Greenbank SchoolOfsted inspection, 17 Nov 2014

Greenbank Lane, Hartford, Northwich, Cheshire, CW8 1LD

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Inspection dates 17/11/2014 to 20/11/2014

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Overall effectiveness Outstanding 1

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

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The residential provision is outstanding because

● Residential pupils enjoy and look forward to being residence. The care they receive is outstanding. A dedicated, stable staff team who have worked together for some years have the knowledge and skills to deliver individualised and sensitive care to pupils with diverse and complex needs. As they journey through the school towards greater independence, they benefit by achieving improved personal, educational, social and emotional outcomes. ● Residential pupils are cared for in an environment where they feel safe and are kept safe. They develop strong, trusting relationships with the staff who care for them and friendships with peers which aids their socialisation. Achievement is celebrated and the promotion of equality and diversity is excellent. This gives residential pupils greater confidence in themselves as their self-esteem and resilience increases, resulting in them developing excellent social and inter-personal skills.

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The residential provision is outstanding because

● Residential pupils live in an inclusive environment where disability is not accepted as a barrier to them experiencing a full, enriching lifestyle. Aspirations for them are high. This is reflected in the activity programme which focusses on integrating pupils into community based life and the recreational activities that go with it. Regular consultation takes place which captures the views, thoughts and opinions of pupils. This provides them with opportunities to make genuine choices and contribute positively to life in the residential provision. ● Maximising potential to encourage and support residential pupils to become more independent, underpins the ethos, culture and working practices adopted by the residential provision. This links effectively into the school's 24 hour curriculum. As pupils mature and grow, they develop practical skills which as well as aiding them on a personal level, gives them opportunities to achieve as the gain nationally recognised awards.

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The residential provision is outstanding because

● The school and the residential provision are well integrated. The management team work together in their shared desire for continued improvement. There is an ability to critically Inspection Report Greenbank Residential School, 17/11/2014 Page 2 of 11 evaluate practice and a willingness to take steps to improve it. Strong working relationships with external agencies are in place, with advice sought and acted on regularly. As a result, changes and adjustments are made with the sole intention of achieving improved outcomes for its pupils. ● A strength of the school and its residential provision is its ability to look at ways for continued development. Two areas have been identified during the inspection as areas where further improvement could be made. The first is in developing further, the section contained in residential pupils care plans that addresses cultural and religious needs. The second links to improving the way sensitive information is retained. It should be noted

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The residential provision is outstanding because

that neither of these areas have impacted negatively with the inspection, or had any detrimental effect on pupils.

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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 Greenbank Residential School, 17/11/2014 Page 3 of 11

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Information about this inspection

The inspection of the residential provision commenced three hours after notice was given to the school. The inspector met with: residential pupils, the headteacher, residential manager, senior residential staff, residential care staff, visiting nurse co-ordinator and spoke with the chair of governors, safeguarding governors, Safeguarding Children's education Officer and parents. Inspection activities included: a tour of the premises; observation of activities, meal times and residential routines: and examination of policies, records, monitoring reports and a number of discussions with staff from the school and other external sources.

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Inspection team

Graham Robinson Lead social care inspector Inspection Report Greenbank Residential School, 17/11/2014 Page 4 of 11

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Information about this school

This Residential Special School is a local authority maintained school for the education of children with special needs aged from 11 to 18 years of age. The school offers day and residential provision for pupils who may have a moderate and severe learning difficulties and language and communication difficulties, including autistic spectrum disorder.

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Information about this school

The residential facility provides care and support for 62 young people, two thirds of the total pupil population. A maximum of 24 young people can stay each night. There is also some capacity for young people to have an extended stay and return home to sleep. Each young person has an individual short break package and mainly 'sleep over' for one or two midweek nights in term time only. A small number of children can also stay during the weekends when the residential facility is open.

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Information about this school

The school buildings are purpose built and are situated in their own grounds on a large education campus of other schools and a college of further education. The school is near to local leisure and shopping facilities.

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Information about this school

The previous inspection of the residential provision took place in May 2013.

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What does the school need to do to improve further?

