SELF-ASSESSMENT GUIDE
For Institutions Working with Children
Mission of the SelfAssessment
To ensure that managers
and staff assess the services
on a regular basis with the
participation of the child,
parent and all relevant
parties in order to improve
the quality of care services
with all due respect to the
rights of the child.
FOREWORD
It is one the primary responsibilities of our Ministry to provide care and protection services
for children deprived of family environment temporarily or permanently, and to identify
standards for these services.
General Directorate of Child Services has been carrying out its initiatives with the purpose of
improving the quality of care services by considering the well-being, security and needs of
children and teenagers.
Within this context, minimum standards, which must be met in all our care units, have been
identified under the UN Convention on the Rights of the Child and these minimum standards
have been notified to all our organizations
“Programme on Monitoring and Evaluation of Minimum Standards” was developed and
introduced on July 3, 2013 with the aim of facilitating the registration of services provided by
our care units and measurement, monitoring and assessment of the progress.
Within this framework, “Strengthening Internal Audit in Child Care Services and Establishing
Self-Assessment System” Project was conducted under the coordination of General
Directorate of Child Services and supervision of Head of Internal Audit Unit of the Ministry
with the technical support of UNICEF. Implementation Guide for “Self-Assessment” system
has been developed at the end of the project. By using this guide, managers and staff
engaged in child care services can assess their services in line with the pre-defined quality
indicators.
Understanding and adopting the national minimum standards are crucial for implementing
the self-assessment system successfully.
I wish that this Guide prepared in order to pave the way for applying the Minimum
Standards in child care services and improving the quality of services will be useful for our
managers and staff.
Associate Prof. Ayşenur İSLAM
Minister of Family and Social
Policies
Self Assessment Guide
Contents
FOREWORD ............................................................................................................................................. 1
ABBREVIATIONS AND DEFINITIONS......................................................................................................... 3
BACKGROUND ......................................................................................................................................... 4
INTRODUCTION ....................................................................................................................................... 6
SCOPE ...................................................................................................................................................... 7
RELATIONSHIP BETWEEN MINIMUM STANDARDS AND SELF-ASSESSMENT .......................................... 9
IMPLEMENTATION AND REPORTING OF SELF-ASSESSMENT ................................................................ 16
SELF-ASSESSMENT SURVEY ................................................................................................................... 19
PARTICIPATION IN SELF-ASSESSMENT .................................................................................................. 26
CARE ASSESSMENT SURVEYS................................................................................................................. 28
APPENDICES........................................................................................................................................... 30
Self Assessment Guide
ABBREVIATIONS AND DEFINITIONS
Within the scope of this Guide;
1. Child Care Institutions represent Houses of Affection, Protection, Care and Rehabilitation
Centers, Care and Social Rehabilitation Centers, Directorates of Children’s Houses
Coordination Center and Admission and Intervention Units providing care and/or
rehabilitation services for Children at the age of 7 and above.
2. Child Care Institutions Managers represent the managers of the institutions mentioned in the
first article,
3. Minimum Standards represent Minimum Standards for Children Deprived of Parental care,
4. General Directorate represents General Directorate of Child Services affiliated to the Ministry
5. Audit Units represent the Head of Internal Audit Unit and the Head of Audit Services
affiliated with the Ministry.
Self Assessment Guide
BACKGROUND
Improving the quality of protection, care and rehabilitation services “for service
beneficiaries” and implementing monitoring, assessment and supervision activities related
to the Services are some of the strategic objectives of the Ministry for the 2013-2017 period.
It is intended to implement minimum standards to increase the satisfaction of children and
families who benefit from childcare institutions and establish a self-assessment and
reporting system that provides effective and result-oriented monitoring of the services.
In line with these aims and purposes, during 2013 “Strengthening Internal Audit in Child Care
Services and Establishing Self-Assessment System” Project was conducted by our General
Directorate with the technical support of UNICEF and under the supervision of Head of
Internal Audit Unit of the Ministry in order to activate Self-Assessment system in child care
institutions and prepare the Guide for implementation.
The Project team consisting of representatives of General Directorate of Child Services and
internal auditors was supported by external consultants Ian Milligan and Ronnie Hill who
were selected by UNICEF.
Within the scope of the project, a Workshop was held in Ankara between 21-25 May 2013
with the participation of 33 people composed of the representatives of the Provincial
Directorate of Ankara and the childcare institutions, the participants from General Directory,
internal auditors and international experts. In the Workshop, quality assessment areas to be
addressed in the self-assessment process, quality objectives regarding these areas, activities
to be carried out to achieve the objectives and evidence related to activities were identified.
The Project team held a study visit to Scotland between 26-30 August 2013 with the aim of
inspecting the implementations of self-assessment system of the childcare institutions on
site and sharing results and experiences.
The drafts of the surveys and the guide, which would be used during the self-assessment
process, were prepared by making use of information and sources obtained from the study
visit. The drafts were revised in the Workshop held in İstanbul between 07-11 October 2013
with the participation of external consultants.
On November 25 - December 06, 2013, plausibility and suitability of the questions included
in the Care Assessment Survey were tested. The survey is going to be used during the selfassessment to be conducted among 71 children, 31 families and 25 staff members in
institutions selected in the province of Ankara.
