Rossendale School

Rossendale School Welfare inspection report for a residential special school

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DfE registration number 888/6020 Unique reference number for social care SC009656 Unique reference number for education 119845 Inspection dates 27/11/2012 to 29/11/2012 Inspector Elaine Clare

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School address Moor Side Farm, Bamford Road, Ramsbottom, BURY, Lancashire, BL0 0RT

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Telephone number 01706 822779 Email rossendale@priorygroup.com Headteacher Mr D G Duncan 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

Rossendale School is an independent residential special school, providing education for pupils who display social, emotional and behavioural difficulties. Pupils are subject to a statement of need under the 1996 Education Act. The school admits pupils of mixed gender, between the ages of 7 years old and 15 years old. There are currently 63 pupils on roll of these 57 are boys and six are girls. Seven pupils are residential pupils, this comprises of six boys and one girl. The residential provision is spread between two sites approximately four miles away from the school. The accommodation consists of single bedrooms and each house offers communal areas for eating, studying and relaxing. The school was last inspected in October 2011.

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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 outstanding

Outcomes for residential pupils outstanding

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Overall effectiveness outstanding

Quality of residential provision and care outstanding

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Overall effectiveness outstanding

Leadership and management of the residential provision outstanding

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Overall effectiveness

The key findings of the residential inspection are as follows.

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Overall effectiveness

 This ambitious school meets all the national minimum standards and has continued to develop it’s practice with ever improving outcomes for students since the last inspection. Residential pupils make outstanding progress especially with regard to their behaviour and academic achievement. Parents and carers are very positive about the care and education their child receives and benefit from the support staff provide. Pupils really enjoy boarding at the school. Pupils are very relaxed around staff and feel able to approach them with any difficulties they are experiencing. They have very strong relationships with staff and each other. Staff say that building strong relationships with pupils is important to enable pupils to develop their self-esteem and confidence. Residential pupils are also encouraged to develop their independent living skills such as shopping, cooking a meal and household chores.  The health of pupils is very clearly promoted. Medication is securely stored and

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Overall effectiveness

safely administered. There are exceptional links with a wide range of healthcare professionals which ensures pupils receive the healthcare services they require. Furthermore the school employs a range of therapy staff to provide pupils with regular therapy sessions. Pupils have benefitted greatly and shown good progress with regards to their emotional and mental health.  Residential pupils say they feel very safe and they are safe. Bullying is well managed in residence which is confirmed by residential pupils. Pupils are listened to and any safeguarding concerns are taken seriously. Safeguarding concerns about pupils are thoroughly addressed.  The senior leadership team and staff are passionate about the work they do and pupils are central to all practice. Staff are qualified, caring and committed. They are well supported and have good opportunities to further develop professionally.  Residential pupils state that they know what the rules are and the consequences

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Overall effectiveness

of breaking the rules. They feel these are fair. Residential pupils who have been restrained say it is carried out properly and for the right reasons, to keep themselves and others safe. Pupils are rarely restrained in residential time. The school meticulously examines trends and issues regarding restraint and sanctions to inform future practice.  The school has a clear and accurate evaluation of its performance with regards to the residential provision. This enables the school to plan for its future effectively.

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Outcomes for residential pupils

Residential pupils are achieving outstanding outcomes in all areas of their development. They receive excellent levels of support that allows them to prosper socially, emotionally, physically and educationally. Strong, meaningful relationships are developed, with individual differences accepted and valued by all living and working in the school. This allows pupils to develop trusting relationships with appropriate role models. One parent says; ‘I am pleased with the commitment of the staff and the progress my son has made. The fact the staff keep in touch regularly is good.'

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Outcomes for residential pupils

Care staff are knowledgeable and understand the diverse needs of the residential pupils in their care. This knowledge is used constructively to consult with pupils and help plan activities and leisure pursuits that are both meaningful and meet individual needs. Photographs on display around the school and residential provision give an insight into the range of activities taking place. Opportunities are provided for pupils to become engaged in community activities where they can help and assist with certain tasks. These range from helping at a local horse riding stables through to fund raising and giving of their own time. Pupils benefit from developing a greater appreciation of other people's circumstances, giving them a feeling of self worth, achievement and satisfaction.

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Outcomes for residential pupils

Residential pupils are regularly consulted about a range of issues that affect daily life. This is reflected in the way staff and pupils have worked together to quickly create a sense of community and identity throughout the residential provision. The four living units have established their own ethos and sense of identity, reflecting the tastes and interests of pupils residing in them. Excellent levels of communication between staff and pupils, along with more imaginative ways to engage and consult, ensure the levels and depth of consultation taking place is outstanding. This gives pupils a sense of worth, purpose and direction, confirming that their views and thoughts are important and used constructively to plan for change.

