Greenbank School

Greenbank Lane, Hartford, Northwich, Cheshire, CW8 1LD

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Inspection dates 26/01/2016 to 28/01/2016

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The overall experiences and progress of children and young people Outstanding 1

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The quality of care and support Outstanding 1 How well children and young people are protected Good 2 The impact and effectiveness of leaders and managers Outstanding 1

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Summary of key findings

The residential provision is outstanding because 

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Summary of key findings

Residential students make it clear that they look forward to and enjoy being in the residential provision. They confirm they feel safe and secure when they stay over and that the residential provision is a safe place to be. This view is supported in the written and verbal responses received from parents.

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Summary of key findings

Residential students benefit from being looked after by a dedicated, trained and well managed residential staff team. The outstanding relationships formed between students and staff are strong, respectful and caring. Consultation between the two parties is high which encourages and allows students to contribute positively to life in the residential provision.

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Summary of key findings

Feedback from students and their parents demonstrates the value they put on the residential provision. For example, creating social networks, developing strong and lasting friendships, integration into local communities and experiencing the extended curriculum where students learn new and practical skills, are all areas of strength highlighted. There is a strong recognition that the residential experience contributes significantly to building students confidence and self-esteem,

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Summary of key findings

The high standard of care in the residential provision noted at previous inspections continues to be an area of strength, despite the impact on the whole school following a consultation period which included a staffing restructure. Although some minor enforced changes have taken place, the strong ethos and culture of care developed over the years remains intact. The two areas where the school have failed to meet minimum standards are administrative and do not impact directly on the welfare of safety of residential pupils.

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Summary of key findings

Points identified for further improvement are made to assist the residential provision in its quest for continued development. This should assist the school in maintaining a residential provision that moves forward and improves the overall outcomes for students who make use of this facility.

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Summary of key findings

Compliance with the national minimum standards for residential special schools

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Summary of key findings

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

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Summary of key findings

 7.1 The school should ensure it complies with all areas of the Regulatory Reform (Fire Safety) Order 2005 with particular reference to the schools fire risk assessment.

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Summary of key findings

 15.6 Ensure the school's procedures are compatible with the local runaway and missing from home and care (RMFHC) protocols and procedures applicable to the area where the school is located.

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Summary of key findings

What does the school need to do to improve further?

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Summary of key findings

Request that all applicants applying for any post connected to the school provide their full employment history.

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Summary of key findings

Ensure the safeguarding policy is kept up to date and reflects the most recent guidance issued by the government, and the schools own practical arrangements.

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Summary of key findings

It is felt the current arrangements for residents dining in the evening are compromised and the school should persist in its drive to create a new dining area for the use of residential students in the evening. In the meantime, the school should look to its current arrangements and consider implementing interim arrangements where the use of the gym for evening meals is discontinued or at least minimised.

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Summary of key findings

Senior staff should review the schools current practice with regard to healthy eating to resolve the concerns expressed by students and staff about the current implementation of the Schools Food Standards – A Practical Guide for Schools and their Cooks and Caterers. Inspection Report Greenbank Residential School, 26/01/2016 Page 2 of 12

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Information about this inspection

Notice of the inspection was by telephone call to the school initially at 08.30 on the first day of the inspection. Details of the inspection were confirmed with the headteacher and then followed up by e-mail, which also contained; a letter of confirmation, an indicative timetable, letter to parents (parent view) and a copy of Annex A.

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Information about this inspection

During the inspection, inspectors undertook the following activities; Each of the residential apartments were visited along with a tour of the grounds. Informal discussions with residential students took place as inspectors toured the residential areas after school, early evenings and early morning, observing routines, inter-action between residential staff and students and sharing meals with students.

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Information about this inspection

In addition to this, meetings and discussion took place with; headteacher, residential manager, senior residential staff, residential staff, chair of governors and the designated safeguarding lead. The case tracking selected students led to two sets of parents being spoken with along with observation of an annual review. Information was taken from the most recent surveys of students and parents undertaken by the school themselves. Contact with the local LADO was made prior to the inspection commencing.