Following the practitioner’s trainings aimed at the managers and staff, self-assessment
system will be put into practice in 2014.
This Guide has been prepared with the support of various managers and staff that provide
childcare services and children and their families that benefit from these services.
Self Assessment Guide
PROJECT TEAM AND THE AUTHORS OF THE GUIDE
İdris YEKELER, Provincial Director of Ankara (Project Officer)
Gülay TÜRK, Unit Supervisor, General Directorate of Child Services, Department of Care Services
Engin ASLAN, Unit Supervisor, General Directorate of Child Services, Department of Care Services
Ergin BALCI, Unit Supervisor, General Directorate of Child Services, Department of Education and
Social Assistance Services
Nuran Ceylan ÖZBUDAK, Social Worker, General Directorate of Child Services, Department of
Protective Preventive Services
Esma İNCE, Child Development Specialist, General Directorate of Child Services, Department of
Social Rehabilitation
Eylen SAVUR, Programme Officer, UNICEF Turkey Country Office, Child Protection Unit
Sedat ERGENÇ, Internal Auditor, Presidency of Internal Audit Unit of the Ministry
Ayfer AKSU, Internal Auditor, Presidency of Internal Audit Unit of the Ministry
Evren G.ERMİSKET, Internal Auditor, Presidency of Internal Audit Unit of the Ministry
As Project Team, we wish to express our sincere gratitude to;
UNICEF Turkey Country Office for providing technical support during the project;
Our Project consultants Ian Milligan (CELCIS) and Ronnie Hill (Children1’st) for sharing
reference documents and examples of best practice, as well as their precious opinions and
suggestions with Project team;
Within the framework of its strategic goals of our Ministry, we would like to thank
Abdülkadir Kaya, General Director of Child Services, who made a decision to adopt Minimum
Standards and improve the self-assessment system, which is going to contribute significantly
to effective and result-focused monitoring of services;
Osman ÇAKIR, Deputy Head of Department of Care Services of General Directorate of Child
Services, for her continuous support during the project;
Birgül ÇELİK, S. Dilara ARSLAN, Mustafa TOPAL and Ramazan BAYKARA, Deputy Managers of
Institutions in Ankara; Social Workers Seda ÖZCAN and İsa KAPLAN; Child Development
Specialist Süreyya SUSUZ; Physiotherapist Sultan BİLİR; Teachers Esin AYDIN and Mediha
SOMUNCUOĞLU for their contributions to identifying the quality assessment areas and
quality objectives that underpin Self-assessment process,
Provincial Director İsmet ZOR for sharing his knowledge, experience and suggestions during
the Project team visit as well as the managers and staff of the child care institutions in
Gaziantep,
Self Assessment Guide
Staff of the child care institutions in Ankara and children and their families for their
contributions to testing process of survey forms.
INTRODUCTION
In order to improve the quality of care and protection services provided in the child care
institutions affiliated to the Ministry and ensure their compliance with the UN Convention
on the Rights of Child, Minimum Standards that must be met by the child care institutions
have been identified.
Aligning the services provided in the institutions with these Standards and monitoring the
quality of services are under the responsibility of the Managers of the Institutions
Various activities have been conducted by the Institution Managers with the aim of
monitoring the quality of services. These activities can be classified as continuous monitoring
and special assessments.
Continuous monitoring is carried out during service providing process between staff
conducting the activities and the managers responsible for auditing. Continuous monitoring
includes regular management and supervision activities, comparisons and other measures
taken by the staff. Additionally, various activities such as preparing and ratifying
implementation plans for children, monitoring their attendance and achievements in school,
creating their daily activities schedule, distributing pocket money and materials by signature
are included in the scope of continuous monitoring.
Moreover, there are special assessment activities conducted by the managers and staff
periodically. Special assessment activities include measuring of performance based on
performance indicators, satisfaction surveys, evaluation of notices and complaints,
preparation of annual reports, periodic assessment meetings.
Self-assessment is a method of supervising and reporting that is used by the managers in
order to determine the adequacy of the outcomes in achieving specific objectives and
contains all the monitoring activities carried out via continuous assessments and special
assessments.
The aim of self-assessment is to improve the quality of the childcare services and contribute
to the welfare of children who benefit from these services. Therefore, it focuses on the
impact of the services on children rather than the outcomes.
Self-assessment system also makes important contributions to;



Identifying and managing the risk factors that can prevent the objectives in the
field of child care services from being fulfilled,
Identifying best practices and expanding them,
Identifying the areas that need to be improved and providing reasons for them,
Self Assessment Guide



Increasing the participation of children, their families and staff into the
development of service provision processes,
Providing the accountability for the services,
Increasing the effectiveness of supervisions regarding childcare institutions.
The most important aspect of the system is to ensure the active participations of children
and their families that benefit from the services, as well as the service providers, into
assessment process.
This Guide has been prepared in order to lead the managers and stuff during the
implementation of self-assessment system in accordance with the legislations and
regulations in force.
The primary users of the Guide are the Institution Managers and staff that will carry out the
implementation. In addition, the Provincial Directorates, the General Directorate and audit
units, responsible for monitoring and supervision of the services provided in the institutions,
also make use of this Guide.
