Bramfield House School

Bramfield House School, Walpole Road, Bramfield, Halesworth, Suffolk, IP19 9AB

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Inspection dates 24/11/2015 to 26/11/2015

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Good 2

The quality of care and support Good 2 How well children and young people are protected Requires improvement 3

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Good 2

The impact and effectiveness of leaders and managers Good 2

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The residential provision is good because

 Safeguarding arrangements in the school are not fully effective in terms of the management of allegations against staff in accordance with guidance and school policy.

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The residential provision is good because

 The monitoring and review of restraint records does not always enable staff to reflect and learn in a way that will inform future practice.

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The residential provision is good because

 Internal monitoring is poor and there is no clear assessment against the National Minimum Standards.

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The residential provision is good because

 There are some supervision records that lack reflection, quality and depth.

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The residential provision is good because

 The school do not always respond to the shortfalls raised by the external monitoring visitor.

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The residential provision is good because

 There are a stimulating range of activity opportunities and good engagement with the local community.

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The residential provision is good because

 The provision of nutritious healthy food continues to be strength of the service.

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The residential provision is good because

 Young people have an active voice at the school. Practice is focused on young people’s needs.

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The residential provision is good because

 The management and de-escalation of behavioural incidents demonstrates strategy and skill.  The senior management team are focused on facilitating change and actively continue to improve the experiences for young people.

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The residential provision is good because

 The majority of young people and parents are positive about the residential experience. They are complimentary about the accommodation, the staff and the way the residential provision supports young people in the academic provision.

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schools

: The school does not meet the national minimum standards for residential special schools

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schools

What does the school need to do to improve further

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schools

 The school ensures that: arrangements are made to safeguard and promote the welfare of children at the school; and such arrangements have regard to any guidance issued by the Secretary of State NMS 11.1  A written record is kept of major sanctions and the use of any reasonable force. Records include the information in Appendix 2 (use of reasonable force). The record is made within 24 hours and is legible. Children are encouraged to have their views recorded in the records. The school regularly reviews any instances of the use of reasonable force and examines trends or issues to enable staff to reflect and learn in a way that will inform future practice NMS 12.6

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Points for improvement

 Ensure that the internal assessment of the residential school is carried out against the national minimum standards.  Follow up the actions raised by the external monitoring visitor.  Provide supervision records of consistent quality with evidence that demonstrates reflective practice.

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Information about this inspection

This inspection was carried out by two inspectors within four hours of telephone notification to the school and took place over three days. Discussions with staff, the school nurse, professionals and parents informed the inspection judgments alongside scrutiny of documents, records and surveys. Feedback from the parents and the designated safeguarding officer at the local authority and eight Parent View responses were obtained prior to and during the inspection.

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Inspection team

Deirdra Keating Lead social care inspector Natalie Burton Social care inspector

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Information about this school

Bramfield House School is an independent special school providing education and care for young people aged from 7 to 16 with special educational needs including emotional, social and behavioural difficulties. It offers weekly boarding for up to 45 boys, with a total school capacity of 74 pupils. Presently there are 27 residential pupils and 44 day pupils. The majority of boys are resident for a maximum of four nights from Monday to Thursday. It is part of the Acorn Care and Education Group. The school was last inspected in December 2014.

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Good

Young people make consistent progress and the majority thrive at this school. The residential provision enables young people to reintegrate back into education. This boasts young people’s self-confidence and given them access to further education choices that will positively impact on their life chances.

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Good

Young people’s needs are comprehensively understood by the staff. Personal development is shared by staff in weekly reports. Data analysis captures young people’s attainment, behavioural changes and attainment levels. Young people make good progress in relation to their previous experiences; they engage with staff and are motivated to learn.

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Good

The senior leadership team is strong in implementing changes to improve the provision. Restructure of staff and changes to staffing roles have been designed to provide better care and support to young people.

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Good

Safeguarding in the school is given a high profile, young people say they feel safe and staff are trained for their designated safeguarding roles. These are known by staff throughout the school. There are clear systems to monitor young people’s welfare.

