West Kirby School and College

West Kirby Residential School Inspection report for Residential Special School

p.1

Unique reference number SC018958 Inspection date 01/12/2010 Inspector Nick Veysey Type of inspection Key

p.1

Setting address West Kirby Residential School, 107-119 Meols Drive, West Kirby, WIRRAL, Merseyside, CH48 5DH

p.1

Telephone number 0151 632 3201 Email yblackledge@wkrs.co.uk Registered person West Kirby Residential School Head/Principal Nominated person Gareth Williams Date of last inspection 11/11/2009 Website: www.ofsted.gov.uk

p.1

This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

p.2

You can obtain copies of The Children Act 2004, Every Child Matters and The National Minimum Standards for Children’s Services from: The Stationery Office (TSO) PO Box 29, St Crispins, Duke Street, Norwich, NR3 1GN. Tel: 0870 600 5522. Online ordering: www.tso.co.uk/bookshop

p.2

About this inspection

The purpose of this inspection is to assure children and young people, parents, the public, local authorities and government of the quality and standard of the service provided. The inspection was carried out under the Care Standards Act 2000.

p.3

About this inspection

This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004 and the relevant National Minimum Standards for the service.

p.3

The inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough

p.3

Brief description of the service

The school is a special educational needs college for young people with complex and significant behavioural, emotional and social difficulties. Many young people also have additional learning difficulties and/or disabilities, including speech and language, autistic spectrum disorders and associated medical needs. All pupils have experienced major difficulties in mainstream schools and other educational settings.

p.4

Brief description of the service

The school currently is providing residential places for up to 18 young people during weekdays in term time. There is a variety of boarding arrangements available depending on the needs of the child, ranging from one to four nights each week. The school provides residential accommodation on the main site and in two houses in the local area.

p.4

Brief description of the service

The location of the school and the houses enables young people to access facilities in the community easily. They are close to bus stops, a train station, leisure centres, swimming pools, youth clubs, shops, the beach, parks and other schools.

p.4

Summary

The overall quality rating is outstanding.

p.4

Summary

This is an overview of what the inspector found during the inspection.

p.4

Summary

At this announced full inspection all the key standards were inspected. The main focus of the inspection was to find out how well the school meets the needs of young people living there.

p.4

Summary

This is an outstanding school that meets the national minimum standards exceptionally well. The school provides a safe and stimulating environment that encourages young people's learning and personal development. Young people enjoy attending the school, feel safe, supported and well looked after. Young people said 'It's a good school and if any one with special needs wants to come it will help you' and 'I feel they have done everything right and cannot fault this school.'

p.4

Summary

Staff are caring, skilled, competent and committed to support young people. They have created a warm friendly atmosphere where young people feel valued and know there are people they are able to turn to for advice and support if they have any problems. Young people's welfare is enhanced by the staff's excellent understanding of their individual needs and the support they need. All parts of the school are very good at sharing information about young people’s experiences and needs to make sure that they are being cared for properly. Young people are extremely well supported to deal with the challenges they face, develop confidence in their skills and abilities, and to play an active part in the community.

p.4

Improvements since the last inspection

The school has made excellent progress with the recommendations made at the last inspection. The school was asked to make improvements to: young people’s health and discipline records; the information obtained about people wishing to work at the school; the accommodation on the main school site; and the consistency in the monitoring by governors of the quality of the care.

p.5

Improvements since the last inspection

Young people’s records and health files did not always contain the name of each person with parental responsibility for them and suitable consents for the administration of first aid and appropriate non-prescribed medication were not always obtained from the person with parental responsibility. Young people records now clearly show the person with parental responsibility for them, for example parents or the responsible local authority’s designated officer. Also, young people’s health files contain prior written permission from the right person for first aid, specific non-prescribed medications, medical, optical and dental treatment when required. This means that there is less likely to be a delay in getting young people the support they need when they are unwell or in an emergency.

p.5

Improvements since the last inspection

The disciplinary records did not always include young people’s comments and signature to confirm what had happened. Where physical interventions or sanctions are used young people are encouraged to make comments or write their views in the records. In most cases staff write young people’s views for them and also show when young people have declined to make any comments. However, young people are not routinely signing the record to confirm that they agree with what has been written. As a result a good practice recommendation has been made to ensure that staff encourage young people to sign the records where they agree with what has been written.

