Cedar House School

Cedar House School, Bentham, LANCASTER, LA2 7DD

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Inspection dates 13/11/2013 to 15/11/2013

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Overall effectiveness Good 2

Outcomes for residential pupils Outstanding 1 Quality of residential provision and care Good 2 Residential pupils’ safety Good 2 Leadership and management of the residential provision Good 2

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The residential provision is good because

● The residential pupils are happy at this school and feel safe. They enjoy a wide range of activities and have access to independent adults/visitors to whom they can raise worries or concerns, with the knowledge they are taken seriously. ● Good safeguarding procedures ensure the pupils are kept safe. Designated staff who take the lead in child protection are suitably qualified and experienced. The residential care staff are also suitably trained in dealing with any concerns and identifying any areas of risk. ● Positive, sensitive and nurturing relationships with experienced, committed and well- trained staff enable residential pupils to trust adults who care for them. Residential pupils are treated fairly and with respect. ● The leadership and management of the setting, developed since the last inspection in March 2013, are strong and effective. Skilled and proficient senior staff support and guide an experienced and stable residential care staff team who provide high quality care

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The residential provision is good because

enabling residential pupils to make excellent progress. ● Senior managers at the school have identified areas that need developing and have a suitable development plan in place, which is being very closely adhered to and monitored.

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Compliance with the national minimum standards for residential special schools

The school meets the national minimum standards for residential special schools Inspection Report Cedar House School, 13/11/2013 Page 2 of 10

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Information about this inspection

The school was given three hours notice of this inspection. During the inspection all accommodation areas were seen; the junior, intermediate and senior areas. The inspectors had meetings with a range of boys and girls of all ages. They also took lunch and evening meal twice with the young people. Interviews with key staff were held including; the head teacher, the lead staff for child protection and safeguarding, the head of care and deputy head of care, residential care staff, key workers, therapists, the school nurse, the catering and housekeeping staff, the residential care manager. School policies and procedures, records and boarding routines were scrutinised and data from parent view was also accessed. The inspector also spoke with social workers and parents during the inspection and following it.

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Inspection team

Elaine Clare Lead social care inspector Anne Bannister Social care inspector Inspection Report Cedar House School, 13/11/2013 Page 3 of 10

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Information about this school

The school is a co-educational residential special school for young people exhibiting emotional, social and behavioural difficulties. The school presently caters for young people aged 7 to 16 years on a day or residential basis but has received DfE approval for 7 to 18 years. Residential provision operates for 38 weeks per year. Currently there are a total of 59 pupils of whom 26 are resident. The school is run by a privately owned company.

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Information about this school

The residential accommodation comprises of four separate residential units, each with its own facilities. Three of the residential units house only male boarders of similar age, with the other currently housing female boarders.

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What does the school need to do to improve further?

● Further develop the strategy to reduce the number of residential pupils who smoke. ● Further develop the opportunity for all staff to be debriefed following an incident of challenging behaviour which has resulted in a restraint. Inspection Report Cedar House School, 13/11/2013 Page 4 of 10

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Outcomes for residential pupils Outstanding

Outcomes for residential pupils are outstanding. Residential staff develop solid, meaningful relationships with them and often, their families. The excellent support provided by staff is recognised by all. For example, one parent stated about staff; 'They work so well with my son including catering for and meeting all his cultural needs.' Another opinion from a social worker wrote '(school) has done everything to make (pupil) feel wanted and understood her anxieties. Things were done at her pace for example after school activities. Mum has also commented to me on numerous occasions that the staff have listened to her ... (Pupil) is able to control her feelings much better and has gained self-esteem and her confidence is growing.'

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Outcomes for residential pupils Outstanding

Residential pupils say they are happy at the school and they have numerous adults they can approach if they are worried or anxious. Pupils develop trusting relationships with staff and as a result respond well to consistent positive reinforcement, firm boundaries and the highly nurturing environment. Residential pupils are confident that any bullying is dealt with immediately and with positive outcomes.

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Outcomes for residential pupils Outstanding

Residential pupils say they enjoy their residential experience and it is helping them when planning for their future. For example, two spoke about developing specific interests while in residence and are looking to pursue those interests when they leave through potential college courses. Their view of their own future provides evidence of their personal growth, development, ambition, self-confidence and esteem. Based on their personal starting points, outcomes are outstanding.

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Outcomes for residential pupils Outstanding

The behaviour of all pupils around the school and residential provision throughout the inspection was observed as excellent. Pupils understand the structure, clear boundaries and high expectations of behaviour set by the school. They are comfortable, safe and secure with them. Pupils live in an environment that responds positively to individual need. As a result individuality is promoted and respected. This is recognised by many parents. For example one captured this feeling by saying; 'We are impressed with the way the school is handling her challenging behaviour.'

