Children's Home, Residential special school run by Aspris Children’s Services Limited in Staffordshire

The children's home provision is good because:

 Young people develop skills and thrive. They have new experiences and opportunities.  Respect for young people’s views and experience has a high priority.  The coordinated holistic approach between home and school is good. Young people benefit from the resources across the school, of skilled teachers, nursing, occupational therapy and speech and language therapists. Experienced, creative residential staff are an essential element of this teamwork.  Safeguarding responsibilities, particularly the protection of vulnerable young people with learning disabilities, is well understood. There are some excellent examples of safeguarding practice in the annual safeguarding audit and the system for monitoring and learning lessons from any safeguarding issues.  Resilient staff have worked hard through a period of permanent staffing shortages. They enjoy their work, are energetic, ‘switched on’ and knowledgeable about the young people.

p.3

The children's home provision is good because:

 Relationships are good. Young people have good connections with the permanent staff who care for them. Partnership working with parents is a strength.  The design and layout of the two residential houses in the spacious grounds enables young people to have plenty of free, safe space to play.  There are some areas for improvement. These relate to official records, to the quality of staff professional supervision and for consistency in policy and practice for health.

p.3

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.

p.4

Requirement Due date

The registered person must co-operate with the child’s placing authority in agreeing and signing the child’s placement plan. In particular, ensure that children who are looked after by a local authority have an up-to-date local authority placement plan. (Regulation 17 (1) (2)) 28/01/2016

p.4

Requirement Due date

The registered person must ensure that all employees complete an appropriate induction; and receive practice-related supervision by a person with appropriate experience. Regulation 33 (1)(a)(4) (b)) 28/01/2016

p.4

Recommendation

 Ensure that all staff consistently follow the home’s policies and procedures for the benefit of the children in the home’s care. This relates to closer coordination between school health and residential care leadership about shared medication and health care policies. (The Guide to the Quality Standards, page 54, paragraph 10.20)

p.4

Information about this children's home

This home is part of a residential special school which is operated by a large private care organisation. The two adjacent houses are registered to accommodate 14 children and young people with learning disabilities, who all attend the school. The school is registered with the Department for Education and has a specialism in autism. Young people may stay at the home past the age of 18, and leave as they finish their education at the school.

p.5

Recent inspection history

Inspection date Inspection type Inspection judgement

p.5

Recent inspection history

30/03/2015 CH - Interim Sustained effectiveness

p.5

Good

The service very successfully meets the needs of the young people. Careful decisions about who is suitable to move in, good care planning, reflective care practice and robust monitoring means that the young people successfully make good progress towards their identified goals in stable and secure placements. They experience a good holistic service for their educational, health, including mental health and social needs. Their identity and ethnicity are reflected in the many beautifully mounted photos of them around their houses. The service celebrates diversity through world foods and marking of world faith celebrations. A parent said she felt that staff made great efforts to think about what her child needed: ‘They are on board with all that. Respect and protect her dignity’

p.6

Good

The excellent multi-disciplinary support includes speech and language; occupational therapy, and nursing staff. This complements the skilled educational and residential staff. Placing authorities are pleased that staff are so proactive in seeking reviews from the school’s consultant paediatrician. This has led to a stronger sense of well-being as young people’s health is closely monitored.

p.6

Good

Relationships between staff, young people and their parents are good. There is a team work approach that keeps young people well connected with their families and home lives. Regular card and letter ‘writing’ is a weekly event. Staff accompany young people, when needed, on home visits, helping families to enjoy the time, while staff support some of the more challenging aspects. Families are very pleased that internet face-to-face communication with their children is now available in the staff office. They, and some placing social workers, are hopeful of better Wi-Fi reception in the actual houses to ensure that young people get better opportunity to make the most of new, assistive technology and computer software, as a communication tool; currently reception is weak. Parents are welcome visitors, but would also like to have more modern and immediate communication with their children.

p.6

Good

Young people communicate using signs, symbols, and electronic ‘tablets’ with special ‘speaking’ software. One parent described her child as ‘ambitious to communicate-vocalisation, gestures, books, signing’. This is an aspect where the staff knowledge of each individual and unique approach to each one, is evident. Staff are endlessly patient in answering questions and giving reassurance to young people about their daily or weekly plans. Some young people develop friendships with their peers, others relate more to staff. Daily care practice and routines maximise opportunities for choice, whether about play equipment, clothes, food, or activities. Staff are proud that two young people are now able to use some simple words, such as ‘school’ meaningfully; one can now ask for a cup of tea. Parents say they are glad their children get to have a lively time with staff, pleased that they get to experience ‘ordinary adolescence’ as well as good care: ‘They are

p.6

Good

warm, fun and loving- a lot of affection.’

