Northern Counties School

Northern Counties School, Great North Road, Newcastle-upon-Tyne NE2 3BB

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Inspection dates 15 March 2016 to 17 March 2016

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Outstanding 1

The quality of care and support Outstanding 1 How well children and children and young people are protected Outstanding 1

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Outstanding 1

The impact and effectiveness of leaders and managers Outstanding 1

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The residential provision is outstanding because

 Children and young people experience highly tailored personalised care. This is underpinned by excellent relationships with staff and between parents and staff. This means that children and young people make the most of the rich opportunities on offer within the school, helping them to thrive.

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The residential provision is outstanding because

 When children and young people with complex health needs require hospitalisation, their core team of carers continue to provide their care. Ensuring this level of support significantly helps to allay anxieties for everyone concerned and considerably aids children’s and young people’s recovery.

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The residential provision is outstanding because

 All staff, including the school’s ancillary workforce, demonstrate a solid understanding of their individual and collective responsibilities to safeguard children and young people. Visitors are also made aware of how to contribute to safety within the school. This approach ensures that there is a high degree of vigilance keeping children and young people safe.

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The residential provision is outstanding because

 The headteacher shows dogged determination in pursuing complaints until an appropriate resolution is reached. This level of response provides the utmost reassurance to parents that children’s and young people’s needs are paramount.

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The residential provision is outstanding because

 Children, young people and staff benefit from input by the school’s behaviour intervention team. This results in meticulous understanding about children’s and young people’s underlying needs. This information shapes their individualised risk assessments and behaviour management plans and leads to major improvements in children’s and young people’s overall development.

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The residential provision is outstanding because

 Leadership and management of the school are excellent. The headteacher, known as the associate director, is an exemplary role model for other professionals and school staff. As a result, there is a strong ethos of mutual respect between staff and for children and young people. This combines with a tangible passion and an aspirational culture to ensure that children’s and young people’s disabilities do not prevent them from realising their individual potentials. 

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schools

The school meets the national minimum standards for residential special schools.

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schools

What does the school need to do to improve further?  Revise the statement of purpose to include a more detailed description of the range of therapies provided by clinicians, their supervisory arrangements and the theoretical underpinning of their work.   Ensure that children’s and young people’s care plans clearly set out their individual needs and desired outcomes.   Ensure that any review of a child’s or young person’s progress identifies the progress made within residence as distinct from their academic outcomes.  Inspection Report Northern Counties School, 15 March 2016 Page 3 of 11

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Information about this inspection

The school was given notice of the inspection three hours beforehand. All three residential units were visited and the inspector spent time with children and young people in each. Inspection activities included: observations of practice, discussions with staff and some residential pupils, and meetings with the headteacher, head of school, the head of care and the therapeutic intervention team. In addition, meetings took place with six school governors, including three parents, telephone discussions with a further two parents, and a social work team manager. Survey information from children and young people, staff and a parent was evaluated and policies, records, and residential pupils’ case files were reviewed.

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Inspection team

Michele Hargan lead social care inspector Inspection Report Northern Counties School, 15 March 2016 Page 4 of 11

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Information about this school

Northern Counties is a non-maintained residential special school and is part of the Percy Hedley Foundation. The school provides a specialised environment for the assessment, education, therapy and care of children with complex communication needs resulting from combinations of hearing/visual impairments, learning difficulties, autism and/or physical difficulties and complex health needs. The school caters for children aged three years to 19 years and includes post-16 provision. It is situated within easy walking distance of the centre of Newcastle-upon-Tyne and a range of amenities and facilities. The majority of pupils do not access the residential provision. The residential accommodation is available for children who are usually over the age of 10 years who are unable to commute on a daily basis or who need education, support and management extending beyond the normal school day. The residential accommodation

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Information about this school

consists of three self-contained units, each with its own communal facilities, providing 18 places. The provider intends to apply to register the residential accommodation as two separate children's homes. This will enable the school to provide year-round accommodation for children and young people and for short-stays. The residential provision was last inspected in June 2014. At the time of this inspection there were 12 children and young people resident. Inspection Report Northern Counties School, 15 March 2016 Page 5 of 11

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Outstanding

Relationships between staff and children and young people are meaningful and trusting. Staff are exemplary role models and children and young people experience the genuine investment staff make in helping them to progress. Children and young people feel the pleasure and pride that staff share with them in their achievements, and this helps to spur them on and raise their self-esteem. About one young person a member of staff said, ‘I can’t believe the changes he has made, he has come so far, he used to be very angry but not now.’ A social work team manager also said, ‘We really think that this is his home, he has made fantastic progress.’

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Outstanding

Staff ensure that there is excellent individual support of children and young people, reflecting their varying levels of needs so that they can safely be together. Bullying within the school is not an issue. Where any concerning behaviour takes place outside of school and is brought to the attention of senior staff, swift action is taken to ensure that everyone is safe.

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Outstanding

Children and young people are set up to succeed. They enjoy going to school and the opportunities this brings, including living within a residential setting. Activities are well organised, including alternative backup plans just in case. This flexibility means that staff enable choices in whatever way these are communicated.

