Setting

Wells Park School

School Lane Lambourne Road Chigwell Essex IG7 6NN

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Wells Park School

10th & 11th March 2004 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. Wells Park School Page 1

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Address

School Lane, Lambourne Road, Chigwell, Essex, IG7 6NN

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Date of last boarding welfare inspection:

29 th , 30 th January & 4 th February 2003

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Date of last boarding welfare inspection:

Date of Inspection Visit 10 th & 11 th March 2004 ID Code

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Date of last boarding welfare inspection:

Time of Inspection Visit 10:30 am; 07:30 am

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Date of last boarding welfare inspection:

Name of NCSC Inspector 1 David Downes 079647

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Date of last boarding welfare inspection:

Name of NCSC Inspector 2 Jenny Elliott 076559

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Name of Establishment Representative at the

time of inspection Mr David Wood Wells Park School Page 2

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INTRODUCTION TO REPORT AND INSPECTION

Residential Special Schools are subject to inspection by the National Care Standards Commission (NCSC) 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 NCSC in respect of Wells Park 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. Wells Park School Page 4

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BRIEF DESCRIPTION OF THE SCHOOL AND RESIDENTIAL PROVISION

Wells Park School is owned and managed by Essex County Council. The school provides boarding education for up to 40 boys or girls of primary school age during the working week. The school is closed at weekends and for the usual school holidays.

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BRIEF DESCRIPTION OF THE SCHOOL AND RESIDENTIAL PROVISION

At the time of the inspection, the school was accommodating 31 children, each of whom was subject to a Statement of Special Educational Needs, identifying emotional and behavioural difficulties that affected their education.

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BRIEF DESCRIPTION OF THE SCHOOL AND RESIDENTIAL PROVISION

Children are accommodated in four groups. The boarding areas are all located in the main school building.

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BRIEF DESCRIPTION OF THE SCHOOL AND RESIDENTIAL PROVISION

The ultimate aim of the school is to reintegrate children into their home or family environments with appropriate schooling.

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BRIEF DESCRIPTION OF THE SCHOOL AND RESIDENTIAL PROVISION

In addition to the outdoor play areas, the school has a sports hall and an indoor swimming pool.

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BRIEF DESCRIPTION OF THE SCHOOL AND RESIDENTIAL PROVISION

The school is an approved provider of teacher training. The Head Teacher, Mr David Wood, is the Director of the combined school and training centre. During term time, some twenty adults are based at the school, in accommodation adjoining the teaching areas, while they are undertaking their training. Wells Park School Page 5

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WHAT THE SCHOOL DOES WELL IN BOARDING WELFARE

The school provides a safe and stimulating environment for children, appropriate to their ages and developmental needs.

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WHAT THE SCHOOL DOES WELL IN BOARDING WELFARE

The staff team presented as competent, enthusiastic and committed to meeting the complex social and emotional needs of pupils. Staff develop caring, professional relationships with children and treat them as individuals.

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WHAT THE SCHOOL DOES WELL IN BOARDING WELFARE

Staff respond positively and consistently to children’s behaviour, using an approach underpinned by the token economy system. Children’s achievements are recognised and praised. Children demonstrate a level of age-appropriate understanding of how staff are trying to help them.

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WHAT THE SCHOOL DOES WELL IN BOARDING WELFARE

Teaching and care staff work well together as a team, with clear leadership, support and supervision provided by the Head Teacher, Head of Care and Head of Education. Staff work hard to involve parents and other main carers and keep them well informed about children’s progress. Parents value highly the support and advice provided by staff. The school premises were clean, well maintained and decorated in a child-centred manner.

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WHAT THE SCHOOL SHOULD DO BETTER IN BOARDING WELFARE

Some aspects of the school’s staff recruitment practice did not meet the requirements of the National Minimum Standards.

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WHAT THE SCHOOL SHOULD DO BETTER IN BOARDING WELFARE

Some written guidance relating to aspects of child care practice in the school did not meet the requirements of the National Minimum Standards and needed further development. Wells Park School Page 6

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CONCLUSIONS AND OVERVIEW OF FINDINGS ON BOARDING WELFARE

This was the second inspection of the school by National Care Standards Commission against the National Minimum Standards for Residential Special Schools. Since the last inspection, a number of positive developments have taken place in relation to aspects of practice and record-keeping, following internal review by the school. The school has also made a number of developments in line with the advisory recommendations made after the last inspection. These developments are reflected in the fact that the school met a higher proportion of the National Minimum Standards at this second inspection. Out of a total of 31 Standards that were inspected on this occasion, the school met 27 and partially met a further 4, compared with the first inspection when 24 were met and 8 were partially met. These achievements are particularly noteworthy because they have taken place in the same year that the school has experienced a change in its Head of Care and Deputy Head of Care.