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Outcomes for residential pupils

Residential pupils settle into an environment where boundaries and expectations of behaviour are well established. Pupils say they are comfortable with this, which provides them with a feeling of security. As a result, behavioural issues usually decrease significantly as pupils settle and adapt to their surroundings. Behaviour of residential pupils throughout the inspection was excellent, with pupils responsive to each other’s needs and treating each other with sensitivity, respect and understanding. This tolerance for peers leads to a strong sense of community that abounds throughout the residential provision.

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Outcomes for residential pupils

Residential pupils are very well prepared for life beyond the school. For example, all pupils in their final year have a leaver’s package. This is a personal file with a range of information, coupled with a series of practical tasks that promote and develop skills. This is part of the preparation in place for pupils to embrace independence and lead a more independent lifestyle. Underpinning this is recognition that promoting independence commences when pupils arrive at the school and this is reflected in planning documentation and individual risk assessments.

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Quality of residential provision and care

The four residential units are situated in the community some distance away from the main school. In the main their contain single occupancy bedrooms with two bedrooms having dual occupancy. These latter bedrooms are shared over the week but not at the same time. Bedrooms for pupils are personalised to suit the taste and interests of the occupant. The general quality of the furnishings, fittings, equipment and décor in the living units is outstanding. The reaction from residential pupils to their surroundings is extremely positive.

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Quality of residential provision and care

Residential pupils enjoy a healthy lifestyle and good health, with their health needs being promoted positively. Detailed health plans ensure individual needs are assessed and met. Residential pupils are registered with community-based health services to access day-to-day health support. Excellent links with other services that provide additional specialist input are in place.

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Quality of residential provision and care

Residential pupils are encouraged to improve their lifestyles through diet and exercise. They are provided with information and given every encouragement and practical support to modify certain aspects of their lifestyle, such as tobacco, drugs and alcohol. As a result, pupils enjoy improvements in their general health and fitness levels.

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Quality of residential provision and care

Staff promote healthy lifestyles in a variety of ways. Residential pupils actively engage in a wide range of group activities, individual interests and leisure pursuits. For example, individuals have opportunities to attend community-based projects and activities that serve their specific needs and interests. They benefit from healthy meals which are sociable occasions. Clear information is available that allows them to make more informed choices regarding the food they eat. They are encouraged to try unfamiliar foods, appreciate different cultures and try international cuisine. Festivals and religious events are celebrated. Residential pupils benefit and thrive in a supportive and nurturing environment. Excellent, detailed care plans and individual risk assessments clearly identify individual needs, which include identity, religious, cultural and racial needs. Plans are reviewed and updated regularly to ensure they meet current needs as pupils

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Quality of residential provision and care

progress and develop. Pupils discuss and review their plans with staff and can demonstrate good insight into how they are cared for. They benefit from the excellent relationships developed with staff, who work openly, transparently and communicate positively with them. As a result, pupils enjoy living in a stimulating environment where they are cared for in a supportive atmosphere. This helps them to engage with adults in a positive way and look to their own futures with optimism.

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Quality of residential provision and care

The ethos and working practices developed in the residential provision are based on developing and maintaining positive relationships with pupils, an area in which staff are extremely skilled. These relationships usually survive testing times and challenging periods, which encourages pupils to settle and develop trust. A range of planned strategies addressing individual needs are used to support pupils in their placement. In practice, this means pupils settle into the school and reinvest into a more ordered lifestyle, allowing them to develop socially, emotionally and educationally. This in turn leads them into developing a more positive view of themselves and others, with significant improvement to their emotional resilience and knowledge gained.

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Residential pupils’ safety

The school has outstanding arrangements in place designed to keep residential pupils safe at all times. This is reflected in the range of policies and risk assessments in place, which are reviewed regularly. They underpin working practices developed by the school where safety is given a high priority. For example, there is a robust implementation of policies and procedures that relate to the recruitment of staff. As a result, only suitably checked people work with or have contact with pupils.

