Children's home run by Cheshire West and Chester Council in Cheshire West and Chester

Requires improvement

The children’s home is not yet delivering good help and care for children and young people. However, there are no serious or widespread failures that result in their welfare not being safeguarded or promoted.

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The children’s home provision requires improvement because:

 Progress in meeting the requirements and recommendations made at the last inspection has been slow.  Safeguarding practice is not strong enough to ensure the safety of children who are at risk of sexual exploitation.  The arrangements for working with the virtual school to promote children’s education are not always effective. This impacts negatively on children’s progress and outcomes.  Children are still not able to access wi-fi and this impedes their access to educational websites. Staff do not understand children’s school reports and do not know their achievement levels and predicted grades.  Relationships between staff and some children are not yet strong enough to influence children to make positive changes in their lives.  The leadership and management of the home is not yet strong. It does not ensure effective communication between staff, and this means that important information is sometimes missed.

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The children’s home provision requires improvement because:

 Staff supervision records do not demonstrate that staff receive good quality advice and guidance that promotes children’s progress and development.  Decision-making is not always timely. It does not promote the best possible outcomes for children. For example, there was a delay in taking action to engage the support of education professionals when a child refused to attend GCSE examinations.  While the level of monitoring of the home’s records has improved, records do not show that poor practice is routinely addressed.  Monitoring and evaluation of children’s progress and outcomes are not reported on in line with regulation.  The arrangements for the day-to-day management of the home in the manager’s absence are not strong and do not ensure strong leadership.  The advice that staff provide to children who prepare their own food has minimal impact. Consequently, older children do not always have a good

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The children’s home’s strengths

 Children live in homely, well-maintained accommodation.  Consistency of care is good and children are looked after by a team of staff whom they know well. Children say that they feel safe.  Staff are suitably qualified and experienced. The staff training programme has been developed and enhanced, and staff attend a rolling programme of training that specifically meets their needs and those of the children.  Staff provide good support to children who have health appointments and this ensures that children receive any treatment they need.  Staff provide good care and support to children who self-harm; self-injurious behaviour has reduced.  The home has improved the way it responds to missing children and this promotes their safety better. Staff search for missing children and those who are absent without permission and are often successful in locating them and returning them safely to the home. Children’s safety is further

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The children’s home’s strengths

promoted through independent return interviews.  Children have the opportunity to express their views and contribute to the day-to-day arrangements within the home. They receive good support to develop their self-care and independence skills.  Key worker sessions focus on a wide range of issues that are relevant to individual children and this helps to educate them and promotes safe social and sexual relationships.  Children contribute to the home and local community through engagement in charitable and voluntary work. This helps children to develop a sense of self-worth and social conscience.

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Statutory requirements

This section sets out the actions which must be taken so that the registered person(s) meets the Care Standards Act 2000, Children’s Homes (England) Regulations 2015 and the ‘Guide to the children’s homes regulations including the quality standards’. The registered person(s) must comply with the given timescales.

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Requirement Due date

12: The protection of children standard.

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Requirement Due date

In order to meet the protection of children standard, with particular reference to ensuring that staff take action to protect children when they consider them to be at risk of child sexual exploitation, the registered person must ensure that staff:

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Requirement Due date

(2)(a)(i) assess whether each child is at risk of harm, taking into account information in the child’s relevant plans, and, if necessary, make arrangements to reduce the risk of any harm to the child; (iii) have the skills to identify and act upon signs that a child is at risk of harm; (v) understand the roles and responsibilities in relation to protecting children that are assigned to them by the registered person; (vi) take effective action whenever there is a serious concern about a child’s welfare; (vii) are familiar with, and act in accordance with, the home’s child protection policies; (b) that the home’s day-to-day care is arranged and delivered so as to keep each child safe and to protect each child effectively from harm; (e) that the effectiveness of the home’s child protection policies is monitored regularly. 1 July 2016

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Requirement Due date

13: The leadership and management standard

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Requirement Due date

In order to meet the leadership and management standard with particular reference to driving improvement through effective scrutiny of records and team communication, the registered person must enable, inspire and lead a culture in relation to the children’s home that: 1 July 2016 (1)(a) helps children aspire to fulfil their potential; (b) promotes their welfare. (2) In particular, the standard in paragraph (1) requires the registered person to: (b) ensure that staff work as a team where appropriate. (h) use monitoring and review systems to make continuous improvements in the quality of care provided in the home. (a) lead and manage the home in a way that is consistent with the approach and ethos, and delivers the outcomes set out in the home’s statement of purpose (f) understand the impact that the quality of care provided in the home is having on the progress and experiences of each child and use this understanding to inform the development of the quality

