Atkinson Unit

Unique reference number SC046276 Inspection date 19/10/2010 Inspector Michelle Oxley / Malcolm Stannard Type of inspection Key

p.1

Date of last inspection 10/06/2010 Website: www.ofsted.gov.uk

p.1

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

p.2

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

p.2

About this inspection

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

p.3

About this inspection

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

p.3

The inspection judgements and what they mean

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

p.3

Brief description of the service

This secure unit is managed by a local authority. It is located in a residential area near to the city centre.

p.4

Brief description of the service

Following the last inspection in June 2010 a new unit manager has been appointed. The unit is registered as a secure children’s home and is approved by the Secretary of State to provide secure care and accommodation. The unit is currently providing placements for up to 10 young people aged from 10 to 17 years. At the time of the inspection there were six boys and girls, all of whom are currently placed on a welfare basis. Youth Justice Board officials are able to place a young person on a spot purchase basis should it be identified that they would benefit from a placement at the unit.

p.4

Brief description of the service

Formal education for all the young people at the unit is provided on site. The facilities include an indoor gym and sports hall, external recreation areas, a music room, garden and poly-tunnel for horticultural use. There is also a vocational kitchen on site which is available for use by the young people.

p.4

Summary

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

p.4

Summary

This was an announced full inspection to evaluate the quality of care and security. Its purpose was to advise the Secretary of State whether the centre remains fit to continue to offer secure accommodation to children and young people. All the key national minimum standards and the additional licensing standards under each of the Every Child Matters outcomes have been inspected. The formal education provision at the unit was also inspected on this visit.

p.4

Summary

One strength of this service is its transition toward a more child centred approach. This is underpinned by strong leadership and a commitment to changes in approach demonstrated by the staff team. Collaborative working between staff and visiting professionals across care and education also serves to support young people’s needs well. Positive and respectful relationships between young people and the staff team create the foundation for improving the life chances and the behaviour of the young people.

p.4

Summary

Areas for development include establishing a more structured approach to young people’s meetings and improving the quality of learning and teaching by using information from lesson observations more effectively. Following this inspection, the new manager must submit an application for registration with Ofsted without delay.

p.4

Improvements since the last inspection

There were three good practice recommendations made following the last inspection in June 2010. Two of these have been addressed and met by the management team. One recommendation has not been met to a satisfactory standard, an associated recommendation is made.

p.5

Improvements since the last inspection

A bound and dedicated book for recording restraints was recommended. The book is now in place and is being well maintained by a member of the management team.

p.5

Improvements since the last inspection

It was recommended that all copies of previous, outdated child protection procedures be removed from the unit. This has occurred and current procedures only are in place and available to the team.

p.5

Improvements since the last inspection

A more comprehensive approach to writing Regulation 33 report was recommended. There have been some improvements in the quality of the reports provided to the home, however these do not consistently provide a comprehensive and detailed account of the matters monitored. A further recommendation is made.

p.5

Helping children to be healthy

The food provided is healthy, plentiful and reflects the choices made by young people. Since the last inspection a new head chef has been appointed. This has had a positive impact on the quality of food and the involvement of young people in menu planning. Young people enjoy the food available and feel that they have a say in what is provided. Mealtimes are well organised, relaxed and unhurried. Information about food likes, dislikes and dietary requirements is collected at the point of admission. Further information is gathered by the head chef who holds discussions with each young person. Young people make choices from the menu a week in advance. A vegetarian option is always provided and young people are encouraged to try food from around the world. Special diets are well catered for.

p.5

Helping children to be healthy

There are good systems in place to promote and manage health care. Young people’s health needs are assessed promptly following admission. There are good systems in place to assess a range of issues including mental health, drugs and alcohol and self harm. A good system of health planning and risk assessment ensures that young people’s health needs are effectively addressed on an ongoing basis. Young people take their health care information with them when they leave the unit. The provision of services to support young people’s mental health has continued to develop positively. Key professionals work in a multi-disciplinary way to ensure that targeted needs are addressed and reviewed. Overall, health care is provided in a considered and consistent manner. Referrals to outside agencies and health services within the home are made promptly. Young people have access to a visiting General Practitioner, nursing,

p.5

Helping children to be healthy

psychology and psychiatric services. They are routinely registered with a dentist, optician and doctor and receive support in the form of group work to address issues such as sexual health, diet and smoking. The staff team work proactively to ensure that young people take physical exercise. There is a good range of information regarding healthy lifestyles available to them. Good health is well promoted.