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CONCLUSIONS AND OVERVIEW OF FINDINGS ON BOARDING WELFARE

The observations made during the inspection, together with information obtained from discussions with pupils and staff, and responses to questionnaires, were all indicative of a good overall level of child care practice. Parents who completed questionnaires expressed a range of particularly positive views about the care provided by the school. Positive comments about the school were also received from placing officers. Staff were knowledgeable and committed to their work. A good standard of record keeping was in evidence. Children clearly enjoyed spending time with the care staff and participating in a variety of evening activities. Routines were well established and pupils were seen to respond well to the consistent and appropriate care provided by staff throughout the inspection. Wells Park School Page 7

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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? NA

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implemented are listed below:

No Standard Recommended actions Timescale for action Wells Park School Page 8

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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 RS1 The school should include within the statement of purpose the name of the designated child protection person for the school and the relevant qualifications of staff. NMS 1.3 31/07/2004

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RECOMMENDED ACTION

2 RS4 The school should review the written complaints policy and procedural guidelines and ensure that all areas specified in NMS 4.3 are addressed, including the provision of information in a form suitable for pupils. 30/08/2004

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RECOMMENDED ACTION

3 RS10 Records of physical interventions should be kept in a bound and numbered book, in line with the requirements of NMS 10.14. 30/08/2004

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RECOMMENDED ACTION

4 RS27 The school should ensure that staff recruitment procedures and related records comply with the requirements of NMS 27.2. 31/07/2004

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RECOMMENDED ACTION

5 RS27 The school should ensure that staff members do not start work in the school until a Criminal Records Bureau disclosure check has been satisfactorily completed at the appropriate level. NMS 27.7 31/07/2004 Wells Park School Page 9

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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 RS5 The school should review the child protection training received by existing ancillary staff and arrange update training, as appropriate.

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ADVISORY RECOMMENDATIONS

2 RS6 The school should review the definition of bullying contained in the anti- bullying policy and ensure that it is in line with NMS 6.2.

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ADVISORY RECOMMENDATIONS

3 RS10 The school should include, within the written guidance on paying back of tokens, an explanation of how the amount to be paid back is calculated.

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ADVISORY RECOMMENDATIONS

4 RS10 Information about the school’s use of physical intervention should be included in the children’s guide or provided to pupils in another form appropriate to their age and understanding. NMS 10.20

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ADVISORY RECOMMENDATIONS

5 RS14 The school should review the form used to obtain written parental consent to medical treatment and ensure that it explicitly covers all areas specified in NMS 14.10

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ADVISORY RECOMMENDATIONS

6 RS17 The school should ensure that each child’s leisure needs are clearly identified within their placement plan.

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ADVISORY RECOMMENDATIONS

7 RS26 The school should review the risk assessments for the low-level glass and the radiator in the sports hall.

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ADVISORY RECOMMENDATIONS

8 RS30 The school should review the level of detail in records of staff supervision and ensure that the records contain sufficient detail for the effective monitoring of the supervision process by senior staff.

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ADVISORY RECOMMENDATIONS

9 RS30 The school should ensure that records are available to demonstrate that ancillary staff receive supervision in line with NMS 30.2. Wells Park School Page 10

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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

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PART B INSPECTION METHODS AND FINDINGS

Checks with other Organisations • Social Services YES • Fire Service YES • Environmental Health YES • DfES NO • School Doctor YES • Independent Person NO • Chair of Governors YES 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 YES Staff Survey YES Meals taken with pupils YES Early morning and late evening visits YES Visit to Sanatorium / Sick Bay YES Parent Survey YES Placing authority survey YES Inspection of policy/practice documents YES Inspection of records YES Individual interview with pupil(s) YES Answer-phone line for pupil/staff comments NO

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PART B INSPECTION METHODS AND FINDINGS

Date of Inspection 10/03/04 Time of Inspection 10:30 Duration Of Inspection (hrs.) 19.5 Number of Inspector Days spent on site 4

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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. Wells Park School Page 11

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SCHOOL INFORMATION

Age Range of Boarding Pupils From 5 To 12

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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 NCSC 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. Wells Park School Page 12

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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? 2

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Approved Arrangements and school prospectus, which are required to include

The school’s Statement of Purpose comprises several documents, which provide the appropriate range of information needed to meet this Standard, with the exception of the name of the school’s designated member of staff for child protection and the relevant professional qualifications of staff. The documentation clearly identifies how a continuum of care is created for the children attending the school.

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Approved Arrangements and school prospectus, which are required to include

The school had updated and developed the children’s guide in the form of a ‘PowerPoint’ presentation on CD-Rom. This presentation was in a format suitable for the ages and understanding of pupils and contained detailed information about daily life at the school. Copies of the guide were available for children to view on the computers in the school and staff explained that it was also shown to children as part of their pre-admission information. The school is commended for this development. Wells Park School Page 13

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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

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

During the inspection, members of staff were observed offering children choices (appropriate to their ages and ability levels) about aspects of their daily care and helping them to make decisions. For example, at mealtimes children were given choices about their food whilst still being encouraged to eat a balanced diet and, in the Token Shop, children were assisted to consider their options for evening leisure activities.

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

Children told the Inspectors that the staff listened to their ideas, wishes and feelings.

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

An Inspector attended a meeting of the School Council where discussion was facilitated and pupils were encouraged to express their views about aspects of daily life at the school. Children told the Inspectors about a number of things that had been changed recently through the School Council. At the observed meeting, it was noted that one of these issues had been addressed and the majority remained current and awaiting change.

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

In addition to the School Council, children’s views were sought in one-to-one discussions with their key workers and in regular house meetings, some of which were attended by the Head of Care or the Deputy.

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

All of the parents who completed a questionnaire for the inspection said that the school consulted them about key issues and listened to their views on a range of topics, for example, through surveys and parents’ meetings.

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

Records indicated that parents and carers attended children’s reviews and that children were helped by staff to express their views in preparation for these meetings. Wells Park School Page 14

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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? 3

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

The school provided written guidance for staff on privacy and confidentiality, in line with the relevant criteria for this Standard.