p.5

Improvements since the last inspection

Previously the school had not obtained two references for a new member of staff to provide information to assist the school in deciding on the suitability of that applicant. The school has reviewed its recruitment practices to ensure that they always receive at least two written references, including one from the applicant’s last employer. Also, each reference is verified by telephone. The school obtains all the relevant information about applicants to ensure that they only employ suitable people with the right skills and experience to work with young people.

p.5

Improvements since the last inspection

The residential units on the main school site were being used during lunch time by young people from the day school, and young people living in the residential accommodation objected to this because of equipment getting lost or damaged. Bedrooms windows all had window restrictors fitted irrespective of the risks presented by individual young people. The dining table in one of the residential units was not big enough to seat everyone around it at the same time. All these areas have been successfully addressed. The residential accommodation is now only used exclusively for boarders, other young people only visit by invitation after school. The window restrictors have been removed. Structural alterations have been made in one of the units to ensure there is sufficient space for a dining table big enough for everyone to use. Young people particularly value this change and feel it has improved the homeliness of the environment.

p.5

Improvements since the last inspection

The quality and consistency of the visits to the residential accommodation on behalf of the governing body has improved significantly. Visits are now taking place every half term, the reports are more consistent in style and content and show that the visitors have checked the accommodation, the records and spoken with young people. The governors carrying out the visits also have had the opportunities for training about their role.

p.6

Helping children to be healthy

The school actively promotes young people’s physical health and emotional well- being and fully supports them to develop healthy lifestyles.

p.6

Helping children to be healthy

Staff give a high priority to ensuring that every young person has a health care plan that sets out their particular needs and the actions to be taken to ensure that those needs are met. The health care plan gives staff comprehensive information about each young person and enables staff to offer individual assistance and guidance. The plans are drawn up using information supplied by parents, health care professionals and the young people themselves. They are regularly reviewed to ensure they are appropriate to developing circumstances and reflect the progress that is made.

p.6

Helping children to be healthy

Young people have easy access to a full range of medical services in school and the community to meet their health needs. Health professionals working in the school, including qualified nurses, effectively monitor young people’s medical needs. The nurses work exceptionally well with young people, their parents and carers, school staff and health professionals to ensure that young people get the advice, guidance and treatment they require. Young people confirm that they are well looked after when they are feeling unwell. The school has effective arrangements for securing specialist medical and advisory services to meet young people’s diverse and more complex health needs, including dieticians, consultant paediatricians, psychologists and specialist nurses for specific health conditions. In addition, the nurses continue to develop their own knowledge and skills in response to the specific needs of young

p.6

Helping children to be healthy

people attending the school, for example in sexual health and relationships and mental health.

p.6

Helping children to be healthy

Staff provide young people with excellent information and advice to enable them to take as much responsibility for their own health care as their needs and abilities will allow. They encourage young people to live healthy lifestyles and help them with sensitive issues, such as sexual health, relationships, drug and alcohol use, exercise and diet. Emotional health is also considered to be important and staff help young people with emotional and behavioural difficulties within the framework of detailed assessments and health plans. For example, staff follow speech and language programmes to help young people develop self-esteem and confidence in their social and communication skills. The systems for managing the administration of medication are very robust and ensure that young people receive the treatment they are prescribed to promote their health. The school nurses provide staff training and guidance on first aid, medication,

p.6

Helping children to be healthy

and any skilled health tasks to ensure young people receive effective health care support. Nursing staff ensure that the administration of medication conforms to established safe practice throughout the education and residential provision of the school.

p.7

Helping children to be healthy

The school actively promotes healthy eating. Young people enjoy healthy and nutritious meals that meet their dietary needs. Specialist diets are provided for those with dietary needs. Staff encourage young people to try a variety of foods, including food from different cultures. Breakfasts and evening meals are taken on the residential units. Young people clearly enjoy the social element of meal times and respond to the efforts staff put in to make all aspects of food positive for those involved. Young people routinely plan meals, go shopping to buy food and help to cook meals. Staff fully understand the importance of good nutrition and what makes up a balanced diet and actively encourage young people to develop healthy eating habits.