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Requirement Due date

In order to meet the education standard, with particular reference to the provision of a computer to support children’s education, ensuring the manager and staff know and understand children’s educational needs and targets, and take action to support children to overcome barriers to learning and achievement and engaging with the virtual school, the registered person must ensure:

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Requirement Due date

(1)(b) that each child has access to appropriate equipment, facilities and resources to support the child’s learning; (2)(a)(i) that staff help each child to achieve the child’s education and training targets, as recorded in the child’s relevant plans; (ii) support each child’s learning and development, including helping the child to develop independent study skills and, where appropriate, helping the child to complete independent study; (iii) understand the barriers to learning that each child may face and take appropriate action to help the child to overcome any such barriers; (iv) help each child to understand the importance and value of education, learning, training and employment; (v) promote opportunities for each child to learn informally; (vi) maintain regular contact with each child’s education and training provider, including engaging with the provider and the placing authority to support the child’s education and training and

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Requirement Due date

to maximise the child’s achievement; (ix) help each child who is above compulsory school age to participate in further education, training or employment and to prepare for future care, education or employment; (x) help each child to attend education or training in accordance 1 July 2016 with the expectations in the child’s relevant plans; (b) that each child has access to appropriate equipment, facilities and resources to support the child’s learning.

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Requirement Due date

The registered person must complete a review of the quality of care provided for children (‘a quality of care review’) at least once every six months. The system must monitor, review and evaluate the quality of care provided for children; the feedback and opinions of children about the children’s home, its facilities and the quality of care they receive in it; any actions that the registered person considers necessary in order to improve or maintain the quality of care provided for children. The registered person must produce a written report about the quality of care review and the actions which the registered person intends to take as a result of the quality of care review (‘the quality of care review report’). The registered person must supply to HMCI a copy of the quality of care review report within 28 days of the date on which the quality of care review is completed; make a copy of the quality of care review report available on request to a

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Requirement Due date

placing authority, if the placing authority is not the parent of a child accommodated in the home. The system must provide for ascertaining and considering the opinions of children, their parents, placing authorities and staff. (Regulation 45 (1)(2)(a)(b)(c)(3)(4)(a)(b)(c)(5)) 1 July 2016

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Recommendations

To improve the quality and standards of care further, the service should take account of the following recommendations:  Promote the development of safe, stable and secure relationships with staff that are central to the ethos of the home and support the development of secure attachments that, where appropriate, persist over time. In particular, take steps to strengthen staff skills in supporting and influencing children. (‘Guide to the children’s homes regulations including the quality standards’, page 39, para 8.11)  Ensure that clear arrangements are in place to maintain effective management when the manager is absent, off duty or on leave. (‘Guide to the children’s homes regulations including the quality standards’, page 54, para 10.20)  Ensure that those with a leadership and/or management role are visible and accessible to staff and able to deliver their leadership and/or management responsibilities. In particular, review the arrangements for the situation of the

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Recommendations

manager’s office so that the manager spends more time in the home each day. (‘Guide to the children’s homes regulations including the quality standards’, page 52, para 10.7)  Ensure that all managers working in a children’s home have the level 5 diploma in leadership and management for residential childcare (England) (‘the level 5 diploma’) within the relevant timescales listed in regulation 28 (3), namely three years after the date on which that person started managing a home. (‘Guide to the children’s homes regulations including the quality standards’, page 53, para 10.12)  Ensure that supervision and performance management of staff enables staff to reflect upon their practice and the needs of children assigned to their care, and that supervision records demonstrate this. (‘Guide to the children’s homes regulations including the quality standards’, page 61, paragraph 13.3)

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Information about this children’s home

This local authority children’s home is registered to provide care and accommodation for four children with emotional and/or behavioural difficulties.