● expand the cultural and religious requirements section of residential pupils care plans to more accurately reflect the work that is on-going in this area ● improve the current systems for the retention and storage of sensitive information. Inspection Report Greenbank Residential School, 17/11/2014 Page 5 of 11

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Outcomes for residential pupils Outstanding

The outcomes for residential pupils are outstanding. The residential provision is organised effectively to form an important component of the schools 24 hour curriculum. For example, in the phased development of life-skills, leading to pupils attaining recognised awards through the participation of this curriculum and in the way activities are arranged to integrate pupils into the community. This allows them to develop their social skills and interaction.

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Outcomes for residential pupils Outstanding

Residential pupils are looked after by a highly motivated and dedicated residential staff team who have worked together for a number of years, with few changes. This results in strong bonds of trust developing between the pupils, their parents and staff. Strong, positive relationships develop which contribute significantly to pupils prospering socially, emotionally, physically and educationally.

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Outcomes for residential pupils Outstanding

All parents spoken with support this view with one encapsulating the views of others by stating; `My son would not be where he is now without resi. When he first came to the school he was withdrawn and had no friends. This has been a key part in his life and development. It’s a safe, structured environment. Staff have exceptional knowledge of autism. They have worked in developing his independence skills and he does things I could not get him to do. He has developed a healthy social network of friends and places to go.'

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Outcomes for residential pupils Outstanding

Personal development, increasing social skills and making choices are areas that are promoted positively. A high proportion of the organised activities are community based and aim to integrate residential pupils into community life and expand their social contacts. For example, one pupil spoke with pride about his achievements in football at county level and another described how by attending a youth club, he has now got a girlfriend.

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Outcomes for residential pupils Outstanding

Consultation between staff and residential pupils is an area of strength and is built into the working practices of the residential provision. For example, when pupils are met by residential staff as school finishes, they go to their particular place of residence, sit down, share refreshments and discuss the day and evening ahead. Pupils make choices about a range of things including what they are going to eat.

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Outcomes for residential pupils Outstanding

More formal forums exist for consultation, such as the residential council where elected pupils represent the views of others and advocate on their behalf. Here views are listened to and changes are made as a result of requests made by pupils. For example, following the most recent meeting held earlier in the term, a movie club has been established, Bonfire night was celebrated and hair, beauty and make up sessions have been introduced following requests from female pupils who felt some activities were too boisterous. Members of the council take great pride in representing others and take their duties seriously. This gives them a sense of purpose, feelings of worth and responsibility, as well as demonstrating that their views and opinions do matter and are valued.

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Outcomes for residential pupils Outstanding

Residential pupils live in a calm, well-ordered and safe environment. The behaviour of residential pupils at all times was observed as excellent. People treat each other with courtesy and in a friendly manner, with differences and individuality fully respected. Pupils confirm they look forward to being in residence and feel safe when they are. This is underlined by one residential pupil who wrote; `I do feel safe at residential and my belongings are safe'.

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Outcomes for residential pupils Outstanding

Developing life-skills and being more independent is at the centre of the residential provision's function. There is planned progression regarding the organisation of the residential apartments ranging from younger pupils receiving appropriate support, through to sixth formers living almost Inspection Report Greenbank Residential School, 17/11/2014 Page 6 of 11 independently, with oversight from staff. Pupils gain recognised national awards as they master a variety of skills, become more independent and develop greater confidence in their own abilities.

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Outcomes for residential pupils Outstanding

This is recognised and appreciated by pupils and their parents. For example, one pupil when speaking about becoming more independent says; ``I love it here and I am becoming more skilful.' Another, older pupil stated that; `being in residence has helped me a lot. I do things here like cooking and shopping that I don’t do at home. I am due to leave soon and although I don't want to, I am much more confident in myself and know I will be alright.' A parent observed about their son that; `his confidence has come on in leaps and bounds. He is far more independent.'

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Quality of residential provision and care Outstanding

Residential pupils receive an outstanding quality of care. Appropriate matching takes place regarding the groupings of pupils accommodated, which are flexible to meet their needs. Induction of pupils into the provision is carefully orchestrated, with all pupils phased into residency over a period of time. Since the previous inspection, the whole induction and information process for pupils and parents regarding residency, has been revised and improved. For example, with the introduction of open nights for pupils and their parents and with the distribution of a newly created information pack. The school has also made its own DVD which supplements the presentation and information given out during the evening. This is seen as an outstanding development in providing parents and pupils with more information. This demonstrates the schools capacity to review and improve well established practices.

