Capenhurst Grange Special School

Capenhurst Grange Special School Welfare inspection report for a residential special school

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Unique reference number for social care SC006621 Unique reference number for education 111517 Inspection dates 08/11/2012 Inspector Chris Scully

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School address Capenhurst Grange School, Chester Road, Great Sutton, ELLESMERE PORT, CH66 2NA

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Telephone number 0151 3382141 Email head@capenhurstgrange.cheshire.sch.uk Headteacher Mrs Samantha Myers-Whittaker achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Purpose and scope of the inspection

This inspection was carried out under the Children Act 1989, as amended by the Care Standards Act 2000, having regard to the national minimum standards for residential special schools, in order to assure children and young people, parents, the public, local authorities and government of the quality and standard of the service provided. 1,2

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Information about the school

Capenhurst Grange School is maintained by the local authority and provides special education for up to 62 children between the ages of 11 and 16 who have social, emotional and behavioural difficulties. The majority of children are day pupils. There are currently 47 children on roll of these 40 are male and seven are female. Of these 15 children use the residential provision. This comprises of 10 males and five female pupils.

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Information about the school

The residential provision is available four nights a week from Monday to Thursday. Residential pupils stay for a variety of nights. There is also a range of after-school clubs available to both day pupils and residential pupils.

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Information about the school

The school provides residential accommodation on the main site. The residential provision was last inspected 16 February 2011. Residential pupils are able to access activities and amenities in the local community. They are close to shops and transport links.

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Information about the school

1 www.legislation.gov.uk/ukpga/1989/41/contents . 2 www.education.gov.uk/schools/leadership/typesofschools/a00192112/boarding-schools .

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Overall effectiveness good

Outcomes for residential pupils outstanding

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Overall effectiveness good

Quality of residential provision and care good

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Overall effectiveness good

Leadership and management of the residential provision good

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Overall effectiveness

The key findings of the residential inspection are as follows.

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Overall effectiveness

 Residential pupils thoroughly enjoy the residential experience. They say that they would like to stay for longer periods of time, including weekends. This positive experience enables them to engage more in their education and to achieve better educational outcomes. A key strength of the setting are the excellent behaviour management strategies in place. Residential pupils are developing in maturity and are much more able to manage their behaviours and resolve conflicts in a more appropriate manner. Care planning is generally robust. Residential pupils are vocal about the care they receive. They say staff are 'brill,' 'cool' and they are always there for them.  Residential pupil's safety is of paramount importance to all staff. They are protected as all staff have a secure understanding of the schools safeguarding and child protection procedures. Clear risk assessments and regular check of the premises help keep residential pupils safe. Residential pupils welfare is generally

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Overall effectiveness

very well supported staff have a good understanding of each residential pupils needs and how best to meet these in practice.  The residential provision is well managed by a competent dedicated and experienced head of care who is well supported by the headteacher and governors. Staff work well together as a team and are committed to providing the best possible care to each residential pupil. Positive relationships between care and school staff enable successful transitions for school to residence and vice versa. Records and documentation are generally well maintained.  The school has taken positive steps to address the three points for improvement from the last inspection. This has improved upon the recording systems, the health and well-being of residential pupils and their ability to make comment upon information recorded about them.  Partnership with parents and behaviour management are a key strength of the

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Overall effectiveness

setting. Parents are extremely complimentary about the care provided to residential pupils and the positive impact it has had upon them. For example, enabling young people to act more responsibly and consider how their actions impact on others. Parents say residential pupils have ‘come on in leaps and bounds' since coming here and only wish they had come here sooner. They say staff often go above and beyond what is expected of them.  The national minimum standards are met well by the school. There are four areas for improvement. These related to fire safety, care planning, records and the organisation of the independence unit.

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Outcomes for residential pupils

Outcomes for residential pupils are outstanding. Residential pupils enjoy extremely positive and constructive relationships with staff. They say they can talk to them about anything and know that they will help resolve any issues or concerns they may have. Residential pupils enjoy spending time with staff. They are very keen to tell visitors about the things they are doing and their achievements; for example, beating staff on games consoles or making cards for family with them.

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Outcomes for residential pupils

Residential pupils are increasingly tolerant of one another. They show empathy as they explain why other residential pupils may be behaving in a certain manner. They talk sensitively about others who have not achieved their personal goals, such as joining the armed forces and how they feel sad for them. They are much more accepting of each other’s needs, feelings and are able to provide different levels of support to each other.

