Setting

Hailey Hall School

Hailey Lane Hertford Hertfordshire SG13 7PB

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Hailey Hall School

17th & 18th March 2005 Residential Special School (not registered as a Children’s Home)

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Commission for Social Care Inspection

Launched in April 2004, the Commission for Social Care Inspection (CSCI) is the single inspectorate for social care in England.

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Commission for Social Care Inspection

The Commission combines the work formerly done by the Social Services Inspectorate (SSI), the SSI/Audit Commission Joint Review Team and the National Care Standards Commission.

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The role of CSCI is to:

• Promote improvement in social care • Inspect all social care - for adults and children - in the public, private and voluntary sectors • Publish annual reports to Parliament on the performance of social care and on the state of the social care market • Inspect and assess ‘Value for Money’ of council social services • Hold performance statistics on social care • Publish the ‘star ratings’ for council social services • Register and inspect services against national standards • Host the Children’s Rights Director role.

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Inspection Methods & Findings

SECTION B of this report summarises key findings and evidence from this inspection. The following 4-point scale is used to indicate the extent to which standards have been met or not met by placing the assessed level alongside the phrase "Standard met?"

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The 4-point scale ranges from:

4 - Standard Exceeded (Commendable) 3 - Standard Met (No Shortfalls) 2 - Standard Almost Met (Minor Shortfalls) 1 - Standard Not Met (Major Shortfalls) 'O' or blank in the 'Standard met?' box denotes standard not assessed on this occasion. '9' in the 'Standard met?' box denotes standard not applicable. 'X' is used where a percentage value or numerical value is not applicable. Hailey Hall School Page 1

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Address

Hailey Lane, Hertford, Hertfordshire, SG13 7PB

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Type of school

Special school in accordance with sections 337 and 347(1) of the Education Act 1996.

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Date of last boarding welfare inspection:

1 & 2/ 03/04 Hailey Hall School Page 2 Date of Inspection Visit 17th & 18 th March 2005 ID Code

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Date of last boarding welfare inspection:

Name of CSCI Inspector 1 Claire Farrier 089646

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Name of Establishment Representative at the

time of inspection Mr S R Watt, Head Teacher Hailey Hall School Page 3

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INTRODUCTION TO REPORT AND INSPECTION

Residential Special Schools are subject to inspection by the Commission for Social Care Inspection (CSCI) to determine whether the welfare of children (i.e. those aged under 18) is adequately safeguarded and promoted while they are accommodated by the school.

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INTRODUCTION TO REPORT AND INSPECTION

Inspections assess the extent to which the school is meeting the National Minimum Standards for Residential Special Schools, published by the Secretary of State under Section 87C of the Children Act 1989, and other relevant requirements of the Children Act 1989 as amended. Residential Special Schools are not registered as children’s homes unless they accommodate, or arrange accommodation for, one or more children for more than 295 days a year.

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INTRODUCTION TO REPORT AND INSPECTION

This document summarises the inspection findings of the CSCI in respect of Hailey Hall School The report follows the format of the National Minimum Standards and the numbering shown in the report corresponds to that of the standards.

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INTRODUCTION TO REPORT AND INSPECTION

• Inspection methods used • Key findings and evidence • Overall ratings in relation to the standards • Recommended action by the school • Advisory recommendations on boarding welfare • Summary of the findings • Report of the lay assessor (where relevant) • The Head’s response and proposed action plan to address findings

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INSPECTION VISITS

Inspections are undertaken in line with the agreed regulatory framework under the Care Standards Act 2000 and the Children Act 1989 as amended, with additional visits as required.

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INSPECTION VISITS

The report represents the inspector's findings from the evidence found at the specified inspection dates. Hailey Hall School Page 5

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BRIEF DESCRIPTION OF THE SCHOOL AND RESIDENTIAL PROVISION

Hailey Hall School provides a specialist regional resource for pupils aged 11 to 16 with emotional and behavioural difficulties. All pupils have a Statement of Special Educational Need (SEN).

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BRIEF DESCRIPTION OF THE SCHOOL AND RESIDENTIAL PROVISION

It is funded by Hertfordshire County Council (HCC) Local Education Authority (LEA).

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BRIEF DESCRIPTION OF THE SCHOOL AND RESIDENTIAL PROVISION

The school is located on the outskirts of Hoddesdon.

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BRIEF DESCRIPTION OF THE SCHOOL AND RESIDENTIAL PROVISION

The school consists of a two-storey, purpose built building. The residential provision for boarders is arranged in four units arranged around the school’s hall and dining area. One unit is currently unused.

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BRIEF DESCRIPTION OF THE SCHOOL AND RESIDENTIAL PROVISION

The residential facilities can accommodate a maximum of 24 boarders. Each unit contains a dormitory divided to provide individual sleeping areas, and shared communal space.

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BRIEF DESCRIPTION OF THE SCHOOL AND RESIDENTIAL PROVISION

Each unit has a lounge and kitchenette, and the school’s hall, dining area and games areas are used by the boarders. Outdoor recreational facilities, including a football pitch and outdoor swimming pool, are available for the boarders to use. Hailey Hall School Page 6

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WHAT THE SCHOOL DOES WELL IN BOARDING WELFARE

The residential unit is an integral part of the whole school experience, and in addition to the weekly boarders several pupils stay after school to take part in the evening activities. The residential experience contributes to improving their social skills and independent living skills. There is a wide range of activities, including camping and activity trips. The boys spoken to said that they like the school and enjoy boarding because of the activities.

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WHAT THE SCHOOL DOES WELL IN BOARDING WELFARE

The school has an experienced and stable team of residential care staff who showed through observation and discussion that they know and understand the needs of the children who board at the school. All staff, including the residential staff, are trained in TCI and the approach to behaviour management is consistent throughout the school.

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WHAT THE SCHOOL DOES WELL IN BOARDING WELFARE

The standard of information and recording in boarders’ care plans is good. The children are fully involved in setting their own targets and reviewing their progress.

