Children's Home, Residential special school run by Kisimul Group Limited in Lincolnshire

Unique reference number SC034241 Inspection date 17/09/2010 Inspector Mark Ryder Type of inspection Key

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Date of last inspection 14/12/2009 Website: www.ofsted.gov.uk

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

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

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About this inspection

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

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About this inspection

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

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The inspection judgements and what they mean

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

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Brief description of the service

The school was founded in 1977 and is registered as a children's home. The school is situated in a rural village and is one of two schools owned by the company offering placements 52 weeks a year to children with severe learning disabilities, autism and challenging behaviour. The senior school is situated near a small market town a few miles away.

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Brief description of the service

The school caters mainly for young people up to the age of 16, providing residential accommodation mainly in a two storey Georgian house, which is set within four acres of grounds. The main building provides 22 places with two satellite houses providing an additional eight and seven places respectively. Education is provided in a separate building situated on site, as are other facilities including a heated swimming pool, a large adventure playground, a soft play area and a multi-sensory room.

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Brief description of the service

At the time of this inspection there were 31 young people in residence. A number of young people directly contributed to this report.

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Summary

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

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Summary

This is an unannounced full inspection in which all key standards were assessed. The provision has good outcomes for young people with one outstanding aspect. Health needs, including dietary needs, are very well managed. Young people benefit from individualised care that ensures they are safe and supported. Records provide clear, well understood assessment on sensitive and skilled care of vulnerable young people with complex needs. Staff are trained to a high standard and are competent. Transitional arrangements for young people to move on from this provision are well assessed and address the views from all parties. The residential sites provide young people with an outstanding level of accommodation that enables them to explore, develop and feel safe. Management arrangements are effective and responsive to the needs of all young people.

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Summary

Areas for development include the need for all staff to follow safeguarding procedures at all times in line with the local authority. Signed consent from someone with parental responsibility for staff to administer minor first aid and non-prescribed medication was not recorded in a suitable fashion. Personal education plans were not always placed within young people's files so that staff understood the targets for each child. Behaviour management records were not recorded in a bound log book as recommended under national minimum standards.

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Improvements since the last inspection

There were no recommendations or actions made at the last inspection.

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Helping children to be healthy

The health needs of young people are well met through regular health checks and a balanced diet. Meals served provide young people with nutritious and well prepared food. There is good consultation and young people have choices on preferred meals. Culturally diverse meals as well as specialist diets are catered for and meet the needs of individual children. Young people communicated that they enjoy the meals provided.

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Helping children to be healthy

Young people benefit from a competent and experienced staff team that know and understand them well. Health appointments are recorded thus providing a useful record of each young person's visits to ensure health needs are addressed. Written health plans include medical history and current health issues which staff are able to assess and provide effective care for young people. For example, awareness of behaviour due to learning and health needs ensures the staff team respond appropriately to all young people. Young people can choose the gender of their doctor if they so wish. This means that young people's gender differences are respected.

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Helping children to be healthy

Medication is safely administered, recorded and stored to protect young people. This provides young people with a very good process of receiving medications. Staff receive training to further develop a safe administration process. Records are regularly monitored to identify any issues. Consent for staff to administer minor first aid and non-prescribed medication are not, however, all suitable. For example, one consent form has the name of the young person written over correction fluid. This may invalidate the form if requested.

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Protecting children from harm or neglect and helping them stay safe

Young people are cared for safely and protected by staff. Staff respect the privacy and dignity of all young people. There is sensitive practice when assisting young people with personal care. For example, ensuring that bathroom doors are closed whilst staff provide personal care. Placement plans reflect this practice to ensure all staff are aware of the high degree of respect required for each young person. This is regularly monitored.

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Protecting children from harm or neglect and helping them stay safe

Parents are aware of the complaints procedures and young people are provided with details in a format that many of them can access. Records on complaints detail the nature of the concerns, the actions taken and the outcome. Staff take time to listen and respond to young people and act accordingly. Young people responded positively on surveys about whether they are listened to by staff and that they know how to make a complaint.

