement 12 for policy and practice on bullying
Engage in law-abiding and positive behaviour in and out of custody
20. A diverse range of opportunities to support the local community and environment
Initiatives take place to build positive links with the community such as open days, fundraising events, hosting art exhibitions for the public
Opportunities exist for young people to carry out voluntary work in the community (such as gardening for OAPs, painting and decorating youth clubs)
Opportunities exist for young people to improve the environment of the establishment (i.e. via recycling schemes, gardening and landscaping work)
Young people are encouraged to support others within the secure community via peer-support schemes/peer education and other voluntary work
Young people are supported to learn about and raise money and awareness for local and national charities (e.g. Children in Need, Comic Relief, Disaster Emergency Appeals)
45
Not met
Fully met
Evidence to date

Develop self-confidence and successfully deal with significant life changes and challenges
All staff consistently role-model positive and respectful behaviour
Rewards and sanctions schemes:
21. An environment that actively promotes and rewards good behaviour; and that addresses challenging behaviour by helping young people to learn and change, with minimal and safe use of disciplinary procedures
- focus on encouraging and recognising responsible behaviour and motivating participation in purposeful activity
- respond consistently to individual needs, i.e. in response to patterns of behaviour rather than single or isolated events
- set young people modest but achievable targets offering a range of rewards suitable for different ages, ethnicities and gender
All members of staff receive appropriate training for all aspects of managing behaviour, including conflict and violence de-escalation
Policies emphasise de-escalation and defusing situations that are potentially violent or conflictual
Young people are provided with clear information about acceptable behaviour (i.e. via an acceptable behaviour statement)
All efforts are made for young people to remain on their normal location when their behaviour creates problems
While away from their normal location young people have continued access to education and other regime activities, and every effort is made to help them address their behaviour and move back to their normal location as quickly as possible
Restrictive physical interventions are not used as a punishment and only used as a last resort when no alternative is available, and other options have been exhausted
Restrictive physical interventions are carried out with absolute minimum of force for the shortest possible period of time
After restrictive physical interventions have occurred, young people are routinely offered a medical examination and support from an advocate
Young people are searched only when serious risk of harm to young people or others has been identified, and in accordance with best practice guidelines
Adjudications are carried out in a child-focused style to encourage maximum participation of young people (i.e. young people are routinely offered the services of an advocate, comfortable room with appropriate posters)
Each young person receives a thorough assessment of risk and protective factors associated with offending and of their individual needs
22. A tailored plan that outlines the services and support they need while in custody and upon release into the community to prevent re-offending, delivered in partnership with a wide range of agencies
Plans are drawn up to address young peoples individual needs, focused from the outset on promoting their safe and sustainable return to the community
Close partnership working and coordination takes place between secure centre staff and external agencies (especially YOTs) to develop and deliver young peoples plans with information-sharing protocols to ensure timely exchange of information
Young people and their families are actively involved in the planning process
Social workers are actively involved in the planning process for looked-after children
Young people are made fully aware of programmes and other learning opportunities available to them, and are able to exercise choice
47
Every Child Matters outcome Not met
Fully met
Evidence to date

Young people are given support, advice and continuity of care during transition into adult services
Develop enterprising behaviour
23. A range of high quality programmes to build their confidence and selfesteem, support their emotional and social development, and address offending behaviour
A range of evidence-based and responsive programmes for offending behaviour are provided to every young person, based on an assessment of need and reflecting their diversity and individuality (including anger management, assertiveness and decision-making skills, victim awareness, citizenship, social and life skills, and to explore consequences of crime)
Programmes based on restorative justice approaches are routinely available
Programmes focus on aspects of a young persons life that have been shown to be risk factors for offending behaviour
Programmes include a series of structured sessions, including group-based sessions
Staff receive training in the theoretical basis for the programmes and how they are delivered to young people
Information about programmes is communicated and clearly understood by young people referred to or participating in them
Young people receive regular opportunities to develop trusting relationships with adults and their peers via team-building activities/working in groups
Offending behaviour programmes are delivered in partnership with a wide range of local and national agencies 5
Offending behaviour programmes should be evaluated both by participants as well as being subjected to realistic evaluation6 in order to ensure that they achieve their outcomes with young people
Parents, carers and families promote positive behaviour
5. For more detailed guidance see YJBs Offending Behaviour Programmes Key elements of effective practice. 6. R. Pawson, N. Tiley (1997) Realistic Evaluation, London: Sage Publications Ltd [see in particular Chapter 9 and figure 9.1 p.220]
49

20 all staff and partner agencies 21 education, care staff 22 lead for safeguarding, training manager, care staff 23 resettlement, care staff, education, health, social workers, YOT, other external agencies.

HMYOI Wetherby works in partnership with the charity Wetherby in Support of the Elderly (WiSE) and the Inside Out Trust on a gardening scheme for elderly people. A group of up to six young people work with a qualified supervisor to tidy gardens and hedges and, where requested, replace hedges with fencing. As well as working on individual gardens, the young people have also tidied the grounds of a new meeting room for elderly people and cleared an overgrown area in the centre of a local village. HMYOI Brinsford provides a range of opportunities for young people to participate in the design and delivery of services. A Young Peoples Forum has been established to give young people the chance to air their views on life in the prison and get involved in decisions. Young people meet with staff once a month to discuss matters of concern and make recommendations on how services could be improved. Requests that have been acted upon have included flasks to make hot drinks at night, rugs to make their rooms feel cosier, and curtains to keep the light out in the summer. The forum also influenced Brinsfords decision to employ a full-time race relations liaison officer, increase the phone call allowance for foreign nationals, and improve access to the hairdresser. At Rainsbrook Secure Training Centre an independent young peoples rights and participation worker works alongside young people to support their involvement in decision-making across the centre. They help to facilitate monthly meetings that provide young people with opportunities to raise any issues or problems with services that they are receiving, and also support young people on an individual basis to pursue complaints and access information and services. Barnardos have produced a toolkit to support young peoples participation in secure settings entitled Committed to Rights. It is available to download from: www1.barnardos.org.uk/committedtorights
www.millenniumvolunteers.gov.uk
This site provides information about the Millennium Volunteers programme, including a list of local projects. For a full list of resources to support young peoples participation see page 73.
ACHIEVE ECONOMIC WELL-BEING


Engage in further education, employment or training on leaving custody
24. Finalised plans for work and/or school or college placements in advance of leaving custody, including plans to help ensure they attend
Close links exist with local education authorities to re-engage young people of statutory school leaving age to full-time education
Staff routinely facilitate contact between young people and Connexions services in their home community
Appointments are made for all young people over school leaving age to meet local careers advisers/Connexions advisers within five days of leaving custody
Named contacts are made with local Connexions, Jobcentre Plus, RAP workers, YOTs, colleges and education providers to identify education and training opportunities for young people
Staff actively engage in local employer forums for young people leaving custody
Schemes exist to enable young people to enrol with learning providers and attend open days/taster sessions while still in custody (subject to risk assessment)
A range of vocational training schemes are provided that lead to apprenticeships and job opportunities in the community
Young people have access to video links to enable them to be interviewed by potential employers and colleges prior to release
51
Not met
Fully met
Evidence to date

Links are made with school, college and workplace mentoring schemes to support young people leaving custody to actively engage in education and training
High quality information, advice and guidance is provided for young people interested in Higher Education
All young people are supported to collect a portfolio containing samples of their best work and achievements while in custody including qualifications gained, certificates, work experience, etc.
Ready for employment
Young people have access to a range of vocational training opportunities
25. To learn about work and learn new skills by carrying out a variety of jobs as part of their wider sentence and resettlement plan
A wide variety of jobs are created for young people across the secure centre, with appropriate rewards
Support is provided to help all young people prepare for employment (i.e. prepare CVs, practise interview techniques, research jobs of interest, understand grants, etc.)
Live in decent homes and sustainable communities
Active links exist with local authority housing department ideally with a named link person to liaise with about applications
26. Relevant support so they leave custody with finalised arrangements for suitable housing, either with their family or carer or in an appropriate supported housing scheme
Close links exist with YOT accommodation officers to inform local accommodation strategy
Members of prison staff sit on relevant local housing panels (i.e. local youth homelessness forum) to ensure the needs of young people leaving custody are fully addressed in planning
Housing advice services are provided for young people with housing needs (i.e. by visiting a housing advice professional or trained member of internal staff)
Established links are made with local housing providers
Close liaison routinely takes place with social workers to retain and access suitable placements for lookedafter young people
Where appropriate, families are provided with support and mediation to enable young people to return to the family home (family mediation/family group conferences, etc.)
High quality information and advice is provided to help families access appropriate financial support including how to access benefits, tax credits and how to manage finances7
Young people receive support to develop independent living skills (including paying bills, budgeting skills, cooking skills, cleaning and housework)
Young people receive education on money management (help to learn budgeting skills/how to avoid debt, etc.)
27. Support to manage their finances and access to a range of appropriate, reasonably priced goods that meet their ethnic, cultural and gender needs
Young people are supported to access bank and building society accounts
A well-managed shop is available and easy for young people to access
Items to support young peoples hobbies and interests are available such as art materials, chess sets, music, newspapers and age-appropriate magazines
Young people are able to purchase appropriate items from catalogues
7. See YJBs accommodation strategy Suitable, Sustainable, Supported for detailed guidance on meeting the housing needs of young people in custody.
53

24 education, resettlement, care staff, employers, local education authority, Connexions, Jobcentre Plus, YOT, education providers, Learning and Skills Council, Sector Skills Council 25 care staff, education, Connexions 26 resettlement team, local authority housing department, social workers, YOT accommodation officers, housing providers, housing advice agencies, family liaison staff 27 care staff, shop manager.