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WHAT THE SCHOOL SHOULD DO BETTER IN BOARDING WELFARE

In terms of service delivery to the boarders, there is little that the school needs to do and the service provided continues to be commendable. Minor amendments should be made to some of the policies, and records should be maintained of staff supervision and governor’s visits to the school. Recommended actions were made to improve the administration and recording of medication for the boarding unit. Hailey Hall School Page 7

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CONCLUSIONS AND OVERVIEW OF FINDINGS ON BOARDING WELFARE

This inspection took place over two days in March 2005. It found that many of the minimum Standards had been met or partially met, and that the overall quality of the care provided was good. 13 boarders’ questionnaires were completed and several children and staff were spoken to during the inspection. All the boarders expressed satisfaction with the care provided at the school. The staff were observed to have a good relationship with the children, and they felt confident in their work and well supported by the school’s management team.

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Statement of the School’s Purpose (Standard 1)

This standard assessed to be met. The school provides appropriate information about its principles and practice.

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Children’s Rights (Standards 2-4)

2 of the 3 standards assessed were met. Children were able to make decisions about their lives, and they were fully consulted about life in the school. The school had a comprehensive complaints procedure and effective procedures were in place to protect the privacy of the boarders. Some minor amendments were advised to the policies for internet access and searching children’s possessions.

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Child Protection (Standards 5-8)

3 of the 4 standards assessed were met. The school had appropriate procedures in place for the protection of the pupils and to counteract bullying. A minor amendment was advised to the whistle blowing policy.

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Care and Control (Standards 9-10)

2 of the 2 standards assessed were met. All the boarders who completed a questionnaire and were spoken to were very positive about the residential staff. Discipline was based on positive reinforcement and physical restraint was not used in the school.

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Quality of Care (Standards 11-16)

5 of the 6 standards assessed were met. The school continued to provide a good standard of care for the boarders. The residential contribution to education and the provision of activities were assessed as commendable. Wholesome and nutritious meals were provided. Three recommendations were made to improve the recording of medication.

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Planning for Care (Standards 17-22)

6 of the 6 standards assessed were met. Assessments and record keeping were in place to show that the school meets the children’s needs. The standard of care plans and the involvement of boarders in writing their own targets was assessed as commendable. Hailey Hall School Page 8

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Premises (Standards 23-26)

4 of the 4 standards assessed were met. The residential unit was well maintained, well furnished and provided sufficient space and facilities for the boarders.

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Staffing (Standards 27-30)

3 of the 4 standards assessed were met. The school was adequately staffed with employees who are experienced and competent to meet the needs of the boarders. Thorough recruitment procedures were seen to be in place. All the residential staff were undertaking NVQ qualifications and other training courses were available. The staff had annual appraisals and regular supervision, but this was not recorded.

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Organisation and Management (Standards 31-33)

2 of the 3 standards assessed were met. The school was run efficiently, and members of the governing body made regular visits to the school. Written reports should be made of the governor’s visits. Hailey Hall School Page 9

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Children Act 1989 arising from this inspection?

Notification to be made to: Local Education Authority NO Secretary of State NO

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IMPLEMENTATION OF RECOMMENDED ACTIONS FROM LAST INSPECTION

Recommended Actions from the last Inspection visit fully implemented? YES

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implemented are listed below:

No Standard Recommended actions Timescale for action Hailey Hall School Page 10

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which indicates how recommended actions are to be addressed. This action plan

will be made available on request to the Area Office.

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RECOMMENDED ACTION

Identified below are the actions recommended on issues addressed in the main body of the report in order to safeguard and promote the welfare of boarders adequately in accordance with the National Minimum Standards for Residential Special Schools. The references below are to the relevant Standards. Non-implementation of recommended action can lead to future statutory notification of failure to safeguard and promote welfare. No Standard* Recommended Action Timescale for action 1 RS14 Stocks of medication, the amount given for variable prescriptions and the date and time of opening packages of medication were not recorded clearly.

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RECOMMENDED ACTION

It is recommended that procedures are put in place to ensure accurate recording of medication and to enable an accurate audit to take place, and that regular audits of the medication should be carried out. 31.5.05

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RECOMMENDED ACTION

2 RS14 The night residential care worker prepares the morning medication for the boarders.

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RECOMMENDED ACTION

The medical administrator should to seek the advice of the pharmacist on the advised method for administering medication for boarders. 31.5.05

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RECOMMENDED ACTION

3 RS14 The MAR charts are signed when a medication is given, a blank is left if a boy refuses his medication.

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RECOMMENDED ACTION

An appropriate code should be recorded on the MAR charts to indicate a refusal. 31.5.05 Hailey Hall School Page 11

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ADVISORY RECOMMENDATIONS

Identified below are advisory recommendations on welfare matters addressed in the main body of the report and based on the National Minimum Standards, made for consideration by the school. No Refer to Standard* Recommendation

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ADVISORY RECOMMENDATIONS

1 RS3 The school’s policy for internet access now includes leisure use of the internet, after school and for boarders. The policy states that a pupil should check with a teacher before using e-mail. It is advised that for leisure use this should be changed to ‘a teacher or care staff’.

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ADVISORY RECOMMENDATIONS

2 RS3 The policy on searching pupils stipulates that they can be searched only if there is a risk of harm to themselves or to others, and then in the presence of a witness. It is advised that this should be clarified, that the witness should be a member of staff, ideally a senior member of staff.

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ADVISORY RECOMMENDATIONS

3 RS5 The school has a satisfactory whistle blowing procedure, but it is advised that it should include contact details for external bodies, including CSCI and Social Services.

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ADVISORY RECOMMENDATIONS

4 RS30 The residential care staff have regular supervision from their external NVQ assessor.

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ADVISORY RECOMMENDATIONS

It is advised that the date and time of each supervision should be recorded in the staff files as evidence that supervision has taken place.

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ADVISORY RECOMMENDATIONS

5 RS33 A nominated governor, who is also a parent governor, has started to make regular visits to the boarding provision.