During the implementation process of self-assessment, the Institutions can use other
instruments and methods apart from the ones recommended in this Guide on the condition
that they are not against essential requirements. The implementation of self-assessment
system does not pose an obstacle in practicing and developing other methods in order to
achieve the objectives aimed at improving the quality of services in institutions.
The Guide will be revised and updated every year in line with the evaluations and the
suggestions of the practitioners.
Self-Assessment gives the
Institution Managers an
opportunity to present their
achievements, provide reasons for
failures and define the path to
success.
Self Assessment Guide
SCOPE
Houses of Affection, Children’s Houses Coordination Centers, Protection, Care and
Rehabilitation Centers, Care and Social Rehabilitation Centers, Initial Prevention and
Assessment Units for Child Protection, which are affiliated to the Ministry and provide
services for children at the age of six (6) and above, have been included in selfassessment system.
Standards for Infants and Toddlers, included in Minimum Standards, have been
excluded from self-assessment system for the first years of implementation because of
the possible difficulties in ensuring the participation of children, which is one the
essential components of self-assessment system.
The exclusion of this Standard does not end the obligation of institutions to fulfill the
requirements of this Standard.
Self Assessment Guide
RELATIONSHIP BETWEEN MINIMUM STANDARDS AND SELFASSESSMENT
Minimum standards that must be met by the childcare institutions affiliated to the
Ministry are divided into five (5) different categories. These are:
1. Professional Practices
2. Personal Care
3. Staff
4. Sources
5. Management
There are twenty-eight (28) Standards under these categories.
Table.1 MINIMUM STANDARDS
1. Professional Practices
Standard 1.1 Aims and Targets
Standard 1.2 Child Protection Policy
Standard 1.3 Implementation of Child Protection
Standard 1.4 Transition and Admission
Standard 1.5 Planning of Implementations of Services and Rehabilitation
Standard 1.6 Reviewing the Plan on Implementations of Services and Rehabilitation
Standard 1.7 Rehabilitation, Care and After-Care Processes
2. Personal Care
Standard 2.1 Nutrition
Standard 2.2. Health
Standard 2.3 Play and Entertainment
Standard 2.4 Respect for the Privacy of Children
Standard 2.5 Choice/Preference
Standard 2.6 Esteem and Respect
Standard 2.7 Relationships and Attachment
Standard 2.8 Children’s Sense of Identity
Standard 2.9 Sanctions and Control for Children
Standard 2.10 Making Children’s Voices Heard
Standard 2.11 Education
Standard 2.12 Infants and Toddlers
3. Staff
Standard 3.1 Employment and Selection
Self Assessment Guide
Standard 3.2 Supervision and Support for the Staff
Standard 3.3. Assignment
Standard 3.4 Training and Development of the Staff
4. Sources
Standard 4.1 Location and Environment
Standard 4.2 Conditions of Living Spaces
5. Management
Standard 5.1 Records
Standard 5.2 Confidentiality
Standard 5.3 Role of the Managers
In the self-assessment system, the quality of care services is evaluated with “Quality
Assessment Areas and Quality Objectives”. Quality assessment areas and quality
objectives have been identified in line with the minimum standards, the indicators
regarding minimum standards and the counter indicators.
Quality Assessment Areas refer to the issues that will affect the quality of service
critically and be addressed during the self-assessment process. Twenty-eight (28)
minimum standards have been grouped under eighteen quality assessment area titles.
Quality Assessment Areas are listed below. The numbers next to the assessment area
show relevant standard or standards.
Self Assessment Guide
Table 2. Quality Assessment Areas
1. Professional Practice
1.1. Quality Assessment Area: Aims and Targets (Standard 1.1.)
1.2. Quality Assessment Area: Child Protection (Standard 1.2., 1.3.)
1.3. Quality Assessment Area: Care Plan (Standard 1.4., 1.5., 1.6.)
1.4. Quality Assessment Area: Transition Plan (Standard 1.7.)
1.5. Quality Assessment Area: Participation of Children in Management and Making Their Voices
Heard (Standard 2.10.)
2. Personal Care
2.1. Quality Assessment Area: Nutrition and Health (Standard 2.1., 2.2.)
2.2. Quality Assessment Area: Play and Entertainment (Standard 2.3.)
2.3. Quality Assessment Area: Education (Standard 2.11.)
2.4. Quality Assessment Area: Behavioral Control and Sanctions (Standard 2.9.)
2.5. Quality Assessment Area: Identity Development and Esteem Achievement
(Standard 2.4., 2.5., 2.6., 2.8., 2.9.)
2.6. Quality Assessment Area: Relationships and Attachment (Standard 2.7.)
3. Staff
3.1 Quality Assessment Area: Employment and Assignment (Standard 3.1., 3.3.)
3.2. Quality Assessment Area: Training and Development of the Staff (Standard 3.2.)
3.3. Quality Assessment Area: Consultancy and Support for the Staff
(Standard 3.2., 3.4.)
4. Sources
4.1. Quality Assessment Area: Children's Living Spaces (Standard 4.1., 4.2.)
4.2. Quality Assessment Area: Management of Voluntary Contributions and Participations
(Standard 4.1.)