p.7

Protecting children from harm or neglect and helping them stay safe

The school is fully committed to promoting the welfare of young people and protecting them from harm. Young people feel safe at the school. Staff are very well trained in safeguarding and fully understand their responsibilities for protecting young people. They effectively implement the school’s detailed safeguarding policies and procedures. Staff are very knowledgeable about individual young people and quick to notice any changes in mood and behaviour that may indicate that young people are unhappy. When staff are concerned about young people’s safety they take decisive action to protect young people, working very effectively with safeguarding agencies to make sure that young people get the support they need.

p.7

Protecting children from harm or neglect and helping them stay safe

Young people’s privacy is respected by staff and information about them is confidentiality handled. Staff know how to deal with and share information about young people’s safety that they have been given in confidence. Staff encourage young people to let them know about any concerns and worries they may have. Young people know how to make a complaint, confirm that they talk to staff if they are unhappy or being bullied, feel that staff listen and take their concerns seriously. Young people are protected from bullying and where it has taken place young people said it was ‘sorted out by staff straightaway’.

p.7

Protecting children from harm or neglect and helping them stay safe

Staff are very aware of young people’s vulnerability and provide them with excellent support and guidance about personal safety and accessing the community. Young people confirm that staff help them learn about keeping safe, including road safety and using the internet safely. On the rare occasions young people go missing from school staff consistently follow the school’s written guidance to make sure young people are safe and warmly welcomed back on their return. The school is very good at encouraging and supporting young people to develop socially acceptable behaviour and deal with their anxieties and frustrations constructively. Young people feel that staff are good at 'helping young people get a calm and relaxed learning environment' by 'helping young people to take control of their behaviour'. Young people’s individual risk assessments are effective and reviewed regularly. These underpin the behaviour support plan that informs the

p.7

Protecting children from harm or neglect and helping them stay safe

involvement of all staff with each young person. The school has dedicated significant resources to behaviour management, including a behaviour support suite within the main building and a specialist team to offer all staff and young people support, guidance and advice. The management of behaviour is based on the promotion of positive responses and a consistent approach from all staff throughout the school.

p.8

Protecting children from harm or neglect and helping them stay safe

The use of sanctions and physical interventions are appropriate, monitored regularly and discussed with each young person to ensure they are aware of what has happened and why. Young people respond to this approach and understand the rationale for rules. One young person said 'even though I question some of the rules I realise they are for my and others’ safety'. Young people are actively involved in devising the plans to help them manage their feelings and behaviour.

p.8

Protecting children from harm or neglect and helping them stay safe

Staff are well-trained in supporting young people manage their behaviour to ensure everyone’s safety is effectively protected. Staff record the sanctions and physical interventions in detail to enable the support they provide individual young people to be monitored and evaluated; the information is used to ensure young people are receiving the support they need. The records show clearly what happened and young people’s views are being recorded more frequently, but young people are not routinely signing the record to confirm that it is accurate.

p.8

Protecting children from harm or neglect and helping them stay safe

Health and safety procedures are robust and all staff are involved in ensuring that the premises and activities are safe for young people, staff and visitors. The school implements suitable risk assessments for all aspects of safety of the premises and grounds, gas and electrical installations, fire safety and young people's activities.

p.8

Protecting children from harm or neglect and helping them stay safe

The recruitment and selection of people working at the school is very thorough to make sure young people are protected. For example, before starting work all staff have appropriate Criminal Records Bureau checks and written references validated by direct telephone contact. The school always ensures that staff have the skills and competencies for the job and to meet the needs of individual young people. Also there are suitable systems in place to ensure that visitors to the school are suitably checked and supervised.

p.8

Helping children achieve well and enjoy what they do

Staff provide young people with excellent support to assist them in achieving their potential in educational and personal development. This support is based on detailed knowledge of each young person's strengths and learning needs. Staff work with young people and involve them in setting their own targets for developing their educational achievements and practical skills. Staff are aware of the need for a consistent and measured approach to the setting and achieving of specific targets. Young people appreciate the support they receive and are able to understand the progress they have made while being at the school. For example young people said: ‘Staff always there to help and also help you learn and give you some independence' and staff are ‘very good at teaching me deal with my issues and disabilities. My key workers have played a huge role in this.’