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ADVISORY RECOMMENDATIONS

It is recommended that written reports of the governor’s monitoring visits should be provided to the Head Teacher, to governors and made available to inspectors. Note: You may refer to the relevant standard in the remainder of the report by omitting the 2-letter prefix. E.g. RS10 refers to standard 10. Hailey Hall School Page 12

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PART B INSPECTION METHODS AND FINDINGS

The following inspection methods were used in the production of this report

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PART B INSPECTION METHODS AND FINDINGS

Direct Observation YES Pupil Guided Tour of Accommodation YES Pupil Guided Tour of Recreational Areas YES Checks with other Organisations • Social Services NO • Fire Service NO • Environmental Health NO • DfES NO • School Doctor NO • Independent Person NO • Chair of Governors NO Tracking individual welfare arrangements YES Survey / individual discussions with boarders YES Group discussions with boarders YES Individual interviews with key staff YES Group interviews with House staff teams NO Staff Survey NO Meals taken with pupils NO Early morning and late evening visits NO Visit to Sanatorium / Sick Bay NA Parent Survey NO Placing authority survey NO Inspection of policy/practice documents YES Inspection of records YES Individual interview with pupil(s) NO Answer-phone line for pupil/staff comments NO

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PART B INSPECTION METHODS AND FINDINGS

Date of Inspection 17/3/05 Time of Inspection 9:00 Duration Of Inspection (hrs.) 9.5 Number of Inspector Days spent on site 2

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Pre-inspection information and the Head’s Self evaluation Form, provided by the

school, have also been taken into account in preparing this report. Hailey Hall School Page 13

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SCHOOL INFORMATION

Age Range of Boarding Pupils From 11 To 16

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NUMBER OF BOARDERS AT TIME OF INSPECTION:

The following pages summarise the key findings and evidence from this inspection, together with the CSCI assessment of the extent to which standards have been met. The following scale is used to indicate the extent to which standards have been met or not met by placing the assessed level alongside the phrase "Standard met?"

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NUMBER OF BOARDERS AT TIME OF INSPECTION:

The scale ranges from: 4 - Standard Exceeded (Commendable) 3 - Standard Met (No Shortfalls) 2 - Standard Almost Met (Minor Shortfalls) 1 - Standard Not Met (Major Shortfalls)

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NUMBER OF BOARDERS AT TIME OF INSPECTION:

"0" in the "Standard met" box denotes standard not assessed on this occasion. "9" in the "Standard met" box denotes standard not applicable. “X” is used where a percentage value or numerical value is not applicable. Hailey Hall School Page 14

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The intended outcome for the following standard is:

• Children, parents, staff and placing authorities have access to a clear statement of the school's care principles and practice for boarding pupils.

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Approved Arrangements and school prospectus, which are required to include

specific information. Key Findings and Evidence Standard met? 3 This standard was not fully assessed on this occasion. The school’s Statement of Purpose was seen during the last inspection, no changes have been made since then. Hailey Hall School Page 15

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The intended outcomes for the following set of standards are:

• Children are encouraged and supported to make decisions about their lives

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and to influence the way that the school is run. No child should be assumed

to be unable to communicate their views. • Children's privacy is respected and information about them is confidentially handled. • Children's complaints are addressed without delay and children are kept informed of progress in their consideration.

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key decisions which are likely to affect their daily life and their future. Feedback is

given following consultations. Key Findings and Evidence Standard met? 3 The views of children and their families are taken into account at annual reviews. Children are able to talk to their tutor, the Head of Care or the Head Teacher about their care and treatment in the school. They all have social workers. There is an active School Council, made up of elected representatives from each year group, which meets once a term.

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key decisions which are likely to affect their daily life and their future. Feedback is

There are between five and eight boarders in each unit, unit meetings take place at least weekly, and if needed every night. The boarders are encouraged to have confidence in making their views known. The boarders spoken to felt that their rights were respected. Hailey Hall School Page 16

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The school and staff respect a child's wish for privacy and confidentiality so far as is

consistent with good parenting and the need to protect the child. Key Findings and Evidence Standard met? 2 Residential staff have a range of policies available for ensuring that children’s privacy is respected, including guidance on privacy and confidentiality, and procedures for use of the internet and e-mails. The internet access policy has been revised and now includes leisure use of the internet for boarders and after school. The policy states that a pupil should check with a teacher before using e-mail. It is recommended that for leisure use this should be changed to ‘a teacher or care staff’. A new policy on searching pupils has been produced, which stipulates that they can be searched only if there is a risk of harm to themselves or to others, and then in the presence of a witness. It is recommended that this should be clarified, that the witness should be a member of staff, and ideally a senior member of staff.

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The school and staff respect a child's wish for privacy and confidentiality so far as is

Confidential records, such as the minutes of child protection meetings, are kept in a locked filing cabinet in the medical room to which only the designated Child Protection (CP) Co- ordinator and the Head Teacher have keys. Pupils’ records are stored securely in the school office.

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The school and staff respect a child's wish for privacy and confidentiality so far as is

An outside phone line has been installed in the library, so that boarders can talk to their parents in private. Pupils are allowed to use their own mobile phones in the boarding units, but in common with the day pupils not during school hours. Hailey Hall School Page 17

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living in the school, and feel confident that any complaint is addressed seriously and

without delay. Key Findings and Evidence Standard met? 3 There is a comprehensive whole school complaint procedure that is clear and appears to be straightforward to follow. It includes the procedure for each stage of a complaint, including referral to the Chair of Governors or to HCC. Children can approach their tutor, the Head of Care or the Head teacher with any concerns or complaints. The boys confirmed in discussion and in their responses in the pupil questionnaires that they feel able to make their views and concerns known.

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living in the school, and feel confident that any complaint is addressed seriously and

It was reported that a format for recording complaints is in place. It was not available during the inspection, but no complaints have been made to the school in the past year.

