Kings Mill School

Kings Mill School, Victoria Road, DRIFFIELD, North Humberside, YO25 6UG

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Inspection dates 10/03/2014 to 12/03/2014

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Overall effectiveness Good 2

Outcomes for residential pupils Outstanding 1 Quality of residential provision and care Outstanding 1 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 enjoy excellent relationships with staff who provide a nurturing, caring and fun environment in the residential unit. ● Residential pupils make exceptional progress in their social lives as a result of their experiences in the residential unit. They learn how to behave appropriately and to respect their peers. ● Residential pupils are cared for by staff who have been trained in safeguarding. Robust recruitment and selection procedures ensure that only those adults who are suitable to work with the pupils are appointed to a post at the school. ● The residential unit is exceptionally well maintained, comfortably furnished throughout and provides the pupils with a homely environment where they can enjoy their stay and engage in a wide range of stimulating activities. ● Care staff work in partnership with academic colleagues to enhance the opportunities for pupils to achieve their educational potential.

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The residential provision is good because

● The senior management team supported by a strong governing body show a positive commitment to driving forward improvements to enhance the care and welfare of the pupils. Some areas requiring improvement have been identified and these relate to, equipment maintenance, increasing awareness among staff of key policies, recording information and monitoring the quality of records.

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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 King's Mill School, 10/03/2014 Page 2 of 10

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Information about this inspection

The Headteacher was contacted by telephone on day one at 9.00am to inform about the inspection of the residential unit at the school to commence at 12.00 noon. Inspection activities included: an assessment of the premises of the residential provision; eating meals with residential pupils and holding discussions with them; observing interactions between the residential staff and residential pupils; meeting with a group of parents; a group meeting with residential care staff; meeting with governors, the head of care, the Headteacher and school nurse; The examination of key policies, records and care plans.

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Inspection team

Michael McCleave Lead social care inspector Inspection Report King's Mill School, 10/03/2014 Page 3 of 10

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Information about this school

King's Mill School is a local authority maintained residential special school. The school provides education for up to 80 children aged two to 19 years, who have a range of learning disabilities and autism.

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Information about this school

The school has a separate residential facility on site. Currently 43 pupils use the residential facility. Up to 12 pupils can stay at the residential facility each night but this number is usually lower. Pupils stay at the residence one or two nights per week on a regular basis. Some pupils also stay at weekends or for part of the school holidays.

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What does the school need to do to improve further?

● ensure that the facilities provided are maintained to a standard so far as is reasonably practical to ensure health and safety considerations, in particular the play slide. ● ensure that the monitoring of records for quality is improved ensuring that all records are appropriately signed in order to verify the authenticity of the information. ● ensure that when a restraint is used information is recorded to confirm that a discussion has taken place between the staff and children giving details of the why restraint was used. Inspection Report King's Mill School, 10/03/2014 Page 4 of 10

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Outcomes for residential pupils Outstanding

Residential pupils develop very strong social relationships with their peers and they significantly improve their self-esteem and confidence as a result of the residential experience. For example, some pupils who previously attended mainstream school lacked confidence and self-worth. Since their admission to the school and staying at the residential unit, pupils have developed into friendly confident young people. They are described by the head of care as having 'blossomed and the change in their personalities is remarkable.' The residential experience enables them to live in a caring social community where they develop trust in each other. Friendships have flourished and a strong bond has developed between the pupils. They enjoy their time in the residential unit and feel comfortable in the safe surroundings of the wider school. Residential pupils show an exceptional improvement in confidence as a result of their active participation in

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Outcomes for residential pupils Outstanding

activities such as outward bound where they learn how to kayak, mountain climbing skills, camping, team work and field craft. Disability is not a limitation to their participation in such physical and demanding activities. This is an excellent example of equality and diversity.

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Outcomes for residential pupils Outstanding

The behaviour of the residential pupils improves significantly during their time at the residential unit. Through the patience and calm approach taken by staff, the residential pupils have over time, learned how to modify the way they respond to situations in which they previously reacted with anger and frustration. Residential pupils feel valued by staff and it is evident that they have developed a more tolerant understanding of their peers and other adults. They learn about acceptable behaviour in public settings. They respond well to the care and guidance of the staff. Staff said, 'We want the children to have a well rounded understanding of social behaviour so as to enable them to be like any other child out in public' and 'we are proud of the children especially when we receive compliments from members of the public.' A residential pupil described the unit as a 'happy place where everyone gets on well.'

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Outcomes for residential pupils Outstanding

Pupils are actively involved in the life of the school through the student council. This body contributes to decisions about a wide range of activities. Their views are taken seriously by the school. For example, pupils are actively involved in the selection process for new staff. The most recent being the appointment of the new Headteacher. This promotes their sense of responsibility and ownership in the life of the school.

