Children's Home run by Acorn Care (UK) Limited in Darlington

Unique reference number SC390751 Inspection date 22/07/2011 Inspector Deborah White Type of inspection Full Provision subtype Children's home

p.1

Date of last inspection 27/10/2010 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

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 to assess the effectiveness of the service and to consider how well it complies with the relevant regulations and meets the national minimum standards.

p.3

About this inspection

The report details the main strengths, any areas for improvement, including any breaches of regulation, and any failure to meet national minimum standards. The judgements included in the report are made against the Inspections of children’s homes – framework for inspection (March 2011) and the evaluation schedule for children's homes.

p.3

The inspection judgements and what they mean

Outstanding : a service that significantly exceeds minimum requirements Good : a service that exceeds minimum requirements Satisfactory : a service that only meets minimum requirements Inadequate : a service that does not meet minimum requirements

p.3

Brief description of the service

This home is registered to provide care and accommodation for up to five young people of either sex aged between 12 and 17 years old, who may be experiencing a range of social, emotional and behavioural problems. The home is run by a private company.

p.4

Overall effectiveness

The overall effectiveness is judged to be satisfactory .

p.4

Overall effectiveness

Children receive a satisfactory level of care. They feel safe and are protected from known risks. Most individual needs are met and all children have had good outcomes from their starting point. Children generally feel they are listened to and their views are taken into account. Relationships with staff are positive and based on mutual respect. Feedback from the children, staff and social workers is very positive.

p.4

Overall effectiveness

Not all children attend education to achieve their maximum potential. Records for managing complaints; restraints; sanctions and children running away are unsatisfactory. Not all safety checks are carried out on new employees and the occurrence for formal staff supervision is sporadic. Fire safety training is not up to date and the home does not have a minimum 80% of care staff with a relevant level 3 childcare qualification.

p.4

Overall effectiveness

Children do not actively contribute to their day-to-day arrangements and not all contact arrangements are clearly documented. There is important information missing from the children's guide and some areas of the home are not adequately maintained.

p.4

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 person(s) must comply with the given timescales.

p.4

Reg. Requirement Due date

(2001) promote the educational achievement of children by ensuring that children make use of educational facilities and ensure the routine of the home is organised so as to further children's participation in education (Regulation 18 (1)) 30/09/2011

p.4

Reg. Requirement Due date

(2001) ensure that a written record is made of any complaint, the action taken in response, and the outcome of the investigation 31/08/2011 (Regulation 24 (5)) 17B (2001) ensure that within 24 hours of the use of any measure of control, restraint or discipline, a written record is made that includes all the elements listed in this regulation (Regulation 17b (3)) 31/08/2011

p.4

Reg. Requirement Due date

(2001) ensure that full and satisfactory information is available for all persons employed at the home that is stipulated in Schedule 2 (Regulation 26 (3) (d)) 31/08/2011

p.5

Reg. Requirement Due date

(2001) ensure all staff receive appropriate training and supervision. (Regulation 27 (4) (a)) 31/08/2011

p.5

Recommendations

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

p.5

Recommendations

 ensure staff understand what decisions about contact are delegated to them in line with children's best interests (NMS 9.7)  ensure children understand and contribute to their placement plan and the results of all statutory reviews are recorded on each child's file (NMS 25)  ensure all areas of the children's home is well maintained (NMS 10.3)  ensure where children go missing written records are kept of any reasons why a child went missing and any action taken in the light of this (NMS 5.10)  ensure the children's guide includes Ofsted's address and information about how to contact their Independent Reviewing Officer (NMS 13.5)  ensure all existing staff have attained a minimum level 3 NVQ qualification and all new staff engaged from April 2011 hold the level 3 Children and Young Peoples Workforce Diploma. (NMS 18.5)

p.5

Outcomes for children and young people

Outcomes for children and young people are satisfactory .

p.5

Outcomes for children and young people

'Life is like driving a car, if you keep looking backwards in the mirror you will crash, you must always look forward.'

p.5

Outcomes for children and young people

The above quote from a child signifies the attitude of the children and staff about ways to develop resilience against adversity. There are a number of good examples where children have been helped and supported to understand why they need to live away from home and how they can develop coping skills to move forward. Regular focused key worker sessions enable children to talk about their identity and cultural backgrounds and a homely relaxed atmosphere allows children to feel comfortable to talk about difficult times in their lives. The children are sociable, confident and outgoing and respond positively to staff and visitors to the home.

