Children's Home run by Acorn Care (UK) Limited in Darlington

Good

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

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The children's home provision is good because:

 Some staff have completed attachment training and the remainder are also undertaking this training.  Staff receive input from a clinical psychologist on a regular basis.  All young people are in education and making progress.  Staff advocate on behalf of young people and provide increased levels of support.  Staff overcome obstacles so that young people celebrate milestone achievements.  Missing behaviour for some young people has reduced. Young people’s relationships with significant family members has improved.

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Statutory Requirements

This section sets out the actions which must be taken so that the registered person/s meets the Care Standards Act 2000, Children's Homes (England) Regulations 2015 and the Guide to the children's homes regulations including the quality standards. The registered person(s) must comply with the given timescales.

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Requirement Due date

The independent person must produce a report about a visit (“the independent person’s report”) which sets out, in particular, the independent person’s opinion as to whether –

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Requirement Due date

(a) children are effectively safeguarded; and (b) the conduct of the home promotes their wellbeing.

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Recommendations

To improve the quality and standards of care further the service should take account of the following recommendation(s):  Ensure children's homes are nurturing and supportive environments that meet the needs of their children, they will, in most cases, be homely, domestic environments. In particular, young people are not required to sign documentation to demonstrate their participation in routine activities of daily living. (The Guide to the Quality Standards, page 15 paragraph 3.9)

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Recommendations

 Ensure the registered person maintains good employment practice. They must ensure that recruitment, supervision and performance management of staff safeguards children and minimises potential risks to them. In particular, that the outcome of reference verification and checking for any gaps in employment histories be recorded within recruitment files. (The Guide to the Quality Standards, page 61 paragraph 13.1)

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Recommendations

 Ensure staff understand factors that affect children's motivation to behave in a socially acceptable way. Staff should encourage an enthusiasm for positive behaviour through the use of positive behaviour strategies in line with the child's relevant plans. In particular, that behaviour management plans are tailored to reflect the individual needs of young people. (The Guide to the Quality Standards, page 39 paragraph 8.13)  Ensure staff continually and actively assess the risks to each child and the arrangements in place to protect them. Where there are safeguarding concerns for a child, their placement plan, agreed between the home and their placing authority, must include details of the steps the home will take to manage any assessed risks on a day to day basis. In particular, that the effectiveness of any measure taken to reduce risk are reviewed. (The Guide to the Quality Standards, page 42 paragraph 9.5 )

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Recommendations

 Ensure any individual appointed to carry out visits to the home as an independent person makes a rigorous and impartial assessment of the home's arrangements for safeguarding and promoting the welfare of the children in the home's care. In particular, evaluate the impact and outcome of quality of care received by young people. (The Guide to the Quality Standards, page 65 paragraph 15.5 )

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Information about this children's home

The home provides care and accommodation for up to five children with emotional and or behavioural difficulties (EBD). The home is privately owned.

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Recent inspection history

Inspection date Inspection type Inspection judgement

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Recent inspection history

19/03/2015 Interim Sustained effectiveness

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Recent inspection history

26/09/2013 Interim Satisfactory Progress

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good

Staff make meaningful relationships with young people helping meet their development needs. For example, providing young people with dedicated key- worker sessions and by spending quality time with young people, helping them feel special and valued. This promotes young people’s self-esteem and builds feelings of security. A young person said, ‘I went to London with my key-worker just the two of us. I’ve always wanted to go, it was nice.’

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good

Young people are informed by staff, when they are admitted to the home, about what to do and who they can speak to if they have any concerns. As a result, young people talk to their key-workers about issues that arise and they receive guidance about what to do. This approach respects young people’s rights and empowers them. A senior member of staff said, ‘The young person wanted to make a formal complaint about another young person, but they get along now.’

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good

Young people make meaningful progress in their social, educational and emotional wellbeing. This is because staff are clear about what to do and how to support them. For example, all young people go to school and most are in full time education. There are firm plans in place for young people in part time education to attend on a full time basis. This significantly improves young people’s life chances. Staff provide additional support to young people when necessary, enabling them to attend school and to sit important end of year exams. A young person said, ‘The staff stayed with me all the time so I could do my exams.’