The Josephine Butler Unit at HMP Downview provides young women with a range of opportunities to help fill gaps in their life skills and develop a future career. They run a sixweek course called Developing Skills for Gaining Employment, which helps young women to look at their career options. The course is accredited by the Open College Network and provides practical support to help young people complete application forms, prepare CVs, and practise interview skills. The Unit also runs an eight-week money management course to help young people learn how to live on a budget and avoid debt. Young people are encouraged to complete the course as they prepare for release, as it helps them build their numeracy skills, work out their essential outgoings, and learn how to eat well on a tight budget. HMYOI Ashfield works in partnership with Avon Fire and Rescue to run a trainee firefighters course. The scheme was initiated in response to an identified need to increase the range of training opportunities available to young people. The course is run by officers from Avon Fire and Rescue and sessions take place once a week, consisting of a mixture of skills and drills. The skills young people learn include the deployment of hoses, use of ladders, and making knots and lines. They also learn about fire safety within the home and the dangers associated with hoax calls. Young people also have the opportunity to go out on release on temporary licence to carry out a Fire Skills work experience placement within the fire service. Benefits for young people include increased skills and confidence, new qualifications, and improved social awareness all of which help to improve their employment prospects for when they leave custody. Young women at the Rivendell Unit at HMP/YOI New Hall are involved in running a clothes store that helps enable young women to access a suitable range of clothing while in custody. Working in partnership with the YMCA, young women have been trained to help fundraise for donations of clothes, care for clothes that are donated, and oversee the day-to-day management of the shop. Some of the young women have also been released on temporary licence to carry out volunteer work experience in YMCA shops in the community. As a result of their involvement in the scheme, young women gain a variety of new skills and experience that help them prepare for future employment.
HM Government (2005) Reducing Re-offending through Skills and Employment. London: HM Stationery Office. PRISE (2005) Planned Resettlement into Sustainable Employment. Swansea: Rainer.
www.reset.uk.net
RESET is a partnership project that aims to improve the resettlement process for young people who offend.
www.shelter.co.uk
Shelter, the housing and homelessness charity, has housing advice for young people on its website.
www.worktrain.gov.uk
This site provides free internet-based information on jobs, training courses, career profiles, childcare and voluntary opportunities. It also has a signposting service to other useful information to support users learning and work choices.
55
STAFF HEALTH AND WELL-BEING


1. Appropriate training so they are confident and skilled in working effectively with vulnerable young people to promote their health and well-being
All staff receive training to understand the developmental needs of adolescents (including the Juvenile Awareness Staff Programme (JASP) for Prison Service staff)
Staff training needs are regularly assessed and specialist training is provided according to need (i.e. on dealing with bullying, supporting young people with mental health problems, etc.)
Staff are consulted on their training and support needs through a regular review process
Continuing professional development programmes are available to all staff
Staff are supported and encouraged to visit other sites to learn about and share good practice
2. To reflect on their practice, celebrate success, and learn from practice developments in the child, youth, health and justice fields that are relevant to the needs of young people in custody
Relevant resources, articles and information on policy and practice are regularly disseminated to staff across all departments
Staff are supported to attend relevant conferences, external networking events and meetings including with staff working with young people in other settings, such as teachers and youth workers
Staff award schemes are run to celebrate achievements
Staff are entered into national award schemes to recognise positive practice (i.e. those run by the YJB, Prison Service, Children Now, and the World Health Organization healthy prisons award)
3. A working culture that actively supports staff to manage stress and positively promotes their physical, mental and emotional well-being
Staff have access to regular group and one-to-one supervision
A well coordinated staff welfare and post-incident care service exists (i.e. to ensure staff involved in serious incidents of self-harm or who have used restrictive physical intervention are provided with follow-up support)
Staff have access to independent counselling
Staff have access to gyms and facilitated physical activity
Alternative therapies such as acupuncture, massage and homeopathy are made available to staff
Smoking cessation services and support are available for staff
Staff-rooms and working areas provide a positive environment for staff
Staff are encouraged to take up relevant vaccinations (e.g. against Hepatitis B)
57

1 training manager, human resources, training providers, all managerial staff 2 training manager, human resources, all managerial staff, external agencies 3 training manager, human resources, all managerial staff, care and welfare support officers, healthcare, counselling services, gym and physical activity instructors.

HMYOI Hindley are working in partnership with British Heart Foundation on a two-year Well @ Work programme that aims to test out ways of getting Englands workplaces healthier. A number of measures have been introduced to promote the health and well-being of staff and help reduce stress. An audit of stress levels was carried out to identify areas where staff are in need of additional support, and all staff have been offered the opportunity to carry out a lifestyle check and develop a healthy lifestyle plan. A range of health-promoting activities are on offer including organised walks, a grow your own vegetables scheme, complimentary therapies, cook and eat sessions, a pedometer challenge, dancing, smoking cessation groups, a running club, spinning classes, and a weight management group. A number of staff members have been recruited as health champions to sustain the programme after the initial pilot stage comes to an end. Staff at HMYOI Wetherby won a Butler Trust Health Improvement Award in 2007 in recognition of the successful implementation of a smoke free policy throughout the establishment. The policy has helped contribute to an improvement in the health of young people in the establishment, and led to a reduction in bullying and fire-related incidents. The award has helped staff celebrate their achievements and gain public recognition for their efforts. NCB is developing a network for staff working in secure settings to share ideas and good practice. Members of the network can participate in a managed discussion forum, subscribe to email bulletins, and attend seminars and events. To find out more email [email protected].
www.thebutlertrust.org.uk
The Butler Trust runs an annual award that recognises effective care for offenders. The deadline for applications is the end of May each year.
www.childrennow.co.uk
This website has entry details for the annual Children and Young People Services Award, which celebrates achievements of the sector.
www.uclan.ac.uk/facs/health/hsdu/settings/who_hipp.htm
WHO Health in Prisons Best Practice Awards Scheme a biannual award scheme to identify, acknowledge and disseminate best practices concerning prison health among member states provides further details on this website.
Three
Activities for involving young people in decision-making
Contents
Participation Icebreakers and warm-up activities
Activities to gather young peoples views and ideas about their health and well-being
Participation
This section contains ideas and activities to support young peoples involvement in the audit and action planning process. The activities can be used to facilitate discussion with groups and individual young people about their experiences in custody and gather their recommendations for service improvements against each of the Every Child Matters themes, so that their views can feed into decisions made by the working group. Young people are the experts in their own experiences, so it is vital that we get their views on the health of the environment in which they are living, and their ideas on how it could be improved.
You need to listen to us to understand what we need! (young person) Its not just about listening to young people its about believing them and acting on what they tell us. (practitioner)
Over the past decade there has been growing acceptance of the importance of involving young people in decisions that affect them. The concept of young peoples participation has evolved to represent the process of involving young people in decisions that affect their own lives, and decisions that affect how policies and services are developed and provided.8 We use the term involvement interchangeably with the term participation to mean the same thing.
Why involve young people?

