Setting

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Announced 12,13 & 14 th July 2005 The Commission for Social Care Inspection aims to:

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• Put the people who use social care first • Improve services and stamp out bad practice • Be an expert voice on social care • Practise what we preach in our own organisation

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Reader Information Document Purpose Inspection Report Author CSCI Audience General Public Further copies from 0870 240 7535 (telephone order line) Copyright This report is copyright Commission for Social Care Inspection (CSCI) and may only be used in its entirety. Extracts may not be used or reproduced without the express permission of CSCI Internet address www.csci.org.uk RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 3 This is a report of an inspection to assess whether services are meeting the needs of people who use them. The legal basis for conducting inspections is the Care Standards Act 2000 and the relevant National Minimum Standards for this establishment are those for Residential Special Schools. They can be found at www.dh.gov.uk or obtained from The Stationery Office (TSO) PO Box 29, St Crispins, Duke Street, Norwich, NR3 1GN. Tel: 0870 600 5522. Online

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Every Child Matters, outlined the government’s vision for children’s services and formed the basis of the Children Act 2004. It provides a framework for inspection so that children’s services should be judged on their contribution to the outcomes considered essential to wellbeing in childhood and later life. Those outcomes are: • Being healthy • Staying safe • Enjoying and achieving • Making a contribution; and • Achieving economic wellbeing.

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In response, the Commission for Social Care Inspection has re-ordered the national minimum standards for children’s services under the five outcomes, for reporting purposes. A further section has been created under ‘Management’ to cover those issues that will potentially impact on all the outcomes above.

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Copies of Every Child Matters and The Children Act 2004 are available from The Stationery Office as above. RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 4

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SERVICE INFORMATION

Name of school Rossendale Special Residential School

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SERVICE INFORMATION

Address Moorside Farm Bamford Road Ramsbottom Lancs Telephone number 01706 822779

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SERVICE INFORMATION

Email address rossendale@priorygroup.com

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inspection

22,23 rd February 2005. RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 5

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Brief Description of the School:

Rossendale School is an independent special (residential) school, providing education for up to fifty-six pupils who display emotional and behavioural difficulties (EBD). Pupils are subject to a statement of need under the 1996 Education Act. The school generally admits pupils of mixed gender between the ages of 8 - 14 years.

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Brief Description of the School:

Boarding accommodation is provided for up to twenty-three pupils of mixed gender. Boarding is provided for a maximum of five days (four nights), term time only. All boarding pupils return to their home base for weekends and school holidays.

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Brief Description of the School:

The residential accommodation was split between three sites. The on-site (main house) provision provided accommodation for up to nine pupils. Here bedrooms are usually shared and staffing levels would be high. Off site accommodation provided single occupancy bedrooms and was located a few miles from the school in residential areas. It comprised of two adjoining properties both capable of housing up three pupils. Another eight bedded property which opened recently was situated at another location. Each off site unit was appropriately staffed, but offered a more independent lifestyle than the main house. RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 6

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SUMMARY

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

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SUMMARY

The main remit of the inspection was to look at how those pupils who reside at the school, were being looked after. Therefore, the inspection concentrated on the welfare of boarding (resident) pupils only, with an attempt made to assess the outcomes for those children and young people who spend some of their time, living at the school.

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SUMMARY

The main part of the inspection took place on the 12 th July (09.25 – 19.30) and 13 th July 2005 (07.20 – 16.00). A further visit to conclude and provide verbal feedback regarding the findings of the inspection took place on the 14 th July 2005 (15.00 – 16.30).

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SUMMARY

Letters from a range of external agencies as well as questionnaires from (ten) parents and (four) placing officers of resident pupils were received. They provided inspectors with a range of views and information about the school. The feedback received was positive.

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SUMMARY

The inspectors met with all the boarding pupils who were present and distributed a questionnaire to each one. Later, all areas of the schools campus were visited and inspectors were able to meet with (resident) pupils informally. This allowed them to discuss a range of issues and provide opinions about life within the school. Most pupils were happy to spend time with inspectors and their views and thoughts underpin many of the judgements formed by inspectors.

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SUMMARY

“We are looked after very good but some pupils don’t realise on what they have got.” (Pupil Questionnaire).

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SUMMARY

The response from pupils directly to inspectors and in their questionnaires was generally positive. However, two pupils in their questionnaires indicated they were unhappy and complained about being in the school. The inspector was able check certain things with staff to ensure they were safe. He found that staff were aware of the issues raised.