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Inspection team

Graham Robinson Lead social care inspector Helen Humphreys HMI Inspection Report Greenbank Residential School, 26/01/2016 Page 3 of 12

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Information about this school

Greenbank Residential School is a local authority maintained school for the education of children with special needs from 11 to 18 years of age. The school offers day and residential provision for students who may have a moderate and severe learning difficulties and language and communication difficulties, including autistic spectrum disorder. The residential provision provides care, support and educational opportunities for 56 young people. A maximum 18 of students can stay each night. There is also capacity for students to have an extended day and return home to sleep. Each young person has an individual educational residential package for one or two nights during term time. Greenbank School has recently emerged from a consultation which has impacted on both the day and residential provision. Two key outcomes of the consultation included the closure of weekend provision during term time from September 2015 and a staffing

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Information about this school

restructure. This has not impacted negatively on the standard of the care support or educational residential provision provided. School and the Governing Body are keen to work with other agencies to further develop and extend its residential provision and re- open weekend opportunities for young people. The school buildings are purpose built and situated in their own grounds on a large education campus of other schools and a college of further education. The school is near to local leisure and shopping facilities. The previous inspection of the residential provision took place in November 2014. Inspection Report Greenbank Residential School, 26/01/2016 Page 4 of 12

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Inspection Judgements

The overall experiences and progress of children and young people Outstanding

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Inspection Judgements

Residential students continue to make outstanding progress with the residential provision identified by parents and students as a catalyst for developing both social and practical skills. This gives students greater confidence and self-belief. A parent reported, `I am really happy with the continued progress my son is making. I am surprised at times how much he has learnt at residential which is brilliant.’ Another sums up many parents’ views by stating, `the residential provision in my opinion ticks all the boxes. Each one is treated as an individual with completely individual needs, difficulties, targets and achievements and because of this the resi provision is invaluable.’ Students thrive in a social environment that has structure and adherence to appropriate boundaries, giving them a sense of responsibility and duty towards others in a group living situation. Developing greater independence is a feature of life in the residential

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Inspection Judgements

provision which students recognise is beneficial in their relationships with family members. For example, one described to an inspector his mother’s attitude towards his independence saying she is more confident as he achieves more practical skills and independence, which in turn allows her to treat him age appropriately. An area of particular strength is in providing residential students with new experiences through a wide range of activities and clubs on offer in the evenings. Many are community based and can lead them into taking up new hobbies and developing new specific interests.

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Inspection Judgements

One student explained to an inspector how he really looks forward to being in residency, enjoying the activities and being with the group he shares his apartment with. When asked how being in residency had helped him, he spoke about having friends, developing social contacts and developing practical skills that help at home, giving the example of now being able to shop on his own as an area of significant progress.

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Inspection Judgements

Residential students appreciate living in an inclusive environment where disability is not viewed as a barrier to leading a challenging and fulfilling lifestyle. The aspirations of students, parents and staff are high. For example, one student described to an inspector his ambition to go to college and study business and art degrees, before taking on a role in a family business. These plans were later ratified at the student’s annual review. Inspectors were also impressed with the quality of work being undertaken with older students to help equip them with skills to cope in a non-autistic environment.

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Inspection Judgements

The views of students are regularly sought by residential staff who are extremely skilled in non-verbal communication. This ensures that all students participate fully in making decisions and choices about their time spent in residency. For example, one inspector observed a meeting of the student council where they received positive feedback to the requests made at previous meetings. Student’s views, thoughts and choices are also sought by residential staff, allowing each student to make specific choices about certain Inspection Report Greenbank Residential School, 26/01/2016 Page 5 of 12 aspects of their stay in residency. For example, with activities and choices of food.

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Inspection Judgements

Outstanding and often, long-lasting relationships and bonds are created between students, their families and the dedicated team of residential staff, who have all been in post for some years. Feedback from parents regarding staff is extremely positive with one parent describing the residential provision and its staff as, ` A Jewel; in the Crown.’

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Inspection Judgements

The health of residential students is being promoted positively. Any specific health needs are recognised in personalised healthcare plans that include planning and assessments of risk, should an emergency take place. This pre-planning and attention to detail came to fruition the night before the inspection commenced, when a residential student became ill and required hospitalisation. The parent of the student involved told an inspector, `I am indebted to them (staff). Not just for managing the situation but by going that extra mile in helping staff in hospital to manage my daughter as she can be stubborn when frightened.’ This was viewed by inspectors as an outstanding example of practice merging with in depth pre-planning.

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Inspection Judgements

Strong links exist with schools health services who provide advice and oversight of health issues. Excellent arrangements are in place to store, administer and record medication. Staff involved with this are suitably experienced and trained. Appropriate written consents from parents are in place.

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Inspection Judgements

Excellent links with parents and local medical services ensures every-day health needs are being fully met. A number of activities in place for residential students involve exercise which supports them in keeping fit. Dietary needs are catered for and students are encouraged to eat healthily. The recent implementation of the schools healthy eating programme has been the cause of some concern and a feeling of unfairness for some residential pupils and staff. Inspectors looked into this and gave advice to senior staff which should help in resolving those issues.