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Outcomes for residential pupils Outstanding

The residential pupils are encouraged to take an interest in their health and fitness. They regularly go swimming, take part in walks in the countryside on evenings and weekends, us the climbing wall, attend the gym and take part inball games and cycling. The nurse based at the school ensures that the healthcare arrangements are highly effective in promoting and maintaining the physical, emotional and psychological health of the residential pupils. Through their residential experience, pupils learn important personal skills. Parents are very positive about the impact of the residential unit on their children. One pointed out, 'My child has become a little more independent and can do things for himself such as washing himself and eating properly at the table.' By the time residential pupils leave the school they have learned significant life skills that enhances their ability to cope with the world of work, further training or

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Quality of residential provision and care Outstanding

The quality of residential care is outstanding.

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Quality of residential provision and care Outstanding

The care provided to the residential pupils is of a high standard and each pupil has access to an experienced team of care staff who are known to them. The staff are responsible for the pastoral care of the pupils. This means that the pupils are able to share their personal thoughts and any Inspection Report King's Mill School, 10/03/2014 Page 5 of 10 concerns at anytime in the full knowledge that they will be listened to. The care staff demonstrate a positive enthusiasm for their work in the residential unit. They are very active in supporting the residential pupils to enjoy life at the school.

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Quality of residential provision and care Outstanding

All admissions to the residential unit are carried out with utmost sensitivity and careful planning involving the parents and the child. Staff carry out a detailed assessment to ensure that the prospective residential pupil will fit in with the other pupils who use the unit. This is to ensure that the pupil can gain the maximum experience from the resources of the residential unit.

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Quality of residential provision and care Outstanding

Care plans and case file information is informative, and detailed, focussing on safeguarding, raising self-confidence, promoting diversity and independence skills on an individualised basis. A positive strength of the school is the seamless service between the residential unit and school. Staff both care and teaching, consistently aim high for pupils to achieve their best. The recording of a pupil's progress is clearly evident in the care plans and these identify the range of targets to be met. The partnership approach between care and teaching staff provides consistency for pupils. This supports their personal and academic development. Residential pupils’ achievements are celebrated throughout the school with a range of certificates, photographs and examples of paintings and other work on display. Staff are knowledgeable about individual pupil’s needs, and the provision of residential care is effectively organised to complement the achievements of the

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Quality of residential provision and care Outstanding

The residential pupils enjoy an extensive range of activities that enables them to develop their confidence and team work skills. For example, some pupils have been active participants at an outward bound centre in the Lake District. They take part in physical activities that not only promote fitness, but additionally, teaches the pupils team work and leadership skills. For example, through activities such as rock climbing, fell walking, swimming, map reading and camping. The culture of the residential unit and school is one that promotes and actively encourages pupils to fulfil their potential. Staff create a nurturing environment where pupils are encouraged to do their best within their capabilities. The school has an ethos of valuing pupils and this creates a culture of respect. The development of self-esteem and self-worth in all pupils is strongly and actively promoted.

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Quality of residential provision and care Outstanding

All health needs are appropriately met. A qualified nurse based at the school ensures that any medical needs can be provided in-house or from wider health services. Medicines are stored securely and administered by trained staff. The prescribed medication system is robust and the nurse ensures that high standards of medicines administration are maintained.

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Quality of residential provision and care Outstanding

The residential accommodation provides the pupils with a safe and comfortable environment to enjoy their stay. Bedrooms are very comfortably furnished and suitably equipped with appropriate appliances to meet any disability needs. The quality of accommodation provided for the residential pupils is high and they are clean and hygienically maintained. A comfortable lounge enables the residential pupils to meet socially and to relax after school time. There is an extensive range of information depicted on walls showing achievements of pupils in various activities, celebration of festivities from different cultures, pictures and paintings of the pupils depicting the winter Olympics. The residential facilities are of a high standard.

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Quality of residential provision and care Outstanding

The meals provided are aimed at encouraging healthy eating among the pupils. The quality of meals is excellent with a choice of salads, meat or vegetarian option if preferred. All special diets are met by the experienced catering team. The high standards of meals provided support the aim of encouraging a healthy lifestyle.

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Quality of residential provision and care Outstanding

Parents are very pleased with the quality of care provided for their children. One parent summed up the views of all parents by describing the residential unit as unit as an extension of their families. School governors said, 'The residential unit is the jewel in the crown of the school' and Inspection Report King's Mill School, 10/03/2014 Page 6 of 10 'the benefits of the children attending the residential unit are tremendous.'

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Residential pupils’ safety Good

The safety of the residential pupils is good.

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Residential pupils’ safety Good

The safety of all the pupils is taken seriously by the school. Robust recruitment and selection procedures are followed to ensure that only staff who are suitable to work with residential pupils are appointed. All required checks are undertaken before a staff member begins work. This ensures pupils are protected.. All staff have been appropriately trained in safeguarding. They have a clear understanding of their responsibilities to ensure that the residential pupils are cared for in a safe environment.