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

Payphones were located on each landing where children sleep. These telephones were positioned away from bedrooms and lounge areas, thereby affording reasonable privacy. Staff were aware of the need to ensure that the children respected each other’s privacy when using the telephone. The children had to ask a member of staff for money in order to make a call from a payphone. The school’s written policy stated that no child would be denied access to a telephone and that children were allowed a free phone call each evening, with additional calls available “as and when necessary”. One child spoken with thought that there was a limit to how many phone calls they could make, while another child was confident that there was no limit.

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

A member of staff described how they had helped one pupil to develop an understanding of maintaining privacy, for example, in relation to occasions when other pupils could enter their room.

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

Children’s records were kept securely in the school.

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

The school had developed appropriate written guidance for staff about times when it may be necessary to search a child’s possessions. One of the sampled files contained a record of a search undertaken of a child’s bedroom. This record indicated that practice in the school met the requirements of this Standard. Wells Park School Page 15

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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? 2

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

The school’s complaints policy and procedural guidelines did not include all of the elements required to meet this Standard. This documentation should be reviewed, with particular reference to the areas specified in NMS 4.3. For example, the children’s guide did not refer to complaints and the school will need to give further consideration to the accessibility of the policy to children, taking into account their learning needs.

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

Of the twelve children who completed the pupil questionnaire with the Inspectors’ assistance, ten (83%) said that they knew how to make a complaint and two said that they did not. Several of the children said that they did not understand the term “complaint” and others were uncertain about who they should talk to if they were unhappy about some aspect of daily living at the school. Some children said that they would talk to their key worker or the Head of Care, however, they did not appear to know what should happen if this member of staff did not resolve the problem. The Head Teacher commented that the children’s experience would have been that adults in the school were always able to respond positively to any complaint made, or concern expressed, by a child and that the children may, therefore, have been unable to understand the questions asked by the Inspectors. The school needs to consider how children can be helped to understand the process that will be

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

followed if they express dissatisfaction about some aspect of their care at the school.

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

Of the placing officers who completed questionnaires, two said that they had received information about the school’s complaints procedure and two said that they had not. Most of the parents (81%) who responded said that they had received information about the school’s complaints process. All of the parents or placing officers who completed questionnaires stated that they had never had cause to make a complaint to the school.

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months:

Number of above complaints substantiated: 0

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months:

Number of above complaints substantiated: 0

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The intended outcomes for the following set of standards are:

Wells Park School Page 16 • 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. Wells Park School Page 17

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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? 3

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

The school’s written child protection policy covered the areas specified in this Standard.

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

The requirement for the school to have written guidance for staff who are subject to allegations against them (NMS 5.6) was not inspected during this inspection.

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

The school had a clear system for identifying and responding to any concerns that a child may have been harmed, or is at risk of harm, including referral to the relevant investigating authorities. The Head Teacher is the school’s designated person for child protection and holds the central record of these concerns, referrals and outcomes. The Head Teacher expressed concerns about the way that some referrals had been responded to by the investigating authorities and stated that the school was continuing to seek clarification and to pursue appropriate action, on behalf of the children involved.

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

Care staff were able to describe clearly the actions that they would take in the event of a concern about a child or a disclosure of abuse being made. Ancillary staff spoken with during the inspection could not recall receiving basic training in child protection. The school’s training officer said that this would have been covered during their induction, but agreed that refresher training in child protection should be provided for ancillary staff.

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

All but one of the children who completed the pupil questionnaire said that there was an adult to whom they could talk if they were worried at school. Comments made by children in informal discussions with the Inspectors, together with observations made during the inspection, indicated that children felt safe at the school.

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

One placing officer who completed a questionnaire said that the school “takes extreme measures to ensure that the child remains safe and well cared for” and that they felt “secure” in terms of the child’s safety as a result of the school’s response to behaviour exhibited by the child.

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

Staff had received training in de-escalation and physical restraint techniques.

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

The school had notified the NCSC of the child protection enquiries initiated since the last inspection. The figure given below does not include any child protection enquiries relating to concerns about children’s home situations, as these are not directly related to the school setting.

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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

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

With only one exception, the children who completed the pupil questionnaire said that, if another child were to hurt them, the adults at the school would sort out the problem. The Inspectors also talked with a number of other children and none of them spoke of bullying as a significant problem, either for themselves or for other children in the school.

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

Children and staff spoken with said that bullying was not allowed in the school and that any incidents of bullying reported to staff were taken very seriously. Ancillary staff told the Inspectors that they did not think there was a high level of bullying at the school, and that if there were any incidents they were quickly dealt with by staff.

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

The high level of staff supervision of children throughout the day helps to minimise the opportunities for bullying to take place.

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

Staff gave examples of appropriate and sensitive responses to bullying issues that had arisen, including direct work with children to address this behaviour and working closely with parents.

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

Throughout the inspection, staff provided good role modelling for children in their communication and interaction between each other and with children.

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

The school has a written anti-bullying policy, however, the definition of bullying contained within this document needed development to cover all of the elements specified in NMS 6.2.

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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 X % Wells Park School Page 19

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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

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

The Head Teacher is responsible for notifying the relevant authorities and other appropriate persons of any significant events occurring at the school. The NCSC had been appropriately notified of relevant incidents since the last inspection.

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

Written records of notifiable incidents were maintained.

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

As already stated, the school had informed the NCSC of matters referred to the local Child Protection team.

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NUMBER OF THE FOLLOWING NOTIFIED TO NCSC 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

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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

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

Children at the school received a high level of supervision and, as such, the likelihood of a child going missing without this being immediately noticed by staff was minimal.

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

The school’s written policy and procedures met the required Standard.

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

The Head Teacher stated that there had been no incidents involving a child going missing from the school since the last inspection.

