Norwich Road (15)

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:

 Children are making good progress due to living in this home.

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The children's home provision is good because:

 The staff are enthusiastic about encouraging education and in supporting children to complete schoolwork in the home. Other agency workers speak highly of the drive that staff have in motivating the children.

p.3

The children's home provision is good because:

 Although many of the children placed in this home have experienced a breakdown of previous placements or difficulties in their family, staff use well- practised skills and good care plans to establish a rapport quickly with them.

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The children's home provision is good because:

 Staff respond positively and quickly when children go missing from this home. They follow the comprehensive missing from care policy and alert the police to help to locate them. The staff understand fully the risks for the children in the community.

p.3

The children's home provision is good because:

 The staff are particularly skilled in developing and managing contact with their families for these children.

p.3

The children's home provision is good because:

 Some of the older children are learning to cook, budget and take care of their laundry. These are important life skills for children to learn, prior to a move towards independence.

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The children's home provision is good because:

 The practice of locking the lounge and games room to encourage the participation in education is not required as part of the safeguarding arrangements for children. The children have access to other areas, which minimises the impact of this shortfall.

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Recommendations

To improve the quality and standards of care further, the service should take account of the following recommendation(s):  Ensure that young people are able to access all shared areas of their home unless there are specific reasons why this would not meet their needs. Limits on access may be put in place only to safeguard each young person in the home. Any decision to limit a young person's access to any area of the home must only be made where this is intended to safeguard their welfare needs and be subject to review (‘Guide to the children’s home regulations including the quality standards’, page 15, paragraph 3.10).

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Information about this children's home

This home provides emergency and short-term placements for up to four young people who have emotional and behavioural difficulties. A local authority children’s services department owns and operates this home.

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Recent inspection history

Inspection date Inspection type Inspection judgement

p.5

Recent inspection history

19 January 2016 Interim Sustained effectiveness

p.5

Recent inspection history

24 March 2015 Interim Improved effectiveness

p.5

Good

Children are making good progress because they live in this home. Each child has a care plan drawn up, following effective joint work with the placing social workers. This plan contains risk assessment details to help staff to manage and meet the individual needs of the child. The manager regularly reviews these and, as a result, staff are working with the most recent and up-to-date information. Children often arrive in this home following the breakdown of previous care placements or because of difficulties in their family. Staff use these care plans and well-practised skills to establish a good rapport quickly, and to begin to explore the issues in the children’s life.

p.6

Good

The staff are enthusiastic about encouraging education, and are promoting the practice of completing academic work in the home for those children who do not have full-time provision. As part of this, staff lock the lounge and games room between the hours of 10am and 3pm, the core school hours. The purpose of this is to encourage participation in education. Regarding the locking of these areas, careful consideration and regular reviews of the practice by the manager and senior service managers take place. The practice is not in line with the regulations, which stipulate that any limits on access may be put in place only to safeguard each young person in the home. Children have access to television and computers in an on-site resources area which staff call ‘The Barn’. This access minimises the impact on the children of staff locking these areas.

p.6

Good

Staff are eager to develop a culture which emphasises the importance of regular attendance at school. An education worker commented that: ‘The staff are relentless in searching for the most appropriate educational provision. They are consistently demonstrating to the children how important education is. There is an overt message in the home that getting back into school is significant.’ Because of this drive from staff, one child has increased his attendance at school from two days a week to four, and is expected to take 10 examinations. This will provide the foundation for further education, training or the world of work. Other children are being encouraged to consider alternative education provisions and employment training.

p.6

Good

Staff help children to make and keep appointments with doctors, dentists and opticians. For example, one child recently placed in the home needed an urgent dental appointment and treatment. The manager contacted a local dentist who saw him very quickly. Staff then supported his ongoing treatment, which led to a swift recovery. Staff also liaise with local community mental health services to obtain the help and support that young people may need. This service also advises staff with regard to specific issues, if required.

p.7

Good

One-to-one key work helps the children to express their views and feelings, and gives an opportunity for staff to offer support and guidance on issues. Staff create opportunities to offer encouragement, and to provide the children with the space and time to build positive relationships. Observations of staff with the children during the inspection showed them to be calm and approachable, using a combination of communication skills to work with the children. Staff have learned ways to work with the children, and this has reduced negative behaviours.

p.7

Good

Staff assist children to join a local gym, and attend with them to encourage and help them with the induction stage. Staff encourage the children to be active and eat healthily. Some of the older children are starting their pathway plans and supported by staff, are learning to cook, budget and take care of their laundry. These skills are important for children to learn, ahead of any move towards independence.

p.7

Good

The staff are particularly skilled in maintaining contact for these children with their families, where the assessments demonstrate it to be safe. This ensures that children have opportunities to understand their background and unique cultural histories. Staff will have family group meetings to ensure that the views of children and families are considered, and that staff can support plans for contact. Staff will also support children to socialise with friends in the community, ensuring that these links remain strong.

p.7

Good

The manager ensures that the children regularly meet together with staff, as a group, to discuss issues in the home such as activities. Staff use this as an opportunity to praise positive behaviour and, if needed, will discuss negative conduct such as bullying. Activities such as day trips, new computer games and new ideas for the menu have been organised because of these meetings. Judgement grade

p.7

Good

Children say that they are safe in this home. One commented; ‘Staff keep me safe in the home by keeping their eye on me, and if I am out they keep in touch over the mobile phone.’ Placing social workers have no concerns regarding the safeguarding practice in the home. A project worker commented: ’Staff are extremely aware of the safeguarding practices for the children.’ Children commented positively on their relationships with key workers, saying: ‘I get on with my key worker really well. We have a weekly chat about important things in my life.’ Another child said: ‘The staff are kind, caring, and really nice.’ Because of these relationships, children can identify an adult whom they can talk to, and who responds to their views.