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Outcomes for residential pupils Outstanding

The diverse needs of pupils are fully understood by a knowledgeable and fully committed team of residential care staff. The care given provides pupils with a sense of security where they can grow and develop in a supportive environment that meets their needs. Alongside developing and following their own interests, pupils are involved in many fund raising events to support local and national charities. For example, pupils and staff dressed in 'onesies', baked and sold cakes for a national children's charity event. Activities such as this give pupils a feeling of worth and the realisation that there are others less well off than themselves.

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Outcomes for residential pupils Outstanding

Staff are skilled in communicating effectively with pupils which results in high levels of on-going, daily consultation where the views and wishes of pupils are known and understood. As a result pupils contribute effectively to aspects of the residential provision such as the food they eat, activities and the appearance of the living areas. This provides them with a feeling of worth and with the experience that their views are important to others and can be used constructively to plan for change.

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Outcomes for residential pupils Outstanding

Residential pupils are very well prepared for life beyond the school. From first entering the residential provision, all pupils work with staff to improve and develop both practical and social skills. For example, two pupils demonstrated that they were able to make a Thai Green curry and spoke how they could use these skills when they leave care. More detailed planning for the future is introduced from year nine onwards, where plans for independence are formalised. Inspection Report Cedar House School, 13/11/2013 Page 5 of 10

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Quality of residential provision and care Good

The quality of the residential provision is overall good with some areas of excellence. Committed and motivated residential staff provide consistent and high quality care. Effective and cohesive links between care and academic staff provide residential pupils with individual support tailored to their needs. Residential pupils’ progress is enhanced by good teaching standards.

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Quality of residential provision and care Good

Purposeful, enjoyable activities are a key feature of the provision. Residential pupils participate in a good range of activities they have a voice in choosing and thoroughly enjoy. Through these activities pupils develop how to integrate into the local community and increase their self-esteem and self-confidence. The school's out of school curriculum contributes positively to outcomes for residential pupils. Comments from residential pupils include; 'its excellent here and the activities are great.'

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Quality of residential provision and care Good

All residential pupils register with a local doctor who visits the school when required. A suitably qualified nurse provides a very good standard of health care delivery. She is a good source of information for care staff to liaise with. Staff ensure pupils attend regular health appointments and work closely with families to ensure the school is meeting all their health needs. A number of residential pupils smoke and as a result some young people's health may be at risk. The management team and school nurse recognise this as a shortfall and rather than wait for local health services to pick up referrals they have set out in their development plan; to train key members of staff in smoking cessation. There is a robust system for administering medication ensuring pupils receive their prescribed medication safely. Such is the standard of practice and monitoring there have not been any recorded errors. There are clear arrangements when a pupil

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Quality of residential provision and care Good

is unwell to monitor their health closely.

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Quality of residential provision and care Good

Residential pupils’ emotional health and well-being has a high priority. A wide range of therapists provide individual support and therapy where appropriate. Multi-disciplinary meetings held regularly enable all professionals to have a good understanding of each pupil which enables cohesive working.

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Quality of residential provision and care Good

The catering arrangements in the school are excellent. Innovative menus and healthier options are fully operational. The vast majority of residential pupils enjoy the food. All meals offer a suitable choice and variety. Effective communication ensures staff accommodate individual pupils’ dietary requirements. The catering department is proud of the achievement in gaining a five star award for food hygiene. Overall meals are of good quality, well presented and plentiful. Meal times are a well-ordered social occasion; with staff supervising individual needs and preferences.

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Quality of residential provision and care Good

Residential pupils live in a safe and very well-maintained environment. Communal areas, though small, are decorated and furnished to a good standard and are homely and comfortable and very well equipped. All areas are 'pupil centred' with a range of pictures, posters and photos displayed. Residential pupils' bedrooms are well maintained and personalised. Toilet and bathing facilities are of a good standard and afford suitable privacy. The school grounds are spacious and well maintained. Pupils said they enjoy living in the residential units.

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Residential pupils’ safety Good

The school’s provision to safeguard residential pupils is good. The school responds extremely well to the high level of vulnerability pupils present with ensuring their protection is a priority.

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Residential pupils’ safety Good

Clear policies and procedures that reflect the levels of vulnerabilities of residential pupils, together with up-to-date training, fully support staff to provide good safeguarding measures. This results Inspection Report Cedar House School, 13/11/2013 Page 6 of 10 in a staff team who have the confidence to deal with problems as they arise. The head of care is suitably qualified and experienced, and is the designated child protection lead officer for the school. He is supported by other staff who also have experience and training to fulfil their roles. The school has excellent links with the Local Authority Designated Officer and shares information effectively to protect pupils.