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SUMMARY

Although bullying was identified by a number of pupils as a problem, the general opinion was that it was mostly name-calling. Young people recognised that staff were quick to act in those circumstances. Due to this only one pupil indicated to inspectors that they felt threatened. Again, inspectors were able to satisfy themselves that staff were aware of that young persons feelings and that they were indeed being appropriately protected.

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SUMMARY

Pupils were generally happy in the school, despite a number saying they would prefer to live at home. Most recognised it as an advantage that allowed them to achieve things in different areas. This however was tempered on occasions with homesickness and a desire to remain at home. One young person RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 7 captured this mood by stating, “Home would be better but it (school) is beneficial in many ways. It teaches us how to improve our social skills and helps you gain friends.”

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SUMMARY

Seven staff spoke with directly with inspectors, with others spoken with on a more informal basis whilst on duty. They all made a positive contribution towards the inspection process.

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SUMMARY

The report following the previous inspection that took place in February 2005 contained only one recommendation. Evidence was viewed to show the school had successfully acted on that recommendation. No new issues of concern were raised during this inspection. The high standards noted at the previous inspection remained intact. The school was found to be providing high standards of care to a group of young people with specific behavioural problems which had in the past, resulted in them being removed from mainstream schooling.

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ChildMark

The school agreed to take part in the piloting process of a proposed award known as ChildMark. To qualify for the award, children and young people, in the case of Rossendale School, boarding pupils were asked a specific question. They were asked if they felt the school deserved a prize for doing one thing really well for children. If the reply was yes, they were asked to say why. The question appeared in the Pupils Questionnaire which all boarding pupils were given the opportunity to complete.

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ChildMark

Nine completed questionnaires were returned. Five said yes, three said no and one did not answer that particular question. The generalised reasons given for a yes vote centred on the staff being patient and a recognition that staff were helping them.

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ChildMark

The outcome of the pilot was the school was recognised as qualifying for the ChildMark award. This was based on 65% of those pupils replying directly to the question who felt the prize was deserved.

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ChildMark

The staff and boarding pupils are thanked for agreeing to take part and for their active participation in the piloting of this award. RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 8

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What the school does well:

High standards of boarding accommodation.

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What the school does well:

The range and organisation of the separate residential units, which encourages and supports pupils towards greater levels of independence.

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What the school does well:

The school was working positively in partnership with pupils, parents and placing authorities.

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What the school does well:

Offered pupils a well-integrated educational and social curriculum.

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What the school does well:

Provided stability and consistency to pupils who had experienced little success in previous educational placements.

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What the school does well:

Initiated and promoted positive relationships between (boarding) pupils and care staff.

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What the school does well:

Had a strong and focussed management structure that provided good levels of leadership, direction and support to a well-motivated workforce.

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What has improved since the last inspection?

The school had developed a written staffing policy, which has been incorporated into its Statement of Purpose.

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What has improved since the last inspection?

The opening of a new residential provision provided more choice and flexibility to meet (boarding) pupil’s individual needs.

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What has improved since the last inspection?

The bathing facilities in the main house had been upgraded.

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What has improved since the last inspection?

The organisation, preparation and facilitating of training for staff. This included further developments with induction training for new staff. RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 9

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What they could do better:

Please contact the Head for advice of actions taken in response to this inspection. The report of this inspection is available from enquiries@csci.gsi.gov.uk or by contacting your local CSCI office. RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 10

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CONTENTS

Recommended Actions identified during the inspection RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 11

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The intended outcomes for these standards are:

• Children live in a healthy environment and the health and intimate care needs of each child are identified and promoted.(NMS 14) • Children are provided with healthy, nutritious meals that meet their dietary needs.(NMS 15)

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The intended outcomes for these standards are:

JUDGEMENT – we looked at outcomes for standard(s) 14, 15.

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The intended outcomes for these standards are:

All aspects of school life were arranged to monitor and promote a healthy lifestyle for pupils.

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EVIDENCE:

Health plans for a selection of pupils were reviewed and found to be up to date. The plans identified any medical problems. The staff spoken with demonstrated their awareness regarding pupil’s health needs. Evidence of pupil’s visits to doctors, dentist and other health professionals were made available to inspectors.

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EVIDENCE:

The school had completed its revision of the way prescribed medication is stored, administered and transported to and from a pupil’s home base. This followed a recommendation and advice given from an inspection that took place in January 2004. For example, ‘blister packs’ supplied by the pharmacist were in use and steps had been taken to improve security when medication is transported between home bases and school.