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Inspection Judgements

The quality of care and support Outstanding

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Inspection Judgements

Inspectors could not find any evidence that the upheaval and anxiety created by the recent consultation and staff re-structure has had any adverse effect on the standard of care. Residential and senior staff are complimented as they have maintained and in some areas, exceeded the outstanding levels of care and support noted at previous inspections.

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Inspection Judgements

For example, the educational day in the form of residential students undertaking practical assignments in the evening, has been formalised. Assignments are assessed and provide students with certificates of achievement when completed. Residential staff plan and oversee these assignments which are beneficial to students in developing both their educational skills such as reading and numeracy, through to practical skills such as understanding how to use a washing machine properly. This has been a considerable area of development since the previous inspection took place.

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Inspection Judgements

Residential pupils speak well of staff and their experiences of being resident. For example, a group of students told an inspector how much they love coming to the Inspection Report Greenbank Residential School, 26/01/2016 Page 6 of 12 residential provision. They enjoy being with their mates and participating in activities. They recognise that the life-skills work they are doing helps them when they are at home and in the community.

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Inspection Judgements

The positive response from parents shows they also appreciate the level of work being undertaken during the evenings. For example, one states, `there is no doubt to me that the residential provision is a proven therapeutic intervention for ASC pupils.’ Another takes this a step further by stating, `the residential provision is a vital part of ASC education, as it provides the social and life-skills training that are so important.’ One parent sums it all up by stating the residential provision, `provides a safe structured environment for students to practice life and social skills.’

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Inspection Judgements

The school has developed excellent systems for introducing students into the residential provision. Students have to have been in attendance as a day pupil before they are considered for residency. Staff have developed tried and tested systems to introduce students to the residential provision, which take account of individual need and requirements. For example, the school day is extended into the evening, which is part of the early induction process. However, there are no time limits on this process with students only moving on to overnight stays when they and their parents are happy for them to do so.

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Inspection Judgements

The residential provision has looked to expand and improve its practice in a number of areas since the previous inspection took place. For example, care plans have been extended giving more detail into the needs of students in areas such as their cultural and religious requirements. A self-identity form has been introduced where students are asked to give their views on areas such as; how do you see yourself, what is important to you about your future, plus others. This and other areas of development linked to planning and identifying individual need are excellent examples of how the school is constantly looking at and reviewing its own practice with a view to improving outcomes for its residential students.

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Inspection Judgements

Residential students experience an environment where individual needs, disabilities and identities are fully accepted. Students become more involved with community life by sharing new experiences. Appreciating and celebrating different cultures is built into the residential provision. For example, with regular residential theme nights and trips to cinema, theatre and other community based activities. This gives students an insight into areas they may not have experienced before, giving them an appreciation of community based life and culture.

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Inspection Judgements

Since the previous inspection, the accommodation and general facilities for boarders has improved. For example, a rolling programme to improve décor, fixtures, furnishings and equipment is in place with areas such as sycamore and cedar apartments benefitting. Some garden areas have been improved with new patio areas laid. Plans are in place to create a new dining area for the use of residential students for their evening meal. These plans have stalled a little and students at times are eating their evening meal in the gym, which is the designated school dining area. However with the small numbers in the evening and the large space being used to dine in, inspectors feel it is not conducive to creating a warm, homely feel. Senior staff are encouraged to continue the drive towards the creation of a new dining facility for residential students. They have also Inspection Report Greenbank Residential School, 26/01/2016 Page 7 of 12

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Inspection Judgements

been asked to look at ways to see if use of the gym in the evening for dining purposes can be eradicated completely or at least minimised.

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Inspection Judgements

How well children and young people are protected Good

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Inspection Judgements

The overall arrangements to protect and keep residential students are good. Students confirm they feel safe and secure in all areas of the school, including the residential provision. Residential staff have received training in safeguarding and demonstrate an understanding of their responsibilities to keep students safe. Residential staff have benefitted from recent training to update their knowledge and understanding. For example by recently completing Prevent training.