p.8

Good

Some children go missing from this home. When they do, staff follow the policy and alert other agencies, in particular the police, to help to locate them. Some of the incidents where children are missing are very brief. Staff respond positively and quickly to these incidents, as they understand the risks for the children in the community. There are strong links between the staff and those agencies who work together to reduce the risk. An external provider has completed training with staff regarding the issues and risks, particularly from exploitation, when children go missing from care.

p.8

Good

Staff are able to explain clearly the provider’s safeguarding procedures that are used in the home to promote the welfare needs of children. There has been one referral to the local safeguarding children’s officer. This concerned a complaint that a child made following a restraint. The designated officer confirmed that appropriate action was taken by the manager, following the policy and completing a thorough investigation, and the outcome was recorded as ‘not founded’.

p.8

Good

Staff use up-to-date risk assessments to work with the children. They have developed ways to manage the children, and this has reduced the need for physical intervention. Trained staff intervene if a child is at risk of harming themselves or others. A review of incidents where physical intervention has been used demonstrates that staff have attempted to de-escalate the situation, where possible, prior to intervening. The manager reviews the well-recorded notes on the restraint. The manager spends time reflecting with staff on how they can learn from these events and change practice.

p.8

Good

Staff reinforce good behaviour with praise and encouragement. Staff use a restorative approach, helping children to understand the consequences of their actions, should there be negative conduct. This has seen a decrease in undesirable incidents such as damage to the home. Through positive joint work with other agencies, such as the youth offending services, staff have also reduced offending behaviour in the community.

p.8

Good

The manager is a qualified social worker who also has a national vocational qualification level 4 manager’s award. He has worked in this home for four years. He motivates the team through regular supervision. These meetings focus on safeguarding arrangements for the children and encouraging staff to reflect on improving their communication. This helps them to build strong relationships quickly. Staff have received training which means that they have the knowledge and information to work with these children. All staff, apart from the two most recently recruited, have completed the national vocational qualification level 3. The remaining two staff, appointed in December 2015, began their course two weeks after starting work in the home.

p.9

Good

The manager has a range of processes to monitor the home to ensure that the outcomes are in line with the statement of purpose. The monitoring has helped him to focus staff on supporting the children to progress as much as possible. Children have developed good relationships with staff and been encouraged to develop better communication skills with their peers. Staff assist children to manage their emotions and their behaviour. They have developed skills such as cooking and budgeting. These important life skills will prepare them for adulthood. They are also strongly encouraged to engage with schools or colleges for training opportunities. This helps them to reach their expected educational targets which, in turn, prepares them for their next steps in further education or work.

p.9

Good

The manager completes a monthly review of practice and recording, in particular the of engagement of staff with children. This review and working closely ‘on shift’ with the children helps him to act swiftly if he becomes aware of any shortfalls. This review also helps him to identify the key areas of strengths in the home. He praises the commitment of the staff, who are well established in their roles. He refers to their flexible, adaptable and highly skilled approach in meeting the needs of the children. He highlights his drive to improve the links with mental health services over the next year and to ’Build a coalition of agencies, workers and family together to support the children’.

p.9

Good

The manager has challenged others to provide appropriate services for children. For example, he recently contacted a school to increase the provision for a child, which has seen a greater engagement in education. Placing social workers respond positively to the manager’s communication, and liaison is good between the staff in the home and external agencies. A worker commented: ‘The home’s communication is invaluable to us working together. They [staff] always put the young person’s needs first. Staff are extremely professional and open. I cannot speak highly enough of the staff.’

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What the inspection judgements mean

The experiences and progress of children and young people are at the centre of the inspection. Inspectors will use their professional judgement to determine the weight and significance of their findings in this respect. The judgements included in the report are made against ‘Inspection of children's homes: framework for inspection’.

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What the inspection judgements mean

An outstanding children's home provides highly effective services that contribute to significantly improved outcomes for children and young people who need help and protection and care. Their progress exceeds expectations and is sustained over time. A good children's home provides effective services that help, protect and care for children and young people and have their welfare safeguarded and promoted. In a children's home that requires improvement , there are no widespread or serious failures that create or leave children being harmed or at risk of harm. The welfare of looked after children is safeguarded and promoted. Minimum requirements are in place, however, the children's home is not yet delivering good protection, help and care for children and young people. A children's home that is inadequate is providing services where there are widespread or serious failures that create or leave children and young people being

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What the inspection judgements mean

harmed or at risk of harm or result in children looked after not having their welfare safeguarded and promoted.

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Information about this inspection

Inspectors have looked closely at the experiences and progress of children and young people living in the children's home. Inspectors considered the quality of work and the difference adults make to the lives of children and young people. They read case files, watched how professional staff work with children, young people and each other and discussed the effectiveness of help and care given to children and young people. Wherever possible, they talked to children, young people and their families. In addition the inspectors have tried to understand what the children's home knows about how well it is performing, how well it is doing and what difference it is making for the children and young people who it is trying to help, protect and look after. This inspection was carried out under the Care Standards Act 2000 to assess the effectiveness of the service and to consider how well it complies with the Children's

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Information about this inspection

Homes (England) Regulations 2015 and ‘Guide to the children’s home 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 0300 123 4234, or email enquiries@ofsted.gov.uk .

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Information about this inspection

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, work- based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It inspects services for looked after children and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team,

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Information about this inspection

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

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Information about this inspection

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

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Information about this inspection

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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