Children's Home run by Liverpool City Council in Liverpool

Good

The children's home provides effective services that meet the requirements for good.

p.2

The children's home provision is good because:

 Children demonstrate their happiness in the home by their ready smiles, relaxed posture and confidence in the home. Those who use language say they are happy, and that staff do their best to help them and keep them safe.  Staff offer children a range of experiences and activities that increase their knowledge and understanding of the world. They enable children to participate in activities such as discos and youth clubs that they might not otherwise be able to access.  Parents are very satisfied with the care provided, and say that their children are happy and excited to spend time with staff. Parents express confidence that staff keep their children safe, and communicate promptly if any concerns arise.  Highly effective managers support the continuous improvement and development of the short breaks service. They use comprehensive and qualitative systems to identify the strengths and development needs of the

p.3

The children's home provision is good because:

home. They enthuse and support staff to provide high quality care and support to children with disabilities.  Staff provide warm and nurturing care for children that ensures their safety and well-being. Staff use their good knowledge of each child’s health, education, communication and behaviour support needs to provide individualised and effective support that enables children to make progress.  The home provides a specialised environment that supports children with a range of disabilities. Improvements in bathrooms and leisure resources have enhanced opportunities for children to experience improved choice and independence.  Staff promote the views of children by positive and proactive communication support that enables them to speak for themselves. Where possible, young people attend care-planning meetings, and all participate in day-to-day decisions about their lives. This improves children’s self-esteem and their

p.3

The children's home provision is good because:

confidence in interacting with the world.  Staff use their knowledge and understanding of positive and proactive behaviour support to enable children to manage their anxieties and frustration. This approach has been highly successful in reducing episodes of self-injurious behaviour, and has reduced the need for restraint.  The staff team and managers work very collaboratively with social workers, parents and other agencies. All feedback gained during this inspection was very positive. Such positive multi-agency working has led to improvements in the emotional well-being, social skills and overall development of children and young people.  Keyworkers maintain placement plans that ensure every child benefits from care that is agreed with their parents and other agencies involved in their support. This includes improved liaison with schools and speech and language professionals, so that children benefit from consistency of support

p.3

The children's home provision is good because:

to meet their needs.  A minority of care plans have not been updated to include the full range of information necessary to support children’s growth and development. This includes information about physical changes to children as they grow and mature. Some information such as an individual’s capability in independent living skills or their changing communication skills is not clearly identified. This means that staff are unable to accurately measure the clear progress children are making.

p.4

Recommendations

To improve the quality and standards of the care further the service should take into account the following recommendations:-  enhance the home’s contribution to the pathway planning process for young people by offering increased opportunities for them to learn and practice the skills necessary for successful adult lives (The Guide to the Quality Standards, pages 17 &18, paragraph 3.28)  improve staff measurement of the progress children make by identifying the starting point for each child in respect of their education goals and their life experiences (The Guide to the Quality Standards, page 29, paragraph 5.22)  ensure all children have individual procedures, with up to date information about their needs, to be followed in the event of any child going missing from the home (The Guide to the Quality Standards, page 45, paragraph 9.27)

p.4

Information about this children's home

The children's home is managed by a local authority and provides short-term breaks for up to seven children and young people with learning disabilities and physical disabilities at any one time.

p.5

Recent inspection history

Inspection date Inspection type Inspection judgement

p.5

Recent inspection history

11/11/2014 CH - Interim sustained effectiveness

p.5

Recent inspection history

23/01/2014 CH - Interim Satisfactory Progress

p.5

good

Staff provide children with high quality, individualised care. Over 50 children and young people spend varying amounts of time in the home for short breaks. Managers ensure that groups consist of children with compatible needs and interests. Their safety is paramount and this is reflected in the careful matching of children at any one time. Equally, the service remains sufficiently flexible to accommodate children with changing needs or in short-term emergencies, such as family crisis. Parents say that their children improve because of their experience in the home. One parent said, ‘My daughter is so much more able to communicate without getting upset. Staff have been brilliant at working with school, speech and language professionals and the doctor. They have helped her to find ways to ask for help, and this has improved her behaviour at home and at school.’