p.5

Helping children to be healthy

There are robust systems in place to manage medication. Medication is administered to young people by designated senior staff who have received relevant training. All types of medication including approved homely remedies are stored safely. There is a written audit trail of all medication brought into and going out of the home as well as an administration record. A system for dealing with controlled drugs is in place. Young people are well protected by the home’s medication procedures.

p.6

Protecting children from harm or neglect and helping them stay safe

Privacy and confidentiality are respected and protected. Documentation concerning young people is stored securely and the staff team know how to handle sensitive information. Staff receive training in confidentiality as part of their induction training. Young people say that they feel that their privacy is respected and that staff do not routinely enter rooms or bathrooms. Bedroom doors are fitted with an observation window and these are covered by a curtain. An indicator panel outside of the bedroom allows staff to monitor young people safely without having to enter their rooms.

p.6

Protecting children from harm or neglect and helping them stay safe

Well established procedures are in place to deal with complaints. These can be made internally using a post box in the unit or by using a system of contact cards which are sent to senior managers outside of the unit. Records are held providing a good audit trail of each complaint and the subsequent action taken. Young people know how to use the system; they receive information about how to make a complaint on admission. Young people say that they feel comfortable in raising complaints and confident that they are listened to. The complaints policy has recently been updated to reflect the Equality Act 2010.

p.6

Protecting children from harm or neglect and helping them stay safe

There are good systems in place to promote and protect the welfare of young people. Since the last inspection protocols for making referrals about child welfare concerns have been developed and are now better established. The unit has a clear set of procedures for linking with the local authority designated officer and with the local multi-agency safeguarding group. Record keeping concerning safeguarding referrals has been tightened up and the new approach is consistently used. All staff, including ancillary staff, have received training in safeguarding and know how to proceed should they receive an allegation or suspect a young person is being abused.

p.6

Protecting children from harm or neglect and helping them stay safe

Risk is well managed at the unit. The use of individual risk assessments and corresponding risk management strategies has become more detailed and effective. This has been achieved by a cross-professional approach to defining strategies and good communication and information sharing across the staff teams. The process is well managed and transparent, with notifications to relevant agencies sent as a matter of course.

p.6

Protecting children from harm or neglect and helping them stay safe

Some excellent strategies are in place in order to protect and support young people who self harm. Through the provision of training and close working with the psychology team, staff have developed a more refined and preventative approach. Clearly defined strategies based on individual support needs are now in place which demonstrate how the team’s knowledge base has grown. As a result young people who self harm now receive care and support that is delivered in a more focused and considered manner. Further developments in this area are ongoing.

p.7

Protecting children from harm or neglect and helping them stay safe

Positive strategies have been developed in order to counter bullying. The staff team have a good understanding of what constitutes bullying. They work with individuals and groups in a restorative way, so that young people gain greater insight in to their own behaviour. A counter bullying policy is in place and staff have received training in this. Young people who were spoken with said that they did not feel that bullying is a problem at the unit.

p.7

Protecting children from harm or neglect and helping them stay safe

The approach to behaviour management continues to develop positively. The staff are proactive in engaging young people creatively, using the principles of restorative justice. The approach is moving towards a non-punitive culture which aims to engage and support young people. This is being achieved through the purposeful development of positive relationships, based on mutual respect, and an increased understanding of the factors that may contribute to difficulties young people encounter. An incentives scheme is in place and young people are rewarded for positive behaviour. The scheme is well understood by the young people and they respond to it well. Sanctions are rarely used and the emphasis on restorative work encourages young people to gain an insight into their own actions and behaviour. Staff continue to receive regular training in physical interventions and behaviour management. Young people help to devise their own behaviour management and

p.7

Protecting children from harm or neglect and helping them stay safe

physical intervention plans. When a restraint does occur there is a system in place to examine the incident with a view to improving future practice. As a result young people continue to benefit from a reduction in the number and nature of physical interventions used. The impact is that young people are helped to understand and gain an insight in to their own behaviour.

p.7

Protecting children from harm or neglect and helping them stay safe

A robust recruitment and selection process is in place. This serves to ensure young people’s safety and their welfare is well protected. Visitors to the unit are required to provide identification and sign a visitor’s register. The safety of all at the unit is further protected by the supervision of any external providers working within the unit.

