The Children's Guide: What It Must Include and How to Make It Accessible

What the Children's Guide is and why it matters

The Children's Guide is the document that explains the home to the children who live there. It is the child-friendly version of the Statement of Purpose. Where the SoP is written for professionals, the Children's Guide is written for children. It should explain what the home is for, what children can expect, what their rights are, and what to do if they are unhappy.

The Children's Guide matters because it is often the first thing a child sees when they arrive. A child who is frightened, confused and far from home may find reassurance in a Guide that explains things clearly. A Guide that is dull, generic or incomprehensible will not help, and may make a child feel more alienated.

What Regulation 7 requires

Regulation 7 requires the registered person to ensure that: each child has access to the Children's Guide and the complaints procedure when their placement is agreed and throughout their stay; the Children's Guide and complaints procedure are kept under review; children's comments are sought before either document is revised; and each child is given an explanation, as soon as reasonably practicable after arrival, about the Guide, how to make complaints or representations, and how to access advocacy support.

Explaining what children can expect from the home's care

Regulation 2 defines the Guide as explaining what each child can expect from the home's care. The DfE Guide to the Children's Homes Regulations (2015) explains that this should be in language children can understand. This does not mean copying the philosophy from the SoP. It means translating the home's approach into something a child can relate to. A home that uses a trauma-informed approach might explain to a child: 'We know that sometimes things have been really hard for you. We will help you feel safe, and we will work with you to find ways to cope when things are difficult.'

The aims should be honest. A home that claims to help every child achieve everything is not being honest with the child. A home that explains what it can offer and what it will try to do is more trustworthy.

Explaining the support children are entitled to

Regulation 2 defines the Guide as explaining the support to which each child is entitled. The DfE Guide to the Regulations explains that this may include the right to be listened to, the right to privacy, the right to education, the right to health care, the right to contact with family (where appropriate), and the right to be safe. These should be explained in a way that is meaningful to children, not as a legal list.

These entitlements should be explained alongside what they mean in practice. The right to privacy means that staff will knock before entering your room. The right to be listened to means that adults will take your views seriously and will act on them. The right to be safe means that the adults here will protect you and will help you if you feel unsafe.

Child-centred question

If a child read this Guide, would they understand what they could expect from the adults, what they are entitled to, and what to do if something is wrong?

Explaining how to complain

The Guide must explain how to make a complaint. This is one of the most important sections, because a child who needs to complain is often vulnerable and may not know how. The explanation should be clear, simple and should include: who to talk to, what will happen next, how long it will take, and what to do if they are not happy with the response.

The Guide should also explain external routes: the placing authority, the independent visitor, the advocate, Ofsted, and the Children's Commissioner. A child who does not feel able to complain to staff should know that there are other people they can talk to.

Format and accessibility

The Guide must be in a format that children can understand. This means considering the age, reading level, language and any specific needs of the children. A Guide written for 8-year-olds will look different from one written for 16-year-olds. A Guide for a child with a learning disability will look different again.

Some homes produce multiple versions: a picture-based version for younger children or children with learning disabilities, a text version for older children, and a translated version for children whose first language is not English. The requirement is that the Guide is accessible to the children who will use it, not that there is one standard format.

Giving the Guide to children

Regulation 7 requires that each child has access to the Children's Guide and is given an explanation of it as soon as reasonably practicable after arrival. In practice, CHH suggests that the Guide should be introduced sensitively, discussed with the child, and revisited as the child settles. A child who arrives frightened and overwhelmed should not be handed a document and left to read it.

Regulation 7 requires that the child has access to the Guide throughout their stay. In practice, CHH suggests keeping copies in the child's room and in communal areas so a child who wants to complain six months in can find and use the Guide. These are practical suggestions, not the literal statutory wording.

Involving children in the Guide

The best Children's Guides are produced with input from children who have lived in the home. Children can tell you what they wish they had known when they arrived, what would have helped them, and what language makes sense. A Guide produced entirely by adults may miss what children actually need to know.

If the home does not have children yet (during the opening phase), the Guide can be drafted and then reviewed with children once they are living in the home. The Guide should be a living document that is updated based on feedback from the children who use it.

Reviewing and updating the Guide

Regulation 7 requires the Children's Guide to be kept under review and children's comments to be sought before any revision. CHH suggests reviewing the Guide at the same time as the Statement of Purpose as a practical approach, but this is not a legal requirement. If the children in the home change, the Guide may need to be adapted for new age groups, needs or languages.

The review should involve children. Ask them: does this Guide make sense? Is there anything missing? Is there anything that would help a new child understand the home? The answers will tell you whether the Guide is working.

Common Children's Guide mistakes

• Writing the Guide for Ofsted rather than for children
• Using formal language and legal terms that children cannot understand
• Producing one version for all children regardless of age, needs or language
• Filing the Guide in the office and not giving it to children
• Not explaining external complaint routes, only internal ones
• Not involving children in producing or reviewing the Guide
• Not seeking children's comments before revising the Guide
• Treating the Guide as a one-off document rather than a living resource