families in Imastu Residential Educational Institution lacked a staff member corresponding to the qualification of the carer. Under the qualification requirements established by the law, educational staff are divided into the following categories: assistant carers, junior carers, carers and senior carers. Lowest qualification requirements apply for assistant carers and the highest for senior carers. Each family of a substitute home must have at least one staff member having the qualification of carer. The Chancellor explained to Tilsi Children’s Home that even at night in each family there must be a staff member having the qualification of at least an assistant carer. In case of Imastu Residential Educational Institution the Chancellor pointed out that a staff member having the qualification of at least a carer is necessary due to their wider knowledge and experience in order to give advice and support to other carers with lower qualifications in taking care of the children. Staff without sufficient qualification are not necessarily able to resolve more complicated educational problems or offer sufficiently professional support and assistance to a child, for example due to a special need or in exceptional circumstances. On this basis, the Chancellor proposed to the substitute homes to ensure that all the people taking care of children in substitute home families comply with the qualification requirements established by the law. 3. Placement of children in families Both in Tilsi Children’s Home and Imastu Residential Educational Institution children had sometimes been transferred from one family to another. In Tilsi, for example, upon attainment of a certain age children had been moved to a family with older children. In Imastu, transfers had occurred, for example, in case of arrival of a new child in the family. The Chancellor drew the attention of the substitute homes to the importance of creating familylike conditions and the consistency of alternative care. The organisation of life in a substitute home should resemble family life as much as possible. Transfer of children from one family to another does not contribute to the creation of family-like relationships in a substitute home. Transfer of children from one family to another interrupts the relationships established between the children and carers in the current family, and the children must get used to new children and staff which does not provide a good basis for maintaining trust-based relations. The establishment of permanent affection-based relationships should be the main aim of a substitute home, helping to compensate the intimate bonds necessary for the development and life of children deprived of their family. On this basis, the Chancellor recommended to the substitute homes not to transfer children from one family to another, except when this is in the best interests of the child. 4. The location and equipment of the living rooms of children In Imastu Residential Educational Institution, the Chancellor was also concerned about the location and equipment of the children’s living rooms. Rooms of one of the families in the substitute home were located between the lift and the living rooms of adult clients receiving the 59