Children's Home run by Right-Trak Limited in Newcastle upon Tyne

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:

 The home’s Statement of Purpose is clearly written, it accurately reflects the service offered by the home and what living there is meant to achieve. Staff provide personalised care to young people. Clear boundaries help young people to feel safe and secure.

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The children's home provision is good because:

 The home helps young people make progress. Staff are clear about what it is they want each young person to achieve and are committed to helping them improve their life chances.

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The children's home provision is good because:

 Staff are appropriately trained in safeguarding. Their knowledge and work practice helps to keep young people safe. Bullying is not tolerated and staff remain vigilant at all times to the potential for bullying to take place.

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The children's home provision is good because:

 The home’s behaviour management programmes are individual to each young person. They are useful in helping them to develop socially acceptable behaviour and in managing their emotions in a positive manner. Staff prefer to use restorative techniques to help young people understand the implications of their behaviour and how it impacts on others, particularly when damage has been caused in the home.

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The children's home provision is good because:

 Staff work very hard to reduce the frequency at which young people go missing and put themselves at risk. They work in partnership with the local police to achieve this and have had some success in achieving their aims.

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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

8. In order to meet the education standard, with particular reference to ensuring all children and young people have comprehensive and detailed PEPs in place and that they all have a minimum of 25 hours education or training each week, the registered provider must ensure that staff:

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Requirement Due date

(2)(vi) maintain regular contact with the child’s education and training provider, including engaging with the provider and the placing authority to support the child’s education and training and to maximise the child’s achievement

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Requirement Due date

(viii) help a child who is excluded from school, or who is of compulsory school age but not attending school, to access educational and training support throughout the period of exclusion or non-attendance and to return to school as soon as possible. 29/01/2016

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Requirement Due date

The registered person must ensure that the independent person produces a report about a visit which sets out in particular, the independent person’s opinion as to whether children are effectively safeguarded and the conduct of the home promotes children’s well-being. (Regulation 44 (4) (a) & (b)) 29/01/2016

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Information about this children's home

The home is owned and run by an independent provider. The home provides care and accommodation for up to 6 children and young people aged 10 - 17 with emotional/behavioural difficulties.

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Recent inspection history

Inspection date Inspection type Inspection judgement

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Recent inspection history

03/02/2014 Interim Satisfactory Progress

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good

Staff are warm and welcoming to visitors and they share good humour and banter with the young people they look after. This helps to create an overall atmosphere that is both friendly and relaxed. Rooms are large, airy, well-decorated and well- furnished. This conveys to young people and visitors that staff take a pride in the home. The homely feel is enhanced further by the presence of a pet dog belonging to a member of staff. This carries the message to young people that they can be trusted to look after the animal and to take care for it. One young person said, ‘It’s great here and I love it.’ Staff want young people to achieve their maximum potential and to keep themselves safe. They have a good understanding of their individual strengths and difficulties. Staff relate to them with genuine affection and concern for their welfare.

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good

Care plans are clear and well written. They provide sufficient information about the different needs of each young person in order for staff to meet those needs. Staff work hard to engage young people, both formally and informally, in discussions about their care and how to keep themselves safe, particularly in relation to going missing. One member of staff said, ‘It is important that we build up a good rapport with the young people. We try our best to build a good relationship with them. If we do, they might listen to what we have to say and they might then realise the dangers and risks they face by going missing.’ Some young people respond positively to this and the number of times they go missing has reduced. Young people are spoken to by someone independent of the home when they return from being missing. Information about the reasons for them going missing and what they have done while missing is collected and staff share this information with

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good

Not all young people attend education, employment or training. Where mainstream education is not provided, the manager and staff endeavour to improve the options available to them by liaising with the virtual head and specific head teachers. This approach has met with limited success which in turn, causes frustration for staff and young people alike. More importantly, young people quickly lose their daily routine and get out of the habit of getting up in the morning to go to school. In addition, not all young people have a good quality Personal Education Plan (PEP) in place. Some PEPs provide no information about the attainment/achievement levels of young people and what measures are in place to enable them to reach key- stage targets. A parent of one young person said, ‘My son gets the right care and help that he needs at this home. He also gets some schooling.’ The lack of formal educational provision coupled with the poor PEPs does not support each young

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good

Young people have clear, well written care plans that record their individual needs. For instance, one young person needs support and encouragement to reduce their drug use whereas others need encouragement to moderate their anti-social and aggressive behaviour. Staff encourage all young people to eat a good, healthy diet and healthy options freely available each day. One young person said, ‘The food here is great.’

