Children's home run by North Yorkshire County Council in North Yorkshire

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 span of care offered by the home is exceptionally wide ranging and responsive. Possible levels of support include tea time visits, day care, short breaks, longer stays and shared care type arrangements, including emergency requests for support from foster carers.

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The children's home provision is good because:

 The staff team are highly supportive of each other and take demonstrable pride in the care and support they provide to children, their parents and carers. They work flexibly making themselves available at short notice to supplement staffing arrangements aimed at ensuring consistency and the continued delivery of the service.

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The children's home provision is good because:

 Staff are highly skilled and this is most evident in the quality of the relationships they establish and sustain with children. They undertake meaningful individual pieces of work that address the underlying needs of children creatively and sensitively.

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The children's home provision is good because:

 Leaders and managers are inspiring and confident. They promote care based on best practice that is explored within regular team meetings. A high challenge, high support model of staff supervision sustains a culture of continual improvement, promoting a ‘can do’ attitude within the staff team.

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The children's home provision is good because:

 Children needs are clearly the central focus of arrangements to monitor care practices, including any significant incidents and medication administration. These arrangements are good because oversight of any incidents are timely and thorough. Action taken as a result of this is aimed at understanding and learning from events, resulting in effective corrective actions being taken when necessary.

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The children's home provision is good because:

 All children, regardless of what level of support they access, such as day care or short stays, receive a very thorough pre-admission assessment. This information is translated into a comprehensive, accessible and child centred plan of care by the home.

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Recommendations

To improve the quality and standards of care further the service should take account of the following recommendation(s):

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Recommendations

Ensure any individual appointed to carry out visits to the home as an independent person must make a rigorous and impartial assessment of the home's arrangements for safeguarding and promoting the welfare of the children in the home's care. In particular that reports evaluate the quality of care and the impact of this for children. (The Guide to the Quality Standards, page 65 paragraph 15.5)

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Information about this children's home

The home provides care and accommodation for up to 5 children with sensory impairment, learning disabilities and physical disabilities. The home is run by a local authority.

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Recent inspection history

Inspection date Inspection type Inspection judgement

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Recent inspection history

09/03/2015 Interim Sustained Effectiveness

p.5

good

Staff take responsibility for establishing and maintaining meaningful relationships with children. This means children learn they can trust staff and have fun, promoting feelings of safety and security. About her son’s visits a parents said, ‘He gets that warm feeling when he comes to the home. He doesn’t want to go home, it’s shoes on, shoes off, coat on, coat off. The staff never say they are tired, you get that sometimes from others.’

p.6

good

Staff communicate effectively with children through play-responsive observation and they use the child’s preferred communication method. Prompts and communication aids are on hand throughout the home including a ‘communication corner’ which is a useful resource further aiding understanding of children needs. Children’s care plans make clear their individual communication needs and staff follow this guidance. Staff involve children in making opportunistic choices, such as choosing where to eat and what to eat when they get there. For example, staff said, ‘We are going out for tea because a young person asked if he could.’

p.6

good

Children’s routine attendance at school continues during their short breaks. As a result of this, staff work collaboratively with parents, carers and schools. Staff promote education by undertaking purposeful work with children aiding their overall development. About understanding children’s needs and working with the home a senior teacher said, ‘We want to know when things are going well, tell me what works and why, and what you are going to do to share that with others. It feels like the home does the same.’

p.6

good

While children take part in a meaningful range of activities and pastimes, there is also a recognition by the registered person that improvements in this area are warranted. This is because at times opportunities are compromised as staff respond to children’s needs alongside arranging activities. As a result, a member of staff is being appointed who will have overall responsibility to plan events and activities. Proactive management in this area promotes children’s equality of opportunity.

p.6

good

Staff provide support and care to children that helps them be as independent as possible while recognising the impact of their disabilities. This means that targets and goals agreed within the home’s plans for children are realistic and achievable. As a result, achievement of any kind is recognised, valued and rewarded. This is carried out by awarding a range of certificates, helping raise children’s self-esteem and confidence. A social worker said, ‘They are good at focusing on areas like young people’s life skills, they get young people out into the community. They do progress reports about the things young people are working towards.’

p.6

good

Staff work collaboratively with other professionals who provide specialist help to children. This ensures children’s care remains consistent during their short stays. A social worker said about staff, ‘They work closely with the school nurse about young people’s health care plans, that’s a good example of their joint working.’

p.7

good

Staff are sensitive to children’s individual emotional and developmental needs. This means staff relate to each child as a unique individual and this is at the forefront of their care practice. This approach builds meaningful relationships with children, creating feelings of trust and belonging.

p.7

good

Staff work with parents, carers and social workers to ensure that children who do not live with their birth parents get to spend time with their families as arranged. This helps meet children’s identity and developmental needs.