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Inspection Judgements

Appropriate responses have been made against all safeguarding incidents since the last inspection. The school is managing a number of safeguarding concerns effectively, through Child in Need plans, CAFs and Team around the Child plans, where the school acts as the lead professional. Monitoring and governance of safeguarding is good, thorough and conducted at appropriate levels with the head teacher taking overall responsibility in conjunction with the designated teacher, residential manager and the governing body. A significant development undertaken by the school since the last inspection is through the introduction of an electronic recording system which became live in October 2015. The system known as CPOMS. It records issues affecting twenty-two areas which includes safeguarding, e-safety, child protection and bullying. This is another outstanding example of investment by the school in its quest for continued improvement

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Inspection Judgements

and progression. Safeguarding concerns are shared appropriately through the newly installed CPOMs system which ensures that information is acted upon quickly and shared with other agencies and parents. Security in and around the residential areas is of a high standard. Appropriate procedures are in place for dealing with visitors to the campus. A range of risk assessments, all revised and updated within their specified timescale are in place to protect everyone using the campus.

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Inspection Judgements

Residential students feel safe and there are a range of strategies in place to keep them safe. Students have confidence in the staff, that any matters of concern they have will be dealt with appropriately. No child or parent have made any complaints since the last inspection. Incidents of bullying, missing from home, use of sanctions and restraint are rare. E-safety is well managed .

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Inspection Judgements

Recruitment and clearance procedures meet with statutory requirement. However, the school has been asked to ensure that applicants are required to give their full employment history when completing application forms.

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Inspection Judgements

Bullying is not an area of concern to students. They confirm staff are quick to intervene if students fall out with each other. No issues or concerns were raised with inspectors on Inspection Report Greenbank Residential School, 26/01/2016 Page 8 of 12 this matter.

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Inspection Judgements

The school has service contracts in place which ensures safety equipment is serviced and fit for purpose. However, some deficiencies with administrative and wording issues linked to some policies, procedures and written guidance were noted. This means the school is not fully complainant with the relevant government guidance in relation to; fire risk assessments, recruitment of staff, child protection policy and written guidance linked to missing from home protocols.

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Inspection Judgements

The impact and effectiveness of leaders and managers Outstanding

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Inspection Judgements

The headteacher and residential manager work collectively and collaboratively to ensure standards are maintained and improved. Senior staff have successfully managed the transition period caused by the recent consultation and subsequent re-organisation of staff throughout the school, which includes the residential provision. This has been completed whilst being able to maintain and improve working practices that have ensured the care received by residential students remains outstanding.

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Inspection Judgements

Senior managers with oversight and direct responsibility for the residential provision work with a strong team-centred approach that provides vision, guidance, support and consistency. Monitoring of the residential provision both internally and externally is efficient and meets the requirements of the standards. Any shortfall is quickly identified and rectified with appropriate action plans put into place. Constant evaluation, coupled with the willingness and ability to make changes where necessary, allows for continual progress and development to be made.

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Inspection Judgements

Residential staff are well organised and highly motivated to meet the individual needs of the students in their care, which they understand well. They confirm they are well supported by senior staff who supervise them regularly. Staff also receive appraisal where professional development is identified and agreed. This is underpinned by an active training programme, with staff completing all the expected core areas such as safeguarding and first aid. Recent training in child sexual awareness and the Prevent strategy have widened the skill and knowledge base of staff. This helps them to reflect on their own practice and make further improvements.

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Inspection Judgements

Policies and procedures are exceptionally well maintained apart from those identified in the previous section of this report. There is evidence of regular review and update, keeping them current and in line with recent legislation and change. Records on individual boarders are also of a high standard and been an area of improvement since the last inspection.

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Inspection Judgements

The school has an excellent record of compliance. Both areas highlighted at the last inspection as areas to be improved further have been fully addressed. This has led to improvements with student care plans and with the retention and storage of sensitive information. Inspection Report Greenbank Residential School, 26/01/2016 Page 9 of 12

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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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What inspection judgements mean

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

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What inspection judgements mean

children and young people are not protected or their welfare is not promoted or safeguarded or if their care and experiences are poor and they are not making progress. Inspection Report Greenbank Residential School, 26/01/2016 Page 10 of 12

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School details

Unique reference number 111503 Social care unique reference number SC006624 DfE registration number 896/7106 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 56 Gender of boarders Mixed Age range of boarders 11 to19 Headteacher Mr M McCann Date of previous boarding inspection 17/11/2014 Telephone number 01606 288028 Email address head@greenbank.cheshire.sch.uk Inspection Report Greenbank Residential School, 26/01/2016 Page 11 of 12 guidance 'raising concerns 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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School details

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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School details

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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School details

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 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. 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. if you would like a copy of this document in a different format, such as large print or Braille, please

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School details

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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.co.uk/ofsted

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