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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

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understanding and clear professional and personal boundaries which are effective for

The observed interaction between staff and children was encouraging and supportive. Throughout the inspection, the children behaved well and staff responded consistently and positively when children needed support. Children clearly benefited from the enthusiasm and encouragement of staff.

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understanding and clear professional and personal boundaries which are effective for

Children told the Inspectors that they liked the staff and that staff helped and cared about them.

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understanding and clear professional and personal boundaries which are effective for

Staff members spoken with during the inspection were very knowledgeable about the needs of the children they were caring for and how these needs could best be met.

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understanding and clear professional and personal boundaries which are effective for

The school’s expectations of pupil behaviour were clearly understood by the children. There was a shared understanding, between children and staff, of terminology used in the school, such as ‘safe holding’ and ‘keeping safe’.

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understanding and clear professional and personal boundaries which are effective for

Home/school books sampled during the inspection contained evidence of the development of consistent approaches to children’s behaviour between the school and the children’s main carers.

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understanding and clear professional and personal boundaries which are effective for

Parents who completed questionnaires for the inspection made many very positive comments about relationships between staff and children at the school and the general way in which their children were being looked after.

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understanding and clear professional and personal boundaries which are effective for

“Genuinely caring and patient staff.” [Parent]

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understanding and clear professional and personal boundaries which are effective for

“It is a very friendly and caring environment created by the staff.” [Parent]

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understanding and clear professional and personal boundaries which are effective for

“All staff from the kitchen staff and cleaners to the teaching and care staff do a fabulous job with the children.” [Parent] Wells Park School Page 21

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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? 2

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

The school used a token system to underpin its management of children’s behaviour. Tokens were awarded for acceptable behaviour (including meeting individual targets) at regular intervals throughout the day, thereby providing positive reinforcement of this behaviour. The children were able to exchange their tokens for a variety of items, activities and privileges. Throughout the inspection, the children displayed a clear understanding of the token system and responded very positively to it. Staff told the Inspectors that all children were able to engage with the system and the monitoring arrangements would be able to identify any child who might be having difficulties.

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

Individual behaviour targets for children reflected their abilities and understanding and were kept under regular review by the school. Certificates were awarded in school assembly to children who had achieved their targets.

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

Written guidance had been developed to promote a consistent approach on those occasions when tokens are deducted to ‘pay back’ for staff time or as reparation for deliberate breakages. Whilst acknowledging that responses to individual children will depend on the particular situation giving rise to the sanction, it is recommended that the school reviews this guidance and includes a clear explanation of how the amount of ‘pay back’ is to be calculated.

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

Of the children who completed a questionnaire, a high proportion (83%) said that the staff treated them fairly and one responded that they were ‘sometimes’ fair.

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

The school had detailed written guidance on how staff were permitted to hold or restrain a child. The techniques used are based on a recognised training course, however, they have been adapted to provide more appropriate methods for the age of the children attending the school. All staff received training in the school’s methods of physical intervention during their induction and subsequent refresher sessions. Sampled records of physical interventions indicated that the school’s policy was being followed by staff.

p.23

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

Two pupils told the Inspectors that they had been hurt while being physically restrained by staff. The other children spoken with said that they had never been hurt and understood why ‘safe holding’ by staff was necessary in some situations. One of the children who reported being hurt subsequently told the Inspectors that this had been untrue and that they had not been hurt. The Head Teacher located the records relating to the incident referred to by the second child and, in discussion with the Head Teacher, with the Inspectors present, this child agreed with the account given by staff in the school’s record. This record indicated that the school’s policy on ‘safe holding’ had been followed and that no injury had been reported by the child or observed by staff at the time of the incident.

p.23

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

The forms used for recording physical interventions had been reviewed since the last inspection and related training had been provided for staff. These forms provided for the recording of an appropriate range of information. The completed forms were numbered and stored in date order in loose-leaf folders and not in a separate bound and numbered book, Wells Park School Page 22 as specified in this Standard. The Inspector was advised that the school considered that the arrangements in place for signing, counter-signing and monitoring of the completed forms provided sufficient safeguards to ensure that records could not be altered or lost. At the time of the inspection, some records relating to one child had been removed so that they could be reviewed by the Head Teacher.

p.23

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

The completed physical intervention forms had been reviewed by a member of the school’s governing body and records of this monitoring process included comments on the quality of the reports.

p.24

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

The children’s guide to the school included information about the school’s expectations of children’s behaviour and a detailed explanation of the token system in a format suitable for the age and understanding of children at the school. The children’s guide did not, however, include any information about the school’s use of physical intervention.

p.24

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

Parents and placing authority officers who completed questionnaires confirmed that they had received information about the school’s rules and measures of control. All comments that were received in relation to the way that the school manages children’s behaviour were positive. Parents praised the way that staff worked together to provide consistency for children and the emphasis placed on rewarding good behaviour. A number of parents made particular comment on the improvements that they had seen in their child’s behaviour and social skills since attending the school. Wells Park School Page 23

p.24

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

p.25

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 school had a written admissions policy and related procedural guidance. Discussions with the Head Teacher and care staff, together with sampled records, demonstrated that this procedure had been followed in practice. Written information had been obtained from professionals already involved with the children and home visits had been undertaken to gather essential information about the children’s care needs. The children and their parents had also visited the school. Written records of these admission visits were maintained and, together with other documentation (for example, the child’s Statement of Special Educational Need), these formed the basis of the initial placement plan.

p.25

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

One placing officer commented that their experience of the school’s admission process had been “very positive”. All parents who sent comments for the inspection confirmed that they had received written information about the school before their child was admitted.