p.8

Helping children achieve well and enjoy what they do

Staff on the residential unit actively support each young person's development. They emphasise the importance of education and work to provide a physical and emotional environment in which education is valued. Staff throughout the school work well together. Effective communication helps to develop a team-based approach. The school is able to call upon a wide range of resources, such as speech and language therapists, to help in the critical area of the development of social and communication skills. Also, a physiotherapist works with young people to help them with anger and sensory problems.

p.9

Helping children achieve well and enjoy what they do

Staff have a detailed knowledge of young people and build relationships with young people based on positive contact and the raising of confidence and self-esteem. Staff encourage young people to develop self awareness and to consider the implications of their actions and their responsibilities to the wider community. They involve young people in considering not only their own care plans but also the activities and actions of the group in which they live. As a result young people are tolerant and able to appreciate diversity and other cultures.

p.9

Helping children achieve well and enjoy what they do

A key feature in the development of self-esteem is the involvement of young people in leisure activities, both within school and in the community. Staff encourage young people to be involved in the planning of activities and to develop new interests in things that will support their development and provide them with enjoyment. This includes young people developing their skills and talents in sports and music and attending youth clubs in the local area.

p.9

Helping children make a positive contribution

The full range of young people’s needs is assessed and comprehensive written plans outline how their needs will be met while at the school. The objectives of young people’s time at the school are clearly outlined to show what young people and staff are working towards. Young people’s records are comprehensive and show clearly how all their needs are being met on a day-to-day basis and what progress they are making.

p.9

Helping children make a positive contribution

Young people’s placements are reviewed regularly to reflect any changes and to make sure their needs continue to met. Staff throughout the school work closely with young people, their parents, and the other agencies involved to monitor young people’s progress, take into account any changes in their lives, and identify the best way to support young people. Young people are fully involved in the review of their plans by attending meetings and having their views taken into account.

p.9

Helping children make a positive contribution

Staff recognise the importance of involving parents and carers in the life of the school and encourage young people to remain in touch with family in whatever ways are appropriate for them. Family and contact arrangements are set out in care plans so that all staff can provide the support that young people require.

p.10

Helping children make a positive contribution

Staff give great importance to involving young people in making decisions and influencing the running of the school. They talk openly and honestly with them as individuals or a group to make decisions about what food they eat, what they do in their spare time, how the houses are decorated and the plans for their future. They provide them with information and enable them to discuss and consider the implications of their actions. Young people have regular group meetings that are well structured and productive. Meetings enable young people to raise issues that are significant to them and develop their social and communication skills. Staff assist young people to take topics forward and to achieve satisfactory and reasonable resolution.

p.10

Helping children make a positive contribution

Young people start at the school in a well-planned and sensitive way. A young person, who has only been at the school for a few weeks said staff 'are making me feel welcome and at home'. A comprehensive assessment of young people’s needs ensures that the school is able to provide the support and educational opportunities to meet their needs.

p.10

Helping children make a positive contribution

Young people enjoy warm and friendly relationships with staff. Young people also recognise the support staff give them and how this has helped them become aware of their behaviour and strengths, and feel more confident. For example, one young person said 'I used to be shy and staff have helped me feel more confident talking to new people'. Staff offer young people positive, structured and consistent boundaries that help develop their trust, feelings of security and of being valued.

p.10

Achieving economic wellbeing

The school places great importance on helping young people become more independent and preparing them for adult life. Excellent planning and assessment ensures that young people get support and guidance tailored to their personal needs and wishes. The school provides young people with a variety of experiences to enable them to work constructively with others, learn how to manage their difficulties effectively and succeed in many different situations. For example, young people routinely learn skills carrying out tasks such as cooking, going to the shops, tidying their bedrooms, doing their own washing, decorating their rooms and managing money. Young people value this and confirm staff 'teach me about budgeting, bills, planning menus, buying food using house budget well.’