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good

Young people know that residential and education staff work closely together to help young people get the most from their education and to provide whatever support they can. This sends an important message to young people about how to overcome obstacles that can interfere with their education. A member of staff said, ‘It was a bit of battle getting all young people in school but it works when another young person comes in they just accept they have to go to school.’ A teacher said, ‘The staff helped out with transport to get the young person to school. They are behind the young person’s education a 1000%.’

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good

Young people take part in a range of activities that reflect their individual talents and interests because staff are clear about each young person’s aspirations and what they enjoy. This enhances young people’s physical and emotional wellbeing and helps them make best use of their leisure time. A member of staff said, ‘One young person trains and plays football, he won man of the match. Another young person is very creative, this young person did a citizenship award and is going to become a mentor for other young people.’

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good

Young people learn that staff work well with their social workers and other professionals and that this is in their best interests. This is because staff talk to young people about any concerns or offer them practical support. This approach respects young people’s rights and reduces young people’s anxieties. Young people are informed about matters affecting them as they arise. This gives them time to process their experiences and improve their thinking and decision making skills.

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good

Young people learn to take appropriate levels of responsibility for aspects of their self-care and some activities of daily living. Staff notice when young people do so and they receive a financial reward as a result. This helps young people develop independence skills and promotes a sense of achievement. A young person said, ‘I always earn my daily incentives.’

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good

Young people routinely sign to demonstrate participation in a wide range of activities of daily living. These include menu plans, receipt of pocket monies, toiletries and clothing allowance, key-worker sessions, behaviour management plans and documentation. This is unnecessary and not in keeping with ordinary domestic living. This approach does not fit with the home’s ethos and only serves to reinforce differences with their peers.

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good

Young people’s relationships with their family members are respected and well supported where this is in their best interests. As a result, family ties are strengthened promoting young people’s sense of identity and feelings of belonging.

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good

Conversely, where contact with family members increases young people’s vulnerabilities staff are mindful that this needs to be managed sensitively. Consequently, they work collaboratively with others to achieve a safe outcome for the young people concerned. This approach helps young people learn that their safety and wellbeing needs to be the overriding concern of all the adults involved.

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good

Young people’s meetings take place regularly and provide meaningful opportunities for them to learn more about issues that they are exposed to. This raises young people’s understanding about their safety and wellbeing and gives them permission to ask questions about sensitive and important issues that can be troubling. A young person said, ‘We’ve watched DVDs about safe sex for teenagers, drugs and the internet, you do quizzes about them, so you learn stuff.’

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good

Some young people administer their own medication as part of preparation for independent living. This builds young people’s self-care skills, especially for young people who routinely take medication for chronic conditions.

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good

Some young people smoke and misuse illegal substances. This negatively affects their overall wellbeing. Staff recognise that this behaviour is indicative of young people’s underlying needs and consequently it is difficult behaviour for young people to change quickly. Nevertheless, staff make it clear to young people the boundaries in relation to this. Young people understand if they show any motivation to change their reliance on such substances that all necessary support including help from specialist agencies is available to them. This approach increases the likelihood of young people seeking support at a future time.

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good

Young people benefit from input by a clinical psychologist who is commissioned to deliver attachment training and consultation to staff. This means understanding by staff about the impact of trauma on young people’s attachment behaviour is significantly improving. Staff are now more skilled at recognising how to respond to young people in ways that raise their understanding about their behaviour. This helps young people learn how to reflect and make better choices. A senior member of staff said about the impact of this training, ‘There is a light bulb moment. Something happens and you start to understand the real complexities of the young people.’

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good

Young people who are new to the home are provided with lots of information aiding their understanding about boundaries and what they can expect from staff. There is some duplication with this that was brought to the attention of the registered provider during the inspection. Assurance was given that all young people’s documentation is being reviewed as part of moving to more of an attachment based approach. A young person said about their admission to the home, ‘I was given a guide. I know where the fire exits are. I have a key-worker, I can talk to her.’