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good

Staff and young people have a good relationship with each other and talk freely throughout the day. Staff maintain a warm caring attitude even when faced with young people who are verbally abusive and challenging in their demeanour and presentation. One member of staff said, ‘We do care about the young people we look after and want what’s best for them. Sometimes though they just don’t want to listen. It doesn’t matter though because we won’t give up.’ More formal meetings between staff and young people are held every month. This allows young people to discuss the day-to-day running of the home, what changes they would like to make and what activities they would like to try. For instance, the living room has recently been redecorated and young people have decided it’s time the Christmas tree was put up.

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good

Young people have the opportunity to get involved in different activities in the community, such as going to the cinema, shopping or visiting friends. One member of staff said, ‘We offer plenty of different choices to young people but sometimes they’re just not interested. One young person said, ‘We do get a choice of things we’d like to try but it depends on what mood we’re in.’ Staff support and encourage young people who are old enough to take driving lessons. Taking driving lessons in preparation for taking the driving test helps to improve self- confidence and self-esteem. Success in the driving test will also give young people a valuable skill that will increase their mobility and provide them with increased job opportunities.

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good

Young people are encouraged to develop daily living skills. For example, by planning and preparing meals. They also learn to budget for themselves, to shop for personal items and to live within their means. This kind of practice builds confidence and helps them to learn essential daily living skills.

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good

Where appropriate and where required, staff promote, support and supervise contact between the young people, their friends and their families. Staying in touch with those who are important to them helps young people to maintain a sense of identity and belonging.

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good

The Registered Manager considers the specific needs of each young person prior to them coming to live at the home. He discusses the referral with the staff team. They consider whether they can meet the young person’s needs and what impact the admission will have on the lives of the existing residents. This approach allows staff to write good care plans for the care of young people and to set realistic targets for them to achieve. Each care plan is underpinned by clear risk assessments. Regular reviews of care plans and risk assessments are carried out by key-workers and discussed in supervision with the home’s manager. This helps to ensure that young people make measureable progress, which in turn promotes their on-going development and sense of achievement.

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good

One young person said, ’The staff are great here and it’s a really lovely home’ and the parent of another young person said, ‘The home is local to me and it provides a really lovely environment. My son is well looked after and the staff are brilliant.’ Young people say they feel safe in the home and can talk to any of the staff who look after them. They know how to make a complaint if they are dissatisfied about anything. One complaint has been made since the last inspection and this was thoroughly investigated. The young person was kept informed of the investigation process and advised of the outcome. Young people also have access to a range of independent agencies, such as social workers and staff from the youth offending team if they are concerned in any way about the care they receive. Where appropriate, staff support and encourage young people to spend time with their family members. Contact with family members means that they are also able to

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good

advocate on behalf of their child. The parent of one young person said, ‘My son has people he can talk to when he comes home to his family.’

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good

Some young people who come to live at the home have a history of going missing and placing themselves at risk. Staff work with placing social workers, family members, the police and the young person themselves to change this behaviour. They have had some success with some young people in helping them to make positive changes, and in reducing the number of occasions they have been reported as missing. However, some young people continue go missing. Staff continue to work hard to help those young people understand the risks they face when they do go missing. They liaise with the appropriate agencies, review incentive plans and talk directly with the young person to try and find out the reasons for their behaviour. One member of staff said, ‘We won’t give up. We know the risks associated with going missing. It’s hard work but I’m sure we’ll get there in the end.’ Young people who go missing are spoken to by someone

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good

independent of the home when they return. This helps to gather important information about the areas they go and who they are with, which in turn helps staff or the police locate their whereabouts.