p.6

good

Staff provide opportunities for children to experience improved socialisation, independence and fun. They use simple photographs, gestures and appropriate language to help children to participate in individual consultation or group meetings about their stay. Staff are becoming increasingly competent communicators, and offer a range of support options to meet the communication needs of children. This empowers children and young people to tell staff what they do and do not like about the home, and to exert influence over their lives. During the inspection, young people were able to choose whether they went out to the park or stayed in the home. They chose the food they ate, and decided when they wanted to get ready for bed. Staffing levels are sufficient to facilitate individual choice, and this helped children to be happy in their stay.

p.6

good

Children are confident in staff. This was demonstrated by how well children were enabled to interact with the inspector during the inspection, although they had no prior knowledge of the individual. They showed, through simple words, smiles and light touch that they could move confidently around the home. They knew how to ask for access to the kitchen, and ask for toast and cups of tea when they wanted. One young person showed an interest in another by offering them some fruit. These interactions provide a springboard for children to understand themselves as part of a bigger social world.

p.6

good

Parents say that one of the most valuable aspects of the short break is that their children are learning to accommodate the wishes and feelings of others. They are learning to interact sociably. They are becoming more confident and flexible because their needs are being met in a range of environments, and by a greater number of individuals. It maximises opportunities for children to develop their full potential, and improves their family relationships.

p.6

good

Children’s moves in and out of the home are well organised. Staff communicate with parents prior to the visit, and hand over medicines and belongings prior to their child’s stay. This means that staff can focus on each arrival without the distractions of paperwork, and in possession of important information about each child. Home-school books and telephone communication with schools ensures any issues, such as transport difficulties, are identified and resolved immediately.

p.7

good

If children are upset upon arrival, staff explore the reasons why this may be so, and ensure they liaise with parents and schools to reduce this in the future. For example, one young person had not been given sufficient time to process the news that she was not going home from school. Through sensitive discussion with parents a short-term transition plan was put into place that identified an appropriate time line and language to be used to inform her of future visits.

p.7

good

Managers have improved their partnership with professionals who support young people into their adult lives. The home is currently reviewing how this relationship can help the young people who use their service to move into future adult placements and make good use of community resources. Young people have opportunity to develop effective personal hygiene routines, and improve their independent communication. Managers recognise that young people need opportunities to develop skills and knowledge in practical areas, such as domestic tasks, and that this would enhance their opportunities for securing suitable provision in the future.

p.7

good

The home is decorated and furnished to a very good standard and provides a homely and welcoming environment for children and young people. Bedrooms are personalised to reflect the individual preferences of young people who use them.

p.7

good

Children with disabilities enjoy their short breaks because caring and knowledgeable staff help and protect them. Key workers carefully identify risks and ensure they regularly update individual risk management plans. Children are benefiting from staff who have increasing confidence to foster opportunities for them to make independent choice. They can safely explore new experiences, and learn from their successes and errors. This enhances children’s opportunities for growth and development. Parents say, ‘My child is safe and happy there, I can tell this by how excited she is when we tell her it’s time for her ‘holiday’.’ Staff have become proficient in analysing children’s behaviour and any incidents, to use this learning to good effect. Managers have led improvements in staff recording of incidents and unusual events, and developed reflective practice. Through additional, communication-focused training, staff have become confident

p.7

good

in supporting children to understand the impact of their behaviour on themselves and others. This has empowered children to participate in making amends to repair their friendships, or find alternative means of expressing their upset.

p.8

good

Staff stand back, think about why children are behaving in the way they do, and try other approaches and diversions. This helps children to gather an increased repertoire of alternative strategies to reduce their anxiety. Consequently, there has been a significant reduction in episodes of self-injurious behaviour. Equally, staff restrain children much less frequently and this has improved relationships between staff, children, and those who support them. Care plans show that staff work with families to share their approaches for behaviour support. This is particularly valuable when parents experience severe physical challenge in their relationships with their child. Through positive change, young people are less likely to be managed by the police when they are in the community, and this enhances the safety and well-being of all.