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good

Young people’s achievements and milestones are noticed and they are encouraged to celebrate them by staff. This significantly boosts young people’s self-esteem, promotes a sense of identity and helps develop social skills. A senior member of staff said, ‘We organised a limousine for a young persons prom, it was a surprise.’ About another young person, ‘He won best goal scorer.’

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good

Young people are consistently treated with respect and dignity by staff. Modelling this type of approach by staff helps young people improve their social skills because they learn how to relate to others in the same way. A new member of staff to the home said, ‘Young people looked after here are fantastic, they respect you as well. I think this happens because they are given respect from the staff and they give it back to you.’

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good

Risk assessments about the behaviour of some young people while detailed are unwieldy. The effectiveness of any measures taken to address concerning behaviour are also not apparent. This hampers clear understanding about the actions taken to reduce any risks. The impact of this is not currently a significant concern, however, this is likely to be an issue for new staff who may not know young people as well as their established colleagues.

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good

Behaviour management plans stereotype young people because these are not tailored to their individual needs. This is at odds with actual care practice by staff which is about understanding and responding to each young person’s unique needs. This is because the home is in transition to incorporating a more supportive model of behaviour management as not yet reflected within young people’s documentation. Plans are shared with young people so any inconsistency about what staff do and what is written down is confusing.

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good

Generally, the staff recruitment system is good, with some minor shortfall. While references are verified, the outcome is not fully recorded. Similarly, while no significant gaps in employment were discerned from records checked at inspection, the process for undertaking these checks is not standardised or obvious. This increases the likelihood of oversight and can place young people at unnecessary risk.

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good

Missing behaviour of some young people is a concern. However, staff understand the reasons underlying this and the whereabouts of the young people concerned are generally known. Staff follow procedural guidance and work with the police and placing authorities to return young people to their care. Welfare checks and visits by an independent person are carried out at such times. These actions by staff help manage the increased risks to which young people are exposed. A member of staff said, ‘We go out looking for young people and we ring their families to find out if they are there.’ A young person said, ‘Staff report you to the police if you’re not back in on time. Someone comes to see you and the police to see if you’re alright.’ Conversely, missing behaviour for one young person has improved because action to agree increased time with family members is now established. A young person said the best thing about the home is, ‘Spending time with my

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good

Risk taking behaviour by a young person is decreasing because staff consult a specialist who provides the necessary advice and guidance, increasing the effectiveness of staff support. This increases the safety and emotional wellbeing of the young person concerned. This approach is underpinned by consistent good levels of supervision and meaningful structure for all young people. As a result, they learn that staff are genuinely invested in their welfare, building trust and increasing feelings of safety and security. Young people receive care and support from a staff team who understand that their behaviour often provides clues about their underlying needs. Staff are now able to respond to young people in ways that build their reflective capacity. This increases young people’s abilities to recognise and make choices about their behaviour.

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good

Staff have effective links with other professionals, such as the police, who visit the home informally to meet young people. This increases young people’s understanding about the responsibilities of police and staff to keep them safe. This type of support also enables young people to learn the differences between safe and unsafe safe behaviour. As a result, young people’s anxieties about authority figures reduces, aiding their understanding about how to access sources of help now and in the future.

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good

Young people rarely require staff to physically hold them as a means of managing their behaviour. On the odd occasion that this is required it is carried out only when necessary and for the shortest duration. Staff speak with all young people following this about how they felt, including young people who weren’t involved. This approach helps restore relationships between staff and young people who learn that staff can help them keep safe even when they feel overwhelmed.

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good

Staff sometimes use sanctions with young people as a means of managing their behaviour. This is aimed at raising young people awareness about the consequences of their actions. The registered person recognises that such measures have limited success. It is evident that a shift in approach with addressing any concerning behaviour is underway. This is in keeping with the attachment model that the home are implementing. As a result, a more restorative approach is being introduced. For example, a senior member of staff said, ‘The young person repaired the other young person’s bedroom door. It’s not the most brilliant repair in the world, but I think it was important that he did this.’