There are many reasons why it is important to involve young people in decisions that affect their lives. Article 12 of the UN Convention on the Rights of the Child outlines that children and young people have a fundamental human right to be involved in decisions that affect their lives.9 Government policy (including Every Child Matters) emphasises the importance of giving all children and young people, including young people in custody, a real say in matters that affect them.
Benefits of involving young people

There are huge benefits to be gained by ensuring young people are involved in decisions that affect their health and well-being, including the following:
Young people have opportunities to have fun and learn new skills, which can improve their confidence, health and well-being and behaviour. Young people have the opportunity to influence and improve policies and services for their peers. Organisations are more able to provide needs-led services that effectively engage young people as they learn directly about their needs. Involving young people can help adults to think more creatively and to develop new ideas and solutions.
Involving young people in custodial settings

There are many ways that secure centres are already involving young people in decisionmaking. Most have some form of residents committee or young peoples panel that meets with staff, on a regular basis, to air their views on matters that affect them and make suggestions about service improvements. Several also consult young people on specific decisions (such as health improvement plans) and involve young people in formal meetings, including those to discuss bullying, suicide prevention and race relations.
8. Willow, C (2002) Participation in Practice: Children and young people as partners in change. London: The Childrens Society. 9. The UN Convention on the Rights of the Child was ratified by the UK government in 1991.
Young people are empowered to make informed decisions about their own lives.
3: Activities Participation
61
Involving young people in the audit and action planning

It is important that young people are consulted and involved in the process of reviewing progress against the health and well-being entitlements and in identifying areas for action and service improvement. There are many ways in which this can be done. You may invite some young people to sit on the working group that leads the audit; or you may decide that this could inhibit free and open discussion about some of the issues. Alternatively, you may decide that it is more appropriate to consult young people separately and feed their views and recommendations into the meetings held by adults. You might want to make use of existing forums for involving young people in decisionmaking, or you could set up a new group. Whatever you decide, it is important that the group is representative of the cross-section of young people in custody in terms of their age, ethnicity, ability and vulnerability.
Enabling young people to carry out a young persons audit

You could work with a group of young people to complete a young persons audit of how the centre is delivering the health and well-being entitlements. It will probably take a number of sessions to cover all five of the outcomes. You can phase the sessions to coincide with the issues being tackled by the adult working group so that young peoples views feed into their discussions. Use the audit tool as a framework for discussions ask the young people to consider the extent to which each of the entitlements are being achieved and what they think needs to improve. Make sure you ask them to provide evidence to back up their views. Think about ways you could make the sessions interactive you could kick off with a warm-up activity before moving on to the serious work (see page 64 for some ideas for warm-up activities). Young people could be invited to consider one or more of the entitlements in pairs, to score how well the centre is doing on it, then present their feedback for the rest of the group to debate. You could liven things up by getting the group to vote for or against the score being proposed by each pair. The majority verdict could then be presented to the adult working group along with a list of evidence from young peoples experiences.
Other ways of consulting young people

As well as carrying out a young peoples audit, there are lots of other ways to explore young peoples experiences of life in custody and gather their ideas on how the environment can be made healthier. Facilitating group sessions with young people is often great fun, but in order to run smoothly it does require some planning. Think carefully about what it is you want to find out from young people and then choose activities that will help you to achieve your aims. Make sure the group meets in a room that is comfortable and where you wont be disturbed.
It is important that the sessions are adequately staffed: as well as a member of staff to facilitate the session you will also need someone to take notes and to support the facilitator in managing the young peoples behaviour. The member of staff who facilitates the session will need to be confident and ideally have some experience of leading groups. Some ideas for group activities are set out in the next few pages.
Getting started
For any work with children and young people be it short-term, long-term, one-on-one or group work it is a good idea to establish ground rules before work begins. These are rules that the children and young people and the adults create and agree to abide by. They may be rules relating to behaviour or ways of working. The group may decide that consequences need to be set if particular rules are broken. Everyone in the group should agree to these consequences. Example ground rules are listed on page 64.
63
Ground rules
Listen to one another One person speaks at a time Respect each others opinions Challenge the opinion and not the person Have fun but do not laugh at each others viewpoints Everyone has a chance to speak participate! No bad language! No fighting! Agree what will happen if someone is badly behaved Confidentiality and child protection is paramount Be honest.
Icebreakers and warm-up activities

Carrying out ice-breakers and warm-up activities with young people at the beginning of a group session can help them relax, get to know one another, and create a positive atmosphere for the ensuing work.
Three truths and one lie

Time
1015 minutes
Materials
Paper and pens for everyone in the group
What to do
Hand out the paper and ask participants to write their name in the middle of the page. Ask them to write something about themselves in each corner of the four corners of the page, three of which are true and one a lie. Invite participants to get up and walk over to others, one at a time, and try to guess what their lie is. Encourage the participants to approach people they dont know well.
Human bingo
Time
1015 minutes
Preparation
Make a bingo sheet by dividing a piece of paper into nine squares. Write a category on each of the squares that is likely to apply to at least one member of the group (e.g. someone who wears glasses; someone who loves chocolate; someone who watches EastEnders etc).
Materials
A bingo sheet and pen for each participant
What to do
Hand out a bingo sheet to each participant and challenge them to walk up to others to find someone in the group who fits each of the categories. Tell them they can only have one name per square and cant put the same person in more than one square. The game is over when someone has filled all the squares Bingo! or when you are ready to move on to the next activity.
Fruit salad
Time
510 minutes
What to do
Invite the participants to sit in a circle. Tell each participant in turn which of four groups they belong to, for example Apple, Orange, Pear or Banana. Tell them that one person will stand in the middle and call the name of one of the fruits. If they shout Apple! then all the Apples must change places; if they shout Banana! all the Bananas move. The person who doesnt manage to reach another seat then becomes the caller. The caller can also shout Fruit salad! at which everyone changes places. Choose a caller and ask them to stand in the middle of the circle. Start the game.
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Freezer wink
Time
5 minutes
What to do
Invite participants to sit in a circle. Explain to them that they will sit with their eyes closed while you walk round behind the circle and nominate a freezer by touching someone on the head. Once a freezer has been chosen, invite participants to move randomly around the room. Explain that the freezer will now try to freeze others by winking at them. The victims must freeze five seconds after being winked at, by standing still like an ice statue. The rest of the group have to guess who the freezer is. Anyone who guesses wrongly must themselves freeze.
Activities to gather young peoples views and ideas about their health and well-being
Values continuum
Time
515 minutes
Preparation
Set up an imaginary line across the room, clearly marking where it begins and ends (with chairs, for example, or masking tape on the floor).
What to do
Explain to participants that this line is a continuum with two opposing views at each end one end is strongly agree, the other is strongly disagree. Ask the group to consider a statement that is pertinent to the topic you wish to explore (for example, It is easier to be healthy in prison than outside of prison, Prison is a safe place to be or We have plenty of time in the fresh air) and ask them to stand on the line according to their opinion. Invite each participant to explain why they agree or disagree with the statement and to give examples. When every participant has spoken, ask the group for their ideas on what could be improved to make it healthier or safer for them.
Word tree
Time
30 minutes
Materials
Flipchart paper and markers
What to do
Write the expression you wish to explore, for example enjoy and achieve, in the middle of a piece of flipchart paper. Ask participants to spend a few minutes thinking about what the expression means to them and their life in custody, that is, what do they enjoy the most and what have they achieved? Go round the group asking each participant for a short response (one or two words maximum). Write the words up on the flipchart paper as branches of the Word Tree. Some words may branch off from other words, for example more visits could branch off from the words seeing family. Finish off by asking the group what could be done to help them enjoy themselves and achieve even more.
Time
1020 minutes
What to do
Invite participants to form small groups of about five to seven people. Give them a theme such as Young people bullying and challenge them to pose in a freeze-frame of a scene that fits the theme. Encourage participants to use their imagination to decide, as a group, what they will try to depict and then to devise a way of representing it in a freeze-frame. Another way of explaining freeze-frame is to suggest that the participants act out a scene and then freeze in character. Have a showing time where groups take it in turns to show their freeze-frame while others try to guess what they are depicting. Once the group have guessed what a particular freeze-frame depicts, use the scene to prompt a wider discussion of the issue. Ask, for example: How realistic is it that young people get bullied? Is enough done here to help young people who get bullied?
Freeze-frame
67
How how how

Time
20 minutes
Materials
A large piece of paper and markers
What to do
Write a How ? question on a large piece of paper and draw four or five arrows coming from it. Ask the question, and write down any suggestions at the end of the arrows. Ask for example: How can we get more young people involved in decisions made in the prison? Explore these suggestions in more detail by asking How ? again. Participants might suggest, Talk to us more. You must then ask How? again, to which they might answer Have more meetings to ask our opinions. You need to ask How? to each of these. And so on, until you have a long list of their ideas.
Snowball discussion
Time
3045 minutes
Materials
A large piece of paper and markers
What to do
Set the participants a question such as: How can we improve drug education? or, How can we improve behaviour in education? Ask the participants to work on their own for 510 minutes and note down any thoughts or feelings that they have about the subject. Next, invite participants to form small groups to compare what they have come up with and decide on a group list of ideas. If the group is big enough, ask the small groups to pair up to form larger groups and repeat the process so that the larger groups come up with a list of ideas. After the groups have exhausted their ideas, come together as a whole group to discuss each idea and try and agree a unanimous top five list of ideas.
Diamond ranking
Time
1020 minutes
Materials
Flipchart paper and sticky notes
What to do
Ask the participants a question to which you offer them nine alternative responses and ask them to prioritise them. For example, ask: What should the Governor spend their money on? Then offer the following responses to prioritise: better food; curtains and rugs for all bedrooms; more staff; better gym equipment; more work experience schemes; more phone calls for young people; more activities on the wings; more help for young people with mental health problems [and one other option]. Write each idea on a sticky note and ask the group to arrange their nine ideas in a diamond shape (1 idea at the top, 2 second from top, 3 in the middle, 2 second from bottom, 1 at the bottom). Ranked: top as priority number 1 to bottom as lowest priority. Tell participants that they need to get a consensus as a group and can move the ideas around until they reach an order with which they all agree. As they do this, ask them to explain their reasons and whether there is anything else about life in custody that needs to be improved.
Graffiti wall
Time
1020 minutes
Materials
Large piece of paper, pens and markers
What to do
Give the participants an issue or question to discuss, such as: What do young people need to do to stop doing crime? or, How can the prison be made healthier? and ask them to display their opinions artistically using the paper, pens and markers. When everyone has finished, you may want to ask each participant to explain their picture or drawing although this may not be appropriate if the topic has elicited very personal responses.
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Young person outline