p.25

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

Each child is allocated a key worker who undertakes to ensure the child settles well and that arrangements for their care are appropriately addressed. Key workers are responsible for liaising with the child’s parents, by means of regular telephone calls and through the child’s home/school book. Sampled records and comments received from parents indicated that these arrangements worked very well.

p.25

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

Staff were able to describe appropriate ways in which they helped to prepare children for leaving the school. Wells Park School Page 24

p.25

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

during the school day. Key Findings and Evidence Standard met? 4

p.26

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

The school operates a 24-hour curriculum and it was evident from discussions and observations during the inspection that staff work hard to achieve a consistent approach to the children throughout the day, for example, in the operation of the token system.

p.26

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

Care staff spend time in the classrooms working alongside children and teaching staff. In addition, some learning assistants are also employed as care staff and some teaching staff work in the evenings, helping with activities.

p.26

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

Each child has an individual education plan, which is available for all staff to read and contribute to. Teaching and care staff meet regularly to discuss individual children’s plans and their progress. In addition, joint staff meetings occur on a weekly basis and the school arranges a variety of joint training for teaching and care staff, for example ‘safe holding’ and child protection training.

p.26

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

The Inspectors were able to attend the hand-over meetings at the beginning and end of the school day. These meetings were used to identify significant events and issues, including any difficulties children may have experienced. Care staff spoken with demonstrated an appropriate awareness of the educational progress of their ‘key’ children and the need to provide a safe and secure environment in order to enable children to achieve their educational potential. Formal and informal communication between care and teaching staff demonstrated the importance that the school places on attention to detail in meeting children’s needs.

p.26

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

Parents also commented positively on the extent to which the care and teaching staff work together to provide consistency of care.

p.26

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

The boarding areas contained a wide variety of educational books and toys and children were able to supplement these with other items and activities ‘bought’ from the token shop. Children had access to computers in the boarding areas.

p.26

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

Overall, the arrangements in place and the effectiveness with which these were put into operation in the school exceeded the criteria for this National Minimum Standard. Wells Park School Page 25

p.26

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? 3

p.27

Children have ample opportunity to engage in purposeful and enjoyable activities

Children were able to choose from a wide range of activities in the evenings, with access to additional choices provided through the token system. The children were observed choosing their activities at the Token Shop at the end of the teaching day and then participating enthusiastically later in the evening. Activities were planned a week in advance so that the children knew what would be on offer and would be motivated to earn their tokens.

p.27

Children have ample opportunity to engage in purposeful and enjoyable activities

The school makes good use of its swimming pool, gym and grounds, and also the leisure facilities in the local community.

p.27

Children have ample opportunity to engage in purposeful and enjoyable activities

There was a good range of toys and games available for the children to borrow from the Token Shop.

p.27

Children have ample opportunity to engage in purposeful and enjoyable activities

The children also collect tokens towards ‘Saver’ trips organised by the school. Recent outings have included visits to London, Duxford and the cinema.

p.27

Children have ample opportunity to engage in purposeful and enjoyable activities

The children were clearly very enthusiastic about the activities available to them. All of the children who completed the pupil questionnaire said that they enjoyed the evening activities and three children identified this as their favourite thing about the school. A number of parents also commented favourably on the range of activities provided for the children outside class time.

p.27

Children have ample opportunity to engage in purposeful and enjoyable activities

The activities observed during the inspection were well supervised. The Inspectors sample read the written risk assessments for a number of activities in which children participate, both on and off the school site and these were found to be satisfactory. Wells Park School Page 26

p.27

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

care needs. Key Findings and Evidence Standard met? 3

p.28

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

The school’s daily routines promoted good health and well-being, with regular mealtimes, nutritious food, physical activity and a constructive, sensitive approach to helping children with identified emotional difficulties.

p.28

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

Children’s records were well organised and included written parental consent to medical treatment. The form used by the school for obtaining parents’ written consent did not include consent to administration of First Aid. Sampled records of children’s regular medical, dental and optical checks were well maintained. The Doctor visits once a month, accompanied by the School Nurse, who also visits at other times. The school has been proactive in seeking to involve the School Nurse in the delivery of aspects of the PHSE curriculum.

p.28

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

The Head of Care described a high level of appropriate emotional support that the school had provided for a child who had been particularly anxious about going to hospital.

p.28

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

The school had developed positive links with local providers of mental health services for children.

p.28

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

The Inspector was advised that all staff receive certificated First Aid training, which is refreshed annually.

p.28

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

The school had developed and implemented a written protocol on the use of non- prescription ‘household’ medication.

p.28

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

A pharmacist had made an advisory visit, at the school’s request, in February 2004. The Inspector was advised that the school had acted on all of the advice received.

p.28

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

An Inspector observed the dispensing of medication and this was carried out by staff in line with the school’s procedural guidelines and in a sensitive and friendly manner. Records of medicines administration were appropriately maintained and medication was stored securely at the time of the inspection. The school had developed a robust system for the safe transfer of medication from home to school and maintained clear records of this process. Overall, the systems developed by the school for medication administration, transfer and recording, were of a commendable standard. Wells Park School Page 27

p.28

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? 4

p.29

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

All but one of the children who completed a pupil questionnaire said that they liked the food served at the school. Three children said that the food was one of the things that they liked most about the school.

p.29

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

Mealtimes were pleasant, well-ordered social occasions. Children were encouraged to try a variety of food. The overall quality of food provided was good. One of the meals taken with the children was a special lunch, arranged as part of an Italian theme day. This meal was extremely well prepared and presented and the children clearly enjoyed the experience, encouraged by the enthusiasm of the staff.