5. Management
5.1. Quality Assessment Area: Planning, Monitoring and Reporting of the Activities of Service
Provider (Standard 5.3.)
Self Assessment Guide
5.2. Quality Assessment Area: Records (Documentations) and Protection of Confidentiality (Standard
5.1., 5.2.)
There are 1-5 quality objectives associated with each quality assessment area. These
objectives refer to the expected outcomes of the services. In the self-assessment
process, the performance of the institution will be evaluated in the light of its
competency to achieve these quality objectives.
The quality objectives are presented in the table below:
Table 3. Quality Objectives
1. Professional Practice
1.1. Quality Assessment Area: Aims and Targets (Standard 1.1.)
Quality Objective 1.1.1. Children are provided with detailed information on which services will be
provided by the service providing institution for how long, the way they will receive care services,
persons who will listen to their demands and problems, life and rules in care institutions and other
relevant issues.
Quality Objective 1.1.2. Families are also informed on aims of the service, their duties and
responsibilities.
Quality Objective 1.1.3. Stakeholders are informed on aims and of the service provider, their own
duties and responsibilities.
Quality Objective 1.1.4. The staff are aware of aims and purposes of the service provider.
1.2. Quality Assessment Area: Child Protection (Standard 1.2., 1.3.)
Quality Objective 1.2.1. Staff, especially those who directly work with children, have necessary
knowledge and experience to identify child abuse or neglect cases and make necessary
interventions.
Quality Objective 1.2.2. Staff are aware of the institutional and legal reporting principles for child
abuse and neglect cases.
Quality Objective 1.2.3. The structure of the service provider and living space of children prevents
child abuse and neglect.
Quality Objective 1.2.4. Children are protected from peer pressure.
1.3. Quality Assessment Area: Care Plan (Standard 1.4., 1.5., 1.6.)
Quality Objective 1.3.1. Each child is provided with individualized service within a specific plan.
Self Assessment Guide
Quality Objective 1.3.2. Family and social support oriented approaches are adopted throughout the
service provision process.
Quality Objective 1.3.3. Participation of child and his/her family is ensured
1.4. Quality Assessment Area: Transition Plan (Standard 1.7.)
Quality Objective 1.4.1. Children, whose institutional care will be ended, are provided with the
appropriate and adequate services that will prepare them for their new lives.
1.5. Quality Assessment Area: Participation of Children in Management and Making Their Voices
Heard (Standard 2.10.)
Quality Objective 1.5.1. Children's participation in decision-making processes that affect the
management of the service providers they reside in and their lives in ensured and they are
supported in this regard. No children is deprived of their right to express their opinions.
2. Personal Care
2.1. Quality Assessment Area: Nutrition and Health (Standard 2.1., 2.2.)
Quality Objective 2.1.1. Children are provided with a proper, adequate and balanced nutrition for
their age and development and their participation in the food selection and cooking is ensured so
that they can enjoy their meals
Quality Objective 2.1.2. Children can participate in the meal planning, grocery shopping and
cooking processes.
Quality Objective 2.1.3. Medical needs of the children have been identified and necessary services
are provided.
2.2. Quality Assessment Area (Standard 2.3.)
Quality Objective 2.2.1. Children have access to play and entertainment activities appropriate for
their age, development and interests.
2.3. Quality Assessment Area: Education (Standard 2.11.)
Quality Objective 2.3.1. Children are ensured to fully benefit from education opportunities
appropriate for their needs and conditions and promoted in this regard.
2.4. Quality Assessment Area: Behavioral Control and Sanctions (Standard 2.9.)
Quality Objective 2.4.1. Rules and sanctions set for the children respect their rights and best
interests.
2.5. Quality Assessment Area: Identity Development and Esteem Achievement
(Standard 2.4., 2.5., 2.6., 2.8., 2.9.)
Quality Objective 2.5.1. Right to privacy is promoted and respected in line with the best interests of
the children.
Self Assessment Guide
Quality Objective 2.5.2. Children are encouraged to make informed choices.
Quality Objective 2.5.3. Self-esteem of the children are considered and respected.
Quality Objective 2.5.4. Children's sense of identity is supported.
Quality Objective 2.5.5. Children are enabled to achieve self-esteem and self-confidence.
2.6. Quality Assessment Area: Relationships and Attachment (Standard 2.7.)
Quality Objective 2.6.1. There is a good relationship based on trust between staff and children.
Children feel comfortable and peaceful under the protection of staff.
Quality Objective 2.6.2. Children’s relations with their families are ensured to be protected and
strengthened.
3. Staff
3.1. Quality Assessment Area: Employment and Assignment (Standard 3.1., 3.3.)
Quality Objective 3.1.1. Adequate number of qualified staff with adequate experience have been
employed and assigned for the fulfillment of children's needs.
3.2. Quality Assessment Area: Training and Development of the Staff (Standard 3.2.)
Quality Objective 3.2.1. Staff are provided with training and development opportunities.
3.3. Quality Assessment Area: Consultancy and Support for the Staff
(Standard 3.2., 3.4.)
Quality Objective 3.3.1. Service provider has a consultancy (supervision) and support mechanisms
that assess the development and performance of the staff and produce feedbacks.
