Furness School

Furness School, Rowhill Road, SWANLEY, Kent, BR8 7RP

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Inspection dates 04/02/2014 to 06/02/2014

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Overall effectiveness Good 2

Outcomes for residential pupils Good 2 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

● Boarders thrive in an environment where staff recognise their individual strengths and vulnerabilities. They make significant personal development and progress in their social skills, behaviour, confidence and self-esteem. ● Positive, sensitive and nurturing relationships with experienced and committed staff enable boarders to trust adults who care for them and benefit from their support and guidance. ● Boarders are positive about their residential experience. A structured activity programme extends and enriches their social experiences and provides opportunities for them to develop their skills and interests. ● Leadership and management of boarding is strong with clear direction provided by the new head of care. Significant improvements are evident since the previous inspection. Monitoring and review are being used effectively as tools for driving forward improvement and enhancing outcomes for boarders.

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The residential provision is good because

● Boarding is an integral part of the school and central in advancing boarders' academic, personal, social and emotional development.

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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 Furness School, 04/02/2014 Page 2 of 10

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Information about this inspection

The school was given three hours notice of the inspection. Both boarding houses were visited. A meal was taken with boarders and evening activities observed in each house. Meetings took place with the head of care, care staff, individual boarders and staff responsible for health and safety and recruitment. Other inspection activity included the observation of the handover between staff and the boarder's daily meeting, and the scrutiny of school policies and records.

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Inspection team

Janet Hunnam Lead social care inspector Inspection Report Furness School, 04/02/2014 Page 3 of 10

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Information about this school

Furness School is a residential and day special school for pupils aged between 11 and 16 years with emotional and social development needs; maintained by Kent County Council. The school is situated in semi-rural surroundings on the outskirts of Swanley, Kent. At the time of the inspection there were 34 pupils on roll, 14 of whom occupy residential places.

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What does the school need to do to improve further?

● include details of the local Runaway and Missing from Home and Care protocols and procedures in the policy and procedures for boarders who leave the site without permission ● ensure records of boarders who are absent without permission include full details of staff action following such an event and details of their return interview ● ensure staff receive up-to-date training in physical intervention ● ensure the effectiveness of sanctions is consistently recorded Inspection Report Furness School, 04/02/2014 Page 4 of 10

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Outcomes for residential pupils Good

Outcomes for residential pupils are good. Boarders speak positively about their residential experience and report they enjoy their time in the residential houses. Their positive experience helps them learn and develop social skills, building their confidence and self-esteem. A parent commented that, 'My son’s self-esteem and self-confidence has increased with him finally seeing good in himself and his abilities.’ A social worker commented that, ‘Boarders present as happy and well-managed which enables them to be successful learners.’

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Outcomes for residential pupils Good

Boarders have strong relationships with staff, who clearly put the needs of boarders and their welfare at the centre of their practice. Within a safe and nurturing environment, boarders develop trust in adults who guide and care for them enabling them to benefit from the support offered by staff. Relations between staff and boarders are warm and friendly with exchanges of good- humoured banter creating an affable, relaxed and calm atmosphere. Relationships between boarders are similarly good-natured and they are learning how to behave appropriately, respectfully and sustain friendships. Boarders make significant personal development and progress in managing their emotions. A boarder commented, ‘I have changed. I’m a lot calmer and staff have helped me a lot with my anger.’ Behaviour is of a high standard.

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Outcomes for residential pupils Good

Boarders report that ‘boarding is fun because the activities are great’. A varied activity programme enables boarders to pursue their personal interests, extend their social experiences and learn how to use their leisure time positively.

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Outcomes for residential pupils Good

The voice of boarders is strong. Numerous opportunities exist for boarders to put forward their views and contribute to community life. Daily house meetings provide a forum for them to review their school day, celebrate achievement together, plan the evening and put forward their view on day-to-day matters. Termly formal house meetings allow boarders to contribute to the operation of boarding in matters that affect them. Recently, boarders have decided how to spend the allocated refurbishment house budget, giving them a real sense of participation and demonstrating that their opinions are valued. A student council for boarders also provides opportunities for elected representatives of boarders to propose ideas and suggestions to senior staff and raise issues of concern. All boarders have regular, individual sessions with their link worker where they can express their views. Surveys during the year allow managers to evaluate

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Outcomes for residential pupils Good

the boarding provision from opinions conveyed by boarders and effect change in response.