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Quality of residential provision and care Outstanding

Residential pupils prosper and thrive in a safe, supportive and nurturing environment. Individual needs are clearly identified along with the plans and strategies put into place to address them. Assessments of risk identify vulnerability. Both care plans and risk assessments are revised and updated regularly, which keeps them current. When read collectively, these high quality documents give an excellent insight into the journey being undertaken by residential pupils, along with their achievements and successes. Pupils cultural, religious and identity needs are reflected in range of records that are maintained on a daily basis. However, the specific section covering these areas in pupils care plans, fails to evidence the full range of on-going work that is currently taking place.

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Quality of residential provision and care Outstanding

The health needs of residential pupils are being promoted positively. All appropriate health information supplied by parents transfers into each residential pupils care plan and if necessary, risk assessments. Any specific health issues a pupil may have are reflected in an individualised health plan. These plans are revised and updated regularly. The school has excellent links with the nurse co-ordinator who visits regularly to oversee the general health needs of all pupils. Recently, residential staff have worked with the schools own speech and language specialists to produce a number of information leaflets for pupils in formats they can understand. One particular outstanding example centres on feminine hygiene.

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Quality of residential provision and care Outstanding

Promoting a healthy lifestyle forms a vital core of the residential experience. For example, general health and fitness levels are addressed with pupils participating in a wide range of group activities, individual interests and leisure pursuits. Care is taken to produce nutritional and well balanced menus, with any specific dietary needs being fully catered for. Residential pupils views are gathered when planning menus and pupils have choices available to them for each meal. Pupils are encouraged to try unfamiliar foods, appreciate different cultures and try international cuisine. Festivals and religious events celebrated. Feedback from residential pupils regarding the choice, quality and quantity of food served is positive.

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Quality of residential provision and care Outstanding

Recently, significant improvements have been made to the residential accommodation. For example, all windows have been replaced with modern, double glazed units and new beds have replaced those that were being used when the previous inspection took place. The state of repair, Inspection Report Greenbank Residential School, 17/11/2014 Page 7 of 11 along with the overall quality of décor, furnishings, fixtures, fittings and equipment is excellent. Pupils are comfortable and at ease in an environment that is conducive to meeting their needs. Although the occupancy of beds can change from night to night, staff are diligent in ensuring that rooms are personalised as much as possible so that pupils feel comfortable. This is achieved with posters, photographs, bedding and by encouraging pupils to bring certain personal possessions with them.

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Quality of residential provision and care Outstanding

The excellent relationships and strong bonds of trust that develop between staff, parents and pupils reflect the ethos, culture and working practices on which the residential provision operates. Individuality and varying cultures are fully accepted into a highly integrated society. This is appreciated by pupils who enjoy their time in residence. One pupil summed this feeling up by saying; `Resi is fantastic. I have learnt to get on with others much better and I have more interests. The staff are great. They care for us. It is outstanding.'

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Quality of residential provision and care Outstanding

Feedback from parents regarding the quality of care is consistently positive. They acknowledge the extra effort staff make to ensure the best is available for their child, with disability not viewed as a barrier to stopping any pupil from engaging in a full, active and fulfilling lifestyle. As one parent says; `Staff go that extra mile , they are dedicated which is shown in the way they are prepared to give up their own time to improve things for pupils. For example in the way they raise funds which are put towards improving the range and quality of activities.'

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Residential pupils’ safety Outstanding

The arrangements to keep residential pupils safe continue to be outstanding. The experienced staff group refresh their safeguarding training regularly and can demonstrate a full understanding of their role and responsibilities in keeping young people safe. Excellent links with the external agencies tasked with keeping children safe are maintained. For example, safeguarding professionals visit and check the schools safeguarding procedures on a regular basis. Policies and procedures are updated regularly to keep track of change. The school has been invited to look at the way sensitive information is retained and stored. This is linked to one incident only and has had no detrimental effect on pupils safety. Neither is it a reflection of the overall standard of record keeping, which is of a high standard.

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Residential pupils’ safety Outstanding

No concerns about bullying were shared either by parents or residential pupils. Bullying for them is not a live issue in residency. Staff are sensitive and alert to bullying and intervene quickly if a situation should arise. For example, staff intervened in a conversation between two residents, one who had much better verbal skills than the other. The intervention worked with both pupils being able to put forward their own view-point to their own satisfaction.