Time
510 minutes
Materials
Large (person-sized) piece of paper, sticky notes, pens and markers
What to do
Ask a participant to lie down on the piece of paper and another to draw around their outline. Either ask the participant to give the outline a persons name. Tell the participants that the outline represents an imaginary character who is a young person in custody. Give the participants a scenario: such as this young person has just arrived at reception and it is their first time in custody how are they feeling? or this young person is about to leave custody. Then ask participants to imagine how the young person is feeling and write their ideas within the characters outline. Next ask them to consider all the things that might help the young person and write them outside the outline. Use the answers to prompt discussion about what needs to happen within the secure centre to support other young people in that situation. Or tell participants that the outline represents a prison officer or other member of staff. Ask them to write down all the qualities they think are important in a member of staff on the inside of the characters outline. Use this as a prompt to explore their reasons and the quality of their relationships with staff.
If I was in charge
Time
1020 minutes
What to do
Invite participants to form pairs and tell one of each pair to imagine they are a prison governor, and the other that they are the prime minister. Ask them to come up with two things each that they would do, for example to make prisons healthier, stop young people re-offending or stop bullying. Ask the pairs to take it in turns to present their ideas to the rest of the group. Ask the rest of the group to clap loudly if they strongly agree with the idea, quietly if they agree a bit, and to keep quiet if they dont agree. Use this activity to prompt discussion of young peoples experiences and what improvements they would like to see.
Four
Useful information
Contents
Further information on participation activities and useful resources
Useful organisations References
Information on participation activities and useful resources

Aylward, N, Jackson, C and Merton, B (2002) The Learning Skills Council Guide to Engaging with Young People: Putting learners in the driving seat. The National Youth Agency for Learning and Skills Council. Available online at: www.lsc.gov.uk/news_docs/ Engage_YoungPeople.pdf.
Provides information and advice about good practice in consulting with young people aged 14 to 19, both the engaged and hard-to-reach groups.
Creative Partnerships (2007) Building Creative Partnerships: A handbook for schools Could your school be even more creative? Available at: www.creativepartnerships.com/handbook
This handbook builds on the experience of Creative Partnerships in over 2500 schools in 36 areas of England. Although written for schools, it can help any organisation that is seeking to develop creative partnerships.
Childrens Rights Officers and Advocates (2000) Total Respect: Ensuring childrens rights and participation in care. Email: [email protected]
A training pack designed to ensure that children's and young peoples right to participate in all decisions affecting them is fully respected in the looked-after system by foster carers, social workers, residential care staff, managers and elected members.
Provides useful ideas about how to involve children and young people within services and policy making, sets out all the benefits of participation, and guides organisations so that they deliver real, sustainable change that benefits children and young people.
McCarthy, J (2004) Enacting Participatory Development: Theatre-based techniques. Earthscan. Available from Amazon.co.uk
Contains 140 exercises designed to be used at all stages of participatory workshops, ranging from initial ice-breakers and warm-ups to exercises dealing with conflict resolution.
Office of Childrens Rights Commissioner for London Advisory Board Handbook. Available from CRAE on 020 7278 8222.
Booklet sets out reasons for setting up children and young peoples advisory boards, how to go about setting them up and working with advisory boards.
Participation Works (2007) How to Use Creative Methods for Participation. National Childrens Bureau.
This How To guide aims to provide some ideas and information for organisations working with children and young people to help them get started using creative methods.
Kirby, P and others (2003) Building a Culture of Participation: Involving children and young people in policy, service planning, delivery and evaluation. DfES. Available at www.ncb.org.uk/resoures/res_detail.asp?id=454
4: Useful information
73
Shepherd, C and Teseder, P (2002) Participation: Spice it up! Practical tools for engaging children and young people in planning and consultations. Save the Children. Available from Plymbridge Distributors on 01752 202301. Email: [email protected].
This manual provides practical tools for engaging children and young people in planning and consultations.
Treseder, P (1997) Empowering Children and Young People. Save the Children. Available from Plymbridge Distributors on 01752 202301. Email: [email protected].
Manual full of checklists and exercises, aimed at professionals promoting children and young peoples empowerment in a range of sectors.
Young people and recruitment

Michael, E and Hart, D (2002) Involving Young People in the Recruitment of Staff, Volunteers and Mentors. Available from the National Childrens Bureau. Email [email protected]
Training pack includes information to help organisations develop policy, procedures and structures, and training materials for a two-day accredited course to give young people the skills to participate effectively.
Young people on management boards and committees

Akpeki, T (2001) Guide to Board Development: Involving young people. National Council for Voluntary Organisations.Tel: 0156 399016.
Offers practical advice for voluntary organisations on involving young people in decision-making within an organisation.
An Untapped Resource: Exploring youth representation on your board or committee. Available from www.atthetable.org/resources.asp
Includes 14 points to successfully involving young people in decision making.
Children and young peoples participation sites

Barnardos
www.barnardos.org.uk Barnardos works with vulnerable children and young people in the UK and produces a range of resources for professionals. The Committed to Rights section of the site gives information, examples and practical tools to help practitioners working in the criminal justice system make their work as participatory as possible: www.barnardos.org.uk/committedtorights
British Youth Council (BYC)

www.byc.org.uk BYC represents a unique coalition of young people through their involvement as individuals or through their youth organisations. BYC brings young people together to agree on issues of common concern and encourages them to bring about change through taking collective action.
Childrens Rights Alliance for England (CRAE)

www.crae.org.uk CRAE is a coalition of over 275 voluntary and statutory organisations committed to the fullest implementation of the UN Convention on the Rights of the Child. On the Ready Steady Change section of the site you will find training, tools and an online library of resources to put children's and young people's wishes, feelings and ideas at the centre of public services.
National Childrens Bureau (NCB)

www.ncb.org.uk NCB promotes the voices, interests and well-being of all children and young people across every aspect of their lives. As an umbrella body for the childrens sector in England and Northern Ireland, NCB provides essential information on policy, research and best practice for its members and other partners.
National Deaf Children's Society (NDCS)

www.ndcs.org.uk The NDCS is an organisation of families, parents and carers which exists to enable deaf children to maximise their skills and abilities, and works to remove all the barriers that hinder this process. The Society believes that if support is provided and positive attitudes are fostered, the challenge of deafness can be a rewarding experience for deaf children and their families.
National Youth Agency (NYA)

www.nya.org.uk The NYA supports those involved in young people's personal and social development and works to enable all young people to fulfil their potential within a just society. See the Hear by Right section of the site for a tried and tested standards framework for organisations to assess and improve practice and policy on the active involvement of children and young people: www.nya.org.uk/hearbyright
UK Youth Parliament (UKYP)

www.ukyouthparliament.org.uk UKYP aims to give the young people of the UK, between the ages of 11 and 18 a voice, which will be heard and listened to by local and national government, providers of services for young people and other agencies who have an interest in the views and needs of young people.
Save the Children

www.savethechildren.org.uk Save the Children has campaigned for the rights of children in England for over 80 years. The organisation aims to bring about long-term change for some of the most vulnerable children across the country.
Participation Works
www.participationworks.org.uk Participation Works is an online gateway to the world of children and young peoples participation. On the site you can access policy, practice, networks and information from across the UK. You can also share resources, learn about children's rights, search the knowledge hub or find out about innovative practice and new ideas.
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Young NCB
www.youngncb.org.uk Young NCB is a free membership network open to all children and young people run by NCB. As Young NCB members, young people can be actively involved in issues that affect and interest them such as safety, perceptions of young people, sex and relationships education, bullying and drugs.
Organisations
Contact details for many key national organisations are contained within relevant sections of the audit tool. Other useful organisations that support work to improve the well-being of young people in secure settings are listed here.
Healthy Settings Development Unit