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Protecting children from harm or neglect and helping them stay safe

Relationships between staff and young people are supportive, friendly and good natured. Staff respect and value young people and respond sensitively to their needs. A parent wrote on a survey that ' all staff are very approachable and behaviour is managed very well'. Staff receive suitable training on safe behaviour management strategies which positively impacts on the use of physical intervention. Assessment of a young person's behaviour and how to respond in a way that reduces the need to restrain is very well considered. Records detail the reasons why young people need to be held, the type of hold used and the outcome. Whilst these records provide a very good account of such incidents, the log book pages are not bound together as required under national minimum standards. This means there is always the potential for such records to be tampered with.

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Protecting children from harm or neglect and helping them stay safe

Staff monitor and supervise young people throughout their placement. This reduces the risk of bullying between young people. Careful matching of young people reduces the potential for conflict. Staff report that young people generally get on well together. The large accommodation provides space for young people to enjoy their time at this school without being crowded by other residents. Individual risk assessments refer to how to respond to any bullying between young people. Young people are relaxed and enjoy being with each other.

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Protecting children from harm or neglect and helping them stay safe

There have been no incidents in which young people have left the school without permission of the staff or gone missing since registration. However, staff are mindful of the reporting procedures in the event of such a situation occurring. The level of vulnerability necessitates a high staffing ratio to young people thus reducing the likelihood of young people going missing.

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Protecting children from harm or neglect and helping them stay safe

Health and safety matters are given high priority through a dedicated team that provides training and assessment of risk. The health and safety records are maintained to a very good standard and risk assessments, policies and procedures further support the high emphasis given in promoting a safe environment. Records kept provide evidence that fire drills take place across the school.

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Protecting children from harm or neglect and helping them stay safe

Staff receive regular training in safeguarding practice and are aware of the indicators of abuse and what actions to take if a young person makes a disclosure. Young people are therefore protected. However, on one occasion the school did not follow the Local Safeguarding Children Board (LSCB) procedures. Whilst this did not negatively impact on the welfare and safety of the young person, their actions put the school in a compromising position. This is an area for improvement.

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Protecting children from harm or neglect and helping them stay safe

Checks and vetting procedures on staff are carried out before they work with children and young people. There is robust monitoring of recruitment practice. Criminal Records Bureau (CRB) checks, references from previous employers and explanations in any gaps in employment histories are recorded within staff files. There are identification checks on visitors and a signing in and out procedure. Visitors who do not have the necessary identification are supervised during their visit. This means that young people are further protected.

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Helping children achieve well and enjoy what they do

Young people's educational and recreational needs are identified and met at this home. Young people are provided with individual support to maximise their placement opportunities. For example, young people benefit from a key working system in which staff ensure their needs are assessed and met. Detailed care planning includes supporting young people to achieve targets within their lives that will provide them with the necessary skills as adults. Staff liaise with school staff and parents on a regular basis to promote a continuity of care for young people. Young people have statements of special educational needs that are reviewed annually. Personal education plans are not, however, contained on young people's files. Staff are unclear as to the targets set under these plans although the close relationships between the care and educational staff does support that young people benefit from a 24 hour curriculum. For example, many young people benefit from undertaking the

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Helping children achieve well and enjoy what they do

award scheme development and accreditation network (ASDAN) programme which is carried over into the residential side of the school.

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Helping children make a positive contribution

Care plans address ongoing assessment including health, education, behaviour management and contact arrangements. These are regularly reviewed. A key worker system combined with effective team work complement the good work undertaken with young people. Cultural and religious needs are recorded although not always in depth. For example, a care plan did not clearly state details of a young person's religious needs and how they would or could be met.

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Helping children make a positive contribution

Reviews are within timescales and include the wishes and feelings of young people and/or their parents. Keyworkers ensure a detailed report is provided to the review meeting which ensures all parties are aware of the present issues pertaining to each young person. Parents commented that they are provided with a good level of information about their children.