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months:

Number of above complaints substantiated: X

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months:

Number of above complaints substantiated: X Hailey Hall School Page 18

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The intended outcomes for the following set of standards are:

• The welfare of children is promoted, children are protected from abuse, and an appropriate response is made to any allegation or suspicion of abuse. • Children are protected from bullying by others. • All significant events relating to the protection of children accommodated in

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the school are notified by the Head of the school to the appropriate

authorities. • Children who are absent without authority are protected in accordance with written guidance and responded positively to on return.

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suspicions or allegations of abuse are properly responded to. These are known and

understood by all staff (including junior, ancillary, volunteer and agency staff). Key Findings and Evidence Standard met? 2 The Medical Administrator is the designated Child Protection Co-ordinator. The school has a clearly written policy and procedures for child protection, which include information on how to recognise the signs and symptoms of abuse. The school follows the HCC child protection procedures and a summary of the procedures is in the staff handbook. The HCC Child Protection Officer provided child protection awareness training on two days in January, which all school staff attended, including teaching and residential staff.

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suspicions or allegations of abuse are properly responded to. These are known and

An independent counsellor is available at the school every Friday, pupils are able to speak to her in confidence if they wish to.

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suspicions or allegations of abuse are properly responded to. These are known and

The school has a satisfactory whistle blowing procedure that includes the responsibilities and rights of staff to report any concerns. It is recommended that it should include contact details for external bodies, including CSCI and Social Services.

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familiar and which is effective in practice. Where possible children in the school

contribute to the development of the policy. Key Findings and Evidence Standard met? 3 The school has a good anti-bullying policy, which includes support and guidance for children, and a comprehensive definition of bullying. The pupil questionnaire gave a response of 13 of 17 pupils having been bullied, the majority of whom also responded that they had reported the incidents and the situation had improved. However, all pupils except one responded that they feel safe in the school, and he responded that he is happy at the school. This response is very different from the response to the same questionnaire for the last inspection, this may be an indication of an unclear definition of bullying rather than an increase of unacceptable behaviour. Six pupils were spoken to while showing the inspector around their boarding units and all reported a happy and supportive atmosphere in the school, with no bullying.

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familiar and which is effective in practice. Where possible children in the school

Researchers from the University of Luton are currently carrying out more detailed surveys of the pupils’ experience, including their views of bullying. It was reported that they have found no evidence of bullying in the school, and no negative comments from the pupils.

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familiar and which is effective in practice. Where possible children in the school

Percentage of pupils reporting never or hardly ever being bullied 25 %

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All significant events relating to the protection of children in the school are notified by

the Head of the school or designated person to the appropriate authorities. Key Findings and Evidence Standard met? 3 All accidents, illnesses and child protection concerns are reported to the LEA. There have been no incidents that required notification to the CSCI. Evidence was seen that parents are informed of all incidents concerning their child.

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NUMBER OF THE FOLLOWING NOTIFIED TO CSCI DURING THE LAST 12 MONTHS:

• conduct by member of staff indicating unsuitability to work with children 0 • serious harm to a child 0 • serious illness or accident of a child 0 • serious incident requiring police to be called 0 Hailey Hall School Page 20

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The school takes steps to ensure that children who are absent from the school

without consent are protected in line with written policy and guidance. Key Findings and Evidence Standard met? 3 There have been seven incidents of boys leaving school without permission during the past year, involving only three pupils. The school has comprehensive procedures on absconding and guidelines for the staff to monitor where pupils are, and the procedures have been followed each time and recorded, including notifying police and parents. On each occasion the boy has been found and returned to school within a short time. The Head Teacher has discussed the incident with the boy each time on his return to school.

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The intended outcomes for the following set of standards are:

• Children have sound relationships with staff based on honesty and mutual respect. • Children are assisted to develop appropriate behaviour through the

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understanding and clear professional and personal boundaries which are effective for

both the individuals and the group. Key Findings and Evidence Standard met? 3 The children spoken to said that staff treat them fairly, and that they understand and accept the school rules. All the residential staff who spoke to the inspectors described good relationships with the children based on communication and understanding. The staff give time to each of the boarders in the evenings. They understand and practice the school’s behavioural policy, and all the residential staff have had training in TCI (Therapeutic Crisis Intervention). The relationship and communication between residential staff and boarders that was observed to be relaxed and informal, but with appropriate expectations of behaviour. The questionnaires completed by the boarders gave very positive feedback about the residential staff. Hailey Hall School Page 22

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is regarded as unacceptable by staff, it is responded to by constructive disciplinary

measures, which are approved by the Head of Care. Key Findings and Evidence Standard met? 3 The school’s policy on discipline is based on reward for positive behaviour and exclusion for breaches of behaviour. The school practises TCI (Therapeutic Crisis Intervention), which is embraced by the HCC framework for the control of behaviour, and all teaching and residential staff have been trained in TCI. TCI focuses on reinforcement of positive behaviour and since its implementation there have been no incidents of restraint. Sanctions are rarely used for boarders, but may include going to bed early, sitting quietly in their bed space or in the Head’s office, or not being allowed to play pool. All the school staff, including the residential staff, are expected to be aware of the school’s policies, the behaviour policy is listed as essential knowledge in the Induction for New Staff document. The school follows

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is regarded as unacceptable by staff, it is responded to by constructive disciplinary

the HCC guidelines for fixed and permanent exclusions. Children are told the possible causes of exclusion at their interview before coming to the school. The inspector observed a school assembly, where Head Teacher and staff praised the good behaviour and explained the reasons for sanctions, such as confiscating mobile phones and electronic games. All pupils who completed the inspection questionnaires felt that punishments in the school were fair, several of those spoken to said that they accept their responsibility for their actions. Hailey Hall School Page 23

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The intended outcomes for the following set of standards are:

• Children experience planned and sensitively handled admission and leaving processes. • The school's residential provision actively supports children's educational progress at the school. • Children have ample opportunity to engage in purposeful and enjoyable activities both within school and in the local community. • Children live in a healthy environment and the health and intimate care needs of each child are identified and promoted. • Children are provided with healthy, nutritious meals that meet their dietary needs. • Children wear their own clothing outside school time, can secure personal

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appropriate, with parents and carers and placing authorities – as far as possible and

handled with sensitivity and care by those concerned. Key Findings and Evidence Standard met? 3 The number of weekly boarders has increased since the last inspection. There are now nineteen weekly boarders, of whom fifteen were in school at the time of this inspection.