p.10

Achieving economic wellbeing

Staff encourage young people to develop their skills and confidence through involvement in a range of education and vocational activities that meet their individual needs, abilities and interests. Young people's preferences are taken into account. Through strong links with other schools, local colleges and Connexions young people have opportunities to study and get work experience in areas that interest them including music, bricklaying, photography, car mechanics, catering and child care.

p.10

Achieving economic wellbeing

Staff are creative and resourceful in building young people's confidence in their social and life skills. Young people said 'staff are helping me be more enthusiastic and positive about myself and others' and 'help me learn to do things on my own'. Young people are supported to try new experiences and take controlled risks, for example using public transport independently. As a result young people are encouraged to take more responsibility for themselves suitable to their age and understanding.

p.11

Achieving economic wellbeing

Young people live in homely and comfortable residential accommodation both on the main school site and two houses further away in the community. All the accommodation is decorated, furnished, cleaned and maintained to a very high standard. Young people have personalised their bedrooms by decorating them with pictures, photographs and posters of their favourite singers and football teams, as well as choosing their own bedding. They have enough space, bathroom facilities and privacy to meet all their personal needs. The houses in the community enable young people to live in excellent domestic accommodation that provides them with privacy, dignity and enables them to feel part of the local community. The on-site accommodation is affected by the age and design of the original building. However, the school has again invested heavily in this accommodation to make it as comfortable as possible and meet young people’s needs.

p.11

Organisation

The school is professionally and efficiently run by an effective senior leadership team which promote a clear vision and values and provides a safe and stable environment for the young people studying and living there. The school is committed to sustained improvement in the quality of care it provides. Also, the school is able to flexibly adapt to new challenges, for example the reduction in the number of young people coming to the school, and continue to improve the quality of its services.

p.11

Organisation

Strong and thorough systems are in place to review the quality of care, identify areas for improvement and take action to ensure that the school meets young people’s needs and promotes their welfare. This involves two school governors visiting the school regularly to check records, assess the physical condition of the buildings, and talk to young people about their experiences.

p.11

Organisation

The promotion of equality and diversity is outstanding. The school provides education and accommodation for young people with a wide range of complex behavioural, learning, medical, emotional and social needs. Staff recognise young people as individuals with different needs, backgrounds, interests and views. They ensure that young people receive an individual service designed to meet their personal needs. Staff throughout the school have an excellent knowledge of the young people they are working with ensuring their needs are consistently met. The school values the rights of individuals to respect and dignity and creates an environment where people's differences are accepted and tolerance is promoted. The school proactively enables young people to learn about the experiences of young people from different cultures through exchange visits with a school in South Africa and a caring organisation in India. This experience has encouraged young people’s

p.11

Organisation

appreciation of diversity and the life experiences of other young people.

p.12

Organisation

Young people know what support they can expect from the school and how they will be looked after. The children's guide provides important information about the school in a way that is easily understood by young people. Also, the school has a clear and accurate written statement for parents and placing authorities of how the school operates and plans to meet young people’s needs.

p.12

Organisation

Young people are looked after by highly competent, enthusiastic and well-trained staff with skills, knowledge and experience to meet their needs. The staff reflect the gender and cultural backgrounds of the young people living in the school and provides positive adult role models for young people. They are caring and provide a supportive and stimulating environment for young people with a wide range of complex needs. The number of staff on duty at any one time is excellent and sufficient to meet the needs of young people in the best possible way. In addition, administration, maintenance, ancillary and catering staff provide high quality services that promote the welfare and care of young people in the school.

p.12

Organisation

Staff are positive about the level of support and guidance they receive. Professional staff supervision takes place regularly within the timescale recommended in the standards. Also, team meetings take place weekly to discuss and review individual young people, the running of the school, staff development and training, and look at ways to improve the service they offer.

p.12

Organisation

The school’s written records provide a comprehensive picture of individual young people’s needs, development and progress. Young people’s records are well written, organised and contain up-to-date information about them including the relevant documents from placing authorities.

p.12

Compliance with national minimum standards

The school meets all the national minimum standards, with the exception of any listed below. To ensure that the school meets the national minimum standards the school needs to…

p.12

Compliance with national minimum standards

 encourage young people, if possible, to sign their names against their comments on the physical intervention records to confirm they agree with what has been written. (NMS 10.14)

p.12