p.7

Helping children achieve well and enjoy what they do

Young people at the unit receive good support. Their needs are known by staff and addressed on an individual basis. Good working relationships are in place between care and education staff at the unit and support for individual learning is positive. There is minimal removal of young people from formal education lessons and when this does occur, it is supported in a meaningful way by care staff. Communication is good and handover meetings are held on a daily basis, enabling a consistent approach and levels of support required for individual young people to be clarified.

p.8

Helping children achieve well and enjoy what they do

There is a very good system in place to provide activities including some imaginative enrichment sessions. Adequate resources are available including a sports hall, fitness suite, outdoor artificial surface area and climbing wall. Good use is also made of the internal courtyards when activities are undertaken on a one-to-one basis. A range of craft materials, games, electronic consoles and a music suite are also available. Facilitators for sessions such as sports, music and fitness are brought into the unit as required.

p.8

Helping children achieve well and enjoy what they do

A full monthly programme is planned in advance and young people each receive a copy of the plan. This is individualised to include any meetings or dates significant to them. Considerable work is carried out on a one-to-one basis and any particular skills or interests identified are catered for, with external facilitators brought in where appropriate. The activities include learning about a different culture or disability. Young people are able to develop confidence in their skills and are supported and encouraged by staff to engage in activities that may be new to them.

p.8

Helping children achieve well and enjoy what they do

Education in the unit is good with some outstanding features. Achievement and standards are good. Levels of accreditation have improved since the previous inspection and are continuing to improve, The majority of young people leave the unit with some form of nationally recognised accreditation. These qualifications gained will be of value as young people progress with their educational careers on leaving the unit. There is an appropriate emphasis on enabling young people to gain accreditation for their work in literacy and numeracy and over the last year most have gained qualifications in this which demonstrate their progress. The majority of young people also obtained accreditation in information and communications technology (ICT). Young people were also successful in gaining Award Scheme Development Accreditation Network awards and last year nine young people gained the full bronze award and one young person gained a silver award. Achievements in

p.8

Helping children achieve well and enjoy what they do

cookery are high as they are in motor vehicle mechanics. The unit remains very successful in achieving Koestler awards in areas such as water colours, photography, poetry, portrait painting and film production.

p.8

Helping children achieve well and enjoy what they do

Given the short length of stay of many young people, they make good overall progress in English and mathematics although the rate of progress is variable across the different subjects. Progress in mathematics is good, equal to that found in mainstream schools. In English, however progress is slower although there are early signs of young people’s rate of progress improving in reading and spelling.

p.8

Helping children achieve well and enjoy what they do

Standards of work are good. In cookery standards are outstanding, given the young people’s limited previous experience. Young people carry out complex tasks in the kitchen with skill and confidence. Young people’s creative writing and poetry is also of a high standard, given their starting point and their previous lack of educational success. Now more attention needs to be paid to the correction of grammar and spelling. The quality of work produced in art and graphics is outstanding. Young people use ICT including the internet confidently.

p.9

Helping children achieve well and enjoy what they do

Attendance at 86% is satisfactory with some of the absences the result of unavoidable absences such as meetings with social workers and substance misuse workers. Punctuality to lessons is generally good and changeovers between lessons are usually managed calmly and effectively.

p.9

Helping children achieve well and enjoy what they do

Behaviour has improved since the last inspection and is now good overall. Any poor behaviour is managed skillfully and sensitively by care and education staff resulting in most cases in the young person involved re-engaging with the lesson and behaving well. Young people who are initially reluctant to participate in a lesson are managed particularly well. We saw several instances of young people who were reluctant to engage at the start of the lesson being managed skillfully and being persuaded successfully to participate in the lesson.

p.9

Helping children achieve well and enjoy what they do

Learning and teaching are good. Most young people participate enthusiastically in lessons and activities and they usually make good progress. Young people are proud of their achievements and speak enthusiastically about their work. Many lessons consist of well thought out tasks that cater well for individual young people’s needs and aspirations. As a result in many lessons young people work hard and enjoy their learning. They remain on task throughout and are keen to produce their best work. In an art workshop two young people were observed working on exciting and innovative tasks that had been planned well by the teacher. The activities provided significant challenge to the young people who responded by producing outstanding work. In a cookery lesson, young people were challenged to produce complex dishes using a range of techniques. This they did extremely well with outstanding results. The endings of a small number of lessons are ineffective as the lessons end without

p.9

Helping children achieve well and enjoy what they do

a summary of learning and some young people being off task too early before the end of the lesson.