p.29

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

Children were given choices about their meals and encouraged to try new food, whilst also maintaining a healthy, balanced diet. Care staff were aware of children who did not eat a full meal and dealt with this sensitively at the table. Some children had individual targets linked to mealtimes.

p.29

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

The dining room and equipment were satisfactory.

p.29

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

The school received an award in November 2002 from the local Environmental Health authority and Epping Forest Primary Care Trust for their consistently high standards in food safety and hygiene, along with the healthy diet provided for the children. Together with the observations made during the inspection, this provided evidence that the school’s arrangements exceeded the criteria for this National Minimum Standard.

p.29

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

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

p.29

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

their choice. Key Findings and Evidence Standard met? 3

p.29

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

Pupils wore school uniform during class time and changed into their own choice of clothing at the end of school.

p.29

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

Each child had an area within their bedroom where they were able to store clothes and personal possessions. Valuable items can be looked after by staff.

p.29

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

Children made choices about how to spend their tokens in the school’s Token Shop, which had recently been developed to include a wider range of toys, activities and other privileges since the last inspection. The children were enthusiastic about this development. Wells Park School Page 28

p.29

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. Wells Park School Page 29

p.30

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? 3

p.31

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

Children’s placement plans were made up of a number of documents, including Statements of Educational Needs, Individual Education Plans and Individual Behaviour Plans. The documentation relating to each child was collected together and, as such, can be taken as forming the child’s placement plan for the purposes of this Standard. The sampled placement plans covered the areas specified in this Standard (NMS 17.5), however, they did not contain specific information about individual children’s leisure needs. Each child’s health planning documentation was held in a separate medical file.

p.31

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

Files sampled during the inspection contained evidence of individualised behaviour targets being agreed for each child and reviewed every five weeks. Children were aware of their targets and how the school was helping them to manage their own behaviour.

p.31

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

Each child had an allocated key worker. Key workers contact parents at least fortnightly to discuss their child’s progress and home/school communication books were being used effectively.

p.31

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

Placement planning documentation had been regularly reviewed and there was evidence of parents and children being consulted as part of this process. The sampled reports produced by key workers for children’s annual reviews were detailed, informative and written in a very positive manner.

p.31

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

Placing authority officers who completed questionnaires for the inspection confirmed that the school was looking after the children in line with their placement plans. The following comments were made by placing officers:

p.31

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

“The care is comprehensive and addresses all areas of the child’s functioning.”

p.31

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

“Excellent facilities. Well trained staff. Their care towards pupils is excellent.”

p.31

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

Three out of four placing officers said that the school worked ‘very well’ with the child’s family and one rated this aspect of the school’s practice as ‘average’. Overall, however, these placing officers expressed slightly less satisfaction with the extent to which the school worked in partnership with the placing authority.

p.31

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

All of the parents who completed questionnaires said that they were very satisfied with the way in which the school was looking after their children. Wells Park School Page 30

p.31

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

child. Key Findings and Evidence Standard met? 3

p.32

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

Sampled files contained the information required to meet this Standard. Children’s files had been audited in December 2003 and any omissions had been identified and rectified.

p.32

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

The school had developed written guidance covering the arrangements for enabling children to have access to their records. Staff spoken with were able to explain how children were informed about the content of their files and how to access them. Written information explaining this process had also been developed for children and the children’s guide also makes reference to this.

p.32

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

The school held children’s records securely.

p.32

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

p.32

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

The school held an appropriate range of records on children, as specified in this Standard.

p.32

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

Records relating to staffing were also met, but please see comments made under Standard 27 in relation to staff recruitment records.

p.32

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

The school retains these records for the specified periods of time in a secure part of the building. Wells Park School Page 31

p.32

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

p.33

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

The school did not restrict children’s telephone or letter contact with their families or carers unless this was a specific legal requirement, agreed with the relevant authority. Please see also comments under Standard 3 in relation to telephone access. The Inspectors saw a child being helped by care staff to contact his mother by telephone (in an office) and being given unlimited time to make this call in private. One parent was taking their child to an external leisure activity each week as part of the placement plan.

p.33

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

All of the parents who sent comments for the inspection said that the school always informed them about any significant events affecting their child. Sampled home/school communication books contained weekly entries about the child’s progress and behaviour, made by the class teacher, key worker and the child’s parents. One placing officer highlighted the arrangements for liaising with parents as a particular strength of the school.

p.33

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

The school made appropriate arrangements for parents to visit and, where appropriate, to meet with their child in private. The Inspectors observed part of an ‘open’ day at the school when parents were involved in activities with the children, in a relaxed and informal atmosphere. In their written comments for the inspection, three parents said that they particularly valued these opportunities for visiting the school, when they were able to join their child in class and for social events, in addition to discussing their progress with staff.

p.33

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

All of the parents who sent comments for the inspection said that they attended meetings at the school and that their views were listened to.

p.33

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

The children all return home to their parents or other main carers each weekend and for school holidays. Wells Park School Page 32

p.33

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? 9

p.34

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

This Standard is not applicable, due to the age group of children accommodated by the school.

p.34

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

p.34

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

Staff spoken with during the inspection demonstrated detailed knowledge of the individual needs of the children.

p.34

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

Key workers described making time for one-to-one discussions with their allocated children.

p.34

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

The day-to-day support needs of individual children were discussed in staff handover meetings to ensure that all staff were aware of any relevant issues and would be able to provide continuity of support.

p.34

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

The school used individualised targets to address children’s individual needs within the token system.

