St Bernard's School, Louth

St. Bernard's House, Wood Lane, LOUTH, Lincolnshire, LN11 8RS

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Inspection dates 13/01/2014 to 15/01/2014

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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

● Residential pupils relationships with staff and their peers are very strong. The staff provide a caring and nurturing environment where they can develop and learn. The ethos of the school is one of respect; residential pupils are treated as individuals and their views are sought and acted upon particularly in relation to the wider school and boarding experience. ● The school have good arrangements in place for residential pupils to be safe and protected from harm. Residential pupils say they enjoy staying in the residence. Staff are knowledgeable about procedures to follow if they have any concerns and give high priority to the residential pupils safety. Staff are vigilant and supervision is good so there are no concerns regarding bullying or residential pupils going missing. ● Residential pupils benefit from a multi-agency approach to health with support available from occupational therapy, a speech and language therapist and the children and

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The residential provision is good because

adolescents mental health service (CAMHS). This is a strength and ensures there is an holistic approach to health care. In addition, staff work closely with parents to ensure changing health care needs are identified and met. ● Senior managers provide good leadership and have a clear vision for improvements and development of the residential provision to benefit boarders. This is supported by monitoring visits undertaken by a governor. ● Residential pupils are very well supported to develop independence skills. Pupils are encouraged to take as much responsibility as possible for their own self-care needs. They are supported by staff who respect residential pupil's dignity and privacy. The preparation for transition to adulthood is given high priority and is integrated into the residential experience. Inspection Report St Bernard's School, 13/01/2014 Page 2 of 10

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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 St Bernard's School, 13/01/2014 Page 3 of 10

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Information about this inspection

This inspection was completed following a short notice period of three hours. Time was spent over three days including evenings, a range of records were examined which related to the care provided and meals were taken with the pupils. Discussions were held with members of staff, the senior management team, child protection co-coordinators and the Local Authority Designated Officer. Also health professionals contributed such as CAHMS, speech and language and a transition worker. Discussions were held with individual pupils and parents.

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Inspection team

Lynne Busby Lead social care inspector Inspection Report St Bernard's School, 13/01/2014 Page 4 of 10

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Information about this school

St Bernard's School is a maintained residential special school for 53 pupils aged 2-19 years. Three pupils currently reside at the school during the week and a further 8 at weekends. The residential accommodation is located on the school site within one of 3 buildings and on a single level. The school is located in Louth, a small country town in the rural county of Lincolnshire. The school serves a population of primarily white British young people. The school caters for pupils with complex and severe learning disabilities. The last residential inspection was carried out in March 2013.

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What does the school need to do to improve further?

● ensure the independent visitor is regularly available for residential pupils ● continue to improve supervision and annual appraisal recording ● ensure residential pupils views are recorded such for example following residence meetings Inspection Report St Bernard's School, 13/01/2014 Page 5 of 10

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Outcomes for residential pupils Outstanding

Outcomes for residential pupils are outstanding. Residential pupils benefit from their experience in the residence and the highly individualised support they receive. Residential pupils say they like staying in the residence and being with their friends. This enriches their experience of attending the school.

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Outcomes for residential pupils Outstanding

Residential pupils have built strong positive trusting relationships with staff who provide consistent routines. Staff provide a nurturing environment where residential pupils make exceptional progress in developing their confidence and self-esteem. Parents say they 'appreciate the dedication of staff in providing excellent care for their children'.

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Outcomes for residential pupils Outstanding

Residential pupils feel listened to and are supported to make their views known. There is a range of ways for pupils to give their views. The residence has meetings and staff have discussions with residential pupils. However, these are not recorded and do not fully reflect their opinions. There is school council where representatives can contribute the views from the residence. Staff are skilled in communicating with the residential pupils ensuring their wishes and feelings are listened to. Health professionals say ‘staff value the importance of communication and use an accessible format to seek pupils views’.

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Outcomes for residential pupils Outstanding

There is excellent multi agency-working particular in relation to residential pupils health needs. Specialist services such as speech and language therapy, occupational therapy and CAMHS are available and work closely with the school. This ensures residential pupils health needs are quickly assessed and met. All professionals say that there is good communication and they are impressed with the standard of care.

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Outcomes for residential pupils Outstanding

Residential pupils are involved in charity events such as filling christmas boxes for other children. This helps them develop an understanding of others and valuing and respecting difference. Residential pupils are expected to undertake tasks depending on their ability such as washing, dressing and brushing their hair. This helps develop skills for life.

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Outcomes for residential pupils Outstanding

The approach to developing independence is an integral part of the residential experience. Residential pupils are encouraged to take as much responsibility as possible for their personal care and staff support them well. The school has a positive investment in the transition to adulthood with excellent support for the residential pupils and families. The transition worker supports pupils in finding work placements and colleges. This gives residential pupils valuable opportunities to find placements and attend further education.

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Quality of residential provision and care Good

The quality of the residential provision is good. Pupil's introduction to the residence is planned and all necessary information about the residential pupil's needs are sought. This helps staff plan and prepare for residential pupils stay and helps them feel settled.

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Quality of residential provision and care Good

The placement planning for residential pupils is good. Plans outline residential pupils needs and are highly individualised and incorporate daily routines which promotes consistent care. There are risk assessments which clearly identify specific areas of need such as epilepsy. These are regularly updated which reflect the changing needs of the residential pupil. Plans include religious and cultural needs and are positively addressed by staff. The plans are completed with parents and include residential pupils views. Residential pupils have formed relaxed and trusting relationships with the staff. Staff recognise residential pupils uniqueness and provide care in line with their needs. Inspection Report St Bernard's School, 13/01/2014 Page 6 of 10 Education and residential staff work closely together with good communication which ensures there is a seamless transition between the two. This is particularly valuable in supporting

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Quality of residential provision and care Good

residential pupils to meet their learning targets through individualised activities.