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Residential pupils’ safety Outstanding

Behaviour management in the residential provision is well managed. Incidents of difficult behaviour are rare. This is reflected in the records which show that minimal sanctions have been implemented since the previous inspection. This underlines the non-punitive and pro-active approach to behaviour management adopted. Incidents of pupils having to be restrained whilst resident are also rare, and pupils going missing does not feature in the history of the residential provision. Behaviour, tolerance and respect for each other is regular feature of life for residential pupils.

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Residential pupils’ safety Outstanding

An area of significant improvement since the previous inspection is in the systems now in place to clear staff. All residential staff now have an up-to-date enhanced clearance, with all longer serving staff being re-checked every 3 years. This coupled with the robust recruitment procedures in place for new staff, ensures pupils are only being looked after by people who have been suitably checked.

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Residential pupils’ safety Outstanding

Residential pupils are protected with a range of risk assessments that identify hazards both in and Inspection Report Greenbank Residential School, 17/11/2014 Page 8 of 11 away from the school campus. Pupils participate in regular fire drills which allows them to exit the building safely, when necessary. Checks to maintain a safe environment are on-going, with appropriate service contracts in place to ensure equipment is well maintained and safe. Pupils individual risk assessments, coupled with coping strategies, promote a safer environment for all. Individual strategies are updated as required, based on each pupils identified risk, progress and changing needs.

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Leadership and management of the residential provision Outstanding

Since the previous inspection, the residential manager's post has become permanent and she has completed some professional training and is about to complete more. She is well supported by a staff team who she has worked with over a number of years. The links between the residential provision and the school are noted has having improved by some parents, since the headtacher and residential manager took up their posts. There is an effective working relationship between the two who share the same passion for continued development.

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Leadership and management of the residential provision Outstanding

This is reflected in a range of new initiatives and improvements made in the residential provision since the previous inspection. This includes specific training for staff, followed with the creation of a new information leaflet warning against the dangers of cyber and internet bullying. This was shared with pupils and then with parents who received this and other information during a specially convened evening for parents. This initiative is a demonstration of how the school continues to look for ways to improve practice and in this case, pupils safety, through a series of events planned to update people and keep them alert to the constant changes and dangers facing them today. This is deemed as an outstanding example.

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Leadership and management of the residential provision Outstanding

Residential staff acknowledge the excellent support they receive from senior staff through regular meetings, supervision, appraisal and the high levels of daily communication that take place consistently. Achieving professional qualifications is an area where significant progress has been made since the previous inspection. For example, once three staff complete their current training early next year, all residential staff will hold a professional qualification. This and the on-going core staff training programme helps to ensure that residential staff possess the necessary competences and skills to effectively meet the diverse needs of the pupils they care for.

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Leadership and management of the residential provision Outstanding

The arrangements for monitoring the residential provision is another area of improvement. In addition to the well established monitoring visits undertaken by school governors who have no direct input to daily life in the school, the senior management team has introduced learning walks into the residential provision. These are supplementary monitoring events. The reports from these and the governors visits, along with the monitoring undertaken by the residential manager, are used effectively to improve practice. For example, reports review performance and identify areas for improvements, which are used for future planning. Residential pupils contribute to the monitoring process and can discuss their views.

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Leadership and management of the residential provision Outstanding

The residential provision is popular with both parents and pupils, who live in an environment that is safe, supportive and child-centred. The experiences pupils have when in residence not only provide enjoyment, but helps to prepare and arm them with appropriate skills which both facilitate greater independence and develops social skills. As one parent put it; `My son is always thrilled to go there and he looks forward to it. His confidence has come on in leaps and bounds and he is becoming far more independent. His social skills have improved and he is now developing strong friendships with many of the pupils he shares resi with.' Inspection Report Greenbank Residential School, 17/11/2014 Page 9 of 11

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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 Greenbank Residential School, 17/11/2014 Page 10 of 11

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School details

Unique reference number 111503 Social care unique reference number SC006624 DfE registration number 896/7106

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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 62 Gender of boarders Mixed Age range of boarders 13 to 18 Headteacher Mr Michael McCann Date of previous boarding inspection 16/05/2013 Telephone number 01606215260 Email address head@greenbank.cheshire.sch.uk Inspection Report Greenbank Residential School, 17/11/2014 Page 11 of 11 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

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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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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