4. Sources
4.1. Quality Assessment Area: Children's Living Spaces (Standard 4.1., 4.2.)
Quality Objective 4.1.1. Location and design of the service provider comply with the features of the
service.
4.2. Quality Assessment Area: Management of Voluntary Contributions and Participations
(Standard 4.1.)
Quality Objective 4.2.1. Management of the voluntary contributions and participations favors the
best interests of the children.
5. Management
5.1. Quality Assessment Area: Planning, Monitoring and Reporting of the Activities of Service
Provider (Standard 5.3.)
Quality Objective 5.1.1. Aims and purposes are defined in line with the vision and mission of the
service provider with the participation of children, taking the results achieved in previous years into
account.
Quality Objective 5.1.2. Progress achieved within the plan is monitored and necessary revisions are
made.
Self Assessment Guide
Quality Objective 5.1.3. Report on the progress achieved in each term is prepared and submitted to
relevant authorities.
5.2. Quality Assessment Area: Records (Documentations) and Protection of Confidentiality
(Standard 5.1., 5.2.)
Quality Objective 5.2.1. All service records and reports related to children's care have been fully
and accurately kept and confidentiality of these records and reports has been ensured.
Quality Objective 5.2.2. Records related to the children are written in an understandable,
considerate and positive language. Records are shared with the child of subject in order to enable
the child to understand his/her situation and to maintain his/her healthy development, protecting
his/her best interests.
Quality Objective 5.2.3. Staff observes the principle of confidentiality of private information about
the children.
Quality Objective 5.2.4. Confidentiality is secured during the transfer of information.
Quality Objective 5.2.5. Have the children been informed of the confidentiality and sharing of the
information about themselves and others?
Self Assessment Guide
IMPLEMENTATION AND REPORTING OF SELF-ASSESSMENT
In the self-assessment process, the managers of institution will evaluate the competency of
institution to realize the quality objectives in line with the compliance criteria with the
participation of children, their parents, staff and other stakeholders.
Within the self-assessment, the managers should;
 Evaluate the method they used for realizing the quality objectives,
 Show evidences to prove the accuracy of information they present,
 Identify the areas that need to be improved and make a plan on how and when to
make these improvements,
 Grade the services they provide in line with their own assessment
The attached “Self-Assessment Survey” is referred when conducting the self-assessment and
preparing relevant report (APPENDIX 1).
It is necessary to complete the Self-assessment report and submit it to the Provincial
Directorate and General Directorate using the attached Report Template (ANNEX 2) by
December of each year.
Self-assessment survey should be annually filled and submitted to the relevant
Provincial Directorate and General Directorate as of December.
Moreover, Self-Assessment, which aims continuous development, is not a one-time practice
but a dynamic process that goes on throughout the whole year. Therefore, data should be
entered in the survey on a regular basis throughout the year and the data entered in the
survey should be kept updated, rather than rushing to fill it in a short period.
Self Assessment Guide
Establishing Self
Assessment Team
Monitoring the
Progress
Conducting the
Assessment
Continuous
Development
Compeletion and
Submission of the
Form
Planning the
Activities for
Improvement
Grading
Manager of the service provider is responsible for the coordination of Self-Assessment
process, completeness and accuracy of the data in the Survey and submission of the
Survey to relevant authorities.
The following steps should be followed when conducting Self-Assessment:






Manager of the service provider should plan the execution of process each year
and identify the persons to be included in the Self-Assessment team. It is
important that various areas of expertise be represented in the Self-Assessment
team.
The manager of the service provider should hold an Opening Meeting with the
participation of all staff. The expected duties of the staff with regards to SelfAssessment should be explained in this meeting.
In order to ensure the effectiveness of self-assessment, the staff should be well
familiar with the Minimum Standards and Quality Assessment Areas and Quality
Objectives.
The duties assigned to the staff within the Self-Assessment should be scheduled and
progresses should be periodically evaluated together.
Data can be entered in the Self-Assessment Survey by the manager himself/herself as
well as by the assigned member of Self-Assessment team.
Each service provider will be issued only one Self-Assessment Survey. In addition
to this, quality of care services should be compared and progresses should be
monitored in care houses (especially in Houses of Affection and Children’s
Houses). For this reason, the need for this comparison and monitoring should be
Self Assessment Guide
taken into consideration when assigning duties concerning self-assessment. It
should be ensured that Accuracy of the data received from the persons in
charge of Care Houses and Groups are checked and the consolidated data are
entered in the Self-Assessment Survey by Self-Assessment team.
Results of Self-Assessment should be shared with the children and their families who are
benefitting from the service, as well as with the staff. Thus, personal information such as
name, and surname of the children, families and staff should never be specified and a
positive and constructive language should be used in the Survey.
Sections of the Self-Assessment Survey are explained below.
Self Assessment Guide
SELF-ASSESSMENT SURVEY
Self-Assessment Survey consists of eighteen (18) Quality Assessment Areas and each of
these areas is composed of the following sections:








Quality Objectives
Compliance Criteria
Sources of Evidence
Strengths of Service Provider
Areas of Improvement
Other Issues
Action Plan
Grading
As explained in the previous sections, Quality Assessment Areas have a critical impact
on the service quality and refer to the issues to focus on during the self-assessment
process. The numbers associated with these quality assessment areas indicate the
relevant minimum standard(s).