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Recent inspection history

Inspection date Inspection type Inspection judgement

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Recent inspection history

2 March 2016 Interim Declined in effectiveness

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Recent inspection history

8 December 2015 Full Requires improvement

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Recent inspection history

30 March 2015 Interim Improved effectiveness

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Requires improvement

The quality of relationships between staff and children is variable. For example, one child is very settled in the home, has good relationships with staff and clearly has a sense of belonging in the home. She has made and continues to make extremely good progress across all aspects of her development. Staff know her well and ensure that she has the opportunity to engage in a wide range of activities that develop her interests and skills and prepare her for adult life. Other children, who have been at the home for less time, have relationships with staff that are less strong. One child explained: ‘Staff are nice and caring but sometimes they get grumpy. If I have worries, there is no one I feel comfortable to tell.’ Another said: ‘They listen a bit. If I’ve got a worry, I go to one in particular. She’s straight up and doesn’t make excuses like the others.’ The progress made by these children is more limited and the positive influence staff have on them is not

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Requires improvement

yet strong. For example, a young person who was not in education, employment or training at the last inspection has made no significant progress in finding meaningful employment or education over a three month period, despite encouragement from staff who continually strive to influence her positively. They assist her to complete applications and accompany her to interviews for work and/or courses. Although she has attended interviews, and has had offers, she does not yet have the confidence to make a positive change in her life. The home has introduced a daily planner to give some structure and routine to the young person’s day. However, opportunities for her to regain her confidence and develop new skills are not always promoted. The home maintains close working relationships with schools, which help to ensure that children receive consistent messages from teachers and care staff. Children’s school reports are held on their personal files. However, staff do not always

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Requires improvement

understand the grading, which means that they do not know what children’s attainment levels are and how they are progressing in meeting their target grades. The home does not always consider children’s education needs when making contact arrangements. For example, the home arranged for a child to meet up with a family member at a time when she was due to attend school to complete coursework. This shows a lack of planning and consideration of her education needs. Children still do not have access to wi-fi and this impedes their ability to access online education resources. The home has successfully supported one child to re-engage with education. Before moving to the home, the child had missed significant amounts of education and her predicted grades had plummeted during this academic year. She had lost confidence and refused to attend school. With encouragement from staff, she has attended and enjoyed one-to-one, part-time tuition at the local library. Sadly, this

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Requires improvement

tuition has only been made available for a period of weeks leading up to her GCSE examinations. This has not been sufficient for her to catch up on missed work. Staff have taken her to school to complete coursework after the school day and she has taken some of her GCSE examinations, but she has not taken others because of the very early start required to travel to school in time for morning examinations. The home had not considered how this would be managed and had not worked with education colleagues to consider using an alternative examination centre. This does not indicate that the child’s needs are always central to planning or that the home is proactive in supporting children to make the most of their education. The home provides children with varied and nutritious meals that promote their health. Older children plan, shop for and prepare their own meals in preparation for future independence. Staff promote good nutrition by encouraging young

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Requires improvement

people to buy and cook healthy foods, but some young people prefer foods of low nutritional value. Consequently, young people who are overweight continue to be so. Children’s participation in exercise is variable. Although the home encourages this, some children rarely engage in any physical activity. Daily planners are not well used, so children who do not have a planned activity outside of the home are often left to plan their own time in the evenings and, to a lesser extent, at weekends. Staff offer weekend outings such as trips to parks, artisan markets, shopping and go-karting. A child said, ‘It’s a bit boring. I’d like more activities, but the others usually have things on at weekends and two are out every night in the week so staff need the car for them. I am sat here doing nothing, like a dummy.’ The home provides well-appointed, comfortable and homely accommodation that is maintained to a high standard. Children’s bedrooms are personalised and children

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Requires improvement

contribute to choosing the decor and to painting and decorating the home, under the close supervision of staff. This helps them to develop a sense of belonging and ownership and prepares them for future independent living. The home encourages children to develop a sense of responsibility and to make a contribution to the home and local community. For example, staff support children to help out with cooking and baking, to look after the pet hens and to engage in voluntary work that supports vulnerable people. Several children are developing a sense of self-worth by making useful contributions to the community through charitable work. One young person is a respected and valued member of the children in care council, through which she influences services for children in care and contributes to the recruitment of new workers. Staff support children to express their wishes and views. At monthly children’s

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Requires improvement

meetings, children discuss matters relevant to communal living. They learn to share, to see things from someone else’s viewpoint and to compromise and take turns. For example, children have devised a rota for using the washing machine and have set their own rules about the storage of toiletries to aid more harmonious communal living. Key worker sessions are used effectively to help children focus on relevant issues that are identified in their individual, person-centred care plans. Although the level of engagement varies from child to child, it is clear that some children benefit from discussions about sexual health and social relationships. In addition, some children have support from other professionals, such as specialist health advisers and child sexual exploitation support workers. Children’s health needs are mostly well supported. Staff encourage and enable children to attend health appointments. This ensures that they receive the

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Requires improvement

treatment they need. Medicine administration is good. Children enjoy participating in first aid training alongside staff. This helps to prepare them for future independence.