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Outcomes for residential pupils

Residential pupils are much more confident in their own skills and abilities. Highly effective consultation systems mean they are fully consulted on all aspects of the provision. Residential pupils are empowered to put forward their views and know that staff will take these into full consideration. Consequently, this has led to changes in the menus and the activities provided. Residential pupils are very pleased with the creation of the independence unit. They talk enthusiastically about what they will be doing and what they hope to achieve. They confidently explain how they have individual tasks each night and how they feel this will help prepare them more for adulthood. Residential pupil’s views are intrinsic to the development of this unit as a consequence residential pupils feel highly valued and respected.

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Outcomes for residential pupils

Residential pupils take very good care of their rabbits that they have named Compo and Clegg following a ballot. They take their responsibilities to them seriously, are knowledgeable about the care they require and regularly fundraise for supplies for the rabbits. Consequently residential pupils are able to consider the needs of others and are actively contributing to school life. Residential pupils are increasing in maturity and an understanding of right and wrong. They confidently challenge other residential pupil’s behaviours in a productive manner, such as reminding them not to use inappropriate language. This additional guidance is well received from other residential pupils who are then able to modify what they are saying. They enjoy the camaraderie with their peers and the opportunities to challenge them to games of pool and computer games.

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Outcomes for residential pupils

Residential pupils have a very strong affiliation with the units and thoroughly enjoy staying at school. They say they would like to spend more time here. They say their only complaints are that the units are not open at weekends and there is no sixth form on site! They take full advantage of the opportunities available to them, such as undertaking a BTEC in cookery afterschool. Residential pupils are keen to explain how and what they have made. This includes innovative fillings for their pasties using their favourite ingredients. This enables them to gain additional qualifications and shows their increasing commitment to their education.

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Outcomes for residential pupils

Residential pupils take an active role in addressing their own health care needs. They recognise potential triggers to their health and take appropriate action, such as not engaging in sports during this time. Residential pupils are confident to talk to staff when feeling unwell as they know staff will look after them. They have access to and engage with a range of health care professionals. This includes therapists, child and adolescent metal health team and specialist nurses to support their individual needs such as sexual health. Residential pupils are much more aware of health the issues that may impact on their health wen well-being, such as teenage pregnancy, smoking, drug and alcohol abuse. This means they are able to make informed decision about their health and well-being.

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Outcomes for residential pupils

Residential pupils enjoy a wide range of healthy meals and snacks which are all freshly prepared on site. They understand the importance of having a healthy diet and being physically fit. They regularly take part in a range of sports and exercise during the school date and in residence such as basketball and football.

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Quality of residential provision and care

The quality of care is good. Residential pupils enjoy positive relationships with staff which are built upon mutual trust, honesty and respect. They are confident to talk about issues that are concerning or worrying them. Consequently, care staff have been able to assist residential pupils in addressing issues for example in school, meaning they were more able to engage with their education. They say all staff want the best for us and help us to achieve this by encouraging us to do better. They talk fondly of the head of care who is jokingly referred to as 'the big boss' and how they listen to them and explains why some things may not be possible at this time. There are effective relationships between care and teaching staff which supports the 24- hour curriculum for residential pupils. Effective sharing of information enables staff to provide continuity and support to residential pupils. Care planning is generally robust and clearly demonstrates the individual needs of

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Quality of residential provision and care

each residential pupil and how these are to be met. Staff have a good understanding of each young person’s needs which is then used to inform and modify their care plans. Residential pupils are actively encouraged to make comment on these and consider ways in which the can be improved or modified. However, on some occasions insufficient plans are in place for young people new to the unit. This means staff are not able to work as effectively to support young people in specific areas, such as managing their routines.

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Quality of residential provision and care

Excellent systems are in place which enable residential pupils to keep in contact with their families and people who are important to them. Parents are extremely pleased with the care provided. They say the difference in their child since coming here is ‘remarkable’. This has had not only a positive effect upon the residential pupils but their families as a whole. This is because they are much more settled and able to deal with challenging situations in a more productive manner. Parents say staff 'really get' my child and understand them and 'this is the best school they have been to.' Parents comment on the excellent communication systems in place between them and the school. They say staff are always there for them and keep them fully informed of their child's progress and any issues that may arise. This actively promotes effective partnership working and provides consistency for residential pupils.

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Quality of residential provision and care

Residential pupils enjoy a wide range of enjoyable self-chosen activities. They are eager to engage visitors in activities, such as treasure hunts within in the grounds and hide and seek. The effective organisation of these activities enables residential pupils to work together as a team and take safe risks as they search for items by torchlight. They relish the opportunities to challenge visitors to games of pool and revel in the fact they 'thrashed' them. Residential pupils are engaged in various groups such as girl guides and cadets. This enables them to meet with others outside and school and pursue their individual interests.

