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Documenting decisions

Where is Scotland in 2024?

There is evidence of positive change regarding how decisions are documented, so that the words used about, for, and around children are kind and understandable to them. There is work underway to improve creation and control of information by children and to improve personal story recording, shifting the focus and power to ownership of life stories. There are also examples of projects that are focused on ensuring that people who support children and young people are using caring language and reflecting on how documents can become resources at different points in their life, to help them develop their identities and make sense of their lives.

However, the changes needed are not yet fully embedded, and there is still too much language used in recording practices that is not clear enough and is too ‘system-focused’. Some of those engaged with identified that language appearing ‘too informal’ in certain kinds of contexts for paperwork felt like a barrier to making the necessary changes. More needs to be done to prioritise what matters to children, young people, families, and care experienced adults over the needs of the ‘system’.

Documenting decisions

Where does Scotland need to be by 2030?

By 2030, Scotland’s decision making will be recorded in language that is easily understood; is positive and does not create or compound stigma; and will capture the voices of infants, children, young people, families, care experienced adults and the people and things that are important to them.

This means:

  • Decisions will be documented in a way that is transparent, capturing the multiple perspectives involved and ensuring workforce perspectives do not dominate or drown out the voices of children, young people, families and care experienced adults, and quieter or alternative perspectives.
  • Scotland will understand "language creates realities." Those with care experience will hold and own the narrative of their stories and lives: simple, caring language will be used in the writing of care files.
  • All those with a role in recording decisions will avoid using words like ‘placement’, ‘respite’ and ‘LAC’. These words can impact a child’s sense of being singled out or different; compounding feels of isolation and low self-esteem.
  • The workforce will be considerate and write reports in a clear, relatable way, using plain English. Reports will be written with the assumption the young person will read them later.
Where does Scotland need to be by 2030?

The route map to get there

Relational practice relies on children, families, and care experienced adults trusting that their voice will be heard in decisions that affect them. Accurate record keeping that can evidence views were sought through participation and engagement and listening, that views were taken account of, and that views informed any decision is critical. When documenting decisions, respecting the right to access care records needs to be front of mind.

The anticipated Scottish Government consultation on the Hearings Redesign is likely to include consideration of changes to language within and around the Children’s Hearings System, informed by the ‘Language Leaders’ work led by Our Hearings Our Voice and supported by the Children’s Hearings Improvement Partnership.

Further thought is required to understand the legal and legislative implications of changes to terminology. Legal terminology currently in use is not considered ‘care based’. However, there is a considerable challenge in preserving coherence in internal professional interactions with language changes. Careful consideration is also needed regarding concerns amongst the workforce that ‘new language’ is ‘too informal’ for professional internal use.

In some cases, changing terminology (such as ‘Reporter’ or ‘Children’s Hearing’) would require amendments to legislation, so those changes need to be well thought out and the implications fully explored as language work continues.

Further investigation and consideration is required regarding the use of jargon, specialist terms and legal language, particularly for people with disabilities, low levels of literacy and non-English speakers. There remains more work to be done by organisations to make language more inclusive. Local Authorities and other organisations must continue to create and implement language policies. Reflections and learning should be captured and shared regarding how to move these policy changes into workplace culture changes.

Consideration needs to be given to how to ensure paperwork and care records are being updated to reflect new standards of language, as well as the workforce’s capacity to take forward that work.

The actions outlined in the Voice foundation are fully embedded at every stage to progress actions on Documenting decisions.

What is helping?

There is evidence of positive changes in the culture around the use of language since 2020. Many organisations claim rights-based and trauma-informed approaches that take language into account have been widely adopted throughout the ‘care sector’.

There continues to be good work in relation to making changes to ‘system language.’ This includes Our Hearings Our Voice (OHOV’s) Language Leaders work with Children’s Hearings Improvement Partnership, and COSLA leading work on definitions around ‘at risk of becoming looked after’. This type of work remains complex given legal and legislative meanings of some of these terms. Language Leaders work also includes the creation of tools to support understanding (e.g. glossary of abbreviations, guidance on language, stop/go cards, ‘I don’t understand’ cards).

A 'Language that Cares’ guide and animation was launched alongside Articulate Animation with Scottish Children’s Reporters Administration (SCRA), Childrens Hearings Scotland (CHS) & Our Hearings, Our Voice (OHOV) in 2024. Other examples of positive practice include the development of Language Policies, Language Groups and Language Charters; the renaming of ‘Corporate Parenting Boards’; and training on the impact of language used in statutory reports on children, young people and families. Some organisations and Local Authorities have also reported a focus on ‘reframing our language’ and ‘creating a language of care’.

The Scottish Government continues to provide funding to the Each and Every Child Initiative which is working to create a fresh and inspiring narrative of care to shift public attitudes and tackle the stigma that can be associated with care experience. Since 2020, Each and Every Child have been approached by over 130 organisations across Scotland to deliver bespoke training and the framing toolkit.

Education Scotland has worked collaboratively with the West Partnership Promise Team to develop ‘The Keeping the Promise Award programme’. The award aims to raise awareness and understanding of the promise and support consistency of language, messaging, practice, reduce the stigma and strengthen approaches to inclusion. Two regions and at least six Local Authorities have become early adopters and are already training trainers or delivering the programme in their schools.

The Information Commissioner’s Office are looking at information rights of care experienced people. They have committed to improving the support they provide to both people who grew up in the 'care system' in the UK and the organisations that hold their information.

Who must act?

Education

Education
Health

Health
Housing

Housing
Justice

Justice
Local Government

Local Government
Public Bodies

Public Bodies
Scottish Government

Scottish Government
Scrutiny

Scrutiny
Voluntary sector

Voluntary sector

Here is what matters to children and families

My views and experiences, and the views and experiences of people who are important in my life, are recorded, included and acted on in a meaningful way. 

The words people use when they are speaking or writing do not make me feel different, embarrassed, singled out or blamed.

The language used about and around me is kind and understandable to me.

Those who support me have listened to and recorded who I consider to be my family and the people and things that matter to me.

Find out more about the what matters questions here.

Also connected to this theme

Listening
Participation and engagement
Rules, processes and culture
Workforce support
Data and information
Money and commissioning

Mapping

This is how Plan 24-30 relates to other frameworks and plans

Independent Care Review conclusions  Plan 21-24 priority area
the promise pgs.10; 24; 32; 39; 42; 69; 87 Language
  Listening
  Children's rights
  What matters to children and families
  Supporting the workforce
  A good childhood
  Whole family support

 

 

UNCRC GIRFEC
Articles 2; 3; 8; 12; 12; 20 Safe
Concluding observation 17b Included
  Respected



Plan 24-30 foundations