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Residential pupils’ safety

The welfare of residential pupils is safeguarded, with staff having the experience, knowledge, training and familiarity with safeguarding procedures to keep pupils safe. Should an issue arise, prompt referral to external agencies ensures young people are appropriately protected. Satisfactory staffing levels, coupled with sensible deployment of staff around the school, are effective in minimising incidents of bullying. Pupils say that bullying is not a problem and confirm that it is not tolerated, with staff quick to intervene if needed. Pupils say they feel safe living at the school and this view is replicated by parents and placing authorities.

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Residential pupils’ safety

Residential pupils are supported to work positively through difficulties and say that any sanctions or punishments imposed are usually fair. However, they recognise that good behaviour is rewarded and have a full understanding of how the system works. Staff are extremely skilled at diffusing difficult situations and incidents, resulting in less confrontation and ultimately, less physical interventions. Excellent monitoring and evaluation of incidents ensures pupils’ individual strategies are kept under review and adapted. As a result incidents reduce.

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Residential pupils’ safety

Staff know how to respond should any residential pupil go missing or fail to return from leave. They are aware of the local multi-agency protocols and practices in place, which are designed to protect pupils who are missing. This multi-agency response goes a long way to minimising the occasions where pupils become vulnerable or put themselves at risk.

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Residential pupils’ safety

Residential pupils are protected with a range of risk assessments that identify hazards both in and away from the school. Pupils participate in regular fire drills and can safely exit the living units when needed. Checks to maintain a safe environment are regularly undertaken. Pupils’ individual risk assessments, coupled with coping strategies, promote a safer environment for all. Individual strategies are updated as required, based on each pupil’s perceived risk and progress.

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Leadership and management of the residential provision

The leadership, organisation and management of the residential provision is good. There is a continuing drive to improve outcomes for residential pupils; for example, the school is committed to sustained improvement in the quality of care it provides. The excellent ethos, organisation and working practices noted at previous inspections have successfully sustained outstanding outcomes for pupils.

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Leadership and management of the residential provision

Residential pupils benefit from having a practical, child-focused management team, who have a clear vision of how the provision should develop and are comfortable consulting with and acting on the views of pupils. They are supported by a staff team who are fully committed to the ethos, aims and working practices developed in the residential provision. They demonstrate a team-centred approach and understand their role and responsibilities. They work cohesively with the support of managers to address pupils’ needs. The aims of the residential provision are clearly stated for both parents and pupils.

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Leadership and management of the residential provision

Residential staff receive excellent internal support, along with regular supervision and performance management from the school's own management team. This helps to improve their knowledge and working practices. All staff have gained appropriate professional qualifications and receive some additional, regular training to revise their knowledge and practice. This ensures they possess the competences and skills to effectively meet pupils’ diverse needs.

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Leadership and management of the residential provision

The management team demonstrates an understanding of the strengths of the residential provision and areas in need of improvement. Both the internal and external monitoring of the provision takes place systematically, with monitoring reports being completed regularly. They contain elements of quality assurance and ensure practice is accountable. Reports appropriately review performance and identify areas for improvements. Residential pupils contribute to elements of the monitoring process and can discuss their views. Residential pupils live in an energetic, lively and supportive environment where staff work with families and other professionals to address young people's individual needs. Staff work with consistency and look for ways to resolve issues with pupils in a non-punitive way. They work through difficult and challenging periods patiently and positively, allowing pupils to stabilise their behaviour and look to the future with a

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National minimum standards

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

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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 Rossendale School

Thank you for spending time and sharing your thoughts with me when I visited your school recently. Your views were helpful, and responses in your questionnaires interesting and both have been taken into account when the judgements about how well the residential provision of the school is progressing, were made. You all made a full and positive contribution to the inspection.

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Inspection of Rossendale School

Most of you gave positive examples about how well you are either settling into the school and how well you are now progressing in various aspects of your lives. You recognise you are well supported by staff and say you get on well together.

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Inspection of Rossendale School

You have all worked very hard to get the residential units looking so good. However, the inspection is not just about the way staff look after you or the quality of the accommodation you live in. It's about the pupils living in the school as well. As a visitor, the lively, energetic and friendly atmosphere created by yourselves and the staff makes visiting a pleasure. That is great credit to you all.

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Inspection of Rossendale School

Based at where you were when you first arrived at the school, you seem to be making significant progress with your lives. You understand the boundaries put into place by staff and the reasons why. Usually you keep to these. When you don't, you recognise that the rules are generally fair. None of you had any serious concerns about the staff or school in general and everyone was able to confirm that the school is a safe place to live and that you feel safe living there.

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Inspection of Rossendale School

I thoroughly enjoyed visiting the school and its residential provision. I wish you all the best for the future.

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