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Quality of residential provision and care

The residential provision is warm, welcoming and is generally well maintained. Residential pupils are keen to explain how they have assisted in repainting their bedrooms and how they enjoy not sharing a room with anyone else during the week. Residential pupil’s bedrooms are all personalised to varying degrees and demonstrate each young person’s individual tastes and interest. They have access to a wide range of activities within the school site and enjoy the opportunities to utilise the school grounds.

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Residential pupils’ safety

The safety of residential pupils is good. Residential pupils are safe because staff have a secure understanding of the schools safeguarding policies and implement them effectively. The head of care is the designated person and is instrumental in bringing about change for residential pupils. They have strong links with other agencies which enables them to work effectively with others such as police, social workers, health and local designated officers to help keep young people safe. There are clear procedures in place for child protection which are known and understood by staff. Consequently, they are able to report any concerns quickly to the appropriate persons to ensure residential pupils receive the right care and support.

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Residential pupils’ safety

Residential pupils say the feel safe here. They show an increased awareness of their own safety, for example, how to keep safe within the school grounds and not going by the ponds in the dark. They share this information with visitors so that they too remain safe outdoors.

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Residential pupils’ safety

Residential pupils do not go missing from residence. They are kept safe because there are clear protocols in place should they be missing which are understood by staff. Young people say bullying is not a big issue as should this occur staff help them to sort it out. Staff consistently remind young people about the appropriateness of their language and how some language can be hurtful to others. Residential pupils are very aware of the homes rules and say the three strikes system is fair.

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Residential pupils’ safety

Staff effectively implement each residential pupil’s comprehensive and diverse behaviour management plan. Consequently, they are able to effectively self-regulate their own behaviours and look at new ways of handling challenging or difficult situations. Residential pupils say they know they get bad tempered when they are tired so will go to bed early. This means residential pupils are more able to avoid challenging situations. They are aware of their individual targets which are set in agreement with them and say that these are achievable such as listening to others and not shouting. As result residential pupils rewards far outweigh any sanctions imposed which are minimal.

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Residential pupils’ safety

Sanctions are appropriately recorded although on some occasions the language is subjective such as 'silly behaviour,' which does not give a clear picture of the actual behaviours leading to a sanction. Residential pupils are provided with the opportunities to comment upon these and do so, such as apologising for 'giving cheek to you, I thought it was out of order.' This process is highly effective in enabling them to reflect upon their behaviour and the impact upon others. Staff are highly skilled in managing the complex behaviours of residential pupils. As a result of their positive role modelling there have been no physical interventions in residence for some considerable time.

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Residential pupils’ safety

The safety of residential pupils is a priority for staff. Clear risk assessments mean potential risks are usually quickly identified and minimised. However, the independence unit’s food preparation area is not effectively organised due to the close proximity of some equipment and trailing wires. This impacts upon residential pupil’s ability to safely make hot drinks and prepare snacks. Residential pupils and staff are aware of the fire evacuation procedures and are able to evacuate the building safely in an emergency. However, the current practice of wedging open fire doors in high traffic areas of the residential units does not contribute to effective fire prevention. However the risk of this is minimised as waking night staff ensure all fire doors are safely closed each evening and staff's awareness of closing these doors should the fire alarm sound.

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Residential pupils’ safety

Residential pupils are protected from harm as recruitment and selection procedures are robust. All staff are interviewed and undertake appropriate vetting procedures such as criminal records bureau checks. No one is allowed to commence working at the school until all their checks are back and they have been deemed suitable. Effective systems are in place to ascertain visitor’s identification and information is sourced from regular contractors to the school to ensure they have undertaken the appropriate checks on their staff. All visitors to the school are appropriately supervised while on the premises.

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Leadership and management of the residential provision

The management and organisation is good. The school is effectively and professionally managed by the senior managers. This provides clear vision and values for the residential provision, resulting in a cohesive approach to driving forward improvement. This is supported by monitoring visits by school governors to check on records, assess the physical condition of the buildings and talk to residential pupils about their experiences. Their commitment to providing good quality care to each residential pupil is commendable. This has a very positive effect upon them and is evident from the excellent progress residential pupils are making.