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EVIDENCE:

The feedback from pupils regarding food both in school and at their place of residence was positive. At school, details of any allergies or special dietary needs were available in the kitchen. Staff also demonstrated a full awareness of any particular likes, dislikes and special dietary needs of young people. Young people reported the quality and quantity of food as good. The subject of food was not an issue of concern for them. Inspectors between them shared meals with pupils and staff on six occasions. Each one turned into a pleasant social occasion. RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 12

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The intended outcomes for these standards are:

• Children’s privacy is respected and information about them is confidentially handled.(NMS 3) • Children’s complaints are addressed without delay and children are kept informed of progress in their consideration.(NMS 4) • The welfare of children is promoted, children are protected from abuse, and an appropriate response is made to any allegation or suspicion of abuse.(NMS 5) • Children are protected from bullying by others.(NMS 6) • 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.(NMS 7) • Children who are absent without authority are protected in accordance with written guidance and responded to positively on return.(NMS 8) • Children are assisted to develop appropriate behaviour through the encouragement of acceptable behaviour and constructive staff responses to inappropriate behaviour.(NMS 10)

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The intended outcomes for these standards are:

• Children live in schools that provide physical safety and security.(NMS 26) • There is careful selection and vetting of all staff, volunteers, and monitoring of visitors to the school to prevent children being exposed to potential abusers.(NMS 27)

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JUDGEMENT – we looked at outcomes for standard(s) 3, 4, 5, 6, 8, 10,

The school throughout its extensive campus provided a safe environment for pupils in all aspects of school life.

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EVIDENCE:

Privacy in bedrooms is an area the school has looked to address. For example, all residential units located away from the main campus were providing single occupancy rooms. The main house had provision for nine young people in three bedrooms of three. However to meet individual need one room was accommodating only one pupil. RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 13 Provision was available in all areas of the school campus that allowed for pupils to see visitors in private. The feedback received from pupils, their parents and placing officers indicated there were no issues of concern regarding this matter.

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EVIDENCE:

Pupils wrote and spoke about complaints procedures with some confidence, demonstrating knowledge of the procedures in place. For example, a variety of staff names were nominated as people who pupils viewed as being able to deal with any problems they may have. This included senior staff. The school provided specific information to pupils about complaints, with extra copies on display in all areas frequented by (boarding) pupils. No formal complaints had been received since the previous inspection.

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EVIDENCE:

The school had dealt with one incident of a child protection nature since the previous inspection. The relevant agencies were alerted correctly and both the school and external agencies had dealt with the matter appropriately.

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EVIDENCE:

A number of pupils spoke about bullying. With only one exception, the bullying was described mostly as verbal with an occasional incident of physical. Pupils confirmed that staff acted quickly to intervene and stop bullying. Indeed one young person felt school ‘deserved a prize’ (ChildMark) for “sorting out various bullying issues.”

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EVIDENCE:

Staff were sensitive and consistent when discussing issues around bullying and how it was handled. They recognised that most pupils were capable of either being a bully or being bullied. One young person who was consistently negative in his attitude about the school indicated he was being bullied. This was brought to the attention of staff who were aware of his unhappiness. They were able to satisfy the inspector that the pupil was safe.

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EVIDENCE:

Physical intervention was an area looked at in some detail. Inspectors recognised that incidents will/do take place due to the nature of the pupils who attend the school. The school had worked hard and with some success to reduce the number of incidents. For example for the school year 2003/04, 174 incidents that had required physical intervention were (fully) recorded. For the year 2004/05, 84 incidents were recorded, a reduction of around 48%.

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EVIDENCE:

Pupils had individual Behaviour Management Plans and a random selection were viewed and found to be up to date. The plans were used in conjunction with other processes such as reviews allowing for trigger points to be identified and for specific strategies to be developed. The school looked to reduce incidents of physical intervention by implementing strategies based on the individual needs of pupils. RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 14 Training staff in the use of physical intervention was given a high priority. The training bought in conformed to the British Institute of Learning Disabilities (BILD) Code of Practice and promoted de-escalation techniques. The vast majority of staff had received appropriate training and inspectors were able to confirm that any (new) staff not trained did not get directly involved in any

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EVIDENCE:

incident. Staff spoke sensitively around physical intervention, recognising it as a last resort. One staff was able to describe a recent incident where de- escalation was used successfully. RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 15

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The intended outcomes for these standards are:

• The school’s residential provision actively supports children’s educational progress at the school.(NMS 12) • Children have ample opportunity to engage in purposeful and enjoyable activities both within the school and in the local community.(NMS 13) • Children receive individual support when they need it.(NMS 22)

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The intended outcomes for these standards are:

JUDGEMENT – we looked at outcomes for standard(s) 12, 13 & 22.