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Outcomes for residential pupils Good

Boarders are aware of how to keep themselves fit and healthy. Healthy eating is addressed in house meetings and boarders are aware of the benefits of exercise and choose physical activities as part of their activity programmes. Arrangements for addressing all their health needs are in place and they receive appropriate support for their psychological health through community specialists and the school counsellor.

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Outcomes for residential pupils Good

There is a strong focus on preparing boarders for their next stage on leaving the school. Sensitive planning, well in advance of them leaving, takes into account their specific abilities and vulnerabilities. This allows boarders to develop the skills and capability to cope with their transition. Individual programmes result in boarders increasing their confidence as they extend their skills and become more independent.

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Quality of residential provision and care Good

The quality of the residential provision is good. A stable, experienced and committed staff team provide nurturing, sensitive support and high quality care resulting in boarders making significant progress. A boarder commented, ‘I feel supported. Staff have helped me change. I am much Inspection Report Furness School, 04/02/2014 Page 5 of 10 calmer at home with my family. Staff are good at guiding me but I’ve put the work in myself.’ Effective and cohesive links between care staff and education staff provide boarders with individual support tailored to their needs. Sharing of information ensures consistent support, care and guidance in all areas of school life. New boarders have individual programmes to ensure they have the level of support they require to settle in successfully. Close liaison with parents and carers facilitates this transition.

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Quality of residential provision and care Good

Recently improved care plans identify boarders’ individual needs along with targets and strategies to help them achieve positive outcomes. Regular link working sessions provide opportunities for staff to address issues individually and for boarders to be involved in their care plans.

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Quality of residential provision and care Good

Since the last inspection, the school has increased the budget for activities for boarders resulting in an extended range on offer. Staff structure activity time during the evenings, providing time for boarders to relax using the facilities in each house and to participate in more structured activities both on-site and in the local community. Individual reading time is structured into the activity timetable to provide support for all boarders to develop their skills and support their education outcomes. Boarders also undertake voluntary work in the community. Boarders fully participate in the activity programme. They enjoy their leisure pursuits and are learning the importance of contributing to their community while extending their social skills and experiences.

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Quality of residential provision and care Good

Staff monitor the health of boarders and ensure they receive the appropriate level of health care while parents and carers maintain the lead responsibility for health matters. Boarders have access to an on-site counsellor and staff work closely with external health professionals when necessary. A robust system for the administration of medication, including rigorous monitoring, ensures boarders receive their medication correctly.

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Quality of residential provision and care Good

Boarders enjoy the food on offer, which is healthy and varied. One boarder commented enthusiastically that, 'The food is really nice.' Boarders have input into menu planning within their own houses. Meal times are well-ordered, social occasions. Staff promote healthy eating as part of a healthy living approach, encouraging physical exercise and an understanding of a healthy life style.

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Quality of residential provision and care Good

Accommodation for boarders is spacious and well maintained. A programme of refurbishment is underway to update furnishings and decoration to improve the overall standard of accommodation. Boarders have single bedrooms with en-suite facilities and they personalise their rooms giving them a sense of identity. Communal rooms are comfortable and each house has a well-equipped games room for boarders to relax and have fun together. Bright, colourful displays celebrate boarders’ achievements and provide information about activities.

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Quality of residential provision and care Good

Close communication between care staff and boarders’ families ensures parents and carers are fully informed about their child’s progress and well-being. Boarders are able to easily communicate with their families enabling them to keep in contact with those who are important to them.

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Residential pupils’ safety Good

The arrangements for safeguarding residential pupils are good. Safeguarding boarders is a priority. Managers implement robust recruitment procedures ensuring that only adults who have been checked as being appropriate to work with children are employed. Senior managers are designated to take the lead in child protection. All staff receive child protection and safeguarding training on a regular basis. They are confident in their safeguarding role and alert in recognising causes for concern and taking appropriate action to protect boarders.

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Residential pupils’ safety Good

Boarders reported that they feel safe. Staff take bullying seriously and boarders report that it is Inspection Report Furness School, 04/02/2014 Page 6 of 10 not a problem. Staff are confident in dealing with all aspects of bullying and are proactive in addressing any issues that arise during the school day. A boarder commented, ‘If I am bullied, I tell staff and they sort it out’. A similarly approach is taken toward boarders leaving the school without permission. Clear procedures are in place to respond to such events, including working with the police, but the policy does not include details of the local Runaway and Missing from Home and Care protocols and procedures. Incidents of this nature are not common. However, records of such events are not clear nor is it evident that staff respond positively to boarders on their return.