p.7

Good

Young people’s self-care skills improve: a young person arrived in pads and now does not need to wear them, he has learnt to shave and his mother feels proud. Young people make their own food choices using symbols in a weekly session. They can also make a different choice on the day because the kitchen staff now always offer an alternative at the meal time. Leisure activities are an important part of the daily routine, on or off-site. Everyone goes on a good summer holiday. Staff plan well for this, so that young people are not bored and their horizons expand. One parent spoke about the impact on her daughter living at the home: ‘Impressed by all she’s managed to do- wants to go out, shopping, getting dressed up and going to a party. An enormous amount of work to make these things accessible.’ There is good encouragement to develop early planning for the next stage in young people’s lives. There is a ‘graduation’ feel to the marking of a move on,

p.7

Good

almost like a graduation. Staff present a pictorial record, a ‘life book’ of the young person’s time at the home. One young person has made a successful and carefully supported move on to adult accommodation. Staff shared their deep knowledge of his needs with the new home. He was one of the original residents at the home. They miss him and are still in touch with him, his new care provider and his parents. Young people move on when it is the right time for them, not because the service cannot manage their needs.

p.7

Good

A clear focus on the specific safeguarding vulnerabilities of young people with learning, sensory difficulties and autism, means that staff are alert to any potential issues. They assess and manage risk carefully. Safeguarding training for staff at all levels is rigorous. Staff balance healthy everyday risks with the need for protection. Practice for delivery of intimate personal care is clear about gender issues, and there is a minimal ‘hands on’ approach. One parent talked of her relief in trusting staff to care for her ‘phenomenally vulnerable’ child and not just contain her. She said: ‘Not many services that would manage to meet her needs. They look behind what may be behind any issue’. There have been safeguarding issues and also whistleblowing, about standards of care. The local authority designated safeguarding lead has no concerns about how the service works in partnership to refer, investigate under direction, and conclude

p.7

Good

safeguarding issues. There is good practice in how the service monitors and learns lessons arising from any incident: this leads to improvements in staff practice. Some aspects of safeguarding practice are really strong. The annual audit of safeguarding arrangements and practice means that managers are clear about any areas for improvement. The system for making a formal conclusion about any concern, incident or investigation is also very clear and allows for follow up in supervision and through managerial monitoring. Nothing gets ‘lost.’ Careful management of self-injurious behaviour is a daily feature of life at the home. Young people learn that staff will distract them, encourage them to be calm and keep ‘hands down’ to interrupt any negative behaviour which may harm themselves or others. Advice and guidance from the school’s speech and language therapist and occupational therapists gives staff new strategies to use when young

p.8

Good

people display anxiety about trying new experiences. They create ‘social stories’ to prepare for new trips out in the community. Young people gain the self-confidence and self-control to go out to ordinary barbers in the community, attend discos and social events, and use community sports facilities.

p.8

Good

Creative behaviour management strategies are based on a good understanding of what factors can trigger, and also calm, an outburst. Staff across education and care use the same language to encourage physical awareness through ‘postures’ and ‘make a pose’ to get young people to focus and be calm. There is very good in-house cross-discipline communication about young people, helped by residential staff input in the classroom, and regular meetings called to share ideas and decisions. Placing authorities have been pleased with how flexible staff have been to help particular young people who struggle to transition from place to place or activity to activity. One said their prompt identification of strategies, ‘reduces the opportunity for him having incidents which is good.’

p.8

Good

There are no sanctions; staff work to help young people shape positive behaviour through reward and better communication. Physical intervention is used minimally and usually to direct or deflect young people into a safe space. There is excellent practice in staff use of pictures and symbols to record their conversations with young people after any incident, to help them make sense of what happened. For example, staff reported how one young person used the signs on their tablet, to indicate they were sad. Staff also talk to parents after any incident: this is good partnership working.