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appropriate, with parents and carers and placing authorities – as far as possible and

All children admitted have an educational statement of need that recommends admission to the school. The school maintains appropriate information on each pupil, including contact details for their family and where appropriate, their social worker.

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appropriate, with parents and carers and placing authorities – as far as possible and

Planning for leaving the school includes a phased reduction in the boarding provision during Year 11, with the aim that the child should not be boarding at all by the Spring half-term. A programme of independence training has been planned for the older boys, to take place after school hours. A new member of staff is currently being recruited to implement this. Hailey Hall School Page 24

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education, ensuring regular attendance, punctuality and a minimum of interruption

during the school day. Key Findings and Evidence Standard met? 4 Evidence was seen from the records, and from discussion with the children and staff, to show that the residential provision is an integral part of the whole school experience. The residential staff spoken to confirmed that there is good communication with the teaching staff, including a shared communication book in the staff room which all staff contribute to and read every morning and evening.

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education, ensuring regular attendance, punctuality and a minimum of interruption

The teaching staff are involved in the residential unit, with some staying on to assist with evening activities. On the day of the inspection the PE teacher was in the residential unit, and as it was one of the first fine days of the year, the boys enjoyed playing football and basketball on the outside pitches.

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education, ensuring regular attendance, punctuality and a minimum of interruption

The separation of the school day and after school activities is maintained. Pupils change out of their school uniform after school. They call the residential staff by their first names, and school issues and sanctions are not carried into the boarding unit. Year 10 and 11 boys have homework, which the residential staff give them time and encouragement to complete.

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education, ensuring regular attendance, punctuality and a minimum of interruption

The role of the residential staff is described in the staff handbook to contribute actively to the children’s education and support regular attendance at school. They provide a positive and supportive role model for the children, while the boarding experience provides a preparation for independent living. Hailey Hall School Page 25

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Children have ample opportunity to engage in purposeful and enjoyable activities

both within the school and in the local community. Key Findings and Evidence Standard met? 4 All the boys spoken to said that the best thing about boarding is the after school and evening activities. Children who board use the facilities in the school and grounds, such as the pool table and ball game area, during the evenings. The IT room is also available for boarders, including access to internet and e-mails. The school grounds contain a football pitch, a hard court for ball games and an open air swimming pool, and on the day of the inspection, which was one of the first fine days of the year, all the boys chose to be outside in the school grounds after school playing football and basket ball. Members of the teaching staff stay after school to assist with evening activities, and on this evening it was the turn of the PE teacher. Supervision by the staff was observed to be relaxed and informal, but effective.

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Children have ample opportunity to engage in purposeful and enjoyable activities

After supper every evening outings are arranged to community facilities, including cinema, bowling and leisure pool. The day before the inspection a trip was arranged to a local fair. A small number of day pupils take part in the evening activities before they go home. The boys have to pay for these activities, but some carry out tasks such as laying and clearing the tables in order to top up their pocket money.

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Children have ample opportunity to engage in purposeful and enjoyable activities

No children board over the weekends, but the school arranges several weekend camping trips and outdoor activities each year that all the pupils in the school are able to attend as a reward for good behaviour. A group of children were going to the Lake District for the weekend following the inspection, one boarder spoken to was very excited about the trip. One teacher is a qualified Outward Bound instructor, and another teacher and the Head Teacher or Head of Care accompany the trips. Hailey Hall School Page 26

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The school actively promotes the health care of each child and meets any intimate

care needs. Key Findings and Evidence Standard met? 2 All boarders are registered with a local GP. Parents sign a form giving consent for the school to arrange visits to the GP, A&E, and to administer first aid or necessary medical treatment.

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The school actively promotes the health care of each child and meets any intimate

The school has support from CAMHS (Children and Adolescents Mental Health Service) for emotional health needs. CAMHS monitor the children who are prescribed Ritalin. The medical administrator attends ADHD (attention deficit disorder) clinics with some children, at the request of their parents, but liaison with CAMHS and the ADHD clinic was reported to be patchy and the school is not always informed directly of the results of clinic visits.

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The school actively promotes the health care of each child and meets any intimate

The medical administrator is responsible for medication and healthcare in the school. Residential staff and learning assistants are also able to administer medication. Medication is stored in a cupboard in the medical room, which is locked when not in use. There is a pouch for each boy’s medication and a MAR (medicines administration record) chart provided by the pharmacist for each boy. The school has appropriate procedures for the administration and recording of medication, but recommendations have been made to improve the practice.

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The school actively promotes the health care of each child and meets any intimate

1. All medication is recorded in a log book when it comes into the school and when it leaves. Paracetamol and other homely remedies are also recorded in the daily log book. Most medication is prescribed by the school GP, a supply is given to the parents for the weekend. Although this is recorded in the log book, it is not recorded on the MAR chart, with the result that it is difficult to carry out a effective audit, so it was not possible to carry out an accurate spot check audit during the inspection. Epilin is prescribed for one boy, with a different dose morning and evening. It was not clear from the pack, which dose was the first taken from it, this should be clarified on the pack or on the MAR chart so that an accurate audit can be carried out. For medications for which there is a different dose at different times of day the number of tablets administered each time should be written on the MAR chart when it is signed.