In the Self-Assessment Survey, there are relevant Quality Objective(s) under each
Quality Assessment Area. These Objective(s) describe the situation(s) that are (is)
expected to be established with the services. In the self-assessment, performance of
the service provider will be assessed in terms its competency to achieve these quality
objectives.
Other sections of a Quality Assessment Area are explained below.
COMPLIANCE CRITERIA
There are Compliance Criteria given under Quality Objective(s) in the Self-Assessment
Survey. Compliance Criteria consist of minimum necessary activities to be conducted by
service providers to achieve Quality Objectives.
For example, the compliance criteria given under “1.1 Quality Assessment Area: Aims
and Targets” which cover four (4) Quality Objectives are:
 Is there any “Aims and Purposes" document that involves aims and purposes, philosophy,
working principles and priorities of the care provider?
 Has this document been prepared in line with the opinions and needs of all relevant parties,
including children, their families and staff?
 Do the aims and purposes, philosophy, working principles and priorities of the service
provider respect to the high benefits of children?
 Are aims and purposes understood by all relevant parties (children, staff and stakeholders)?
 Are aims and purposes understandable to the children in visual and audial terms? Are there
any specific measures for children with special needs or non-Turkish speaking children?
 Is the aims and purposes document updated in line with the feedbacks received from children,
their families and stakeholder?
 Is there any systematic introduction and adaptation programme, which is implemented on a
regular basis for newcomer children in the service provider?
Self Assessment Guide
 Do the children receive any support that helps them understand the reasons why they are
staying in the institution, and deal with these reasons?
Strengths and areas of improvement of the service provider should be identified in the
light of answers to the questions of Compliance Criteria and noted in the relevant
textboxes in the self-assessment process.
Self Assessment Guide
SOURCES OF EVIDENCE
The assessments conducted by the managers during the self-assessment process
should be based on evidence.
Formal letters, documents, procedures, surveys, minutes of meetings, records of
interviews, reports, leaflets about the activities carried out, all kinds of records,
photographs, videos, e-mails, records of management information system etc. can be
used as evidence in the self-assessment.
There are some sources of evidence under the compliance criteria in the selfassessment form but it is not limited with these.
However, it is necessary that records on the situations below be strictly kept:
1. Relevant professional practices with children
2. Visitors of institution and children
3. Daily life in the institution
4. Satisfaction surveys for staff
5. Staff meetings
6. Feedbacks received from children and their families
7. Illness, accidents and injuries of children
8. Complaints about children or staff and their conclusions
9. Any concern or report of child abuse and results of the investigations
10. Procedures such as day off, training and illness of staff
11. Notification of important events held in the institution
12. Children who left the institution without permission
13. Controlling methods and sanctions for children
14. Drugs, medical treatment and first-aid practices
15. Success of children at school and following it
16. Following shifts and assignments of staff
A document or electronic record or procedure of the institution is not taken as
sufficient evidence in terms of the expected results in the self-assessment. In the same
way, lack of a record system or procedure does not mean that the result is evaluated
as insufficient in the case of finding different evidence which shows service quality is
sufficient and even better than this. This is why the impacts of the evidence especially
on the quality assessment area and the quality objectives should be focused on.
When assessing the competency to realise the Quality objectives, the evidence
obtained from several sources should be interpreted all together and the difference
between the previous situation of the service and its current situation, namely, the
impacts of the service on the results should be addressed.
Self Assessment Guide
Quantitative
Information
Individuals’ Opinions
QUALITY
ASSESSMENT
Direct Observation
It is possible that the same records are used for more than one quality assessment area
and quality objective. However, sufficiency of the evidence should be also assessed for
each Quality Assessment Area. The sufficient evidence for the assessment area may be
in supportive nature for another area.
The answers given for the compliance criteria and assessments with regards to the
strengths and areas, which need to be developed, should be certainly linked to the
evidence.
The collected evidence with regards to each assessment area throughout the year
should be filed appropriately. By doing so, it will contribute to have self -assessment
systematically conducted and to accountability of the assessments.
The credibility of a self-assessment
is limited to the sufficiency and
credibility of evidence.
Self Assessment Guide
ACTION PLAN
The level of reaching aims in each quality assessment area is assessed in the light of the
collected evidence in line with the compliance criteria by the managers; thus, the strengths
of the service and the areas, which need to be developed, are identified by the managers.
In the next step of the self-assessment, the action plan of the survey is filled by determining
the activities to be carried out in these areas, aims for these activities, due date and
responsible individual.
It should be ensured that the activities are realistic, accessible and measurable and that they
are planned in a progressive way.
Planned activities need to be carried out as soon as possible in line with the importance level
of the developmental areas.
The process of carrying out the activities should be monitored by the managers and the
information on the process of carrying out the activities with regards to the relative period
should be provided in the self-assessment survey.
It should be noted that new activities will be able to be planned not only for the areas of
improvement, but also for the areas, in which the service is strong, and that it is a part of the
continuous development.
 How Successful Are We? This question
will be helpful to identify the strengths of
the service,
 How Good Can We Be? This question
will be helpful to identify the areas which
need to be developed,
 How Can We Know? This question will
be helpful to identify the evidence.