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Good

Young people enjoy spending time with staff and benefit from their support and direction. They know that staff advocate for them and will resolve concerns on their behalf. Complaints are treated seriously and staff respond directly to young people.

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Good

Although some young people say that they would prefer to be at home than stay in the residential provision, they participate in evening activities and meal times with energy and enthusiasm. They benefit from a stimulating programme of activities with ample choices and are seemingly engaged and motivated.

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Good

The management of young people’s health needs and medication is undertaken holistically. Staff consider the side effects of medication, past experiences and personal lives to provide flexible care that supports each individual. The schools resources support active and healthy lifestyles. Young people can swim both on-site and at a public leisure complex. They play pool, table tennis and football and make use of the extensive grounds in the summer months. There are a number of trips further afield including sailing, skiing and theme park visits. This provides young people with new experiences and opportunities equal to their peer group.

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Good

Young people benefit from use of a self-contained flat within the school to develop life skills such as cooking, cleaning and making snacks. These skills are enhanced further as they move into the house for older boys in preparation for more independent lives.

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Good

Feedback from parents is extremely positive. The parents spoken to during the inspection are unanimous in their recognition of the benefits of the school and the positive impact on young people’s lives.

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The quality of care and support Good

Introduction for young people new to the residential provision is well planned. This includes a home visit, tea visits and choice of an overnight stay. This gives parents, carers and young people an idea of what the school can offer.

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The quality of care and support Good

Staff roles have been defined and interwoven to provide continuous care that best meets individual needs. Combined staff roles support integrated care that wraps around the school day, this provides a seamless provision.

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The quality of care and support Good

Young people are treated with respect by staff who generally provide excellent role models, this helps teach young people how to treat others with respect. Staff provide warm, nurturing care that supports young people’s emotional resilience while away from home.

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The quality of care and support Good

Accommodation has improved significantly with cosy, comfortable rooms and new décor throughout the sleeping accommodation. This gives young people pride and value in their environment. Sharing communal spaces with peers builds young people’s tolerance and acceptance of others.

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The quality of care and support Good

Staff provide a wide range of exciting activities that are thoroughly enjoyed by young people. They are actively deployed in the evening helping to tire them out and build healthy routines that are conducive to succeeding in school. Young people’s literacy is strengthened by the provision of newspapers and selection of books.

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The quality of care and support Good

The food is a key strength of the provision. Food is freshly prepared by skilled chefs who show flair and adapt preferred foods to incorporate healthier ingredients. There are ample choices and several fresh healthy options. This expands young people’s palettes and encourages balanced meal choices.

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The quality of care and support Good

Young people’s views are sought and respected by staff. This empowers young people to speak openly. Their suggestions and ideas are used to make reasonable changes to the residential routines and provision of resources. This democratic approach gives young people the confidence to express their views in the knowledge that these are valued and utilised.

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improvement

Young people appear relaxed and confident in the residential provision. There is ample space for both communal living and privacy. Direct staff supervision ensures young people’s whereabouts and safety.

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improvement

Young people know how to complain and voice their concerns. They cite the senior leadership team as being approachable and accessible. The independent visitor engages well with young people giving alternative options for raising concerns. Young people are confident that staff will listen to their concerns and advocate for them.

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improvement

Child protection records are clear. A new system of recording doubts and concerns ensures actions detail the immediate action taken protecting young people’s welfare. However, the management of allegations against staff has not been in line with the safeguarding policy. There are three incidents where there have been allegations made against staff that have been investigated by the senior leadership team without making the Local Area Designated (LADO) aware. Action was taken following each event; young people were clearly listened to and protected by the school. Despite this a failure to notify the LADO means investigations are not objective or transparent. Following identification of this shortfall the school took action to address this and make a referral.

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improvement

Risk assessments for activities are clear and robust. There is a clear action to missing from school incidents, staff are pro-active in searching for young people and have a good sense of awareness of associated risks.