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The school actively promotes the health care of each child and meets any intimate

It is recommended that procedures are put in place to ensure accurate recording of medication and to enable an accurate audit to take place, regular audits of the medication should be carried out. 2. The night residential care worker puts the morning medication into a separate small container (a used film case) for each child. For boys who have more than one medication, there is no evidence that the medications can be put into one container, and best practice for administration of medication is that it should be administered from the package in which it is supplied by the pharmacist, in order to minimise the possibility of error. The medical administrator should to seek the advice of the pharmacist on the advised method for administering medication for boarders. 3. The MAR charts are signed when a medication is given, a blank is left if a boy refuses his medication. An appropriate code should be recorded on the MAR charts to

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The school actively promotes the health care of each child and meets any intimate

indicate a refusal. Without this, there is no indication whether the boy refused to take the medication, or the member of staff omitted to administer it. Hailey Hall School Page 27

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health, religious persuasion, racial origin or cultural background are met, including

the choice of a vegetarian meal for children who wish it. Key Findings and Evidence Standard met? 3 Supper and breakfast are prepared in the school kitchen, by staff who cook specifically for the boarders. There is a four week rotating menu, which complies with the HCC Healthy Schools programme and provides a choice of a hot meal or substantial salad for the evening meal. Breakfast and toast are provided for breakfast, with a cooked breakfast provided on three mornings every week. Some day pupils also have toast and cereals when they arrive at school.

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health, religious persuasion, racial origin or cultural background are met, including

An extension to the main hall is used as a dining room for the boarders. It is not completely separate from the main school facilities, but it has been decorated in a domestic style and provides a reasonably homely environment, given the restrictions of the school building. The children and staff eat together at round tables. The inspector did not take part in any meals with the boarders on this occasion, but both the pupils and staff spoken to confirmed that meal times are orderly and well managed social occasions. Most of the boys who completed questionnaires said that they like the food at least some of the time, while those spoken to said that the they have enough to eat and generally enjoy their meals.

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health, religious persuasion, racial origin or cultural background are met, including

Each boarding unit has its own kitchenette, with a kettle and a toaster which can be used to prepare drinks and snacks, particularly by the older boys on North Down unit.

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health, religious persuasion, racial origin or cultural background are met, including

The school has a tuck shop, which provides healthy snacks such as yoghurt, fruit drinks and cereal bars instead of fizzy drinks, sweets and chocolate.

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Children are provided for adequately on an individual basis and encouraged to

exercise their own preferences in the choice of clothing and personal requisites.

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their money are provided with the assistance they need, in a way which maximises

their choice. Key Findings and Evidence Standard met? 3 Children change into their own clothes after school, and their school clothes are washed every night. If they bring pocket money to school, they can choose whether to keep it themselves or hand it to staff for safe keeping. Each pupil’s money is stored separately, and given to the pupil on request to pay for outings or buy snacks from the tuck shop.

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their money are provided with the assistance they need, in a way which maximises

Several of the boys have very limited understanding of money. A programme of independence training has been planned for the older boys, to take place after school hours, and a new member of staff is currently being recruited to implement this. Understanding and basic management of money will be part of this programme. Hailey Hall School Page 28

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The intended outcomes for the following set of standards are:

• Children have their needs assessed and written plans outline how these needs will be met while at school. • Children's needs, development and progress is recorded to reflect their individuality and their group interactions. • There are adequate records of both the staff and child groups of the school. • In accordance with their wishes, children are able and encouraged to maintain contact with their parents and families while living away from home at school. • Children about to leave care are prepared for the transition into independent living. • Children receive individual support when they need it.

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that child in accordance with that plan, monitors progress in relation to that plan, and

updates that plan as necessary. Key Findings and Evidence Standard met? 4 All the weekly boarders have an individual care plan. The care plans of two boys were inspected. A new format has been introduced for the care plans, they are now based on targets for each boy, including practical and organisational skills, personal appearance and personal hygiene, house rules, social development and emotional development and behaviour. Details of each boy’s needs are completed under each heading and targets set. Each target is broken down into detailed sub-headings, reviews are carried each term and scored with W (working towards), A (achieved) or E (established). The boys also set their own targets, which are reviewed each term. One example of a target set by the child is ‘to keep clothes and bed space tidy’. The termly reviews reported in October 2004 “improved but still needs some work”, while in January 2005 “steadily improving”.

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that child in accordance with that plan, monitors progress in relation to that plan, and

The assessment and detailed targets give a thorough pen picture of each child’s abilities and needs. The involvement of the boys in setting their own targets and reviewing their progress is commendable. The boys spoken to knew what their own targets were and were proud of their achievements in working towards them or meeting them. Hailey Hall School Page 29

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which can, in compliance with legal requirements for safeguards, be seen by the

child. Key Findings and Evidence Standard met? 3 The children’s files inspected contained details of basic information, including contact details for the family and any restrictions on parental access, the statement of educational needs, details of health conditions and medication and an ethnic monitoring form. Signed parental permission forms were in each file, concerning the administration of medication, medical treatment, and activities organised by the school. Care plans are maintained in the residential unit and are accessible for residential staff. Confidential files, including health details and any child protection issues, are stored securely in the medical room. All the required information is maintained within the school files.

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The school maintains clear and accurate records on the staff and child groups of the

school, and major events affecting the school and children resident there. Key Findings and Evidence Standard met? 3 The school maintains clear records for both pupils and staff. The residential unit maintains clear records on boarders and the school has full records of the staff it employs. Major events that affect the boarders are recorded. The school maintains duty rosters for residential care staff and records of all accidents and incidents.

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to maintain contact with their parents and other family members (unless there are

welfare concerns) while living at school. Key Findings and Evidence Standard met? 3 Children board from Monday to Friday and go home at weekends. One boarder lives with foster parents when he is not at school. The residential staff phone parents at least once every week, and they contact them regarding any welfare concerns. All residential staff are now undertaking training for NVQ level 3 in residential child care, which includes the skills for working with children and their families.

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to maintain contact with their parents and other family members (unless there are

No comment cards were received from parents on this occasion. Hailey Hall School Page 30

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is expected to leave care or move to independent living. The school works with any

Personal Advisor for the child. Key Findings and Evidence Standard met? 3 A programme of independence training has been planned for the older boys, to take place after school hours, and a new member of staff is currently being recruited to implement this. The school is involved in reviews and planning meetings for the pupils who are in care.