p.8

good

During the inspection children were confident to ask staff to help them problem solve. Observations confirmed that staff are adept at judging when to intervene in their daily frustrations and dilemmas. This enabling approach maximises opportunities for children to recognise and use their individual skills and abilities in reducing their anxieties and frustrations. However, staff are equally assertive in assuming leadership to ensure children remain safe and relaxed during their short break. When necessary, staff provide positive activity choice and diversion, to encourage children to make improved choices. This enhances their safety and well- being. During his placement review meeting, one young person said, ‘Staff try to help me keep me safe, and I am good at basketball.’

p.8

good

Children respond well to the simple verbal communication and physical prompting of staff because they trust staff to help them to feel better. For example, one young person became upset because she was unable to remove sensory equipment that was fixed to a wall. She vocalised loudly to staff and made her upset clear by her downturned mouth and agitated posture. Staff responded in a quiet and reassuring tone, and found other toys that might help. They responded to her movement to the door, by asking if she wanted to go for a walk. She did, and off they went. On her return, she was much more relaxed. I asked her if she was happy. She said, ‘(the name of the home), Happy.’

p.8

good

Staff use comprehensive and highly effective systems for the safe administration of medication. Many children who use the service may develop emergency health needs. Staff have an excellent knowledge how to monitor and support them. Parents universally express confidence in staff’s ability to protect their children when they are unwell, and care for them with dignity and respect. Staff competently use their regularly updated training in protecting children with disabilities. They recognise the importance of change in children’s physical condition, emotional state, and communication as potential indicators of harm. Disability is not an inhibitor to protection because staff know children’s individual needs very well. Staff and managers challenge each other and outside agencies in order to promote children’s safety and well-being. Social workers enthusiastically provided examples of how children are better safeguarded both at the home and in

p.8

good

their families because staff are committed to continually improving the safeguarding culture of the home.

p.9

good

Appropriate levels of staff supervision and a responsibly secure environment protect children from going missing. However, some highly vulnerable children are identified as at risk of this being a possibility. Staff are aware of what they should do in such an event, but not all pen pictures of children are up to date, and this could cause delays in ensuring accurate descriptions of children are circulated. The Registered Manager has identified this shortfall, and he has taken steps to ensure that they are updated to include vital information such as behavioural traits and medical needs.

p.9

outstanding

The Registered Manager has been in post since July 2013. He has the necessary skills, qualifications and experience to perform the role. This is evident in the continuous and sometimes startling progress made in the quality of care provided. The Registered Manager offers clarity of vision, and provides inspirational and dynamic leadership to an increasingly competent and continuously dedicated staff team. Line managers and the home’s leadership team robustly support him. Together they to implement the common vision of providing high quality care that enable children to live full lives within their families and community.

p.9

outstanding

Staff reported very high levels of satisfaction at the management support they received. Parents and professionals also voiced high praise for the way he has supported and developed transparent and effective communication between all parties to the benefit of children. Surveys, both independent and those commissioned by the home, demonstrate appreciation for, and satisfaction with the quality of care provided.

p.9

outstanding

The Registered Manager, deputy manager and senior staff work exceptionally well to ensure that staff receive the support they need to provide a continually improving quality of care and support. The needs of children are a high priority. Staff recognise, enjoy and celebrate the efforts of young people to improve their knowledge and understanding of the world, and their interaction with it. Staff say, ‘We understand our roles and responsibilities; we are accountable for the support we offer, and we really enjoy helping the children to develop.’ Staff are proud to describe the individual achievements of children and know their goals. This underpins the continuous progress and enjoyment children experience in all aspects of their lives.

p.9

outstanding

Children make progress in key areas of their development, such as communication, problem solving, family relationships and access to community and leisure activities. Staff regularly meet to review the needs and experiences of children, and to reflect upon the impact they are having by the various methods and approaches used in the setting. Staff take great care in liaising effectively with all parties that support children, such as schools, health professionals and parents. Some children have joint education and health care plans that are being piloted within the local authority. Although it is early days, these help staff to clarify the role of the short break service in supporting the development of children.

p.10

outstanding

Keyworkers have developed further competency in their roles to participate in planning meetings for children. This has improved the range and consistency of targets for young people that reflect more accurately their educational and communication development. Systems to measure the effectiveness of this approach are not yet embedded because the information is not routinely collated against children’s individual starting points. The Registered Manager has identified this within the development plan for the home, together with a review of how young people are supported to improve their practical skills in preparation for adult life.