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The intended outcomes for these standards are:

Providing opportunities and allowing pupils to experience achievement coupled with enjoyment was an area of strength. Pupils individual needs were assessed recognised and acted upon with the intention to provide a positive outcome for each.

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EVIDENCE:

A homework club was in place allowing for support and guidance to be readily available. This was backed up with the arrangements in the residential areas where staff ensured homework was given appropriate priority within the evening routines. Areas for study were available ranging from dining room tables to bedrooms. Inspectors observed these routines, with young people confirming they were encouraged and helped to produce good standards of homework regularly.

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EVIDENCE:

Young people were able to describe a wide range of both group and individual leisure activities they were/had experienced. They confirmed they were given both choice and support. One young person spoke in some depth on this subject describing their involvement with Guides, athletics and a love of animals (horses in particular). Another spoke about his achievements made at Army Cadets since he last met the inspector. RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 16 Staff who acted as key workers described how activities were managed and supported to take account of the individual needs of pupils. This was only part of the evidence gathered which showed that the individual support given to pupils was good.

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EVIDENCE:

This was reflected in individual plans for young people along with other documentation. An example of addressing individual need in a flexible way was noted with one young person who was out of school during the inspection, being given specific and constructive support by staff throughout the day. RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 17

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The intended outcomes for these standards are:

• Children are encouraged and supported to make decisions about their lives and to influence the way the school is run. No child should be assumed to be unable to communicate their views.(NMS 2) • Children have sound relationships with staff based on honesty and mutual respect.(NMS 9) • Children experience planned and sensitively handled admission and leaving processes.(NMS 11) • Children have their needs assessed and written plans outline how these needs will be met while at school.(NMS 17) • 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.(NMS 20)

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The intended outcomes for these standards are:

JUDGEMENT – we looked at outcomes for standard(s) 2, 9, 17 & 20.

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The intended outcomes for these standards are:

Pupils were encouraged to make positive contributions towards certain aspects of the way the school operated and towards planning their own futures.

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EVIDENCE:

Young people felt they were able to contribute effectively to certain aspects of the way the school operated. They confirmed they were given a greater element of choice when residing in the areas they lived. An example of this was in the ‘Wish Sheets’ that had been given to every (resident) pupil. This was an invitation to put into writing their thoughts, views and wishes regarding the running and operation of the residential units.

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EVIDENCE:

Relationships between staff and pupils were viewed as strong. Each were observed as being as ease in each others company. A number of staff spoke positively about the pupils in their care, demonstrated by a desire to see them do well. Pupils also wrote and spoke positively about staff. For example, one spoke in detail about the help and support received from their key worker. RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 18 A selection of documentation was randomly selected with a view to assessing pupil’s plans. They were clearly laid out and detailed. Staff and pupils were able to demonstrate in their discussions with inspectors a recognition and understanding of the plans in place.

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EVIDENCE:

The response from parents and placing officers was generally positive. They suggested they were kept well informed of issues affecting pupils, although one felt they could possibly be better informed, regarding incidents of physical intervention. Parental questionnaires were particularly positive about the care and help their children were receiving, providing areas in which they felt progress and improvements were being made. RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 19

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The intended outcomes for these standards are:

• Children can wear their own clothing outside school time, can secure personal requisites and stationery while at school, and are helped to look after their own money.(NMS 16) • Children about to leave care are prepared for the transition into independent living.(NMS 21) • Children live in well designed and pleasant premises, providing sufficient space and facilities to meet their needs.(NMS 23) • Children live in accommodation which is appropriately decorated, furnished and maintained to a high standard, providing adequate facilities for their use.(NMS 24) • Children are able to carry out their personal care in privacy and with dignity.(NMS 25)

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The intended outcomes for these standards are:

JUDGEMENT – we looked at outcomes for standard(s) 16, 23, 24 & 25.

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The intended outcomes for these standards are:

Pupils were provided with accommodation that was of high quality reflected in standard of fixtures, fittings, décor and maintenance.

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EVIDENCE:

Pupils were able to wear their own clothes during non-teaching time. The school uniform was provided by the school themselves.

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EVIDENCE:

A full tour of the whole school campus was conducted. Each of the areas where pupils lived was of a high standard. Since the previous inspection a new residential unit known as ‘The Quarter’ had become operational. The high standards of furnishing, fitments, décor and maintenance reflected the high standards noted elsewhere on the school campus.