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children identified as having particular support needs, or particular problems, receive

help, guidance and support when needed or requested. Key Findings and Evidence Standard met? 3 All residential staff are available to boarders to support them with any personal or welfare concerns, and they each have a personal tutor in the school. The staff encourage children to form social groups and ensure that individual children are not isolated. The children all have an adult family member who can support them, or in one case foster parents. An independent counsellor is available at the school every Friday and pupils are able to speak to her in confidence if they wish to. Several boarders also take part in a weekly drama therapy session. The boys spoken to all said that they feel able to speak to staff about any concerns, their responses to questionnaires showed that they all have appropriate support available to them. Hailey Hall School Page 31

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The intended outcomes for the following set of standards are:

• Children live in well designed, pleasant premises, providing sufficient space and facilities to meet their needs. • Children live in accommodation that is appropriately decorated, furnished and maintained to a high standard, providing adequate facilities for their use. • Children are able to carry out their ablutions in privacy and with dignity. • Children live in schools that provide physical safety and security.

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environment most helpful to each child's development, and is sufficient for the

number of children. Key Findings and Evidence Standard met? 3 This purpose-built school is suitably located in the community and appropriate links with that community are maintained. The residential provision for boarders is arranged in four units arranged around the school’s hall and dining area. One unit is currently unused.

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environment most helpful to each child's development, and is sufficient for the

The residential facilities can accommodate a maximum of 24 boarders. Each unit contains a dormitory divided to provide individual sleeping areas and shared communal space. Four single bedrooms are available, for senior boys and boys with special needs. Each unit has a lounge and kitchenette, and the school’s hall, dining area and games areas are used by the boarders. Outdoor recreational facilities, including a football pitch and outdoor swimming pool are available for the boarders to use. The accommodation looked clean and well maintained.

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environment most helpful to each child's development, and is sufficient for the

The school premises are not used for functions that are not connected with the Statement of Purpose and there are effective precautions taken to deter unauthorised access to the premises. Hailey Hall School Page 32

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The school provides adequate good quality and well-maintained accommodation for

boarding pupils, which is consistent with their needs. Key Findings and Evidence Standard met? 3 Decorative standards are adequate and boarders generally appear to respect their surroundings. Children are able to personalise their area within the dormitories. Curtains or screens could be put in place if necessary to provide complete privacy. There are four single bedrooms that are occupied by senior boys and boys with special needs. The boarding units house boarders from one or two year groups, there are no large age differences between the children in each dormitory. Individual areas are adequately provided with furniture and study space. The areas are appropriately lit and kept to comfortable levels of warmth. When communal space is included in the calculation, there is sufficient space to accommodate the current numbers of boarders. There are places where arrangements can be made for children to receive visitors in private.

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The school provides adequate good quality and well-maintained accommodation for

The school laundry is equipped with commercial washing machines. The waking night member of staff does the laundry every night. The laundry is not available for boarders to use themselves. The staff sleep-in room is adequate to cover two of the dormitories and there is an additional waking member of night staff.

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suitable to meet the needs of the children. The school has appropriate changing and

washing facilities for incontinent children where necessary. Key Findings and Evidence Standard met? 3 There are sufficient numbers of toilets and bathing facilities to meet the needs of the number of children currently being accommodated, with a bathroom and a shower room on each boarding unit. The shower rooms need some further improvement to prevent them from flooding the room when they are used. The four single bedrooms are situated outside of the boarding units. There are toilets close to them, but the boys go into one of the units to have a shower or bath. Staff and visitors have separate toilet and bathroom provision. Hailey Hall School Page 33

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and other hazards, in accordance with Health and Safety and Fire legislation and

guidance. Key Findings and Evidence Standard met? 3 The school conforms to fire safety legislation and staff are alert to health & safety issues. There are regular fire drills carried out and fire-fighting equipment is tested. A full record is made of each fire drill, including the names of pupils and staff who took part. Children were clear about emergency evacuation routes and procedures. Gas installations are checked annually and electrical installations and equipment are checked at least every three years. Hot water to which the children have unsupervised access was not excessively hot. Staff undertake written risk assessments for all identified risks for specific areas of the school and for each activity and community outing that the boarders take part in. Hailey Hall School Page 34

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The intended outcomes for the following set of standards are:

• There are careful selection and vetting of all staff, volunteers, and monitoring

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abusers

• Children are looked after by staff who understand their needs and are able to meet them consistently. • Children are looked after by staff who are trained to meet their needs. • Children are looked after by staff who are themselves supported and guided in safeguarding and promoting the children's welfare.

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or Enhanced level as appropriate to their role in the school), with a satisfactory

outcome. There is a satisfactory recruitment process recorded in writing. Key Findings and Evidence Standard met? 3 The files of two new members of residential staff were inspected. All contained appropriate information, including evidence of satisfactory CRB checks and list 99 checks, recent references, confirmation of a satisfactory health report and proof of identity. The school follows HCC recruitment procedures, sufficient evidence has been seen to show that the school follows a robust recruitment procedure and that all appropriate information on staff is maintained.

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or Enhanced level as appropriate to their role in the school), with a satisfactory

No staff family members live in the residential unit, ‘gap’ students are not deployed there and there are no agency staff used. The school has appointed no guardians.

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specified under standard 28.2. Records of staff actually working in the school

demonstrate achievement of this staffing level. Key Findings and Evidence Standard met? 3 Three residential care staff are in the boarding units every evening and morning. There is one waking night member of staff, and one of the residential staff sleeps in in the boarding unit or lives within the school grounds and is on call. One of the teachers spends the evening with the boarders and sleeps in on the unit or is on call if he lives within the school grounds.

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specified under standard 28.2. Records of staff actually working in the school

Several of the residential staff work part time and can be available to cover for staff absences if necessary.

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Staff receive training and development opportunities that equip them with the skills

required to meet the needs of the children and the purpose of the school. Key Findings and Evidence Standard met? 3 Four of the residential staff are studying for NVQ qualifications, with the support of an external assessor. There is an induction programme for new staff, which includes a check list of all the essential elements.