p.5

Outcomes for children and young people

Positive relationships with staff give children a sense of belonging and attachment. A staff member said, 'This is a good place for children, it has a good atmosphere and we all have a good sense of humour. It's like a big family home, a caring environment. It is a safe haven for children.' Interactions are relaxed, natural and based on mutual respect. Children are very complimentary about the staff and feel cared for and supported. Likewise, the staff speak highly of all the children and there is a genuine affection present. A child said, 'The staff are good, we all get on. They look after us and care about us. They are a good laugh, they help us and are there for us.' Another child commented, 'The staff are friendly and down to earth. They are honest and don't lie to you, they say nothing rather than lie. Some staff are a bit dozy and we can get one over on them, that's funny, but they respect us and we

p.6

Outcomes for children and young people

Children are fit and healthy and feel they are very well cared for if they are ill. A child said, 'They look after you if you are poorly, and they will take you to the doctor.' All children are registered with local primary healthcare services and good records are kept of all appointments attended. Specialist services are accessed if required and other health care agencies, such as the looked after children nurse, offer additional support. A social worker said, 'My child's health needs are very well met, I am very satisfied about the care at the home.'

p.6

Outcomes for children and young people

There are some significant shortfalls in the provision of education. At the time of this inspection three out of four children were not attending school or a vocational placement and there are no planned educational programmes to provide children with a structure or routine during school hours. There are no firm arrangements in place to encourage children to get up early on a school morning and there seems be a relaxed approach to setting boundaries around what activities children should be doing if they refuse to go to school. A social worker said, 'I have had some issues when I visit the home, for example during school hours children have their music blaring and nothing is done about it.'

p.6

Outcomes for children and young people

Where children are attending an educational placement feedback from the placement provider is positive. Comments include, 'Staff are fully supportive and work consistently with children who attend. There are regular meetings held to communicate and ensure consistency. Staff are happy to assist with transport.' Children are generally happy with their contact arrangements and feel they are able to maintain close relationships with people who are important to them. A child said, 'I see my family when I want to and staff give us a lift if they can.' Contact arrangements are detailed in placement plans but are not always updated when a child's situation changes between placement reviews to ensure staff are clear about contact where there may be safeguarding concerns.

p.6

Outcomes for children and young people

Children are happy to learn about independent living to equip them with the skills they will need when they leave the children's home. Staff work with the children to teach them budgeting skills and how to live on a small income. The children help with the weekly shopping and preparation of meals for the resident group and are free to prepare their own individual meals if they wish. A social worker said, 'My child is supported to learn independent skills and is doing very well.'

p.6

Quality of care

The quality of the care is satisfactory .

p.7

Quality of care

Children feel they are consulted. They participate in regular children's meetings to talk about aspects of running the home that affect them. For example, satellite television has been installed following a request from a child and bed times were changed after all the children said they felt they should be able to stay up later. Key worker sessions give children an opportunity for private time to talk to staff on a one-to-one basis about any worries they may have. A child said, 'I would rather talk to staff than at my meetings. I would rather work with the staff and prefer staff to do the job. They are easy to get on with and I can talk to them.' Children know how to complain, and feel they can talk to staff if they are unhappy. However, complaints are not always managed effectively. Records of complaints are kept but they do not include what actions are taken following a complaint or if complainants are happy

p.7

Quality of care

with the outcome of any investigation undertaken.

p.7

Quality of care

Individual case files are well organised. Each child has records provided by their placing authority that identify the objectives of their placement and the home provides their own placement plans that set out how the objectives will be met on a day-to-day basis. Generally placement plans are well written and have strategies in place to provide children with the care and support they need, but there are some shortfalls in the home's systems to update placement plans with outcomes from placement reviews to ensure that all assessed needs are current and relevant. Children know about their placement reviews and can attend if they wish but they are not always consulted about their day-to-day arrangements. Arranged key worker sessions and one-to-one informal chats are an integral part of how staff engage children to talk about their feelings and any difficulties they have. The children have a bond with their key workers that enables them to feel confident to share any

p.7

Quality of care

worries or insecurities they have. A social worker said, 'The staff contribute to my child's plan and there have been some good key worker sessions. My child has had good outcomes from this placement, they have come on leaps and bounds.'