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good

Young people can raise issues of bullying with staff who offer advice and guidance as to how to proceed. For example, issues are explored within key-worker sessions and on occasion a more formal approach is necessary. The outcome of some issues for a young person are not clear in this respect. This was drawn to the attention of the registered provider and an assurance has been given that the outcome of this is to be made clear to the young person concerned.

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good

Staff know how to raise any safeguarding concerns with the appropriate professionals, including the local authority designated officer. This means that all necessary steps are taken to protect young people. Systems are in place to address and learn the lessons from any care practice issues. When necessary, additional refresher training and support is provided to staff to address identified needs. This approach promotes the safety and wellbeing of young people and staff.

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good

Young people live in a setting that is well maintained and decorated and they can personalise their bedrooms. This helps young people feel invested in their surroundings and creates feelings of belonging. During the inspection, a new carpet was being fitted to a games area used by young people. A senior member of staff said, ’The carpet is to go with the new wallpaper that the young people choose.’

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good

Staff ensure young people are mindful of traffic as the home is situated on a main road, promoting young people’s safety. In addition, young people are provided with information about what to do if they had to evacuate the building and they take part in practice fire drills. This approach raises young people’s awareness about their wellbeing and helps keep them safe.

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good

The Registered Manager is an appropriately experienced individual who has been in post since August 2014. She is currently undertaking a level five qualification and anticipates completion of this before the end of the year. The deputy manager is also completing this qualification, intending to complete this within a similar time frame. Both managers demonstrate a commitment to continuing professional development. Maintaining an up to date understanding about the needs of young people promotes the effective management of staff responsible for the hands on care of young people.

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good

Reports completed by an independent person visiting the home on a monthly basis are poor. This is because the information is scant in some areas and not evaluative. Nor do reports make clear the visitor’s opinion about whether young people are effectively safeguarded and if their wellbeing is promoted. This undermines systems designed to ensure the registered person is promoting the welfare and safe care of young people. The registered person is already aware of this shortfall so that steps are currently being taken to rectify this. Therefore, this does not impact the quality of care available to young people.

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good

The registered provider notifies Ofsted about any significant concerns affecting the safety and wellbeing of young people. This process demonstrates that appropriate action is taken to safeguard young people.

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good

Complaints from young people and others are few in number and effective action is taken to address these when they arise. This promotes confidence by all those who raise an issue that their views are important and listened to. A senior member of staff said that a complaint was received about parking when visitors come to the home. They went to speak to the complainant to resolve the concern and now check with visitors where they have parked. Reports written by staff for young people’s looked after reviews are good. This is because they reflect young people’s needs, significant events and their overall progress. These documents create a meaningful narrative that can assist young people’s current and future understanding about this period of their lives.

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good

Care plans are comprehensive and based on good quality documentation received from placing authorities at the time young people are placed. Care plans are regularly reviewed and chart the progress that most young people make. Where there are concerns about the home’s ability to help a young person make significant progress the Registered Manager meets with the placing authority. As a result, agreement is reached about how best to proceed in the young person’s best interests.

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good

The Registered Manager only admits young people to the home on the basis that their needs are compatible with other young people. A proforma is now in place to demonstrate the impact on existing young people and this is to be completed as part of the admission process. This approach increases the likelihood of a successful transition for young people admitted to the home.

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good

The statement of purpose is revised and updated as necessary. For example, this document now reflects that staff has input from a clinical psychologist. This means that those placing children are informed about all aspects of care the home provides to young people. A senior member of staff said in relation to this, ‘I know it will need updating soon as there are some new staff starting and I need to add their information.’

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good

Young people’s case records are well organised and accessible to young people. It is evident that appropriate aspects of these are routinely shared with them. This helps allay young people’s anxieties because their right to see what is written about them is upheld. This practice promotes increased confidence by young people and gives them permission to ask questions about their plans and the views of others that affect them.

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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.

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What the inspection judgements mean

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

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What the inspection judgements mean

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

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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

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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 .

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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,

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Information about this inspection

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

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Information about this inspection

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

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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

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