p.9

Helping children achieve well and enjoy what they do

A thorough and effective review of the curriculum has been carried out and as a result the curriculum is very good. The timetable is planned well with appropriate and effective emphasis on young people’s personal development as well as improving their levels of literacy and numeracy. The curriculum allows sufficient flexibility to provide for the very diverse and complex needs of individual young people. The curriculum is based on an appropriately adapted version of the national curriculum and the foundation learning tier. This will be helpful for those young people returning to mainstream education when they leave the unit. There is a good range of vocational courses in the areas of construction, hairdressing and beauty therapy, motor vehicle maintenance and horticulture. Subjects such as religious education and personal finance are covered by the personal, social and health education curriculum. Award Scheme Development Accreditation Network

p.9

Helping children achieve well and enjoy what they do

awards, delivered jointly by education and care staff complement the curriculum well. When a specific need is identified the unit responds well by providing bespoke courses, for example in parenting and healthy living.

p.10

Helping children achieve well and enjoy what they do

A wide range of external partners bring richness to the school curriculum. For example, students from Exeter University worked very well with young people to provide an innovative drama event as part of ‘Creative Week’ whose cross curricular theme was ‘Words’. An inspirational speaker and poet’s input to the event resulted in young people producing some outstanding poetry. Mobility is used well to enable young people to carry out exciting projects, for example, focusing on art education in galleries. Young people also raise money for a number of charities through, for example, charity cooking and enterprise week.

p.10

Helping children achieve well and enjoy what they do

Support for young people in education is good. Relationships between staff and young people are good and based on mutual respect. Young people receive a thorough induction soon after their arrival at the unit. This includes a full assessment of their literacy and numeracy capabilities as well as the identification of any other issues which may be of concern. The individual education plans have been developed since the last inspection. These are written in appropriately child-centred language and are used well to assess young people’s progress towards their learning goals. Teaching assistants work well with teachers and they provide good support in lessons by, for example, helping young people to remain focused on their work. Each young person has a personal tutor who, with their key worker, meets the young person at least once a month to review overall progress and to update the individual education plans. Literacy and numeracy support is organised so as to prevent young

p.10

Helping children achieve well and enjoy what they do

people being withdrawn from lessons and to receive individual help. Support is provided using computer based media as well as individual support from a specialist teaching assistant.

p.10

Helping children achieve well and enjoy what they do

Young people provide feedback on their education through the use of surveys and questionnaires and staff are receptive to other informal feedback. Awards and certificates for effort, behaviour and achievement are celebrated at assemblies. The student of the week award is highly valued by young people and they find it very motivating. Young peoples’ work is displayed in classrooms and corridors throughout the unit and this provides a colourful and exciting environment in which to learn. The points system used is understood well and is used effectively although the unit recognises that there could be more consistency in the awarding of points. The input from Connexions has been insufficient with only a third of young people having a careers interview over the last year. Careers education this year has been provided through the personal and social development course. There is significant need in this area that is currently not being met. Managers are aware of this and a

p.10

Helping children achieve well and enjoy what they do

contract with Connexions is currently being renegotiated.

p.10

Helping children make a positive contribution

Staff have developed a good awareness of the individual needs of young people. Good assessments are carried out at the time of admission and these, combined with information supplied by placing authorities, are used to prepare a placement plan. The plans are detailed and cover a range of areas such as health, education, the support required and future placement. The depth of detail available ensures that staff are aware of what work is required to address individual needs. Staff regularly update and review the plans. Each young person is allocated a key worker who is responsible for the production and updating of the placement plan. One-to-one work is carried out by the workers to help young people to achieve the targets which have been set. Key workers have a good understanding of their role. There are some good joint working arrangements in place with health and child and adolescent mental health service professionals.

p.11

Helping children make a positive contribution

The manager of the unit has oversight of all the care plans and is able to support key workers. The development and progress of young people is reviewed within the required timescales. Reports presented by workers at reviews are of a good quality and provide a holistic view of each young person’s situation and progress. Young people are able to contribute to their reviews and are supported to do so by staff.

p.11

Helping children make a positive contribution

Individual files detail the progress of young people. The files are well constructed and enable information about young people to be appropriately accessed. The evidence includes reminders of an authority’s duties to provide support for the young people.