Self Assessment Guide
GRADING
In the last step of the self-assessment, the managers of the institutions are asked to grade
the service performance based on a 1 – 4 scale in line with the assessments mentioned
above. Thus, the managers are encouraged to think about the conducted performance in a
more comprehensive way.
• 4. Very Good
• 3. Good
• 2. Fair
• 1. Poor
It is very important that the managers assess all aspects of the service performance in an
objective way and the grading is a crucial part of this assessment.
The detailed explanations for the grades are in the table below.
1. Poor: The quality objectives with regards to the quality assessment area are not met.
Although the institution has strengths for some aims, it has important weaknesses required
for urgent action. There are serious concerns about the impacts of the service on children.
The children and their families who benefit from the service are not included in the process
of assessment. The children and their families may be unaware of the right to express their
opinions about the service.
2. Fair: Most of the quality objectives with regards to the quality assessment area are met.
The identified areas, which need to be developed for the quality objectives, which could not
be achieved, do not have any significant negative impact on children. There is some
evidence suggesting that staff takes opinions of children and their families during the
service and considers these opinions in the provision of service.
3. Good: All quality objectives with regards to the quality assessment area are met. The
institution has strengths for several quality objectives. There is an opportunity for children
Self Assessment Guide
and their families to participate in the service development and assessment. There is some
evidence suggesting that the institution takes the opinions of children and their families
into account.
4. Very Good: All quality objectives with regards to the quality assessment area are met.
The institution has a great number of strengths for all quality objectives. Improvements for
the areas, which need to be developed, are planned and swiftly carried out. The institution
stands as an example for other institutions in a great number of areas. There are many
methods and practices for children’s participation in services. There are several
opportunities not only for the families, who will be able to participate more frequently, but
also for all families. The children and their families are the most important part of the
service providing.
While grading the service performance, it should be thought about to what extent the
Quality Objectives are reached and only one grade, which is in the grading table
above and reflects the performance in the best way, should be picked for Each
Quality Assessment Area.
It will be assessed during the audits whether the grading made by the managers completely
and truly reflects the service performance and the last grade about adequacy of the service
to reach the quality objectives will be determined after this audit.
Self Assessment Guide
PARTICIPATION IN SELF-ASSESSMENT
The participation of children, their families, staff and other stakeholders is one of the
key elements of the self-assessment. The participation is meaningful as long as the
people who benefit from the service express their opinions, receive feedbacks from
the institution and contribute to the process.
Including the opinions of children and their families in the assessment processes will
enable to assess truly the care quality.
The children and their families;
•
•
•
•
•
May provide information about functioning of the institution,
May express their opinions about the beneficial and non-beneficial aspects of the
service for themselves,
May share their experiences,
May be helpful to identify the problems more swiftly by sharing their experiences
and
May offer reformist proposals.
The active participation of staff in the self-assessment is helpful for them to focus on
improving the services and warn the managers about problematic areas and
weaknesses.
That’s why, it is necessary that children and their families benefiting from the service
and staff should be included in the process of self-assessment and that opinions of
these children, their families and staff should be taken into account in the grading
process.
The way participation is ensured and the efficiency of the methods used will be
assessed during the audits and these assessment results will be reflected on the last
grading. Therefore, it should be certain that sufficient evidence is collected during the
self-assessment process.
The participation of children and their families especially in the areas specified below should
be ensured:
 Planning and Service Providing
The children and their families are the main partners of the decision-making process for
planning and implementation of the individual service. Therefore, the participation of
children and their families should be ensured in the following areas:
 Identifying the areas which they need,
 Plans for the ways of meeting their needs,
 Reviewing these plans,
 Putting the service to an end,
 Recording and Reporting of Information
The children and their families should be informed during the processes of recording and
Self Assessment Guide
reporting of information about themselves and their participation should be ensured.
Accordingly, the opinions of children and their families should be in the survey and records,
and appropriate information about children should be shared with them in a proper way by
using appropriate language.
There are several methods below which can be used to ensure participation in the
services. Besides, it is possible that the institution can use additional methods. However,
the most appropriate method should be preferred by assessing the conditions and private
situations of children and their families.






Interviews with children and their families; One-to-one interview is the best way
to learn the opinions of children and their families about the institution or obtain
important information and look at the problems comprehensively. The interviews
can be helpful to establish communication with the groups shunned and people
with special needs.
Phone interviews; Families may be called. Phone interviews should be conducted in
a similar format to that of one-to-one interviews and in line with the same
principles.
Focus groups; One-time meetings, in which the participants exchange opinions, may
be held. In these meetings, the discussions for a specific subject should be made or
the questions should be prepared before. It is appropriate that 8 or 10 people
participate in these meetings. It should be ensured that people share their
experiences by joining focus groups.
Surveys; There are several survey/interview forms prepared for taking the opinions of
children and their families about the service in the appendix of the Guide. In addition
to these surveys, it is possible that other surveys with the same aim can be used. The
surveys for care standards are useful tools for a qualified assessment. (APPENDIX:
Surveys for Children and Family Assessment)
Opinions, suggestions and complaints; Children, their families and staff should be
enabled to express not only their complaints but also their opinions and suggestions.