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good

Each young person has a clear behaviour plan in place which incorporates the use of sanctions for helping to deal with negative behaviour, particularly repairing damage that they have caused or repaying money that they have misused. Staff also use restorative techniques and positive consequences for promoting good behaviour such as, incentive and reward schemes. These measures help young people to understand the consequences of their actions and the impact their behaviour has on others.

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good

The physical environment is clean, well maintained, safe and secure. Regular checks are carried out to avoid exposure to unnecessary risks. Young people confirm they know what to do in the event of an emergency and have participated in practice fire drills. The home’s manager follows safe recruitment practices to avoid unsuitable people working with young people.

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good

The home has clear policies and procedures in place for staff that support anti- discriminatory practice. The management team keep up to date with current issues affecting vulnerable young people. This includes policies and procedures relating to issues of radicalisation. Registered Manager

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good

The Registered Manager has been in post since September 2015. He has a degree in social work and has registered onto a course of study to achieve the Level 5 Diploma in Leadership and Management for Residential Childcare. He also has lengthy experience of working with vulnerable children and young people who can display challenging behaviour and put themselves at risk. He is supported on a daily basis by a deputy who has the skills and experience to effectively undertake her role. The Registered Manager and deputy are assisted on a daily basis by a staff team that all have a Level 3 qualification.

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good

The management team and staff are fully committed and focussed on improving the quality of care provided in the home and in improving the life chances of the children and young people they look after. The management team have a development plan in place and they understand the strengths and weaknesses of the home. One staff member said, ‘We want to keep improving. The home feels like it’s getting better all the time.’

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good

Children and young people benefit from being looked after by a stable and suitably qualified staff team. All existing care staff has a minimum level of a level 3 qualification. No new staff have been appointed since the last inspection. Training provided to staff is both good and child centred. Examples of training provided to staff includes, e-safety, safeguarding, child sexual exploitation and radicalisation.’ One member of staff said’ ‘My training is continuously updated.’ The documentation used by the management team for recording staff supervision has recently been reviewed and updated. Supervisors monitor staff performance by undertaking practice based supervision and monitoring the interactions of staff with young people. Senior staff use the information gathered to address any short comings with staff and to praise them for specific pieces of work. One member of staff said, ‘Supervision is a lot more challenging now but it does mean we have to

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good

be at our best all the time.’ Staff meetings take place regularly and one member of staff said, ‘Everyone’s views are considered in team meetings and staff has the chance to add to the meeting’s agenda. If we do not feel comfortable discussing ideas openly in the meeting managers are happy to discuss ideas whenever they have the chance.’

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good

The home has regular internal and external monitoring processes, which ensure that managers are aware of, and committed to, continuous improvement. They have focussed on issues and shortfalls highlighted at previous inspections and taken action to remedy any breaches of regulation and recommendations for improvement. However, the reports produced as a result of external monitoring process do not thoroughly evaluate the information gathered. Additionally, the reports do not always comment on the overall safety and well-being of young people.

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good

Managers monitor the progress young people make and there are systems in place to identify areas of development for each of them. This valuable information is incorporated into care plans and risk assessments. These are reviewed frequently and confirm the progress each child or young person is making, as well as identifying any further areas that require support. Examples of the progress some young people have made includes; applying for part-time jobs, increasing school attendance from two days each week to three days, reducing the number of occasions when they have been reported missing and participating in an Easter egg competition.

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good

The management team have excellent links with other agencies. One young person’s social worker said, ‘The home is very child centred and adaptable to the young person’s needs. I have been really impressed how staff manage my young person and offer him the chance to develop positive relationships.’ Another social worker said, ‘Staff at the home pass on relevant information to other professionals and they work well as part of a multi-agency team.’ When young people require, specialist help, for instance, support from a psychologist or the child and adolescent mental health services, staff act quickly to ensure they are able to access these services and that they are tailored to meet their specific needs.

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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

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

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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

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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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