p.11

Helping children make a positive contribution

Young people are admitted to the unit appropriately. There is a detailed admissions process in place and information is given verbally and by way of a welcome booklet. Induction procedures ensure that explanations of expected behaviour and rights are made known to young people. An exit pack is used to support young people who are leaving the unit. Work is carried out by relevant professionals within the unit to ensure that appropriate future provision is in place.

p.11

Helping children make a positive contribution

Young people are consulted regarding the operation of the unit. There are weekly forum meetings held, during which minutes are taken. Representatives of the young people are also able to meet with managers at the unit. Agendas for the weekly meetings are however inconsistent. Requests from young people at one meeting are not always carried forward to the next, with the result that they do not always receive answers to their queries.

p.11

Helping children make a positive contribution

There is good encouragement and support for young people to maintain contact with family members and others, while having regard to any restrictions. Young people have access to a telephone and this helps to facilitate important personal contacts. Family visits to the unit are enabled and welcomed. There are good professional relationships between young people and staff in place. Staff members are able to spend appropriate lengths of time talking to and guiding young people.

p.11

Achieving economic wellbeing

There has been further improvement in the provision which supports young people in transition from the unit. The recent addition of a resettlement coordinator has enabled exit planning for young people to be given increased importance and cohesion. An individual exit plan is now produced for each young person which details the future provision required in terms of accommodation and education or training. Young people contribute to the plan and are able to make their wishes known. The plans are discussed and shared with placing authorities. There are frequent recorded reminders given to social workers about any work which remains to be carried out before the young person leaves the unit.

p.12

Achieving economic wellbeing

Young people have good opportunities to develop independent living skills. Work with the Award Scheme Development and Accreditation Network continues, enabling young people to develop skills and knowledge in areas such as cooking, laundry, food hygiene, personal hygiene and sexual health. Further experiences such as a parenting course and the opportunity to use a baby simulator, horticulture and animal husbandry are provided. Resource packs are in place for each young person and these contain details of all the individual work carried out, their exit plan, risk assessment and achievements. This means that an individual approach is taken to guiding each young person into greater independence.

p.12

Achieving economic wellbeing

A ‘life skills’ area is now available in the unit. There is a domestic style kitchen and laundry area where young people can be guided in the preparation of meals and presentation of clothing. Prior to using this area all young people are risk assessed and a defined learning plan is completed for them. The ‘life skills’ area has not yet been used to its full potential or capacity.

p.12

Achieving economic wellbeing

Mobility opportunities are used imaginatively to provide further development in the learning of practical life skills. Young people are able to experience trips to libraries, attend health appointments, go shopping and visit banks. Trips to visit proposed placements or educational provision are also organised.

p.12

Achieving economic wellbeing

There are effective arrangements in place to ensure that all young people have appropriate clothes to wear and that they are suitably dressed. They are able to have a say in the items bought for them, or on occasions to shop for clothes themselves if mobility is agreed. Young people are provided with an allowance for personal toiletries and have a choice as to what to purchase.

p.12

Achieving economic wellbeing

The building is well maintained and efforts are made to ensure that it is as homely as possible. Young people are able to have a choice in some of the decoration of the unit and are able to personalise their rooms in line with their risk assessments. Since the last inspection some modifications have been made to the building to create a separate entrance and locker room for the staff team. All equipment is maintained under service agreements and there is a robust approach to fire safety, health and security.

p.12

Organisation

The Statement of Purpose is well written and appropriately reflects the service provided. It is reviewed and revised to reflect changes in service provision and staffing arrangements. Young people receive good written information at the point of admission. This helps them to understand what to expect from the unit and provides important information such as how to make a complaint. Young people confirm that staff take time to go through the pack with them in order to ensure they understand the information provided.