www.uclan.ac.uk/facs/health/hsdu/index The Healthy Settings Development Unit at the University of Central Lancashire aims to support and facilitate the holistic and integrated development of healthy settings. The site provides a gateway for settings-related information, useful resources and contacts.
Her Majestys Inspectorate of Prisons

www.inspectorates.homeoffice.gov.uk/hmiprisons Reports from inspections, research publications and thematic reports can all be accessed via the HMIP site.
Her Majestys Prison Service

www.hmprisonservice.gov.uk On this site you can find out about work carried out in prisons across England and Wales. You can also access information on policy and practice and copies of Prison Service News and Prison Health Newsletter.
Nacro
www.nacro.org.uk Nacro works to find practical solutions to reduce crime. Their site contains information about the services they provide and the range of publications they produce to influence policy and practice.
National Association for Youth Justice

www.nayj.org.uk/site NAYJ promotes the rights of, and justice for, children in trouble. It campaigns for the development and implementation of policies and practice that are consistent with this purpose. On their site you can access articles, a discussion forum and regional groups.
NCH
www.nch.org.uk NCH supports vulnerable and excluded young people to reach their full potential. Their site contains information about the youth justice projects they provide to help young people in trouble to face up to their responsibilities, and to support their education and employment.
NSPCC
www.nspcc.org.uk Provides services and support to help end cruelty to children.
Office of the Childrens Commissioner

www.childrenscommissioner.org.uk The Childrens Commissioner provides an independent, national voice for all children and young people, especially the disadvantaged and the vulnerable.
Primary Care Trusts

www.nhs.uk/England/AuthoritiesTrusts/Pct PCTs are responsible for ensuring young people in secure settings receive the primary health services they need, and work in partnership with secure centres to identify and address gaps in provision.
Princes Trust
www.princes-trust.org.uk The Princes Trust offers practical solutions to help change young lives. On their site you can find out about the personal development courses they are piloting to help young people in prison prepare for release.
Prison Reform Trust

www.prisonreformtrust.org.uk The Prison Reform Trust aims to create a just, humane and effective penal system. Their site contains a range of useful information and resources to support work with young people in secure settings.
The Childrens Society

www.childrenssociety.org.uk The Childrens Society promote the needs of children in trouble with the law by carrying out research, influencing government policy, and delivering a range of youth justice prevention services.
Youth Justice Board

www.yjb.gov.uk The YJBs site contains regular news and policy updates, research, resources and other useful information on work in secure settings including copies of the YJ magazine and a directory of emerging practice.
WHO Health in Prisons Project

www.hipp-europe.org The main purpose of the Health in Prisons Project is to support Member States in improving public health by addressing health and health care in prisons. This World Health Organization site contains a range of useful resources and information on effective work across Europe, as well as details of the biannual Best Practice Awards Scheme.
YMCA
www.prisonsunit.ymca.org.uk/housing On the YMCA site you can find out about their work to help young people in secure settings turn their lives around, including training in life and social skills, volunteering opportunities, and housing advice.
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References
Audit Commission (2004) Youth Justice 2004: A review of the reformed Youth Justice System. London: Audit Commission. Her Majestys Inspectorate of Prisons (2005) Juveniles in Custody 20032004: An analysis of childrens experiences of prison. London: HMIP. Ireland (2002) Official records of bullying incidents among young offenders: what can they tell us and how useful are they? Journal of Adolescence, 25, 66979. Lader, D and others (2000) Psychiatric Morbidity among Young Offenders in England and Wales. London: Office for National Statistics. Social Exclusion Unit (2002) Reducing Re-offending by Ex-Prisoners. London: Office of the Deputy Prime Minister (ODPM). Youth Justice Board (2004) Substance Misuse and the Juvenile Secure Estate. London: YJB. Youth Justice Board (2001) Audit of Education, Training and Employment. London: YJB.
Five
Appendices
Contents
Appendix 1: Links between the health and well-being entitlements and national policy
Appendix 2: Health and well-being entitlements links with existing policy, standards and guidance
Appendix 1: Links between the health and well-being entitlements and national policy
This appendix provides a more detailed overview of the national policy context. It outlines the various policies that this toolkit will help custodial centres to deliver, and the standards and targets it will help them to meet.
The Childrens Plan: building brighter futures

Published in December 2007 the Childrens Plan is the governments vision of how it intends to improve children and young peoples lives over the next 13 years. The Department for Children, Schools and Families (DCSF) will be putting the needs of families, children and young people at the centre of everything they do. They aim to strengthen support for all families, achieve world class schools and an excellent education for every child, involve parents fully in their childrens learning, help to make sure that young people have interesting and exciting things to do outside of school and provide more places for children to play safely. In relation to youth justice, the plan aims to significantly reduce by 2020 the number of young people receiving a conviction, reprimand or final warning for a recordable offence for the first time. Measures to achieve this will include preventative interventions, better support for young people and their carers, and greater alignment between childrens services and the youth justice system.
Every Child Matters

This is the governments overarching approach to the well-being of children from birth to the age of 19. The governments aim is for every child and young person, whatever their background or their circumstances, to have the support they need to achieve the five national outcomes. The 2004 Children Act requires all professionals, including those working with young people in custody, to work towards achieving the five outcomes.
National Service Framework for Children Young People and Maternity Services
Introduced in 2004, the NSF is the governments 10-year plan for improving the health of children, young people and pregnant women. It sets national standards for childrens health and social care, which promote high quality, women- and child-centred services and personalised care to meet individual needs. Services working with children and young people, including custodial centres, are expected to implement the standards. The progress that agencies are making towards achieving these standards is considered as part of the inspection judgements made about childrens health and social care services, including those by Joint Area Reviews and within the Comprehensive Performance Assessment of local authorities.
Choosing Health Action Plan

Following public consultation on the public health White Paper Choosing Health, the Choosing Health Action Plan was launched in 2004 to establish a new approach to public health and shared priorities for action. These priorities include reducing the number of people who smoke, reducing obesity, increasing exercise, and improving sexual and mental health. It requires communities to work in partnership to achieve these priorities including action across local government, the NHS, business advertisers, retailers, the voluntary sector, the media and custodial centres.
5: Appendices Appendix 1
81
Public Service Agreements (PSAs)

The toolkit will help secure centres to demonstrate how they are helping government to meet key national Public Service Agreement targets related to vulnerable children and young people. These include targets to reduce the death rate from suicide and undetermined injury; reduce drug use; and reduce the percentage of 16 to 18-year-olds not in education, training or employment. It will also help illustrate how work with young people in custody helps to meet Local Public Service Agreements (LPSAs) that is, agreements drawn up by local authorities to set priorities for public service delivery in their area.
Youth Justice Board (YJB) guidance

The toolkit will help deliver other key YJB policies, including their: strategy to ensure provision of accommodation for children and young people who offend; strategy for managing the behaviour of children and young people in the secure estate; rewards and sanctions systems and youth resettlement framework for action. It is also cross-referenced with YJBs key elements of effective practice documents including those on mental health and substance misuse.
Prison Service Orders

Prison Service Orders (PSOs) are long-term mandatory instructions that set out the rules, regulations and guidelines by which prisons are run. The health and well-being entitlements are cross-referenced to the expected outcomes within key PSOs in terms of the health and well-being of young people in custody. These include: PSO 4950 (Care and Management of Young People), which defines the principles upon which regimes for young people should operate PSO 3200 (Health Promotion), which sets out how the Prison Service in partnership with the NHS should ensure that prisoners have access to health services that are broadly equivalent to those available to the general public.
Her Majestys Inspectorate of Prisons (HMIP) Expectations

HMIPs Juvenile Expectations set out the Inspectorates criteria for assessing the conditions for, and treatment of, children and young people in YOIs. The Expectations examine every area of life in an institution. They enable the inspectorate to make judgements about the overall health of each centre in relation to four key tests covering:
safety children and young people, even the most vulnerable, are held safely respect children and young people are treated with respect for their human dignity purposeful activity children and young people are able, and expected, to engage in activity that is likely to benefit them resettlement children and young people are prepared for release into the community, and helped to reduce the likelihood of re-offending.
The health and well-being entitlements incorporate the overarching expectations for young people, and will help secure centres to collect evidence on how they meet the four key tests against which they are inspected.
Commission for Social Care Inspection (CSCI) Standards and Criteria

The CSCI have developed eight key standards against which they inspect the performance of secure training centres. These standards have been cross-referenced with the health and well-being entitlements.
Joint Area Reviews

Every Child Matters lays the foundations for a new system of collaborative inspection through Joint Area Reviews (JARs), which capture how well services within a local authority area are being provided to children and their families. The key judgements for JARs are based on how an establishment is delivering the five national outcomes for children and young people described in Every Child Matters. This toolkit therefore provides a framework to help secure centres prepare for JARs and document their progress against key judgements.
National Healthy Care Standard