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Quality of residential provision and care Good

Residential pupils benefit from a wide range of activities that they like to participate in such as swimming, bowling and trips in the wider community. Residential pupils also have opportunities to experience different food, religion, music and cultures. These activities enhance boarding pupils life experiences and builds confidence and promotes friendships. Parents say that their children have 'built up a stronger rapport with peers which have developed their socialisation skills and helped develop friendships'.

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Quality of residential provision and care Good

Pupils health needs are well met. Residential pupils are provided with well-balanced meals and they are encouraged to make healthy choices. Special dietary needs are catered for. They also enjoy being fully involved in cooking and baking and staff say 'there is a sense of accomplishment when residential pupils have helped shop, prepare and cook meals'. There are effective health care arrangements in place to help maintain their physical, emotional and psychological health. Staff work closely with parents to ensure they are up-to-date with health needs. Medication is administered and stored safely and provides an accountable system.

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Quality of residential provision and care Good

Residential pupils needs are well met in the accommodation provided. There is an improvement programme in place for the development of the residence which includes additional bedrooms. All residential pupils have their own room and can bring things in from home to personalise their space during their stay. There is communal space including a lounge and large dining room where residential pupils can relax.

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Residential pupils’ safety Good

The school makes good provision for safeguarding residential pupils. Residential pupils are happy and settled and feel safe and secure in the residence. Parents say their children are kept safe. Staff are trained in safeguarding and have a clear understanding of the procedures to follow should they have any concerns. Safeguarding practices are strong and there is good communication with the Local Authority Designated Officer who will offer guidance and advice if required. The child protection procedures have been updated and include signs and indicators of abuse and are available to staff. There is no bullying in the residence although at times pupils do argue which is part of group living but staff offer good supervision and residential pupils are diverted to other activities.

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Residential pupils’ safety Good

Residential pupils never go missing but staff have a good understanding of their vulnerability, especially when out on trips. Staff are aware of the procedure to follow and there are clear protocols in place.

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Residential pupils’ safety Good

Residential pupils benefit from a consistent approach to managing behaviour. Staff have a sound understanding of residential pupils differing needs. Staff are trained in behaviour management techniques and this includes restraint. However, this is rarely used and the residence previously had a safe space which was used for calming residential pupils but this now been removed. Currently the residential pupils do not require any physical interventions and sanctions are rarely used as alternative strategies are used to promote positive behaviour. The recording of sanctions and restraints has been updated and include the type of hold used from and the views of pupils are recorded. This ensures records are robust and gives pupils an opportunity to give their opinions.

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Residential pupils’ safety Good

Residential pupils have varying needs and some have limited awareness of danger and staff ensure the environment is safe. There are risk assessments in place that identify possible Inspection Report St Bernard's School, 13/01/2014 Page 7 of 10 hazards. As a consequence staff are alerted to how risks may be minimised. Fire checks and evacuations are regularly undertaken and the residential pupils clearly know the procedures should this occur.

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Residential pupils’ safety Good

Residential pupils are protected through the safer recruitment practices which are in place. The school carries out recruitment checks and this includes verification of references before staff start. There is good practice in place for checking and supervising visitors to the school.

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Leadership and management of the residential provision Good

The management and organisation of the school and residence is good. The executive head teacher has a clear development plan to improve the school which has realistic targets. The residence is well run and staff are committed to making improvements and maximising opportunities for residential pupils to develop and progress. Residential staff are working closely with teaching staff to provide a 24-hour curriculum.

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Leadership and management of the residential provision Good

Residential pupils needs are met through the provision of sufficient staff who are qualified and experienced. Staff have good opportunities to attend training for core areas such as child protection, first aid and behaviour management. However, staff have requested specialist training such as autism. This has been arranged in the training programme. This ensures they have up- to-date skills and knowledge to meet individual needs. Staff are supported through supervision and the head of care is reviewing the recording of these and annual appraisals. These improvements are to provide staff with opportunities to discuss and reflect practice issues and record how well staff support residential pupils.

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Leadership and management of the residential provision Good

The school has strong links with partnership agencies particularly with health and care professionals. There is good communication with parents who say 'we have every faith in the staff and they keep us well informed'.

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Leadership and management of the residential provision Good

Equality and Diversity is good. Parents say that staff are 'respectful of the children and they promote their identity'. Staff ensure there are no barriers for residential pupils to participate in activities both within the school and the wider community. This enhances opportunities to broaden experiences. Residential pupils views are sought and their views are taken seriously and used in the development of the school. There is an independent advocate who visits the school but these visits are sporadic. Consequently, residential pupils do not have an opportunity to have regular contact so they can raise concerns if they wish.

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Leadership and management of the residential provision Good

The school has a good range of information including a Statement of Purpose which provides stakeholders with information about the aims and purpose of the school and residence. Policies and procedures are updated and shared with staff.

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Leadership and management of the residential provision Good

The school is visited by a designated governor as part of the quality monitoring process and a report is produced. The report identifies areas for improvement and these are acted upon by the head teacher. The school have addressed all requirements from the previous inspection and good practice has been sustained. Inspection Report St Bernard's School, 13/01/2014 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 St Bernard's School, 13/01/2014 Page 9 of 10

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School details

Unique reference number 120761 Social care unique reference number SC065118 DfE registration number 925/7025

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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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Age range of boarders

Headteacher Mrs Leanda Mason Date of previous boarding inspection 14/03/2013 Telephone number 01507 603 776 Email address stbernards@lwf.lincs.sch.uk Inspection Report St Bernard's School, 13/01/2014 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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Age range of boarders

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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Age range of boarders

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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Age range of boarders

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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Age range of boarders

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Age range of boarders

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

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