p.34

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

Children said that they felt supported and cared for by staff. Children were clear that they could talk to any member of staff if anything was worrying them. The Head Teacher stated that all of the children had an identified adult, who was independent of the school, with whom they could make contact if anything was worrying them.

p.34

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

Discussions with staff and sampling of records demonstrated that the school was supporting children to access a range of professional support services to meet their identified needs.

p.34

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

As noted in relation to Standard 17, all of the parents who completed questionnaires said that they were very satisfied with the way in which the school was looking after their children. Wells Park School Page 33

p.34

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.

p.35

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

number of children. Key Findings and Evidence Standard met? 3

p.35

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

The school’s teaching and residential areas were welcoming, spacious and well maintained. Decoration and furnishings had been used to good effect to counteract some of the more institutional features of the communal and residential areas.

p.35

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

The grounds of the school were well maintained.

p.35

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

Appropriate arrangements had been taken to ensure the security of the school building and the Head Teacher advised that these were being kept under review.

p.35

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

There were no outstanding requirements or recommendations relating to the school from the Fire or Environmental Health authorities.

p.35

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

The school was not accommodating any children with physical disabilities.

p.35

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

The school uses a CCTV system in the corridors of each boarding area. This system is used to assist the night-waking member of staff in ensuring that children who require assistance receive it quickly and that children do not go into areas where they are not allowed. Children spoken with knew that there was a camera at the end of their corridor and understood that it was there to help keep them safe at night.

p.35

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

The school is approved as a centre for teacher training. During term time, some twenty adults are based at the school while undertaking their training. These adults have contact with the children, but are never left alone with them and they are not allowed in the boarding areas. Staff assured the Inspectors that the children’s care and privacy were not compromised and that the children enjoyed having adult learners in the school. Children spoken with confirmed this view. Wells Park School Page 34

p.35

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

p.36

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

The boarding accommodation was well maintained and appropriately decorated in a child- centred manner. Children were provided with a ‘quiet area’ with books and seating, in addition to the lounge areas where the televisions were situated.

p.36

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

Children were accommodated in a range of single and shared rooms. The Inspectors were informed that children sleep in shared rooms where it is assessed by staff that they are able to do so. All of the children’s bedrooms were personalised to varying degrees and appropriately furnished. The children who showed the Inspectors their sleeping areas said that they were happy with their surroundings. The majority (75%) of children who completed the pupil questionnaire described their bedrooms as being comfortable.

p.36

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

Children are looked after during the night by a night-waking member of staff, with the additional support of two staff sleeping-in. Staff bedrooms were suitably sited.

p.36

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

Lighting and heating were satisfactory during the inspection.

p.36

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

p.36

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

The school had sufficient washing and toilet facilities in close proximity to each child’s bedroom. Staff and visitors use separate facilities.

p.36

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

Appropriate consideration had been given to the provision of toilet and washing facilities for the single girl pupil accommodated at the school.

p.36

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

All toilets and washing facilities could be opened from the outside by staff in an emergency. Wells Park School Page 35

p.36

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

guidance. Key Findings and Evidence Standard met? 3

p.37

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

The school’s maintenance member of staff manages a robust system of regular health and safety checks.

p.37

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

Fire drills and system checks had all occurred at the appropriate frequency. The last inspection by Essex Fire Authority took place on 18 th February 2004 and the report stated that the school’s fire precautions were found to be satisfactory.

p.37

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

Gas safety, portable electrical appliance testing and electrical installation checks had all been carried out at appropriate intervals.

p.37

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

The premises and grounds presented as well maintained. Sampled records demonstrated that risk assessments undertaken in relation to the school’s grounds had been acted on where necessary.

p.37

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

Children spoken with were able to describe the areas of the school that were ‘out of bounds’.

p.37

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

Sampled hot water temperatures did not exceed the recommended level at the time of the inspection.

p.37

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

The low-level glass in the sports hall was not marked to indicate that it conformed to the relevant safety standard. Additionally, a storage heater in the sports hall did not have a protective covering on a corner and this might present a risk of injury to children using the hall. These matters were drawn to the attention of the Head Teacher at the time of the Inspection who undertook to review the relevant risk assessments. Wells Park School Page 36

p.37

The intended outcomes for the following set of standards are:

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

p.38

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.

p.38

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? 2

p.38

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

The recruitment records for three recently appointed members of staff were inspected.

p.38

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

Two members of care staff had started work at the school without a completed Criminal Records Bureau (CRB) disclosure. One of these disclosures had been completed satisfactorily before the inspection and the other disclosure was still outstanding after three months. The Head Teacher stated that the school was continuing to follow the guidance of the LEA’s Personnel department in relation to CRB disclosures and that, in line with this guidance, staff were allowed to start work before their CRB disclosures had been returned, provided that they did not have unsupervised contact with children during this time and their continued employment was conditional on a satisfactory disclosure being received.

p.38

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

In the case of one recently employed member of staff, although the school had obtained two references, these did not include the person’s most recent employer.

p.38

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

The school’s standard reference request letter did not specifically ask referees to provide the information specified by this Standard.

p.38

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

The school had applied for CRB disclosures in respect of everyone, over the age of 16 years, living on the school site. The result of one of these disclosures was still awaited at the time of the inspection.

p.38

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

The other elements of this Standard were met.

p.38

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

p.39

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

Sampled records, discussions with staff and observations made by the Inspectors indicated that staffing levels were in line with the school’s written staffing policy and were appropriate to meet the needs of the children accommodated by the school at the time of the inspection.

p.39

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

The school had not used agency staff for over three years. Staff shortages were covered by members of the existing staff team, who confirmed that they preferred this arrangement because it enabled them to provide greater consistency of care for the children.

p.39

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

All other aspects of this Standard were met. Wells Park School Page 38

p.39

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

p.40

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

The school had a dedicated training officer and operates a comprehensive staff training programme to ensure that staff receive appropriate induction and that core knowledge and skills were refreshed on a regular basis. Care staff spoken with praised the extent to which the school provided them with training and other opportunities for development. The school achieved the ‘Investors in People’ Award in November 2002.

p.40

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

The induction programme for care staff is designed to combine and develop training, theory and practice. This programme takes up to a year to complete, after which staff receive a certificate.