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Residential pupils’ safety Good

All residential pupils spoken with stated they feel safe at the school. They have trusting relationships with staff who are very well informed about the appropriate safe management of some very challenging behaviours. The residential pupils acknowledged that if bullying does occur staff are very quick to act. Residential pupils are very informed of the zero tolerance to bullying of any form. The school is currently developing new training initiatives around cyber bullying and restorative justices practices, which will enhance the already good level of awareness and positive practices in place.

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Residential pupils’ safety Good

Well organised and robust records evidence very good recruitment practices. This safeguards residential pupils from unsuitable people working within the school and residential provision. All visitors are vetted and supervised.

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Residential pupils’ safety Good

Residential pupils feel secure and comfortable living in age related groups. Staff support them to engage in activities appropriate to their stage of personal development. A real strength of the school is the behaviour management systems, and the continued commitment to reviewing and implementing new and innovative ideas that result in improved outcomes for pupils. Each pupil has a clear behaviour management plan and positive handling plan in place. Staff use physical intervention techniques only in accepted circumstances with excellent auditing and monitoring. The number of physical interventions is reducing, in particular the use of front ground recoveries. As result young people are not being injured while being held on the floor. Detailed records of interventions include the opportunity for pupils to reflect with staff what happened if appropriate. Not all staff are given the opportunity to have a debrief following a physical intervention and any

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Residential pupils’ safety Good

potential learning that could be achieved from the intervention episode could be lost.

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Residential pupils’ safety Good

Staff address all aspects of risk and health and safety is taken seriously. Risk assessments are rigorous with on-site and off-site activities carefully considered before they take place. However, such risk assessments do not limit residential pupils from engaging fully in activities and pursuits, and highlight a positive risk-aware approach rather than risk-averse. Overall this school is a very safe community for pupils to live in. Residential pupils are educated what to do if a fire occurred with regular fire evacuation drills.

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Leadership and management of the residential provision Good

The leadership and management of the residential provision are good. Since the last inspection a new head teacher is in place, however she was previously the deputy head at the school and therefore had sound knowledge of the school. A previous education inspection identified that the standard of teaching was good. This in turn has a positive impact on the residential pupils’ educational outcomes. Senior managers are working together to ensure the school continues to move forward and continues to improve.

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Leadership and management of the residential provision Good

There is a wealth of information available to residential pupils and families that cover all aspects of the residential provision. Regular newsletters also keep families up to date and celebrate the numerous individual and group achievements.

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Leadership and management of the residential provision Good

The staffing levels are high and meet the challenging needs pupils have. All staff receive supervision every half term. This promotes the continuing professional learning of staff, who are also encouraged to contribute to their own personal performance plans and feed into their annual personal development reviews. Inspection Report Cedar House School, 13/11/2013 Page 7 of 10 Very good communication exists between residential, therapy and teaching staff, resulting in effective and consistent sharing of information.

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Leadership and management of the residential provision Good

Managers and staff get to know pupils extremely well as individuals, enabling them to identify and meet their behavioural and emotional needs. Knowledge of each pupil's family background including their culture, faith or religion is enhanced by excellent relationships with families and placing authorities. The head of care is actively involved with parents/carers and pupils from referral stage through to transition stage, offering high levels of support.

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Leadership and management of the residential provision Good

High quality and effective monitoring of the residential provision is another strength of the school. The senior managers are active and visible around the school and in the residential units. They receive regular reports on how the school is operating with specific reference to the residential side. Inspection Report Cedar House School, 13/11/2013 Page 8 of 10

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Grade Judgement Description

Grade 1 Outstanding A school which provides an exceptional quality of care and significantly exceeds minimum requirements. Grade 2 Good A school which provides a high quality of care that exceeds minimum requirements. Grade 3 Adequate A school which meets minimum requirements but needs to improve the quality of care it provides. Grade 4 Inadequate A school where minimum requirements are not met and the quality of care has serious weaknesses. Inspection Report Cedar House School, 13/11/2013 Page 9 of 10

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School details

Unique reference number 112456 Social care unique reference number SC040058 DfE registration number 815/6041

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School details

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.

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School details

Type of school Non-affiliated independent Number of boarders on roll 26 Gender of boarders Mixed Age range of boarders 7 to 16 Headteacher Kathryn Taylor Date of previous boarding inspection 15/03/2013 Telephone number 015242 61149 Email address cedarhouse@witherslackgroup.co.uk Inspection Report Cedar House School, 13/11/2013 Page 10 of 10 guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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School details

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

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. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille,

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School details

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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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