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improvement

Behaviour management is monitored using a data analysis system that can track information in a variety of areas, and link these to hotspots. This enables preventative action to be taken. Staff give consistent messages to young people of acceptable and appropriate behaviour. Staff provide physical interventions where required. The monitoring of physical interventions fails to identify areas for improvement in both technique and recording, the leadership team are aware of this. Despite this steps taken to address this have failed to ensure objective review and reflection of each incident.

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improvement

Bullying is not cited as a concern in the school. Young people, staff and parents all confirm this. Staff monitor this and undertake specific training. This helps staff to understand what constitutes bullying and raise the profile in the school.

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improvement

The premises and grounds of the school are overseen by a new estates manager. Good systems ensure quarterly checks are carried out. Pride and care is taken to ensure that the premises and grounds are well maintained with good risk awareness and prevention. This protects young people from hazards and environmental dangers.

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The impact and effectiveness of leaders and managers Good

The service is effectively led with a strong central management team. Staff work well together to provide holistic care and support to young people over a 24 hour period.

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The impact and effectiveness of leaders and managers Good

A restructure has left a vacant management position, with the deputy head overseeing this. There has been a very recent appointment to fill this position.

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The impact and effectiveness of leaders and managers Good

Staff and young people are positive about the management. Staff feel valued, and involved in decisions. Practice is focused on young people, with clear evidence of young people’s ideas reflected in the provision.

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The impact and effectiveness of leaders and managers Good

The management team are aware of most of the shortfalls identified. External monitoring is robust and provides the extra safeguard intended. However, a question raised during a visit was left outstanding. This does not make effective use of the purpose of these visits. Additionally internal monitoring is carried without clear evidence or links to the national minimum standards. This does not provide a realistic review of the provision and has resulted in standards that are not met.

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The impact and effectiveness of leaders and managers Good

Staff receive regular supervision and say they feel supported. Supervision records vary in depth and quality. Particularly where concerns have been identified, these are not reflected in recording.

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The impact and effectiveness of leaders and managers Good

Staff are positive about training, and opportunities. Team morale is good and roles are defined with clear accountability. Staff skills are utilised well and staff take pride in their individual task management. This results in staff, domestic cleaners, estates and catering staff all working extremely well to provide a safe, welcoming, warm and comfortable environment.

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The impact and effectiveness of leaders and managers Good

The school work well with outside agencies, parents and carers. Parent’s, carers and social workers are positive in feedback about the school. They know where to raise any concerns and feel these will be dealt with quickly. They have utmost confidence in the management team and staff at the school. They recognise the benefits and highlight the positive impact to individuals in their academic and personal development.

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What 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 Inspections of boarding and residential provision in schools: the inspection framework.

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Judgement Description

Outstanding A school where the experiences and progress of children and young people consistently exceeds the standard of good and results in sustained progress and achievement. The outcomes achieved by children and young people are outstanding and the impact the boarding/residential provision has had in supporting this progress and achieving these outcomes is clearly evidenced. Good A school providing effective services which exceed minimum requirements. Children and young people are protected and cared for and have their welfare safeguarded and promoted. Requires improvement A school where there are no serious or widespread failures that result in children and young people's welfare not being safeguarded or promoted. However, the overall outcomes, experiences and progress of children and young people are not yet good. Inadequate A school where there are serious and/or widespread failures that mean children and young people are not protected or their welfare

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Judgement Description

is not promoted or safeguarded or if their care and experiences are poor and they are not making progress.

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DfE registration number

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. Type of school Residential Special School Number of boarders on roll 27 Gender of boarders Boys Age range of boarders 7 to 16 Headteacher Deirdre Jennings

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inspection

Telephone number 01986 784235 Email address info@bramfieldhouse.co.uk and making complaints about Ofsted', which is available from Ofsted's website: www.gov.uk/ofsted." 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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inspection

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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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.gov.uk/ofsted

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inspection

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.

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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.

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