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EVIDENCE:

Pupils recognised the advantages of moving to the off site accommodation situated in the local community. Those who were there spoke positively about the accommodation. They were at ease within their surroundings and demonstrated ownership. Privacy for bathing and toilets was not of any concern to pupils. The work being undertaken at the previous inspection to renovate the showers in the main house had been successfully completed. RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 20

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The intended outcomes for these standards are:

• Children, parents, staff and placing authorities have access to a clear statement of the school’s care principles and practice for boarding pupils.(NMS 1) • Children’s needs, development and progress is recorded to reflect their individuality and their group interactions.(NMS 18) • There are adequate records of both the staff and child groups of the school.(NMS 19) • Children are looked after by staff who understand their needs and are able to meet them consistently.(NMS 28) • Children are looked after by staff who are trained to meet their needs.(NMS 29) • Children are looked after by staff who are themselves supported and guided in safeguarding and promoting the children’s welfare.(NMS 30) • Children receive the care and services they need from competent staff.(NMS 31) • Children and staff enjoy the stability of efficiently run schools.(NMS 32) • The governing body, trustees, local authority, proprietor or other

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The intended outcomes for these standards are:

responsible body monitors the welfare of the children in the school.(NMS 33)

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JUDGEMENT – we looked at outcomes for standard(s) 1, 18, 19, 28,

The management, monitoring and organisation of the school was good.

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EVIDENCE:

Following a recommendation made following the previous inspection, the Statement of Purpose had been appropriately amended. Parents confirmed they were kept well informed and demonstrated an understanding of the schools function and ethos.

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EVIDENCE:

A random selection of case files were looked at and found to hold up to date information, underpinned with high standards in the quality of recording. Individual needs were recognised with strategies to help manage any recognised difficulties, in place. RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 21 The staff group were highly motivated and provided consistent responses to key issues such as child protection, bullying, sanctions, physical intervention etc. The numbers of staff were high allowing for good levels of supervision and flexibility in dealing with the arrangements in place for individual pupils. The experience and knowledge demonstrated by the staff group was good, which contained a balanced age and gender mix.

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EVIDENCE:

The supervision and support provided by the management team was viewed as good by staff. They also felt satisfied with the range and level of training on offer. One staff member was able to describe their satisfaction with the induction programme that was ongoing. NVQ level 3 training had either been completed or was actively being undertaken by (care) staff. The school was on course to meet the targets laid out in the standards for residential schools around NVQ level 3 training.

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EVIDENCE:

The inspectors had no issues of concern around the general organisation and management of the school. Evidence was viewed to show that both the internal and external monitoring of school was taking place with consistency. RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 22

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SCORING OF OUTCOMES

This page summarises the assessment of the extent to which the National Minimum Standards for Residential Special Schools have been met and uses the following scale.

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SCORING OF OUTCOMES

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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SCORING OF OUTCOMES

“X” in the standard met box denotes standard not assessed on this occasion “N/A” in the standard met box denotes standard not applicable

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SCORING OF OUTCOMES

BEING HEALTHY MAKING A POSITIVE Standard No Score CONTRIBUTION 14 3 Standard No Score 15 3 2 4 9 4 STAYING SAFE 11 x Standard No Score 17 4 3 3 20 3 4 3 5 3 ACHIEVING ECONOMIC 6 3 WELLBEING 7 x Standard No Score 8 3 16 3 10 3 21 x 26 4 23 4 27 3 24 3 25 4 ENJOYING AND ACHIEVING Standard No Score MANAGEMENT 12 4 Standard No Score 13 4 1 3 22 4 18 4 19 3 28 3 29 4 30 3 31 3 32 4 33 3 RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 23 Are there any outstanding recommendations from the last inspection? No

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RECOMMENDED ACTIONS

This section sets out the actions that must be taken so that the proprietor meets the Children Act 1989, Inspection of Schools and Colleges Regulations 2002 and the National Minimum Standards.

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RECOMMENDED ACTIONS

No. Standard Recommendation Timescale for action (Serious welfare concerns only) 1. RossendaleSpecial Residential School F57 F07 S9656 Ross Spec School V236089 12.7.05 Stage 4.doc Version 1.40 Page 24

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Commission for Social Care Inspection

Unit 4 Petre Road Clayton-le-Moors Accrington BB5 5JB

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Commission for Social Care Inspection

National Enquiry Line: 0845 015 0120 Email: enquiries@csci.gsi.gov.uk Web: www.csci.org.uk © This report is copyright Commission for Social Care Inspection (CSCI) and may only be used in its entirety. Extracts may not be used or reproduced without the express permission of CSCI.

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