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Requires improvement

Although there is some good safeguarding practice, it is not sufficiently strong to provide good protection for children who are at risk of child sexual exploitation. For example, even though a member of staff knew that a child was in danger of getting into a car with an unknown male, the member of staff did not stay and observe, but instead, drove back to the home for backup. This gave the child time to go off with the unknown male without affording staff the opportunity to follow or at least observing her getting into the car and alerting the police. This did not protect her from sexual exploitation. There is no indication that the staff member’s actions have been reflected on with the person, or that lessons have been learned. Since then, the home has worked appropriately with other agencies and the child to raise her awareness of sexual exploitation and this has helped her to stay safe. The child said: ‘They have helped me understand about child sexual exploitation

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Requires improvement

better. It’s stopped me going missing and not speaking to people I shouldn’t.’ There have been seven incidents of children going missing from home since the last full inspection in December 2015, involving three children. In addition, one child has been absent without permission 14 times. The home implements individual missing from care protocols which are agreed with placing social workers and police. Most are easily accessible within the missing from care log. However, for a child at risk of sexual exploitation when missing, no protocol is available in the log. This does not help staff to quickly check and follow procedures for that child. Staff search for children who are absent without permission or missing and try to maintain or establish phone contact with them. For some children, they are often successful in locating them and bringing them home. Arrangements for children to have independent return interviews have improved. This provides children with the

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Requires improvement

opportunity to speak with someone independent of the home about the reasons they went missing. On their return, staff encourage and support children to have sexual health checks and treatment, as required. Restraint is used infrequently to protect children and others at risk of serious harm. Improved scrutiny of restraint, serious incident and sanctions records shows that the manager is supporting and developing better practice by reflecting more fully on incidents. However, there is more to be done. The timeliness of the manager’s monitoring of these records is not always good and some poor practice referred to in the record has not been commented on. This does not ensure that the manager assesses safeguarding and other concerns promptly. When poor practice is not addressed with staff, an opportunity for learning is missed. Staff intervene appropriately to protect children from bullying. There has been a

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Requires improvement

reduction in assaults on staff, but while one child is managing her anger better at home, her challenging behaviour in school is escalating and involves assaults on peers and damage to property. This child has been referred to the youth offending service for help with anger management. Individual risk assessments outline children’s known dangerous behaviour and guide staff in how to manage children whose safety is at risk. This includes how to protect children who self-harm. A child with a history of self-injurious behaviour feels relaxed and safe in the home and has reduced the severity of harmful behaviour since living in the home. The home has called on assistance from the local fire safety officer to speak with children who risk the safety of themselves and others by smoking in their bedrooms. Consequently, this dangerous behaviour has reduced. Judgement grade

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Requires improvement

The registered manager has been in post for 11 months and was registered with Ofsted in February 2016. She is a qualified social worker with extensive experience of leading and managing social care settings for adults and children. Her current qualifications fall short of meeting the registration requirements for the manager of a children’s home. Both the manager and provider are committed to ensuring that she achieves the level 5 diploma award within good time. The manager leads a stable, committed and suitably qualified staff team of male and female workers. She works with the local authority training officer to develop bespoke training packages that support staff to develop their skills and knowledge. This is helping staff to better understand and meet the needs of the children living in the home. For example, most staff have recently completed safeguarding training with a focus on the safety needs of children in care. Staff have a good

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Requires improvement

awareness of how to support children who self-harm and children who go missing. More specialist training in supporting children at risk of child sexual exploitation and extremism has been developed and is currently being rolled out to staff. Regular staff meetings provide an opportunity for staff to reflect on children’s experiences and outcomes. In addition, staff benefit from meetings with a clinical psychologist who helps them to understand children’s behaviour and how to respond to challenging behaviour more effectively. The leadership and management of the home is improving but is not yet strong. The manager is assisted by two senior care workers who provide leadership, support and supervision to staff and take responsibility for day-to-day management of the rota. Staff supervision is not always carried out within the local authority timeframes, but this is improving. The quality of supervision records is still not

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Requires improvement

good. Records are minimal, and while they demonstrate reflection on the past month, some do not show that staff receive advice and direction when they ask for practice guidance. Nor do they show good forward planning for staff who have key worker roles. This does not ensure that the staff team receives high quality support that promotes good care and drives children’s progress. The quality of induction for new staff has been a concern previously. Although there have been no new staff since the last inspection, a member of staff from another home has recently been redeployed to the home, temporarily. This member of staff has had little managerial support during her first week. Her induction to the home did not fully address the change in client group. This does not ensure that she is adequately supported to meet children’s needs. The manager’s knowledge of the strengths and weaknesses of the home is developing, but is not yet good. Her leadership of the staff team is not always