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Outstanding

Inspired leadership and management, underpinned by a strong safeguarding culture, foster a nurturing community in which children and young people feel claimed and can belong. Management oversight provides high support and high challenge to staff, freeing them up to think creatively and to advocate children’s and young people’s rights. Several of the clinical and teaching staff are involved in research aimed at improving children’s and young people’s development. The outcome of a previous research project about attachment is being awaited. This type of participation promotes exceptional care practice.

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Outstanding

Staff work effectively with parents, professionals and young people helping them to prepare for the transition to adulthood. Staff play their full part in contributing to this process. Effective planning means that young people receive support, which maximises their independent living skills. Children’s and young people’s needs and rights in every area of their life are respected and promoted. For example, staff have developed a useful resource for parents, staff and professionals aimed at helping young people with autism understand how best to manage sexual feelings and relationships.

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The quality of care and support Outstanding

The children’s and young people’s accommodation is excellent. Improvements have taken place in preparation for registering the accommodation as two children’s homes. School and residential facilities are exceedingly well equipped, so that children and Inspection Report Northern Counties School, 15 March 2016 Page 6 of 11 young people who are deaf, learning disabled or who have complex health needs access the necessary aids to maximise their abilities. A parent said, ‘We think they do a fantastic job, we would recommend the school to anyone.’

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The quality of care and support Outstanding

All children and young people receive exceptional care from staff. This is underpinned by close working relationships with in-house health professionals, such as registered nursing staff and therapists. As a result, staff receive effective training and achieve high levels of competence in the administration of medication, and with meeting complex health needs. These include diabetes, epilepsy and administration of oxygen, and how to respond in an emergency. This means rapid action is taken when necessary to secure urgent hospital treatment. In this event, the staff team continues to look after children and young people if they are admitted to hospital. A registered nurse said, ‘I think children and young people get excellent care. I have 100% faith in staff.’

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The quality of care and support Outstanding

Parents’ contributions to their children’s care plans is now a central part of care planning. While it is clear that care plans are comprehensive, in some instances it is hard to distinguish between needs and outcomes. Any misunderstanding in this area detracts from children’s and young people’s progress. Similarly, while there is robust evidence that all children and young people achieve excellent academic progress, improvements resulting from their residential experience are not similarly highlighted within reviews. Any oversight with full understanding about children’s and young people’s true potential can compromise their future goals.

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The quality of care and support Outstanding

Whatever their level of disability, children and young people enjoy a rich variety of activities, such as trips with friends to caravans, swimming and theme park visits. This aids their overall development, by improving their emotional and physical well-being and social skills. A member of staff said, ‘It can really make a difference to a parent to come along. They get to spend quality time with their child because staff are there to provide support.’ After such an occasion, a parent said, ‘We all went out for pizza, it might not sound like a big thing, but it’s huge for (name) because he sat at the table, that means we can do things like that.’

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The quality of care and support Outstanding

Deaf children and young people are exceedingly well supported. Strong links with the deaf community are actively maintained, as children and young people attend a deaf café within the local area. This aids development and creates a sense of belonging. A deaf young person signed to say, ‘The best thing about school is that all my friends are here and I get to go to deaf club.’

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The quality of care and support Outstanding

The school has achieved the healthy eating award, denoting excellence in this area. This promotes the physical well-being of children and young people, and meets any cultural needs. A senior member of catering staff said, ‘I have met with the students’ school council. I really try to vary the meals. We also cater for halal diets.’

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How well children and young people are protected Outstanding

Absolute clarity by senior staff responsible for safeguarding, about what to do in the event of any concern, keeps children and young people safe. Safeguarding procedures are updated in line with any changes and staff training and induction reflect this. All staff Inspection Report Northern Counties School, 15 March 2016 Page 7 of 11 are clear about their responsibilities to keep children and young people safe and about how to raise any concerns. This means that all staff at every level contribute to children’s and young people’s safety. A very experienced but new member of staff said, ‘The safeguarding training was very good, actually, and I have done a lot. I emailed the manager to let him know. They seem to be very on the ball.’

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How well children and young people are protected Outstanding

Staff take practical steps, including providing robust emotional support, to help reduce children’s and young people’s anxieties. Detailed holistic assessments identify children’s and young people’s vulnerabilities, informing carefully thought-through risk assessments. As a result, staff achieve an in-depth understanding of children and young people; they are tuned into signs of distress and take swift and effective action in response. This promotes feelings of safety and security. About safety, a young person said, ‘I’d give them 10 out of 10.’ When asked what they would do if they had any concerns, a group of deaf young people all signed to say, ‘Tell the staff.’

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How well children and young people are protected Outstanding

While children and young people do not go missing, there is no complacency about this. Personalised information within their case records is available in the event of any emergency. Children’s and young people’s safety in the event of an emergency evacuation is improved as they each take part in fire drills. This addresses a recommendation made at the previous inspection. A parent said, ‘We trust the staff implicitly, she thrives there.’