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Staff receive training and development opportunities that equip them with the skills

The Hertfordshire CS&F training programme is now available for the residential staff. Training in child care has been provided, but access to the training is still patchy and problematical, as the courses are frequently not provided on days when the residential staff can easily attend them. Hailey Hall School Page 36

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All staff, including domestic staff and the Head of the school, are properly

accountable and supported. Key Findings and Evidence Standard met? 2 The school has implemented a comprehensive schedule for performance management and supervision for all staff, with the involvement of the members of the governing body who are responsible for performance management and for regular monitoring visits of the boarding provision. Evidence was seen of an annual appraisal of all the school staff, including the residential care staff. The residential care staff are all undertaking NVQ qualifications, as part of their training they have regular supervision from the external NVQ assessor. The requirements of this Standard that each member of staff should have formal recorded supervision each half term, from a senior member of staff, covering all aspects of their work and personal development. While the arrangement for supervision from an external assessor does not fully meet these requirements, it is accepted as a practical alternative for the school

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All staff, including domestic staff and the Head of the school, are properly

at the current time. When the residential staff have completed their NVQ qualifications, an appropriate system for supervision within the school should be put into place.

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All staff, including domestic staff and the Head of the school, are properly

No record is kept in the school of the supervision sessions with the external assessor. As these supervisions take place for the purpose of the NVQ course and not for the purpose of supporting the staff in their work in the school, it would not be appropriate for a full record to be maintained in the school. However, it is advised that the date and time of each supervision should be recorded in the staff files as evidence that supervision has taken place. Hailey Hall School Page 37

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The intended outcomes for the following set of standards are:

• Children receive the care and services they need from competent staff. • Children enjoy the stability of efficiently run schools. • The governing body, trustees, local authority, proprietor or other responsible body monitors the welfare of the children in the school.

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The school is organised, managed and staffed in a manner that delivers the best

possible childcare. Key Findings and Evidence Standard met? 3 The head of care has over 25 years experience in residential child care and has been head of care at the school for 9 years. He has a CSS qualification. Hertfordshire County Council Children Schools & Families Department have put training in place to enable residential care staff to complete the NVQ level 3 qualification in Caring for Children and Young People and four staff are working towards this.

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The school is organised, managed and staffed in a manner that delivers the best

The staffing rota is arranged to attempt to meet the requirements of the Working Time Directive. Day staff should work approximately 35 hours a week, and the hours for the waking night shifts total 44 hours.

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must make sure that the operation of the school meets the requirements of these

standards in relation to the day to day running of the school. Key Findings and Evidence Standard met? 3 All placement plans are monitored on a weekly basis. All required records are maintained as described else where in this report in the appropriate Standards. The Head Teacher includes a review of the school’s welfare provision for boarding pupils in his termly report to the governing body. Hailey Hall School Page 38

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receive a written report on the conduct of the school from a person visiting the school

on their behalf every half term. Key Findings and Evidence Standard met? 2 A nominated governor, who is also a parent governor, has started to make regular visits to the boarding provision and to report back verbally to the governing body at their termly meetings. The Head of Care has drawn up a format for a written report of the visits, including aspects of the boarding provision that she should report on and the views of the boarders. In order to fully comply with this Standard, it is recommended that written reports of the governor’s monitoring visits should be provided to the Head Teacher, to governors and made available to inspectors. The inspector requested that the reports should be sent to CSCI. Hailey Hall School Page 39

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Public reports

It should be noted that all CSCI inspection reports are public documents. Hailey Hall School Page 40

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D.1 Head’s comments/confirmation relating to the content and accuracy of the

We would welcome comments on the content of this report relating to the Inspection conducted on Thursday and Friday 17 th and 18 th March 2005 and any factual inaccuracies:

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D.1 Head’s comments/confirmation relating to the content and accuracy of the

Please limit your comments to one side of A4 if possible We are working on the best way to include provider responses in the published report. In the meantime responses received are available on request form the Hertfordshire Area Office. Hailey Hall School Page 41

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Action taken by the CSCI in response to Head’s comments:

Amendments to the report were necessary NO

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Action taken by the CSCI in response to Head’s comments:

Comments were received from the provider YES

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Action taken by the CSCI in response to Head’s comments:

Head’s comments/factual amendments were incorporated into the final inspection report

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Action taken by the CSCI in response to Head’s comments:

YES Head’s comments are available on file at the Area Office but have not been incorporated into the final inspection report. The inspector believes the report to be factually accurate

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Note:

In instances where there is a major difference of view between the Inspector and the Head both views will be made available on request to the Area Office.

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are to be addressed and stating a clear timescale for completion. This will be

kept on file and made available on request.

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Status of the Head’s Action Plan at time of publication of the final inspection report:

Action plan was received at the point of publication YES

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Status of the Head’s Action Plan at time of publication of the final inspection report:

Action plan covers all the statutory requirements in a timely fashion YES

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Status of the Head’s Action Plan at time of publication of the final inspection report:

Action plan did not cover all the statutory requirements and required further discussion NO

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Status of the Head’s Action Plan at time of publication of the final inspection report:

Provider has declined to provide an action plan NO

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Status of the Head’s Action Plan at time of publication of the final inspection report:

Other: <enter details here> NO Hailey Hall School Page 42

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conducted on the above dates and that I agree with the recommended actions

made and will seek to comply with these.

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Date

Note: In instance where there is a profound difference of view between the Inspector and the Head both views will be reported. Please attach any extra pages, as applicable.

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Hailey Hall School / 17th & 18th March 2005

Commission for Social Care Inspection 33 Greycoat Street London SW1P 2QF

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Hailey Hall School / 17th & 18th March 2005

Telephone: 020 7979 2000 Fax: 020 7979 2111

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Hailey Hall School / 17th & 18th March 2005

National Enquiry Line: 0845 015 0120 www.csci.org.uk

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Hailey Hall School / 17th & 18th March 2005

S0000056397.V202811.R01 © This report may only be used in its entirety. Extracts may not be used or reproduced without the express permission of the Commission for Social Care Inspection

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Hailey Hall School / 17th & 18th March 2005

The paper used in this document is supplied from a sustainable source

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