Healthy Care is a national programme that aims to improve the health and well-being of looked-after children and young people in England. The National Healthy Care Standard has been developed to help looked-after children and young people achieve the five national outcomes. It identifies the entitlements and outcomes required for a healthy care environment. Around a third of young people in custody at any one time are looked after by a local authority. The health and well-being entitlements referred to in this toolkit are crossreferenced to the National Healthy Care Standard, so will support delivery of a healthy care environment in secure settings (see www.ncb.org.uk/healthycare).
The National Healthy Schools Programme (NHSP), led by the Department for Education and Skills and the Department of Health provides resources and support to help schools become healthy schools. National healthy school status defines the criteria that schools need to satisfy in order to be recognised nationally as a healthy school. The criteria relate to four themes: PSHE (including sex and relationship education, and drug education); healthy eating; physical activity; and emotional health and well-being (including in relation to bullying). The health and well-being entitlements address these themes as part of a broader framework of support for young people in secure settings (see www.wiredforhealth.gov.uk). There are local and regional healthy school coordinators that can be contacted for more information.
World Health Organization Consensus Statement

In 2003 the World Health Organization (WHO) introduced a Consensus Statement to set out the principles, policies and practices that member countries agree provide the best chance to maintain the health and well-being of young people in custody. These are incorporated within the health and well-being entitlements, so implementing this toolkit will help custodial centres to meet the objectives of the Statement.
National Healthy Schools Programme
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APPENDIX 2: Health and well-being entitlements links with existing policy, standards and guidance (as at March 2008)
Prison Service Orders, including PSO 4950 Regimes for Juveniles expected outcomes WHO Consensus Healthy Care Standard Statement on the health of young people in custody key principles Youth Justice Board Effective Regimes Monitoring Framework and key guidance Commission for Social Care Inspection Standards and Criteria
Childrens National Service Framework Core Standards
HMIP Expectations
Be healthy
To build the physical, mental and social health of each young person as part of a whole-prison approach to promoting health; and to help each young person adopt healthy behaviour that can be taken back into the community and that will also help prevent deterioration of their health during or because of custody. (See also PSO 3200 Health Promotion) Principle one: All young people, regardless of situation, should have opportunities for healthy physical, social and mental development. It is an inherent part of their human rights. A full assessment must be made of each young person admitted to custody within 10 working days of admission, covering health, social, educational, vocational and other needs. All trainees will be provided with health care to National Health Service standards, and with health education.
Overarching
1.The health and wellbeing of all children and young people is promoted and delivered through a coordinated programme of action, including prevention and early intervention wherever possible, to ensure long-term gain, led by the NHS in partnership with local authorities.
4. All young people have access to ageappropriate services which are responsive to their specific needs as they grow into adulthood.
Physically healthy
Principle two: Young people in custody have a right of access to good quality health services (including comprehensive healthcare, preventative services and health promotion) that are broadly equivalent to those offered in the outside community. Entitlement 4: a child/young person will have access to effective healthcare, assessment, treatment and support.
Healthcare services
6. All children and young people who are ill, or thought to be ill, or injured will have timely access to appropriate advice and to effective services, which address their health, social, educational and emotional needs throughout the period of their illness.
10. Children, young people, their parents and carers, and healthcare professionals in all settings make decisions about medicines based on sound information about risk and benefit. They have access to safe and effective medicines that are prescribed on the basis of the best available evidence.
Children and young people are cared for by a health service that assesses and meets their needs for healthcare while in custody, and which promotes continuity of health and social care on release. The standard of healthcare provided is broadly equivalent to that which children and young people could expect to receive in the community.
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Childrens National Service Framework Core Standards Prison Service Orders, including PSO 4950 Regimes for Juveniles expected outcomes WHO Consensus Healthy Care Standard Statement on the health of young people in custody key principles Youth Justice Board Effective Regimes Monitoring Framework and key guidance
HMIP Expectations
Commission for Social Care Inspection Standards and Criteria
Healthy lifestyles To provide a physical education programme, which includes structured classes, designed to meet the needs, abilities and aptitudes of young people and a regular opportunity for time in fresh air.
Children and young people are offered varied meals to meet their individual requirements, in particular as growing adolescents, and food is prepared and served according to religious, cultural and prevailing food safety and hygiene regulations.
Mentally and emotionally healthy
9. All children and young people, from birth to their 18th birthday, who have mental health problems and disorders have access to timely, integrated, high quality multidisciplinary mental health services to ensure effective assessment, treatment and support, for them and their families.
Children and young people at risk of selfharm or suicide are identified at an early stage, and a care and support plan is drawn up, implemented and monitored. Assessment of risk/vulnerability is an ongoing process. Children and young people who have been identified as vulnerable should be encouraged to participate in appropriate purposeful activity. All staff are aware and alert to vulnerability issues, are appropriately trained and have access to proper equipment and support.
Positive care environment For every member of staff to carry out their duties in ways which reflect the principles and values of the service and the establishment and which set an example to the young people in our care. To ensure that people are recruited to work with young people under 18 who have the skills, experience, motivation and competencies to do so. Principle eight: Young people in custody have a right to privacy. Principle three: Young people should expect to live in a positive care environment that promotes their health, well-being and development. Entitlement 2: A child/young person will live in a caring, healthy and learning environment.
4. Day-to-day care is of a good standard, provided by staff who can relate effectively to trainees in a way that takes into account their individual needs and safeguards and actively promotes their welfare. 8. The STC is properly maintained and furnished and has appropriate facilities.
Children and young people are treated respectfully by all staff, throughout the duration of their custodial sentence, and are encouraged to take responsibility for their own actions and decisions. Staff listen, give time and are genuine in their approach. Healthy establishments should demonstrate a wellordered environment in which the requirements of caring for children in a secure, controlled environment and the requirements of safety and control and welfare are balanced; and in which all children and young people are treated fairly and kept safe from harm.
Children and young people live in a safe, clean, decent and stimulating environment within which they are encouraged to take personal responsibility for themselves and their possessions.
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Childrens National Service Framework Core Standards Prison Service Orders, including PSO 4950 Regimes for Juveniles expected outcomes WHO Consensus Healthy Care Standard Statement on the health of young people in custody key principles Entitlement 1: A child/young person will feel safe, protected and valued in a strong, sustained and committed relationship with at least one carer. Youth Justice Board Effective Regimes Monitoring Framework and key guidance
HMIP Expectations
Personalised one-toone support To establish, develop and support a personal officer or caseworker system that provides every young person with an adviser with whom they have frequent, purposeful contact and with whom they can establish good relationships.
Personal officers are the central point of contact for children and young people, providing frequent purposeful contact within the establishment, and proactively establishing and maintaining links with external agencies (especially YOT teams) and friends, families and carers.
Sexually healthy
11. Women have easy access to supportive, high quality maternity services, designed around their individual needs and those of their babies.
Children and young people with substancerelated needs are identified at reception and receive effective support and treatment throughout their stay in custody, including prerelease planning. All children and young people are safe from
A substance misuse strategy should be implemented, based on the National Specification for Substance Misuse for Juveniles in Custody, to ensure that young people in custody can access substance misuse services that are
National Specification for Substance Misuse for Juveniles in Custody
exposure to, and the effects of, substance use while in the establishment.
based on the best available evidence from both within prison and the community.
Stay safe
Safe from maltreatment, neglect, violence and sexual exploitation To safeguard and promote the welfare of every child in accordance with the duty laid down in Section 11 of the Children Act 2004; and to provide a regime which helps contribute to every childs well-being as defined in Section 10 of the Act. To maintain a level of security appropriate to the risk the young people in the establishment present to the public and in light of their propensity to escape. See also PSO 2750 Violence Reduction. See also PSO 2700 Suicide and Self-Harm Prevention.
Safe from accidental injury and death
5. All agencies work to prevent children suffering harm and to promote their welfare, provide them with the services they require to address their identified needs and safeguard children who are being or who are likely to be harmed.
The safety of children and young people is a paramount consideration in the development of all policies and procedures. There is a clear safeguarding strategy drawing together key policies designed to keep children and young people safe.
Every young person must be screened by an appropriately qualified nurse or doctor on the day of arrival to ensure their safety and to identify all immediate healthcare needs. Assessments should be completed as thoroughly as possible with the information available at the time. Where identified risk or need exists integrated, coordinated safeguarding arrangements must be in place. A risk management strategy group convenes in case of risk of serious harm to self or others. A wide range of interventions should be available to reflect the complexity or risks and needs presented by young people.
8. The design of the premises and the security measures in operation at the STC prevent unauthorised entry or exit and the passage of unauthorised items and substances, and ensures the safety at all times of trainees, staff and visitors.
The establishment provides a safe and secure environment, which promotes the welfare of the children and young people in its care, protects them from all kinds of harm, and treats them with dignity and respect. There is an openness on the part of the establishment to external agencies and independent scrutiny, including openness with families and the wider community.
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Childrens National Service Framework Core Standards Prison Service Orders, including PSO 4950 Regimes for Juveniles expected outcomes Systems should be put in place to monitor the risk in individual cases, and monitor the delivery and effectiveness of interventions. Protocols for sharing assessment information are established. Notification of significant events/use of force or segregation or enhanced risk should be shared with the appropriate agency at the appropriate time (including YJB). Intervention plans include the relevant stakeholders and are reviewed and evaluated in terms of effectiveness and in accordance with procedure. WHO Consensus Healthy Care Standard Statement on the health of young people in custody key principles Youth Justice Board Effective Regimes Monitoring Framework and key guidance
HMIP Expectations
Safe during transitions To make arrangements which ensure that each young person who is received into our custody is treated humanely so that their safety and dignity are safeguarded at all times. To introduce every young person to the culture, rules, opportunities and standards of behaviour of the establishment during a formal, structured induction programme of at least one week; and to identify, assess and record the needs, abilities and aptitudes of every individual and to draw up a plan to address them. Every young person must have a comprehensive induction to the establishment. Materials and methods of induction reflect the different stages of development and maturity of young people.
Children and young people travel in safe, decent conditions to and from court and between different establishments. During movement the individual needs of young people are recognised and given attention.
4. The STCs admission procedure is positive and welcoming, not overbearing and intimidating. The induction programme is designed to establish positive relationships and cooperation with trainees, to help them adjust to life in the STC, and to set clear expectations about their behaviour in custody and on release.
Children and young people feel safe on their reception into the establishment and for the first few days. Their individual needs, both during and after custody, are identified and plans developed to provide help. During induction into the establishment young people are made aware of establishment routines, how to access available services and given help to cope with being in custody.
91
HMIP Expectations
Safe from bullying and exploitation
Safe from crime and anti-social behaviour in and out of custody
Children and young See also PSO 1702 people feel safe from Anti-bullying strategy bullying and victimisation (which includes verbal and racial abuse, theft, threats of violence and assault). Active and fair systems to prevent and respond to bullying behaviour are known to staff, children and young people and visitors, and inform all aspects of the regime.
Equal opportunities and All children and young diversity people experience equality of opportunity during every aspect of their time in custody, are treated equally and are safe. Diversity is embraced, valued, promoted and respected. The idea that different people have different backgrounds and values is introduced to young people as an integral part of communal living.
Arrangements are put in place to ensure that no one is discriminated against on the basis of race, nationality or ethnic origin, religion, gender, sexual orientation, marital status, disability, age or any other irrelevant factor; and to ensure that no one is subjected to abusive or insulting language or behaviour.
Religion Principle six: Young people in custody should have their cultural beliefs and identity respected. Young people should be given an opportunity during formal case management planning to communicate their views on their purposeful activity requirements and their chosen religious observance requirements. Entitlement 3: A child/young person will feel respected and supported in his/her cultural beliefs and personal development.
All children and young To enable each young people are able to person to practice their practise their religion religion. fully and in safety. The chaplaincy plays a full part in prison life and contributes to the overall care, support and resettlement of children and young people. To enable every young person to establish, maintain and strengthen positive and purposeful contacts with all those who are likely to help the individual best with their detention and help prevent them from re-offending on release. Principle five: Young people in custodial settings should have opportunities to develop and maintain relationships with one or more suitable adults in the community to which they will return.
Parents, carers and families provide safe homes and stability
2. Parents or carers are enabled to receive the information, services and support that will help them to care for their children and equip them with the skills they need to ensure that their children have optimum life chances and are healthy and safe.
Children and young people are encouraged to maintain contact with family and friends through regular access to mail, telephones and visits.
4. Trainees are given every opportunity and encouragement to reestablish, maintain and strengthen contacts with family, friends and significant others outside the STC.
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HMIP Expectations
Enjoy and achieve