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Residential pupils’ safety Good

There are clear risk management systems in place for the buildings and grounds. Residential pupils are kept safe through robust checks on all fire-safety equipment and through regular practice of fire evacuation procedures. Risk assessments for pupils clearly define their vulnerabilities and identify strategies to minimise the risks to pupils safety and welfare. The safety of the pupils is enhanced through the extensive checks carried out on all domestic, electrical and gas appliances.

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Residential pupils’ safety Good

Residential pupils say that bullying is not an issue. However, if any bullying issues are identified, the staff act quickly. Bullying in any form, is not tolerated. Residential pupils are confident that any concerns they report to staff will be acted upon. There have been no instances of pupils going missing.

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Residential pupils’ safety Good

All staff are trained in behaviour management. They use positive behaviour strategies to manage with any disruptive behaviour. For example, staff maintain a calm environment and they respond to any tensions between the pupils adopting a friendly non confrontational approach. Restraint is rarely used within the residential unit and staff are competent in using de-escalation techniques to manage any behaviours effectively. Where a form of restraint is used staff always have a de- brief discussion of the event. However, the restraint log does not always indicate that a discussion takes place between staff and where appropriate the pupil concerned about the actions taken. This is a shortfall in recording information. Sanctions are rarely applied. Staff have a clear understanding of their responsibility to keep the residential pupils safe.

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Leadership and management of the residential provision Good

The residential facility is competently managed by a head of care supported by two senior staff. The management team demonstrate a strong commitment to excellence in the operations of the residential unit. The statement of the principles and ethos of the school have a positive emphasis on the value of the residential unit as an integral part of the whole school. There is an open culture encouraged by managers where everyone has a stake in the success of the school and all views are welcome.

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Leadership and management of the residential provision Good

The performance monitoring of the residential unit is conducted by the head of care and this informs the Headteacher's annual report to the board of governors. There are strong links between the care and teaching staff and this contributes positively to the achievements of the pupils. The Headteacher is positive about the need to continually review services with a view to improved outcomes for the pupils. For example, the appointment of a full time nurse based at the school. This has significantly enhanced the health care of the pupils.

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Leadership and management of the residential provision Good

Staff are well managed and they demonstrate a professional commitment to their work. There are always sufficient staff available at all times to ensure the efficient operation of the unit and to Inspection Report King's Mill School, 10/03/2014 Page 7 of 10 meet the care needs of the residential pupils. All staff are trained to the required level in order to carry out their roles and responsibilities. The management of the school is committed to ensuring staff are supported to develop their skills through regular supervision and training.

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Leadership and management of the residential provision Good

Case records are generally well maintained. However, management scrutiny of some records could be improved. For example, not all records are signed by care staff thereby making authenticity of these records difficult to verify. This does not impact directly on the high quality of care provided to the residential pupils.

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Leadership and management of the residential provision Good

The residential unit is seen as integral to the whole school and plays an important role in the overall aim of encouraging pupils to achieve their potential both socially and educationally. There is a commitment to continuous improvement. This is demonstrated in the way that the areas identified for improvement from the last inspection have been completed. For example, the development of plans as the pupils prepare to leave the school; development of improved risk assessments; providing governors with safeguarding training and a review and updating of policies and procedures.

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Leadership and management of the residential provision Good

The residential pupils have an input to the decisions that affect their stay in the unit. For example, in the provision of new mirrors in the girls toilets following a request from female pupils. The governors are active in supporting the school. They undertake unannounced visits at least every half term to monitor the management and operations of the residential unit. This external scrutiny identifies strengths and areas for development that are acted upon thereby enhancing the quality of care for pupils.

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Leadership and management of the residential provision Good

The school has developed positive relationships with parents who trust the staff to care for their children. The local authority and governors strongly identify with the ethos of the school and support the Headteacher in the pursuit of excellence.

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Leadership and management of the residential provision Good

The Headteacher demonstrates a strong commitment to the work of the residential unit describing how it contributes positively to the whole school experience for pupils. The Headteacher said, 'I see huge benefits for the pupils attending the residential unit.' Inspection Report King's Mill School, 10/03/2014 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 King's Mill School, 10/03/2014 Page 9 of 10

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School details

Unique reference number 118144 Social care unique reference number SC055984 DfE registration number 811/7016

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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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Number of boarders on roll

Gender of boarders Mixed Age range of boarders 2 to 19 Headteacher Mrs Gail Lawton Date of previous boarding inspection 28/06/2012 Telephone number 01377 253 375 Email address kingsmill.specialschool@eastriding.gov.uk Inspection Report King's Mill School, 10/03/2014 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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Number of boarders on roll

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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Number of boarders on roll

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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Number of boarders on roll

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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Number of boarders on roll

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Number of boarders on roll

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

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