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Requires improvement

strong. For example, the manager reported that the quality and records of staff supervision are good. She also believes that communication within the home has improved, but there is clear evidence of poor communication that has impacted on children’s welfare and opportunities. For example, an invitation from a school for a child to attend a pre-GCSE revision lesson had not been shared in handover and the key worker knew nothing about it. The child did not attend. Poor communication within the staff team was a feature of the last inspection. The manager’s office is not based at the home but she visits the home for several hours each day during the week. There is no easily accessible diary kept at the home for staff to easily see the manager’s schedule. Staff on duty do not always know where she is and, at times, do not seek or receive the support they need to ensure that children get the best possible care. This impacts negatively on

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Requires improvement

children’s welfare. For example, for three days in a row a child did not attend for GCSE examinations. The staff contacted the school reception to report that she would not be in. They clearly lacked knowledge and understanding about the virtual school and so made no contact with the virtual school headteacher until this was prompted by the inspector. The manager had not taken any action to notify the virtual school head or social worker and had not worked with education and social work colleagues to ensure that the best possible support and arrangements had been put in place to encourage the child to sit her GCSEs. This does not demonstrate strong leadership that prioritises children’s needs. Nor does it demonstrate effective partnership working. The quality of relationships between the home and other agencies is variable. Social workers report that the home communicates with them well and that they

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Requires improvement

value the weekly reports they receive. However, during the inspection it was clear that communication with social work teams and others is not always good. Staff missed an important meeting concerning a child’s mental health and psychological well-being when key information was not appropriately shared between health professionals, social workers and staff. The lack of a deputy manager means that in the absence of the manager, staff do not always receive good leadership. The responsible individual oversees the management of the home at these times, but is unable to meet the day-to-day management needs of the home in addition to her own senior management role. Staff report that they only go to her when managers of the other local authority children’s homes are unable to provide the advice and decision-making needed. The lack of leadership and direction was clearly evident during the inspection, as staff tried to juggle caring for children with contacting other professionals to

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Requires improvement

address matters of concern. The responsible individual could not be present and although support was provided by another registered manager, this was not sufficient to provide staff with the clear direction needed as situations arose and developed. The manager monitors the home’s records and produces a standardised monthly report which demonstrates that she maintains a regular overview of the operation of the home. These reports do not evaluate children’s experiences and the impact of the care provided on children’s outcomes. A six-monthly review of the quality of care was due in March 2016 but no copy is available in the home’s file and none has been forwarded to Ofsted. This means that the manager’s assessment of the quality of care and children’s progress are not available. A ‘getting to good’ action plan addresses the requirements and recommendations of the last inspection and shows that the home has made good progress in some

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Requires improvement

areas. For example, rotas have been changed to provide better staffing levels, particularly during evenings and at weekends. This ensures that staff are able to meet different children’s competing needs more easily. There is a better balance of male and female staff, and children report that there is always a female member of staff on duty whom they feel comfortable approaching about sensitive personal health matters. However, insufficient progress has been made in meeting a number of requirements and recommendations, which means that the pace of improvement in the home has not been good. The manager has taken a strong lead in addressing capability issues with a number of staff with a view to driving all-round improvement and consistency in the quality of care. Disciplinary action has unintentionally led to some staff absences, which have then impacted on the home, placing additional pressure on the remainder of

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Requires improvement

the staff team. The manager’s determination to improve staff performance remains undeterred. Accessing wi-fi so that children can use computers in education has been a long- standing problem. A requirement to address this was made at the last inspection, following which wi-fi was set up but worked only for a very short time. Once again, it is not working. The home’s repeated attempts to resolve this problem have not been successful. The provider’s response has been unsatisfactory. Consequently, children who need to use the computer for school work are unable to do so. This particularly impacts on children in Year 11 who are sitting GCSEs as they cannot access revision podcasts from the home. Where possible, children access the office computer, supervised by staff, but this arrangement is not wholly satisfactory as children are receiving mixed messages about entering the staff office.

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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 children looked after is safeguarded and promoted. Minimum requirements are in place, but 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 the ‘Guide to the children’s homes regulations including the quality standards’. the guidance ‘Raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300123 4234, or email enquiries@ofsted.gov.uk .

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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 children looked after 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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