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Helping children make a positive contribution

Young people are able to maintain positive and regular contact with their families. Staff put time and effort to develop relationships with parents, understanding the need for continuity of care between the young person's family home and the school. Parents are provided with regular updates on their children via email, telephone or visits. A parent wrote on a survey that 'The school has continuously striven to meet my child's needs. He has enjoyed a happy childhood with their care and support and I have full trust and respect for them.'

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Helping children make a positive contribution

Consultation with young people is a strength at this school. Staff are trained and have experience in a range of communication methods that help young people to express themselves. There is regular training on communication systems for staff that young people benefit from. Wishes and feelings of young people are therefore, expressed and understood by staff. For example, a young person requested a trampoline which was provided and other young person asked to join a football team.

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Achieving economic wellbeing

Young people are supported to help them move on from the school at a time when it is right for them. Good multi-agency assessments provide details of how transitional arrangements can be effectively arranged through awareness of individual needs. Parents play a significant part in this process as well as young people if they are able to. The organisation incorporates a residential school that can cater for the older child. This means that the moving from one school to the other is done with staff who are very aware of the process and the need for close liaison.

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Achieving economic wellbeing

There are five different lounges within three separate sites which young people live in. The standard of the living areas is very high with domestic cleaners working to provide a home that meets the needs of all young people. Bedrooms are clean, very tidy and personalised with family photos and pictures. Toilet and washing facilities are clean and in good order. Young people show their enjoyment of being in the residential side of the school through their positive interactions with the care staff. Outside young people are able to use play equipment and other activities. This is a safe environment, which young people make the most of. There is extensive building work being carried out to further optimise the space and recreational facilities. The school also has an allotment which young people help garden and produce food for the school. Young people present as very engaged and pleased with this activity.

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Organisation

The management and leadership of this residential school ensures all staff receive regular and consistent formal supervision every month. For new staff supervisions occur fortnightly or sooner if required. Staff report that they feel very supported by the management arrangements and that the teams operate effectively together.

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Organisation

Young people are able to access a guide to the school that is written in a style that most, but not all, can understand. The staff are committed in reviewing how further communication systems can support young people in understanding the role of this school. The Statement of Purpose reflects the functions and practice of this setting. This is regularly reviewed and updated when required.

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Organisation

Staff have significant opportunities for training and development that has a direct bearing on the good outcomes for young people. For example, staff complete a rota in which one day in every three weeks is dedicated to training. This includes specialist training on working with children who have autism or other learning difficulties. A training department plays an essential and pivotal role in the professional development of all staff.

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Organisation

The promotion of equality and diversity is good. Staff consider the individual needs of young people through well developed communication systems and a sensitive and responsive attitude. Disability is seen as not a barrier to progress and young people benefit from a committed staff team that challenges discrimination and promotes integration into the local community. For example, young people are encouraged to attend local sporting events. Individual needs are included in care plans although this is not completed in detail. It is therefore not always clear how religious needs are to be addressed.

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Organisation

Monitoring of the residential provision of this school's records and practice is undertaken on a regular basis. External checks from a senior member of the organisation and internal scrutiny from the Registered Manager and assistant managers ensure young people receive a high quality of care. The home's records reflect the needs and progress of each young people in placement. A parent commented that the residential provision 'has exceeded all of our expectations and is an excellent school.'

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Recommendations

To improve the quality and standards of care further the registered person should take account of the following recommendation(s):

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Recommendations

 ensure that the registered person obtains and retains on file, in a suitable fashion, prior written permission from a person with parental responsibility for each child for the administration of first aid and appropriate non-prescribed medication (NMS 13.4)  ensure there are clear safeguarding procedures in line with the Regulations 2001 (3967) which are known, understood and followed by the staff (NMS 17.3)  ensure each child's file contains a copy of their personal education plan setting out a record of their educational achievements, needs and aspirations (NMS14.2)  ensure that cultural, religious, language and racial needs and how they will be met is set out clearly within the placement plan. (NMS 2.1)

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