p.7

Quality of care

Children live an a homely environment that is decorated to a satisfactory standard. Each child has their own bedroom that they can personalise. There is ample room for socialising and private visits and there is a large garden for outdoor activities. Some areas of the home are not adequately maintained. The external paintwork is peeling and two external doors are damaged. Some areas of the garden are overgrown with brambles and vegetation and the front gate is broken. Most of the internal furnishings are adequate but there is some staining to the carpets and interior walls. The kitchen/dining area is bright and cheerful and is used as the main communal area where children and staff happily socialise. A child said, 'This is a good place to live.'

p.7

Safeguarding children and young people

The service is satisfactory at keeping children and young people safe and feeling safe.

p.8

Safeguarding children and young people

Children feel safe and secure. A child said, 'We are safe here, they look after you. They always check on us if we go missing and they will ring the police. They ring us a lot too, but this is to see we are alright.' A social worker commented, 'My child's safeguarding needs are met. Running away is a problem and my child gets into risky situations but the staff are proactive in keeping children safe. I am always kept up- to-date with what is happening.'

p.8

Safeguarding children and young people

Staff are aware of each child's risk taking behaviour and follow individual risk assessments to minimise known welfare concerns. There are agreed protocols in place to look for vulnerable children who go missing and staff know the reporting systems to follow if they suspect a child is being abused or is at risk of significant harm. Safeguarding records are kept and the registered person regularly monitors staying safe outcomes. However, not all the records fully comply with current guidance. For example, the format for recording events where children run away does not include why a child ran away or what actions have been taken in light of those reasons.

p.8

Safeguarding children and young people

There are incentive schemes to promote good behaviour and children buy into their reward programmes. Each child has personal targets set that are individualised and realistic so they have a good chance of achieving their goals. This in turn helps children gain in confidence and develop good social skills. Staff often praise children and talk to them about how their behaviour impacts on others. The staff are calm and reasonable, which gives children a good role model to learn how to interact in a social group.

p.8

Safeguarding children and young people

Restraints are only used as a last resort and staff receive regular safe handling training to reduce the risk of any injuries as a result of a physical intervention. Children feel that restraints are used rarely, and when they are it is for the right reasons. Children know what sanctions can be used to promote appropriate behaviour and feel that usually the sanctions are fair. Children are able to explain in their own words what sanctions and incentives mean to them, so are beginning to understand the consequences of their behaviour.

p.8

Safeguarding children and young people

The recording of restraints and sanctions does not fully comply with the children home's guidance and legislation. Individual restraints are not fully described; it is not recorded that children have access to an advocate and there are no children's views included. A number of entries do not say what happened to prevent a restraint and the duration of individual restraints is omitted. The effectiveness of sanctions is not included in the recording and there is no evidence that sanctions are discussed with children to give them an option to say what they think is a reasonable measure to manage their behaviour.

p.8

Safeguarding children and young people

Visitors to the home are vetted and where unknown adults call their identification is checked and verified. There are staff recruitment procedures in place to safeguard children from potential abusers but not all safety checks are adequately carried out. For example, one staff file does not include a reference from their previous employer and where a staff member has previously worked with children, the previous employer was not contacted to ascertain why the staff member left their employment.

p.8

Leadership and management

The leadership and management of the children's home are satisfactory .

p.9

Leadership and management

The Statement of Purpose sets out what the home intends to do and the facilities on offer to children. Staff are aware of the home's aims and objectives and have received training in the model of care described in the statement. A copy of the statement is available for the staff and children and all parents and social workers are given a copy when a child is accommodated. The children's guide is written in a format suitable to the age and understanding of the children and describes how it is to live at the home. Useful safeguarding telephone numbers are included but the address of Ofsted and details of how to contact an independent reviewing officer is not included.

p.9

Leadership and management

The home has strong leadership and staff feel the manager is approachable. Team meetings are used effectively to talk about the operation of the home and the behaviour management of each child. Staffing levels are adequate to meet the needs of the children and the home is adequately resourced.

p.9

Leadership and management

Training records show that the majority of the staff have completed their statutory training programme, apart from some staff not being up to date with fire safety training. All staff are trained in first aid and child protection training is regularly updated. Additional training is facilitated where a need has been identified at annual staff appraisals, but the home does not have a minimum of 80% of care staff with a level 3 childcare award. Staff feel supported and describe the morale as good but regular formal supervision sessions are not undertaken monthly for all staff. Sessional staff who work at the home on a needs led basis are also not adequately supervised to ensure their practice and knowledge is up to date.

p.9

Leadership and management

Equality and diversity practice is satisfactory .

p.9