p.8

Good

Young people are extremely vulnerable and are supervised constantly: the grounds are safe and buildings are secured with keypads at the front doors. No young person has gone missing. Risks, arising from behaviour associated with their autism or learning disabilities, are closely assessed and managed well. The environment and equipment is checked and well maintained so that young people live, and staff work, safely.

p.8

Good

Management arrangements, throughout this service, are fresh. A new responsible individual took over in February 2015. There is a new headteacher and a new manager, who has applied to register. She was appointed in July 2015, and has been promoted from within the organisation. She already has the appropriate managerial experience and qualification at level five in care and management. There is consistency and good practice in succession planning.

p.9

Good

Systems for managerial monitoring are very well organised. The responsible individual is a supportive, engaged leader. The new manager is effective, clear and well organised. She is currently working to prepare for the formal six-monthly review of the quality of care, and is planning for development and ambitious for improvement.

p.9

Good

The new manager has taken action about previous recommendations and has improved staff practice and young people’s care and experience. These related to out-of-date or incomplete records, including health records. Young people have a wealth of information in many documents, and these are now broadly up to date. Their views and experiences are also evident in a variety of records, logs and diaries as well in observed care practice. Health records, supplemented by individual ‘passports’ now provide a current and accurate record of appointments and all health needs, including any aids, or specific plans for health care. The environment is looking better. Recent redecoration has restored a homely feel to some areas: further renovations, for example to curtaining is planned. The furnishings and fitting and door frames etc, are subject to very heavy wear and tear from young people and this requires constant attention by the registered

p.9

Good

Clear aims for the all-round specialist autism and learning disability service are well documented in the statement of purpose. An established agenda for improvement means that the service develops, adapts well to the needs of young people and also organises around their needs. Although registered for 14, the manager believes the home works best at a maximum of 12 young people. A young person’s bedroom in each house is currently used as a staff office. This has improved the conditions for staff to do paperwork and make calls to parents and professionals. The manager is introducing a new system of in-house targets and progress tracking, linked to care planning, recognising the old system was ineffective. The evidencing of the good direct work that staff do with young people, to meet their targets and enhance their social skills and enjoyment, is also an aspect to improve under the new scheme.

p.9

Good

The staff and managers work well with placing authorities and are able to challenge when needed. Not all young people have a care or placement plan from their local authority, despite the manager’s requests, after three months in placement. This shortfall is minimised for the young person because the staff have drawn up an extremely through in-house care plan with parents and the social worker and have shared this widely.

p.10

Good

In-house health and residential services do not always coordinate their actions and communication. The discrepancies between old and newer policies for medication resulted in confusion for nursing staff, though have not had any effect on young people. Improved policy for medication in residential care had not been shared with the school nurse and so there was separate and unnecessary action. This is a matter for managerial coordination.

p.10

Good

All placing authorities give positive feedback about the service and the improvements and progress made by their young people. They feel able to raise issues; parents, in particular, talked about how promptly any issues were resolved. One said, ‘within the same day things have been sorted, and I’m happy.’

p.10

Good

The turnover at senior level has been accompanied by a turnover of permanent staff. Some residential staff, well-qualified and experienced, have successfully moved to jobs in the classroom. There have been times when consistency has been threatened by a shortage of permanent staff and reliance on agency staff. The service has now recruited a full complement, though some are yet to take up employment. The manager has a focus on building and developing levels of skills and experience with this refreshed staff team. Parents have been sad at staff turnover where this has meant changes to their children’s keyworkers and a disruption to relationships, but they are clear that regardless of this, the quality is consistently good.

p.10

Good

Formal documented supervision is not yet good enough. New staff have not had supervision at the frequency required by the organisation to contribute to a thorough induction. Nursing staff do not have professional, clinical supervision by someone with appropriate medical experience. Despite this, staff speak positively about their support and have plenty of opportunity to talk to the manager, headteacher, or the seniors about their work.

p.10

Good

Training is effective. Staff take responsibility for their own learning through a rolling programme of good quality, online training, tracked by the manager. Face- to-face training in key aspects of practice supplements this. A placing social worker described staff as: ‘professional and engaging during meetings.’ They appear to really enjoy spending time with young people, with a genuine positive regard. The new manager is confident she is building a competent staff team, including old and new members that delivers good care. ‘Young people are happy and staff are hardworking and supportive. Learning a million things every day.’

p.10

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