p.7

good

Children live in a home that is safe and their behaviour demonstrates this. This is because staff take effective action to ensure children feel they are safe. A parent said about staff’s care of her son, ‘It’s like a home for home, the staff go above and beyond, I know he’s safe.’

p.7

good

Staff collectively think and discuss children’s care plans aimed at meeting their underlying needs when their behaviour is communicating distress. Consequently children’s anxieties reduce because staff refocus and refine their approach. A senior member of staff said, ‘We have had a meeting looking at the child’s needs and I am confident that we are now able to meet them.’

p.7

good

Staff are attuned to children so they understand their individual non-verbal cues and recognise what is being communicated through their behaviour. This means they recognise when a child is troubled and they address this concern. For example, they support children providing one to one help if being a part of a group activity feels overwhelming. A member of staff said, after reflecting on a response to a child’s distressed behaviour which enabled them to resume their participation in a shared meal, ‘It was difficult for the child tonight, he can struggle with new faces, but he managed to deal with this really well.’ Children’s needs are all thoroughly assessed as part of routine admission procedures, whatever level of service they and their parents or carers receive. Staff meet with parents or carers as part of this process. This means in addition to obtaining further information about the child, understanding by parents and carers

p.7

good

about what the home does is also achieved. This also reassures parents and carers and builds trust. As a result, children are cared for in ways that are consistent, helping allay their anxieties at times of change, such as being introduced to the home. A parent said, ‘It doesn’t feel like a home, it feels like he is going to stay with friends. I have never felt like children don’t belong here they are a part of the home.’

p.8

good

Children’s behaviours are considered within the context of their development needs and the impact of their disability. For some children who are looked after the impact of trauma is also taken into account. This means there is an individualised approach ensuring the needs of children, including any risk taking behaviours, are effectively responded to. For example, staff complete individual pieces of work with children mindful of their underlying needs. Such activities are purposeful and feel meaningful, helping increasing children’s confidence. A member of staff said, ‘I do work with the child, we use a scrap book. I think it helps his self-esteem, he feels really proud.’

p.8

good

Children receive support promoting their emotional development. As a result, this increases their awareness and understanding about what is appropriate and inappropriate behaviour. Staff work effectively with social workers, parents and carers. This results in reaching agreement about how best to meet children’s needs whose challenging behaviour impacts their own and others safety. What children communicate through their behaviour is also accorded the same level of importance. This approach preserves the rights of children with communication difficulties. A member of staff said, ‘You’ve got to think about what’s going on for the child if they are bored, you can start seeing increased behaviours.’

p.8

good

Staff rarely need to use physical intervention in response to children’s behaviour. On occasions where this is the case, careful oversight of this takes place aimed at understanding the reasons for such action and to explore any underlying causes. This approach protects the rights of children and promotes increased understanding about any triggers aimed at reducing any further need to intervene.

p.8

good

Children receive care from staff who are carefully vetted prior to them being appointed. This protects the safety and wellbeing of children. Induction procedures for new staff are comprehensive. They initially receive weekly supervision, while shadowing experienced staff until they are considered sufficiently knowledgeable about children’s care needs. Online training is backed up by face to face training and new staff’s progress is carefully assessed during their probation. This ensures they develop an appropriate level of competence and that sufficient trust is established with children. Staff know how to bring concerns to the attention of the appropriate professionals ensuring appropriate action can be taken. The registered person quality assures these actions to make sure compliance with policy and procedural guidance. This oversight also identifies areas for improvement such as, unnecessary delay with

p.8

good

speaking to parents about any issues. The registered person and senior staff know how to address any concerns and when to involve the local authority designated officer about safeguarding matters.

p.9

good

The home is a purpose built property standing in its own grounds and is solely used by children with physical and/or learning disabilities. The building is well equipped, providing a wide range of bespoke aids and resources within the home and garden. This affords children worthwhile and fun opportunities aiding their overall development.

p.9

good

The home employs a part time administrator; a ‘handy’ person; a cook and a domestic assistant. Collectively, this level of internal support promotes a safe and secure environment and frees staff up from the majority of domestic tasks. As a result, children experience care within a setting that is clean, comfortable and well maintained. A member of staff responsible for cooking some of the meals said, ‘I came in for a young person’s last day. We had a party and I made a cake and pizzas and everyone got to pick their own, they loved it.’ Also, about children’s involvement at meal times, ‘Staff go in to the kitchen with the children and let them choose the meals.’

p.9

good

Children are cared for by a stable staff team. Staff know and understand children’s needs thoroughly. All staff are qualified and their ongoing suitably to practice is assessed via appraisal. This means effective systems are in place for staff member’s ongoing developmental aimed at meeting children’s needs This helps sustain good standards of care practice.

