Pause for reflection to confirm there is realism about Supported Accommodation thresholds

From feedback there is still too much that has not been thought through. Here’s some concerns being raised: management, leadership, inspection schedules, workforce qualifications, affordability.

A pause for reflection is needed. These are big issues to be clarified. The outcomes will determine the viability.

The timetable needs to be set from when all the preparative thinking has ben completed and the development of the workforce can be undertaken in preparation.

How are the thresholds being conceptualised?

It is success for the young person that has to be the ambition.

The following is one example of threshold thinking we know will achieve the ambition

A child has internalised their attachments and consolidated their emotional development to a point where these can successfully transfer to other environments and relationships and that they have the potential to achieve to full ability in all aspects of their life (Pughe and Philpot, 2006, p.112).

When the child

• has a sense of self – who they are and where they have been
• understands their history and experience
• can show appropriate reactions
• has developed internal controls
• can make use of opportunities
• can make appropriate choices
• can make appropriate adult and peer relationships
• can make academic progress
• can take responsibility
• has developed conscience
• is no longer hurting themselves or others
• is developing insights
• has completed important developmental tasks
• has developed cause and effect thinking
• understands sequences
• has developed motor skills
• has developed abstract thinking
• has improved physical health
• has normal sleeping habit
• has normal personal hygiene
• has normal eating behaviours
• has normal body language
• has normal self-image
• can make positive contributions.

This is the thinking … isn’t it?