Opinions, suggestions and complaints are helpful to identify the areas, which are
problematic and need to be developed. The existence of such systems shows that
institution take opinions of the relevant parties into account. Moreover, it is possible
that the problems on individual level are identified, searched and solved thanks to
this system.
Feedbacks received from staff; Staff are always in contact with children and their
families; thus, they are aware of the problems and concerns about the services. The
managers can ensure that problems are identified before getting bigger and solved by
interviewing staff and analyzing the obtained information. Establishing such a
dialogue to improve the service quality is also crucial for staff to feel valued. There
are suggestions boxes for staff in several institutions providing service. Another
method for receiving feedback from staff is survey. There is a Survey prepared for
this aim in the appendix of the Guide. In addition to these surveys, it is possible that
other surveys with the same aim can be used.
Self Assessment Guide
CARE ASSESSMENT SURVEY FORMS
There are forms to ensure the participation of children, their families and staff in the service
providing processes of the institution in the appendix of the Guide. Detailed explanations for
these forms are as follows:
1. Care Assessment Surveys for Children
There are 3 different forms for children and these forms are Admission Process Survey
which needs to be filled within 1 month following the first admission of child to the
institution, Care Assessment Survey for Institutions to be applied at least once within the
period that child stays in the institution, and Care Assessment Survey for Leaving Children
to be filled by children leaving the institution for different reasons. (ANNEX 3, 4, 5)
These forms for children may be filled in different ways. The child may be asked to fill the
form by himself/herself or it is possible that child or staff may write the answers down on
the form after staff explains the questions on the form for child.
The aim is to make the forms for children be comprehensible by 7-year-old and older
children and the forms are not differentiated by age groups.
It is necessary that authorized staff should assess the conditions of each child (age, disability,
chronic illness, trauma etc.) by using forms during the application of Self-Assessment and
that the most appropriate method for each child should be preferred.
To ensure effectiveness of forms, it will be appropriate to allow 30 minutes for their
completion, save for exceptional cases.
2. Care Assessment Survey for Families
It should be preferred that the form for families are filled during the visit of family to the
institution. Meanwhile, a family member may be asked to fill the form or it is also possible
that the family member or staff may write the answers down on the form after staff explains
the questions on the form just like in the forms for children. (ANNEX 6)
On the other hand, the families, who cannot come to the institution for several reasons but
maintain their relationships with the child and institution, may send their assessments on
the services with the postal service.
The definition of family first means mother and father of the child. In a situation in which the
mother and father have not any relationship with the child and the child is in close
relationship with any relative or acquaintance, the relevant person is expected to participate
in the assessment process by using the same form.
It should be ensured that Care Assessment Survey for Families are applied by a staff member
who is not directly in charge of the child's care, just as in the case of the care assessment
surveys for children.
Self Assessment Guide
3. Care Assessment Survey for Staff
Target audience of staff forms is care staff, responsible individuals of group/children houses,
staff members and deputy managers who are directly in contact with children. Other staff
will fill this Form as soon as they are directly in contact with children. (ANNEX 7)
The children and their families have no obligation to fill these surveys. However, they
should be reminded that these surveys are an opportunity to express their opinions about
the service and their participation should be encouraged.
Care Assessment Surveys will be able to be benefited for identifying the areas in which
children and individuals need personal development or support and for assessing the
service quality.
It should be ensured that the results of the surveys filled by staff of Self-Assessment team
are assessed and consolidated.
EVALUATION OF CARE ASSESMENT SURVEYS
Children and families are not obliged to complete care assessment surveys. Meanwhile,
they should be encouraged to take part by explaining to them the fact that these surveys
present them an opportunity to freely express their opinions about the service.
Case Assessment Surveys can be utilized not only to find out the areas in which children and
individuals (family members and personnel) require personal development or support, but
also to assess service quality as a whole.
Please find attached the Evaluation Key to be followed during the evaluation of the forms.
The Evaluation Key includes quality assessment areas relevant to each question, charts to
construe responses and explanations regarding questions which can be used to find out
individual requirements of children/families and staff members. Questions marked with
green color are supposed to be construed as yes, yellow as average and red as no
respectively (ANNEX 8-12).
The care assessment surveys which have been completed should be consolidated by the
self-assessment team and assessment results should be noted in the under the relevant
quality area in the Self-Assessment Survey.
During consolidation of the surveys, in order to facilitate assessment in Houses of Affection
and Children's Houses, among houses and among groups in other institutions; results of the
surveys applied in each house or group should first be construed upon consolidation of
their results, and assessment for the overall Institution should follow.
Self Assessment Guide
APPENDICES
Annex
No.
1
2
3
4
5
6
7
8
9
10
11
12
Name
Self-Assessment Survey
Self-Assessment Report Template
Admission Process Survey
Care Assessment Survey for Institutions
Care Assessment Survey for Leaving Children
Care Assessment Survey for Families
Care Assessment Survey for Staff
Evaluation Key for Admission Process Survey
Evaluation Key for Assessment Of Care Services
Evaluation Key for Care Assessment Survey for Leaving Children
Evaluation Key for Care Assessment Survey for Families
Evaluation Key for Care Assessment Survey for Staff
Self Assessment Guide