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

Two members of staff spoken with described the ‘buddy’ system that had been in place for the first two weeks of their employment as particularly helpful. In addition to this, they had received individual supervision every two weeks and an induction booklet had been used to record their progress. The school’s training officer advised the Inspector that new staff are not allowed to have key working responsibility for children until the Head of Care, Head Teacher and herself are all satisfied with their progress through the induction programme.

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

The Inspectors were advised that there was an induction programme for ancillary staff that included basic child protection awareness training, however, as previously noted (Standard 5), some ancillary staff spoken with said that they had not received such training.

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

The school organised monthly training meetings for the whole staff team, covering a range of topics relevant to working with the children in the school. Staff have access to an extensive library.

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

Staff have their performance formally appraised on an annual basis and this evaluation is used to identify individual training needs for the forthcoming year.

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

Please see also comments made under Standard 31 in relation to the school’s progress with National Vocational Qualification Level 3 training for staff. Wells Park School Page 39

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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? 3

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

Staff talked positively and knowledgeably about their role at the school and the integral part that each adult played in looking after the children.

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

Staff spoke of being well supported by their managers and peers, both informally and formally. Recently appointed members of care staff confirmed that they had received formal supervision on a fortnightly basis during their induction. Care staff were receiving supervision each half-term. Whole school and care staff meetings were being held on a weekly basis.

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

Not all sampled records of supervision sessions with care staff contained sufficient detail for the Inspectors to assess, and for the school to monitor, whether these sessions were addressing all of the required topics.

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

Ancillary staff said that they did not have planned one-to-one supervision, but confirmed that they were in regular contact with managers as part of their normal working day. Staff commented positively on the ‘open door’ policy operated by the Head of Care and Deputy Head of Care.

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

The Head Teacher confirmed that he received both clinical and task-related supervision on a regular basis.

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

Staff had detailed job descriptions that identified to whom in the school they were accountable and the duties and responsibilities of their specific posts.

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

The Head Teacher reported that the range of written guidance available for staff was in line with NMS 30.7 and that staff handbooks were in the process of being revised and updated for the whole school.

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

As previously noted, the school has held the ‘Investors in People’ award since November 2002. Wells Park School Page 40

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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

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

The care elements of children’s welfare and development in the school were delegated to the Head of Care, who worked with the Head of Education and the Head Teacher to ensure continuity of care for pupils.

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

Senior care staff had significant experience of working in the school. Since the last inspection, the school’s long-standing Head of Care had retired and the Deputy Head of Care had been promoted to fill this post. Discussions with staff and observations during the inspection indicated that this had been a smooth transition, with the new Head of Care and her Deputy becoming firmly established in their leadership roles.

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

The Head of Care had completed NVQ Level 3 in Caring for Children and Young People and met the experience element of NMS 31.2. The school will need to consider how it will be able to meet the remaining qualification criterion for the Head of Care (NMS 31.2) by 2005.

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

The school was aware of the need to meet the requirements of NMS 31.4, which states that by 2005, a minimum of 80% of care staff should have completed their National Vocational Qualification (NVQ) Level 3 in Caring for Children and Young People or hold equivalent qualifications. Plans were in place for the majority of care staff to commence this course in April 2004. The Head of Care and Deputy Head of Care were due to commence training to become assessors for NVQ Level 3.

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

Staff confirmed that time for handover meetings and staff meetings was included in the rota.

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

Children were not given responsibilities over other children in the school.

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

The school had procedures in place to deal with emergencies, however, no events of that nature had occurred since the last inspection.

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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

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

Evidence was available from sampled records to demonstrate that the school had appropriate arrangements in place to monitor the specified records in line with the expectations of this Standard.

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

The Head of Care completes a report for the Governing body each term. These reports detail any changes and developments in the provision of care at the school. Sampled reports were detailed and informative.

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

The Head Teacher completes an annual report reviewing the operation of the school.

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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? 0

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

This Standard was not assessed during this inspection.

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

The report of the last inspection included an Advisory Recommendation that the school Governors should complete a written report and sign relevant records as part of their monitoring visits to the school. During this inspection, the Head Teacher advised the Inspectors that appropriate arrangements were in place and that the relevant records were available. Wells Park School Page 42

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Date

Date 19/8/2004 Wells Park School Page 43

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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 10 th and 11 th March 2004 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 Wells Park School Page 44

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

Comments were received from the provider NO

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

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 NO

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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

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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

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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

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

Other: <enter details here> Wells Park School Page 45

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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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Wells Park School / 10th & 11th March 2004

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

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Wells Park School / 10th & 11th March 2004

Telephone: 020 7979 2000 Fax: 020 7979 2111

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Wells Park School / 10th & 11th March 2004

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

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Wells Park School / 10th & 11th March 2004

S0000018021.V128919.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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Wells Park School / 10th & 11th March 2004

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

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