The Offenders Learning Journey: Learning and skills provision for juvenile offenders in England
Ready for learning and work Principle seven: Young people in custodial settings should have the right to education, training and healthy lifestyle skills and work skills opportunities.
Attend and enjoy learning opportunities
5. The STC conveys an ethos where learning is valued and trainees are encouraged to improve their standards of education or achievement. Trainees of school age will experience a broad and balanced curriculum appropriate to their age, ability and level of attainment with a view to a return to school on release.
Achieve stretching educational standards
All children and young people should be engaged in good quality education and training which meets their individual needs. Children and young people below schoolleaving age should be following the national curriculum. To involve each young person every day in a variety of activities that are suited to their needs, their abilities and their potential as set out in the sentence plan and ILP. See also PSO 4205 Education in Prisons.
To deliver an education, training and employment programme which meets the needs of individuals and provides every young person involved in its activities with an Individual Learning Plan (ILP) timetable.
Trainees who will be above school age on release will receive a programme of educational and vocational training designed to prepare them for entrance to further education, training or work experience.
Achieve personal development and enjoy recreation Entitlement 5: A child/young person will have opportunities to develop personal and social skills, talents and abilities and spend time in (freely chosen) play, culture and leisure services. All available assessment information is utilised to inform a structured activity timetable for each young person.
All children and young people are actively encouraged to engage in out-of-cell activities, and the establishment offers a timetable of regular and varied extramural activities.
95
HMIP Expectations
Make a positive contribution