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How well children and young people are protected Outstanding

Further developments since the last inspection have led to the establishment of a behaviour intervention team. This highly motivated multi-disciplinary team comprises, amongst others, occupational and speech and language therapists, specialist teachers accredited in autism and behaviour management and a highly qualified support worker specialising in analysing behaviour. This level of resource, combined with experienced staff, means that children’s and young people’s behaviour is exceedingly well managed.

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How well children and young people are protected Outstanding

Staff do not use sanctions as a means of managing behaviour. Children and young people are held on occasion to protect them and staff from injury as a last resort. Thorough oversight of this takes place, ensuring children’s and young people’s safety. Staff provide high levels of supervision and structured activities, which reduces the likelihood of difficulties arising. All staff are trained in how to de-escalate and defuse challenging behaviour. As a result, children and young people learn over time that staff understand their distress, which reduces the need to escalate their behaviour.

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The impact and effectiveness of leaders and managers Outstanding

The residential provision is exceedingly well managed. The planned transition in readiness for becoming a children’s home, while not without its challenges, has not adversely affected the direct care of young people. Such is the openness of school leaders that reservations expressed by a few parents about this were already well known and understood. A senior leader said, ‘You can understand why parents are concerned. I would be if it were my child.’ While expressing some reservations about the speed of change and communication, a parent also said, ‘The support from my child’s core team is Inspection Report Northern Counties School, 15 March 2016 Page 8 of 11 fabulous. To be fair, I have no concerns about my child’s safety, well-being or care. I’m very happy with that. I know I am judging them against incredibly high standards.’

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The impact and effectiveness of leaders and managers Outstanding

The headteacher, the head of care and senior managers are united by their aspiration to improve continually the lives of children and young people. This enthusiasm and commitment is very apparent, and gives parents confidence that the staff want to provide the best possible care. As a result, parents rate the school highly and view the staff’s communication practices as being very good. For instance, a parent said, ‘The manager told me he tried out what I had suggested if my daughter was struggling to take her medication, and that it had worked. So I knew they had read what I wrote.’

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The impact and effectiveness of leaders and managers Outstanding

Internal monitoring is regular, robust and leads to major improvement. The school’s governors are a diverse group, including parents and professionals who make a tangible contribution to the residential provision. For example, they include retired health and local authority professionals, one of whom said, ‘Everybody knows what they are doing,’ and, ‘We put together a checklist to update safeguarding procedures because of new guidance and we went through it. We covered everything.’

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The impact and effectiveness of leaders and managers Outstanding

Comprehensive policies and procedures are in place and updated as necessary. Additional children’s homes procedures are also in place, exceeding national minimum standards. For example, the school’s statement of purpose provides more than the required information. Nonetheless, this could be further improved by reflecting the extensive nature of health care and aligned therapeutic support available. The extent to which staff treat children and young people with dignity and respect is exceptional. A new member of staff said, ‘I think the care stands out, staff keep saying it’s what the children and young people want to do.’

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The impact and effectiveness of leaders and managers Outstanding

One anonymised complaint made since the previous inspection has been painstakingly investigated. While the majority of issues raised within it are unfounded, the concerns have been embraced, leading to a creative outcome. A training session delivered to staff by a parent and the headteacher was aimed at ensuring that a young person’s needs are thoroughly understood. This initiative helps to improve relationships and increases empathy for parents.

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The impact and effectiveness of leaders and managers Outstanding

Staff feel well supported, trained and valued by senior staff. Induction is thorough and there are excellent opportunities for ongoing professional development. About induction, a member of staff said, ‘I ask loads of questions and everyone has been very helpful. I have been to a team meeting. I had supervision literally within the first week. I was given the structure of the organisation, asked about training and told I was entitled to monthly supervision.’ Staff now have ready access to online information and technology, meeting a recommendation made at the previous inspection. Inspection Report Northern Counties School, 15 March 2016 Page 9 of 11

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What inspection judgements mean

The experiences and progress of children and children and young people are at the centre of the inspection. Inspectors will use their professional judgement to determine the weight and significance of their findings in this respect. The judgements included in the report are made against ‘Inspections of boarding and residential provision in schools: the inspection framework’.

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Judgement Description

Outstanding A school where the experiences and progress of children and children and young people consistently exceeds the standard of good and results in sustained progress and achievement. The outcomes achieved by children and 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 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’s and young people's welfare not being safeguarded or promoted. However, the overall outcomes, experiences and progress of children and children and young people are not yet good. Inadequate A school where there are serious and/or widespread failures that

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Judgement Description

mean children and 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 Northern Counties School, 15 March 2016 Page 10 of 11

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number

DfE registration number 391/7004 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 65 Gender of boarders Mixed Age range of boarders Three to 19 Headteacher Ms Judith James

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inspection

Telephone number 0191 281 5821 Email address j.james@percyhedley.org.uk Inspection Report Northern Counties School, 15 March 2016 Page 11 of 11 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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inspection

You can use Parent View to give Ofsted your opinion on your child's school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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inspection

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk or look for the link on the main Ofsted website: www.gov.uk/ofsted

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inspection

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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inspection

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'.

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inspection

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

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