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Residential pupils’ safety Good

Promoting positive behaviour is a clear strength of the residential provision. The behaviour of boarders towards each other and staff is excellent. Within an ethos of positive reinforcement, clear boundaries and high expectations, boarders demonstrate significant improvement in their behaviour. Boarders are learning to self-regulate their behaviour in a very positive manner.

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Residential pupils’ safety Good

Physical intervention within the houses is extremely rare and there have been no recorded incidents of restraint since the last inspection. Risk assessments recognise the specific vulnerabilities of boarders and individual positive handling plans identify detailed de-escalation strategies to manage challenging behaviour safely. Staff receive training in the use of physical intervention but recent refresher training has not taken place. Staff use sanctions infrequently. When they are imposed it is to underline the notion of boarders taking responsibility for their behaviour. Staff record sanctions in detail but the outcome and effectiveness of the consequence is not consistently recorded which could impact on the efficiency of the monitoring process.

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Residential pupils’ safety Good

Safety of the residential provision is monitored effectively. A range of health and safety checks and fire safety checks are carried out regularly including regular fire drills for boarders.

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Leadership and management of the residential provision Good

The leadership and management of the residential provision is good. A new, experienced head of care is in place and is a member of the school’s senior management team. He has been effective in driving forward practice within boarding resulting in significant improvement in all areas. The aim of boarding is to meet the diverse needs of all boarders to help them achieve their full potential. The residential provision is integrated into the school and is central in advancing boarders’ academic, personal, social and emotional development.

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Leadership and management of the residential provision Good

Experienced, well-trained staff continually strive to enhance the care and welfare of boarders and support the purpose of boarding. Boarders benefit from well-known structures, routines and boundaries, which contribute to them feeling safe. Staff know the boarders and their families very well enabling them to provide highly individualised care, support and guidance to meet boarders’ complex and diverse needs. Staffing levels are sufficient to meet the needs of boarders. All staff receive regular supervision and appraisal.

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Leadership and management of the residential provision Good

The head of care has an accurate and insightful awareness of the strengths and weaknesses of the boarding provision. A detailed action schedule is in place to secure continuous improvement and provide enhanced opportunities for boarders to develop and make progress. A comprehensive system for auditing all aspects of boarding ensures that robust monitoring promotes positive outcomes for boarders. Visits by an independent visitor further underpin monitoring and evaluation of the provision to maintain high standards of care. Development of the boarding provision has a high priority within the school’s development to drive forward improvement.

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Leadership and management of the residential provision Good

There have been no complaints since the last inspection. Meaningful and trusting relationships with staff allow boarders to approach staff with confidence and concerns are dealt with promptly without resort to formal procedures. Clear information is on display for boarders in relation to Inspection Report Furness School, 04/02/2014 Page 7 of 10 who they can talk to outside the staff team if they have concerns. This includes the independent visitor, external agencies and also a representative from Action for Children who visits regularly to secure boarders’ views. In addition to house meetings, the student council and individual link working sessions, managers also seek boarders’ views through surveys. These forums ensure boarders have the opportunity to make a contribution to the boarding community.

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Leadership and management of the residential provision Good

Parents and carers complete surveys to put forward their view of the boarding provision. Feedback from the last survey include the following comments, ‘I couldn’t ask for better staff to look after my son’, ‘He has come so far with his behaviour and education’ and ‘The support my son receives from the staff in house is excellent.’

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Leadership and management of the residential provision Good

Records held by the school are current, accurate and appropriate and are stored securely, ensuring the confidentiality of information. Inspection Report Furness School, 04/02/2014 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 Furness School, 04/02/2014 Page 9 of 10

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School details

Unique reference number 119038 Social care unique reference number SC041787 DfE registration number 886/7034

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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 Maintained Number of boarders on roll 14 Gender of boarders Boys Age range of boarders 11 to 16 Headteacher Ms Jill Howson Date of previous boarding inspection 06/02/2013 Telephone number 01322 662937 Inspection Report Furness School, 04/02/2014 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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