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Leadership and management of the residential provision

The headteacher and head of care are committed to the sustained improvement in the quality of care. This is evident in the improvements within some records and systems since the last inspection. The sanction record now contains all the required information and residential pupils are able to make comment upon the sanction. Confidentiality is maintained in all records. Residential pupil’s health care needs have improved. This is because of the comprehensive health care plans which clearly show any medical conditions and action to take to support residential pupils.

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Leadership and management of the residential provision

The head of care demonstrates a high level of professional competence. They are highly committed to improving the outcomes for residential pupils. The rapport between the head of care and young people is very positive and means they feel safe knowing they will be listened to and respected.

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Leadership and management of the residential provision

Senior managers of the school are enthusiastic, ensuring others are equally inspired to make a difference. This level of commitment means little goes unnoticed. This demonstrates the school’s positive approach towards ensuring every child matters. The involvement and participation of residential pupils is totally inclusive of everyday practice and means they can make informed choices and feel valued by those that care for and teach them. The excellent partnership with parents is reflected in the achievements residential pupils are making. For example, the school hosts a number of events in which parents and carers can attend, including Christmas fairs and training courses on computing and using the internet. This acquired insight enables parents and carers to be more involved in their child’s education and more informed on keeping them safe.

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Leadership and management of the residential provision

The school provides education and accommodation for young people with a wide range of complex behavioural, learning, emotional and social needs. Staff recognise residential pupils as individuals with different needs, backgrounds, interests and views. They ensure they receive an individualised service designed to meet their personal needs. Staff have an excellent knowledge of the residential pupils they are working with, ensuring their needs are consistently met. The school values the rights of individuals to respect and dignity and has created an environment where people's differences are accepted.

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Leadership and management of the residential provision

Records and documentation are generally well maintained and provide a picture of the residential pupils' time at the school. However, there is no formal system for recording of any searches of residential pupil's property or rooms. This has only happened on one occasion some time ago and was noted in the residential pupils observation file. Also the use of some subjective language does not provide clear information to residential pupils now or in the future should they wish to look back at their time here.

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Leadership and management of the residential provision

The care staff deploy their responsibilities in a manner that treats residential pupils with upmost dignity, respect and sensitivity. All care staff receive on-going training to ensure they hold all required skills and knowledge necessary to meet residential pupils’ diverse needs. Regular supervision and team meetings take place, providing staff with opportunities to discuss their practice and review their performance. This level of support ensures staff provide high quality care and that residential pupils’ well-being remains their focus The process for dealing with complaints is fair and transparent.

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National minimum standards

The school meets the national minimum standards for residential special schools.

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What should the school do to improve further?

 seek advice regarding best practice with regards to fire doors in heavy traffic areas during times of activities  ensure interim care plans are in place for new residential pupils prior to them commencing placement in the residential provision based upon the initial information available  improve upon the organisation of the kitchen area in the independence unit to ensure all potential risks are minimised  ensure all records contain the required information in particular, records of room searches and language used in records is not subjective for example silly behaviour.

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of Capenhurst Grange Special School

Thank you so much for making me feel so welcome. It was a pleasure to spend time with you and to see how well you are all doing. Your views are very important and helped me to make some decisions about the residential provision. I also took into consideration what your parents and carers had to say about the school. As a result I think you are cared for in a good school which has outstanding features.

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Inspection of Capenhurst Grange Special School

I think staff want the very best for you and go out of their way to ensure you have all the help and support you need. It was wonderful to see you all enjoying yourselves and to hear that the staff are 'brill'. Thank you for allowing me to have some meals with you. They were delicious. It was great to hear that you are taking part in activities that are important to you such as cadets, girl guides, going to the gym and playing on the computer.

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Inspection of Capenhurst Grange Special School

Staff are committed to keeping you safe and ensure that you get the right help and support when you need it most. They look after you when you are ill and ensure you get your medication when you need it. You enjoy a wide range of healthy meals and snacks. it was great to hear how your views have helped created the new menus.

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Inspection of Capenhurst Grange Special School

It was wonderful to hear and see how you are all enjoying staying on residence and that your only complaints are that it is not open at weekend and there is no sixth form. It was great to see you having fun with staff and your friends especially playing pool and treasure hunts in the dark. Thank you for my nickname due to my lack of skill at pool, I think I need to practice.

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Inspection of Capenhurst Grange Special School

You are enjoying the new independence unit and are looking forward to developing new skills. Staff are really good at helping you to work things out in a better way. consequently you are more able to think of how to handle difficult situations in a different way.

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Inspection of Capenhurst Grange Special School

Thank you once again for all your help. It was an absolute pleasure to meet you all and to see how well you are all doing. Keep up the good work! Yours sincerely,

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