p.9

good

Demands on the service peaked during the summer months at a time of some low level staff absence. This meant some staff worked some additional hours supplemented by relief staff. On one occasion, off duty staff volunteered to work so that the service could continue as planned. These actions by staff further validate inspections findings about staff being exceedingly committed to children, their parents and carers. The impact of using relief staff is negated as systems are in place to ensure that only permanent staff carry out direct care tasks. A thorough, written debrief informs feedback that relief staff are given about their practice. This means their input is carefully measured to ensure they attain the necessary competency. A member of staff said about the impact of adopting this procedure, ‘I think it’s brilliant before we were having the same conversations. Now we can really see the improvements.’

p.9

good

Children experience a service that is responsive to emergency admissions as reflected within the homes Statement of Purpose. For example, children in foster care are admitted at times of crisis. This level of partnership working with carers is in the best interest of children as it promotes placement longevity and stability.

p.10

good

Reports completed by the Registered Manager are thorough and demonstrate continuous improvement. This creates a culture of uncompromising quality. For example, scrutiny of significant incidents, such as restraints and incident logs, reflect low numbers of any occurrences. These consider staff’s actions relating to any incident. This means in addition to identifying areas for improvement, the emotional impact on staff is also understood. This approach promotes reflective practice and the wellbeing of staff alongside ensuring accountability.

p.10

good

Reports carried out by an independent visitor to the home do not sufficiently evaluate the information collated during these visits. This raises doubts as to how this individual arrives at a decision about whether or not children are safeguarded and their well-being promoted. Consequently, these reports do not adequately inform the registered person and undermines systems aimed at regular scrutiny about the quality of care.

p.10

good

Children’s complaints are very low and these are taken seriously. Any concerns are addressed and the occurrence of these are treated as opportunities for further understanding and learning about any underlying issues. This validates the rights of children and helps establish trust about the efficacy of complaints procedures.

p.10

good

Children’s needs are well understood and met, as outlined within the home’s individual child friendly care plans called, ‘This is Me.’ Reading these plans makes for an engaging dialogue, usefully informing the reader about the child’s view of their world and most importantly about how best to meet their needs. This promotes a holistic approach to care practice because staff present information that paints a rounded picture of children’s overall needs.

p.10

good

Staff compile comprehensive reports that inform children’s review meetings. This is regardless of whether they are looked after or not and what level of service they receive. These are individualised and reflect their needs and experiences. This enables parents, carers and professionals to gain an overall view about how short breaks are meaningful for children. Reports also demonstrate that staff link their work with children’s educational and developmental goals aimed at maximising progress in these areas. Opportunities to further involve children in this process are being explored. This is aimed at increasing their contribution where possible and by so doing increasing their understanding of their past experiences, current experiences and future plans.

p.10

good

Parents and carers speak highly of the staff and there are trusting relationships between them. This means they have due influence with the running of the home are their views are taken into account. They also feel able to bring any issues to the attention of senior staff and managers because they know these will be taken seriously. In the Ofsted survey parents said, ‘Staff are very approachable and sensitive to any concerns I have.’ In addition, ‘They are always keen to receive feedback. I feel comfortable approaching them about any matter. Any issues I have had have been dealt with quickly, confidentially and effectively.’

p.11

good

Staff support children so they access community facilities in ways that are meaningful for them. These include providing them with periodic opportunities to meet their peers. For example, links with other local authority short break services are increasing and this leads to children going to organised events. A member of staff said, ‘We went to a music festival at another local authority short break service in the Summer. We’re also going to their Halloween party.’ In addition, the home is now aligned to local authority services for children who are disabled. As a result, there is increased opportunity for information sharing and to think collectively about improvement. A senior member of staff said, ‘It’s much better now, we can share best practice.’

p.11

good

Children receive care tailored to meet their needs. This approach maximises opportunities to reach developmental milestones. A parent said, ‘They load my son’s fork and encourage him to feed himself. They are going to start trying to help him with toileting, just a few minutes a day. This may go somewhere, it may not, with children like my son it can take years.’

p.11

good

Children are admitted to the home on the basis of careful planning and only when the local authority provides all required information. This means that the impact of a short break for new and existing children is given due consideration. A parent said, ‘They think about the mix of children and that’s really good. For parents, it’s reassuring, my son is vulnerable and they think about the other children there.’

p.11

good

Staff are diligent in maintaining children’s case records. This means children’s information files are well maintained, organised and regularly audited so any oversights or omissions are addressed. This practice ensures staff accountability and serves to aid children and others understand about their short-break experiences and progress.

p.11

good

Staff know when to notify placing authorities, professionals and Ofsted when there are significant incidents. This demonstrates to the regulator that appropriate action is taken in the best interest of children.

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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.

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What the inspection judgements mean

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.

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What the inspection judgements mean

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.

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What the inspection judgements mean

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 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.

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Information about this inspection

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 Homes (England) Regulations 2015 and the Guide to the children's homes regulations including the quality standards. procedures set out in 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

regulates and inspects to 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.

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Information about this inspection

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 .

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Information about this inspection

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

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Information about this inspection

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

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Information about this inspection

W: www.gov.uk/government/organisations/ofsted

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