p.10

outstanding

The Registered Manager ensures that staff regularly refresh their knowledge and understanding of the professional and practical basis for how the service supports children. Staff participate in targeted, developmental training, reflective staff meetings, and challenging supervision and appraisal. This strengthens the quality of the service provided because staff share a dynamic and progressive aspiration that has the happiness and welfare of children at its heart.

p.10

outstanding

The home’s Statement of Purpose provides a clear description of the overarching aims of the service. It describes in general how staff will help and support children to progress. It includes a clear description of how young people will be admitted to the home at the start of their stay, as required by the last inspection. The Registered Manager is reviewing the document to ensure that it reflects the development plan for the home. In particular, to provide greater clarity on the communication supports used by staff, and how multi-professional working will be used to enhance the home’s role within the wider system of help for young people who are making the transition to adult lives. The manager uses regular, wide-ranging and comprehensive monitoring to assess the effectiveness of care provided in the home. This includes child-focused visits from independent visitors, and effective partnership with parents, the local social

p.10

outstanding

work team, and senior managers. He shares his evaluation with staff and with line managers to help them to be clear about his expectations for improvement. All requirements and recommendations from the last inspection have been met. Improvements in the quality of monitoring of the conduct of the home, greater inclusion of children’s views following restraint, and improvements in staff supervision have ensured the home has continued to progress the quality of care and experiences provided for children. The energy demonstrated by the home’s leadership team provides a strong foundation for continuous, child-focused development.

p.11

outstanding

Staff take ownership of, and contribute to innovation and improvements. For example, they have designed, purchased and installed sensory equipment, so that children can independently access appropriate and stimulating activity. Managers have coordinated and chaired reviews of children who are not looked after to ensure their plans remain relevant to meet their needs. Capital spending has been used to make bathrooms more independently accessible for children with limited mobility. These examples are typical of the enrichment offered to the lives of children who use the service.

p.11

What the inspection judgements mean

The experiences and progress of children and young people are at the centre of the inspection. Inspectors will use their professional judgement to determine the weight and significance of their findings in this respect. The judgements included in the report are made against Inspection of children's homes: framework for inspection.

p.12

What the inspection judgements mean

An outstanding children's home provides highly effective services that contribute to significantly improved outcomes for children and young people who need help and protection and care. Their progress exceeds expectations and is sustained over time. A good children's home provides effective services that help, protect and care for children and young people and have their welfare safeguarded and promoted. In a children's home that requires improvement , there are no widespread or serious failures that create or leave children being harmed or at risk of harm. The welfare of looked after children is safeguarded and promoted. Minimum requirements are in place, however, the children's home is not yet delivering good protection, help and care for children and young people. A children's home that is inadequate is providing services where there are widespread or serious failures that create or leave children and young people being

p.12

What the inspection judgements mean

harmed or at risk of harm or result in children looked after not having their welfare safeguarded and promoted.

p.12

Information about this inspection

Inspectors have looked closely at the experiences and progress of children and young people living in the children's home. Inspectors considered the quality of work and the difference adults make to the lives of children and young people. They read case files, watched how professional staff work with children, young people and each other and discussed the effectiveness of help and care given to children and young people. Wherever possible, they talked to children, young people and their families. In addition the inspectors have tried to understand what the children's home knows about how well it is performing, how well it is doing and what difference it is making for the children and young people who it is trying to help, protect and look after. This inspection was carried out under the Care Standards Act 2000 to assess the effectiveness of the service and to consider how well it complies with the Children's

p.13

Information about this inspection

Homes (England) Regulations 2015 and the Guide to the children's homes regulations including the quality standards. the guidance raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.gov.uk/government/organisations/ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300123 4234, or email enquiries@ofsted.gov.uk .

p.13

Information about this inspection

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 and Support Service (Cafcass), schools, colleges, initial teacher training, workbased learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It inspects services for looked after children and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team,

p.14

Information about this inspection

The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.14

Information about this inspection

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.14

Information about this inspection

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.14