Events

The seminar examines how environments, relationships, routines, expectations, and communication styles can either support or create barriers for autistic and neurodiverse children and young people. Participants will explore practical strategies for creating more inclusive and accessible environments that promote safety, participation, independence, and wellbeing. Particular attention will be given to understanding sensory needs, recognising signs of distress, and responding in ways that reduce anxiety and support regulation.

The seminar examines the legal and practice frameworks that govern deprivation of liberty arrangements and explores how professionals can ensure that restrictions are necessary, proportionate, and responsive to identified risks. Participants will consider how safeguarding responsibilities, risk management, and human rights principles interact when making decisions about supervision, movement, contact, access to the community, and other aspects of daily life.

The seminar examines each stage of the recruitment process and explores how safeguarding considerations should be embedded throughout. Participants will review job descriptions, person specifications, application processes, interview techniques, references, employment history checks, Disclosure and Barring Service (DBS) requirements, right-to-work checks, qualification verification, and risk assessment processes. Particular attention will be given to identifying warning signs, inconsistencies, gaps in employment history, and indicators that may require further exploration.

Effective risk assessment and care/support planning are central to safe, purposeful, and child-centred practice. They should not be static documents completed simply to satisfy organisational or regulatory requirements. When used effectively, they help professionals understand a child or young person’s needs, identify risks and protective factors, plan meaningful support, and demonstrate how interventions contribute to progress and positive outcomes.

Effective supervision should be more than a management process or an opportunity to review tasks. In residential settings, it provides an important space for practitioners to reflect on their work, explore the emotional impact of supporting others, consider professional decision-making, and identify opportunities for learning and development.

Restorative practice provides a relationship-based approach to responding to conflict, challenging behaviour, harm, and relationship breakdown. Rather than focusing primarily on blame, punishment, or consequences, restorative approaches encourage children, young people, and adults to understand what has happened, recognise its impact, take responsibility where appropriate, and participate in repairing relationships and moving forward.

The Supported Accommodation (England) Regulations 2023 established a regulatory framework for supported accommodation for looked after children and care leavers aged 16 and 17. Understanding these requirements is essential for providers, Registered Service Managers, Nominated Individuals, and practitioners responsible for delivering safe, effective, and child-centred support.

Allegations or concerns about adults who work with children require careful, timely, and proportionate responses. Organisations must protect children while ensuring concerns are managed fairly, information is shared appropriately, and safeguarding, employment, regulatory, and multi-agency responsibilities are understood.

Effective oversight of children’s social care services depends on senior leaders understanding not only their own responsibilities but also how their role connects with the Registered Manager and the wider organisation.

This practical course explores how professionals can develop and implement person-centred, realistic, and outcome-focused Pathway Plans that actively support young people’s progress. Participants will consider how to move from process-driven planning towards a dynamic and relational approach in which young people are meaningfully involved in decisions about their lives.

Effective quality assurance should do more than confirm whether policies, records, and procedures are in place. Its purpose is to help organisations understand the quality of practice, identify emerging concerns, recognise what is working well, and use evidence to improve the experiences and outcomes of children and young people.