p.13

Organisation

There have been significant changes to the staffing structure since the last inspection. A new manager, who was previously the deputy and acting manager, took up post in June 2010. At this point a review of staffing arrangements was already underway. This has now concluded the result has been a reduction in staff numbers of 44% and reorganisation of the rota. Current staffing levels mean that for a maximum of 10 young people there are five or six staff on duty during the day, plus the management team, Staff have coped extremely well with the reorganisation and the implementation of new approaches to their work. The staff team are experienced and have worked at the unit for a number of years. Staff retention is good and the monitoring of staff absence shows a marked reduction in sickness. They display a new found enthusiasm for their roles,. they are supportive of each other and work well together which results in good support for

p.13

Organisation

Staff receive good development opportunities. An ongoing training schedule ensures that all staff receive mandatory training. Additional training is either requested through the supervision process or identified through the appraisal system. All staff are trained to a National Vocational Qualification at Level 3 or above. The staff induction process is comprehensive and involves a period of initial training followed by the completion of a workbook. New staff then shadow more experienced staff. Supervision is carried out primarily by team leaders and managers. Managers have worked hard to ensure that staff supervision is carried out within the recommended timeframe.

p.13

Organisation

The new manager demonstrates effective leadership of the home. Staff and young people speak positively about him and young people respond well to the time he offers to work directly with them. Overall the team are supportive of the new ethos and approach to care. However, Ofsted has not yet received an application for registration of a manager in order to fully determine suitability for the post. Since the last inspection, a deputy manager has been appointed and will commence work in January 2011. A senior finance manager took up post in July 2010 following a decision that the unit would become financially independent from the local authority, although the authority still retains overall control. The finance manager provides a full range of financial support to the unit and works alongside the management team to ensure the unit operates within the confines of predicted expenditure. He also ensures that it meets the aims and objectives as set out in the Statement of Purpose.

p.13

Organisation

Leadership and management of education is good. The headteacher and the deputy provide good leadership and they have set a clear vision for the future development of education within the unit. This vision is understood and shared by all staff. The headteacher has adopted an appropriately self-critical approach to improvement and as a result managers have a very good understanding of the department’s strengths and the areas requiring further development. This in turn means that the school’s capacity to make further improvements is good. Detailed improvement plans are drawn up with the support of the school improvement partner and these are reviewed and monitored frequently. The management committee is comprised of a range of experienced professionals including a local headteacher. The chair has considerable experience of secure children’s homes and the committee provides a good balance of support and challenge to senior managers.

p.14

Organisation

The unit has developed an increasing number of productive partnerships with a range of external organisations. This has led to constructive developments such as better curriculum links with schools, including a local headteacher acting as the unit’s critical friend and the development of an individualised review system.

p.14

Organisation

The system for lesson observations is developing well. Observations are timely and up to date, detailed, constructive and graded. Information from the observations is shared with individual staff members. However action points are not followed up sufficiently to assess how well lesson observations are improving teaching and learning.

p.14

Organisation

Data relating to the progress and achievement of young people is now collected, collated and used to inform the management of the provision more effectively.

p.14

Organisation

There is regular monthly external monitoring of the unit by the appointed visitor through the regulation 33 process to assess the quality of the service provided to young people. There is evidence that the visitor monitors the required aspects; however the written summaries in the report do not provide a sufficiently detailed record of findings during the visit.

p.14

Organisation

There is a good process of internal monitoring in place. Performance is monitored in accordance with national minimum standards and across a broad range of areas. All records and logs are signed and there is evidence that identified issues are followed up. The quality assurance manager reviews information from the homes records and produces data. Statistical information is also passed to the management committee by the management team. Any identified patterns and trends including concerns are raised with the manager and suitably addressed. Significant information such as the reduction in the overall use of restraint is shared with the staff team via regular meetings and through the unit’s website. Young people’s case records are held securely. Young people’s progress and development is well recorded and reflects an individualised approach to care practice. Case files are now effectively audited making the files more accessible and

p.14

Organisation

The promotion of equality and diversity is good. Young people are respected as individuals and their identified needs are supported. There is a good educational system in operation which allows young people to learn about and experience other cultures and faiths.

p.15

Statutory Requirements

This section sets out the actions, which must be taken so that the registered person/s meets the Care Standards Act 2000, Children's Homes Regulations 2001 and the National Minimum Standards. The Registered Provider(s) must comply with the given timescales.

p.15

Std. Action Due date

34 Submit an application for registration of a manager to Ofsted (Regulation 8) 10/12/2010

p.15

Recommendations

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

p.15

Recommendations

 ensure the reports provided by the appointed visitor appropriately reflect the findings of the visit. (NMS 32)  ensure that young people’s meetings follow a robust structure which enables previous issues raised to be concluded at each meeting (NMS 8)  Continue to improve the levels of accreditation in education  Use the information gained from lesson observations to further improve the quality of learning and teaching.

p.15