To ensure that arrangements for dealing with complaints, formal requests and incidents and require investigation are in place and deal proactively, rigorously, fairly and promptly with them. Principle four: Young people in custody should be consulted and listened to concerning their health and wellbeing, both as individuals and as a group. Young people and their families are consulted and engaged within the training and remand planning processes. All establishments provide an opportunity for young people and other relevant stakeholders to be consulted on and included in the planning and development of purposeful activity. Increase voluntary and community engagement, especially among those at risk of social exclusion (by 2007/08 compared to 2003/04).
Engage in decisionmaking and support the community and environment
3. Children and young people and families receive high quality services, which are coordinated around their individual and family needs and take account of their views.
Effective application and complaint procedures are in place, are easy to access, easy to use and provide timely responses. Children and young people feel safe from repercussions when using these procedures and are aware of an appeal procedure. Independent advocates are easily accessible and assist young people to make applications and complaints. To structure and run the regime to ensure that good behaviour is promoted, recognised and rewarded.
Engage in law-abiding and positive behaviour in and out of custody
Children and young people are told about their legal rights during induction, and can freely exercise these rights while in the establishment. To manage challenging behaviour swiftly and justly through procedures, which ensure the safety, confidence and the welfare of all young people and staff, and which discourage its recurrence.
Systems should be in place to monitor (behaviour management) risk in individual cases. All interventions are to be driven by assessment. Where identified risk or need exists integrated, coordinated behaviour management arrangements must be in place, including an integrated approach to
Trainees whose conduct is unacceptable are dealt with using positive and fair sanctions.
The primary method of maintaining a safe, wellordered and constructive environment is the promotion and reward of good behaviour.
Unacceptable behaviour is dealt with in an objective and consistent manner as part of an establishment-wide behaviour management strategy. Children and young people play an active part in developing standards of conduct (this is about rewards and sanctions scheme). Physical intervention should be used as a measure of last resort and for the shortest possible time. Effective interventions address the assessed levels of risk and need. Use of separation is strictly controlled used only as a measure of last resort, for the shortest possible time and supported by a structured interventions plan having access in all cases to the regime. Staff should receive training in control and restraint. Notification of significant events/use of force, of segregation or enhanced risk should be shared with the appropriate agency at the appropriate time (including YJB). A wide range of
information sharing. A risk management strategy group convenes in case of risk or serious harm to self or others.
Disciplinary procedures, the use of force and care and separation are minimised through preventative strategies and alternative approaches: they are not seen in isolation but form part of an overall behaviour management strategy in the establishment. Disciplinary procedures are applied fairly and for good reason. Children and young people understand why they are being disciplined and can appeal against any sanctions imposed on them. Children and young people are restrained only as a last resort and when no other alternative is available to prevent risk of harm to the young
97
Childrens National Service Framework Core Standards Prison Service Orders, including PSO 4950 Regimes for Juveniles expected outcomes WHO Consensus Healthy Care Standard Statement on the health of young people in custody key principles interventions should be available to reflect the complexity of risks and needs presented by young people. Systems should be in place to monitor the risk in individual cases, and the delivery and effectiveness of interventions. See also: YJB Code of Practice on managing the behaviour of children and young people in the secure estate. See also: YJB guidance notes on rewards and sanctions systems. To ensure that a sentence plan, including an Individual Learning Plan (ILP), is produced for every young person within 10 working days of their reception following sentence, based on an assessment of the young persons individual needs. The plan, which must be A full assessment must be made of each young person admitted to custody within 10 working days of admission, covering health, social, educational, vocational and other needs. Young peoples remand and training plans will be based upon their ASSET and will include an Youth Justice Board Effective Regimes Monitoring Framework and key guidance
HMIP Expectations
person or others. Children and young people are held in the care and separation unit for the shortest possible period.
Resettlement
Resettlement underpins the work of the whole establishment. The resettlement strategy is informed by assessment of the needs of children and young people. Resettlement is supported by strategic partnerships in the community and in particular youth offending teams, to
assist the reintegration of children and young people into the community and to prevent them reoffending on release. individual learning plan and resettlement plan. There is a resettlement policy focusing on continuous development of service that reflects the needs of young people.
All children and young people have a training or remand management plan, based upon an individual assessment of risks and needs, which is regularly reviewed and implemented throughout and after their time in custody. To establish and maintain links with supervising officers, families, and outside agencies to help prevent re-offending. To provide a constructive regime that will assist young people to resettle on release. To manage and develop effective working partnerships with voluntary and community sector organisations that can strengthen the support provided to young people and their families during custody and on release.
regularly reviewed and updated during the course of the sentence, must address the young persons offending behaviour and prepare for their return to the community. To ensure that every facility is given to supervising officers to enable them to carry out their sentence planning responsibilities. Interventions address all of young peoples assessed needs. All sentence plans are recorded and the information and tasks within are disseminated to the relevant delivery agent either within the secure establishment or to the community YOT. Remand and training planning meetings occur within timescales and standards as indicated by YJB national standards. There is a management system in place that monitors the operation and performance of remand and training planning meetings, and assesses the effectiveness of resettlement planning. Preparation for community transition is identified as early in the
99
Childrens National Service Framework Core Standards Prison Service Orders, including PSO 4950 Regimes for Juveniles expected outcomes WHO Consensus Healthy Care Standard Statement on the health of young people in custody key principles planning process as possible and the discharge review evidences that all required community preparation is in place. All staff engaging with young people in secure establishments are trained and understand the process of planning and their role and function within the resettlement process. Managers ensure the effective deployment of resources for personal officer/case management needs and delivery expectations and ensure the earliest consideration for mobility/release on temporary licence (ROTL)/open conditions/early release. See also: YJB Youth Resettlement A Framework for Action. Youth Justice Board Effective Regimes Monitoring Framework and key guidance
HMIP Expectations
Key Elements of Effective Practice Resettlement
Develop selfconfidence and successfully deal with significant life changes and challenges To reduce the risk of reoffending by providing a range of effective programmes, which will address the personal, family, environmental, social and other factors that have contributed towards an individual young persons offending behaviour. The learning styles, risk and needs of young people should be taken into account when considering the most appropriate package of purposeful activities available. Establishments publish the range of opportunities available to young people during their secure sentence. Strategic planning is in place immediately when identified that the regime/service purposeful activities are regularly impeded. Future service/regime design is informed by the evaluation of effectiveness of purposeful activity through a range of processes. See also: Offending Behaviour Programmes key elements of effective practice. All available assessment information is utilised to inform a structured activity timetable for each young person.
3. There is a full assessment of each trainees individual needs and problems, and a flexible, individual training plan for meeting as many of those problems as possible and for the directing of remedial attention to offending behaviour. The progress of each trainee is closely monitored, recorded and regularly reviewed. 6. Each trainee is subject to an individual offending behaviour programme, which is consistent with his/her assessment and other elements of the training plan. The director has mechanisms in place to develop, monitor and evaluate the STCs offending behaviour programmes, drawing on advice from external consultants.
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HMIP Expectations
Achieve economic well-being

(See resettlement section)
Engage in education, employment or training on leaving custody Entitlement 6: A child/young person will be prepared for leaving (custody) by being supported to care and provide for him/herself in the future.
(See resettlement section)
Ready for employment
Every young person has an Individual Learning Plan (ILP) and a timetable that arises from the remand/ training planning process. Every young persons core education programme is based on and should include offending behaviour work. There are sufficient teachers and learning assistants that are appropriately qualified and trained; training should include induction into the requirements of the establishment. The establishment should be working within the requirements set out in The Offenders Learning Journey and strategic links should be formed with education providers and with local business and
employers. Protocols/ service level agreements with schools, further education colleges and training providers should be in place.
Access to transport and material goods
Children and young people can purchase a suitable range of goods at reasonable prices to meet their ethnic, cultural and gender needs, and can do so safely, from an effectively managed shop or canteen system.
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HMIP Expectations
Staff health and well-being

To ensure that every member of staff receives the appropriate training and support in order that they can work effectively with young people. Additional or specialist training should be provided where necessary, for example JASP. Staff should receive proper training in assessment skills and in the proper use of assessment tools, for example ACCT, ASSET, JASP. There are sufficient staff and managers trained to deliver activities to agreed standards and have access to regular training and professional development opportunities. To ensure effective systems, procedures and arrangements are in place and are maintained, which best enable staff to perform their roles in a juvenile establishment 2. The STC has sufficient trained staff to achieve the goals set by the Home Office. Staff are properly managed to enable them to work effectively as a multi-disciplinary team and operate the STC to the standards required.
Training and professional development
Management and support
Delivering Every Child Matters in Secure Settings

A practical toolkit for improving the health and well-being of young people
Ellie Lewis and Baljinder Heer
Delivering Every Child Matters in Secure Settings is designed to help staff improve the health and wellbeing of young people in secure settings. It provides a framework to develop whole prison approaches to deliver Every Child Matters and related national policies and standards that aim to improve outcomes for young people.
The toolkit sets out 27 health and well-being entitlements for young people in secure settings, and so brings together key national policies, targets and standards. By reviewing services against these entitlements and ensuring young peoples access, staff can be confident that they are effectively delivering on the entire agenda for improving the health and well-being of young people in custody. In recognition of the importance of creating a healthy living and working environment for the entire secure community, there are also three health and well-being entitlements for staff working in secure settings. This practical resource provides activities and information that will enable staff to: audit the progress their service is making in delivering Every Child Matters and related policy and standards recognise examples of good practice and identify gaps in current provision demonstrate progress so as to inform and prepare for performance monitoring and inspection develop action plans to enhance services and strategic development learn about effective work taking place elsewhere across the secure estate for young people increase young peoples participation in decision-making and service planning.
Produced by NCB for the Healthy Inside and Out initiative. Healthy Inside and Out is an initiative from the health and well-being programme, which brings together the Department of Health, Youth Justice Board and Prison Service to improve the health and well-being of young people in secure settings.
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A Practical Toolkit For Young People

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What is the toolkit designed to help staff improve?

What is the toolkit designed to help staff improve?

What does the toolkit set out and bring together?

What does the toolkit set out and bring together?

e h t g n i v o r p m i r o f t i k l o o t l a c i t c a e l A pr p o e p g n u o y f o g n i e b l l e w d health an

Ellie Lewis Baljinder Heer

Delivering Every Child Matters in Secure Settings

Strategic Health Authority

Young peoples charter for action

What we need to stay safe

What we need to enjoy and achie ve

What we need to achieve economic well-being

relationships with staff and other young

What we need to make a positive contribution

courses to help us manage our feelings, gain

Who is the toolkit for?

1: Introduction The toolkit

Why has this toolkit been developed?

Joining the Healthier Inside programme

Health and well-being entitlements for young people and staff

They need help to be healthy because:

They need help to stay safe because:

Levels of bullying are higher among young people in custody than

1: Introduction The toolkit

They need help to enjoy and achieve because:

They need help to make a positive contribution because:

There is evidence that opportunities for them to express their views

They need help to understand and address the causes of

They need help to achieve economic well-being because:

Inadequate accommodation is likely to have a significant

What do we mean by health and well-being?

What is a whole-prison approach?

1: Introduction The toolkit

u e five national o th e v a h to d e tl custody are enti Young people in

To be healthy young people need:

To stay safe young people need:

To enjoy and achieve young people need:

To make a positive contribution young people need:

To achieve economic well-being young people need:

Staff working with young people in custody need:

The audit tool Be healthy Stay safe Enjoy and achieve

The audit tool

Using the audit tool

Establishing a working group

2: Entitlements Audit tool

Involving young people

A cycle of continuous improvement

Sharing your work

Every Child Matters

Markers of good practice

Young people are consulted and involved in planning menus

Healthier canteen options are available and promoted

Education on healthy eating is available to all young people

Young people receive opportunities to gain cooking skills

2: Entitlements Audit tool

Every Child Matters outcome

Markers of good practice

Health and well-being entitlement

Safe and effective medicines are prescribed