Children's home run by Rushcliffe Specialist Schools (Mickleover) Ltd in Nottingham

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:

 Young people are happy and settled in the home. They thrive in a nurturing environment and all young people make good progress given their starting points.  Empowerment of young people is at the heart of practice and is a key strength. This helps to improve their self-esteem and confidence.  Young people do well in education given their starting points. This is because staff view education as a priority and they work closely with education and therapy staff from the on-site school.  Staff are skilled at managing young people’s wide range of challenging behaviours. As a result, their behaviour improves, which in turn improves their safety.  The registered manager provides clear leadership and direction, which results in a well-motivated and skilled staff team that wants the best for all young people.  Staff training and development is a priority which helps to ensure that they have the right training to meet the differing and complex needs of young

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The children’s home provision is good because:

people.  Partnership working is a key strength and helps to ensure that staff can meet young people’s holistic needs.  A requirement has been made to ensure that copies of the amended statement of purpose are sent to Ofsted. Two recommendations have been made regarding the recording of physical interventions and to record when young people have refused the opportunity to discuss incidents after they have been restrained.

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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 within the given timescales.

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Requirement Due date

The registered person must notify HMCI of any revisions and send HMCI a copy of the revised statement of purpose within 28 days of the revision. (Regulation 16 (3) (b)) 31 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:

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Recommendations

 Ensure that all incidents of restraint are recorded to enable the registered person and staff to review the use of control, discipline and restraint, to identify effective practice and to respond promptly where any issues or trends of concern emerge. The review should provide the opportunity for amending practice to ensure that it meets the needs of each child. (‘Guide to the children’s homes regulations including the quality standards’, page 49, paragraph 9.59)

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Recommendations

 Ensure that any child who has been restrained is given the opportunity to express their feelings about their experience of the restraint as soon as is practicable, ideally within 24 hours of the restraint incident. Where a child has declined the opportunity to discuss the restraint, staff should record this. (‘Guide to the children’s homes regulations including the quality standards’, page 49, paragraph 9.60)

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Information about this children’s home

High Grange children’s home is a residential special school that is registered as a children’s home. This is because it provides care to children for over 295 days per year. The children receive education and care on the same site. The home is privately owned. It is registered for 36 children who have learning disabilities and/or an associated autistic spectrum disorder.

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Recent inspection history

Inspection date Inspection type Inspection judgement

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Recent inspection history

15 October 2015 Interim Improved effectiveness

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Good

Young people receive a very good standard of individualised care because they are looked after by a caring and skilled staff team. Staff have a very good understanding of young people’s needs and what triggers their behaviours. A parent made the following comment: ‘Staff are very attuned to my son’s needs and support him well. His needs are complex and varied, but staff have taken the time to learn how best to work with him and it is now really paying off.’ Some young people make good progress and others make very good progress given their starting points. A young person told the inspectors that they have become more confident and that they are now able to go to the local shops on their own. The same young person is now doing voluntary work at a local charity shop, which is significant progress.

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Good

Young people are happy and benefit from excellent relationships with staff, whom they trust. They know staff care for them and that staff listen to them, which helps them to feel safe.

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Good

Admission and transition practices are good and are based on individualised needs and take place at the young person’s own pace, as much as possible. The registered manager works very closely with parents and a range of professionals, obtaining as much information as possible to inform his decisions about admissions. He completes a compatibility risk assessment to ensure that staff can meet the young person’s needs and assess the potential impact on the existing group. This also takes into consideration which house the young person will be best placed in. A parent made the following comment about the admission of their child: ‘My child’s needs were always at the centre of the transition process and I had lots of opportunities to work with the team there on thinking through things.’ The registered manager is very clear that he will not take any new young people before he has obtained all relevant information and that he can provide

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Good

appropriate staffing levels. This helps to ensure that staff can meet all young people’s needs and keep them safe.

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Good

Staff provide young people with good practical and emotional support during their transition to adult services, or moving back to their family home. Parents are closely involved in this process. One young person has visited their new placement on numerous occasions and has a file with photographs of the staff working there. They told the inspector they are looking forward to moving to their new home, although they will be sad to leave this home. Staff are very good at supporting young people with realising and expressing their own identity. They work sensitively with young people, providing them with practical and emotional support to help them understand their backgrounds and issues that have affected them. Staff receive training specific to individualised needs that they have not worked with before. For example, they have received training on sexual identity. This helps to ensure that they have relevant knowledge

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Good

to help young people during what can be very difficult times.

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Good

Staff recognise the importance of, and are committed to, working closely with a range of health professionals to try to meet young people’s physical and psychological health needs. Young people access routine health appointments as well as specialist health services, including advisory services on substance misuse. As a result, their physical and psychological health improves. A young person explained to one of the inspectors how well he has done since being at the home and how staff have helped him to reduce the number of incidents of him taking drugs.

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Good

Young people and staff benefit from having a school nurse on site. She plays an integral part in ensuring that young people’s health needs are met and provides staff with training and support. For example, she monitors medication practices and has recently provided further medication training after a medication error was made.

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Good

Young people receive education which takes into account their individualised learning needs and their starting points. Their attendance improves significantly over time, which helps them to make good progress in achieving their academic potential. Some young people have completed their GCSE examinations and one young person has secured an apprenticeship.

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Good

Staff recognise the impact on young people of living away from home. They provide practical and emotional support to young people and their families to ensure that they can keep in contact. This also means that some young people’s relationships with their families improve. Staff also support them to make new friends and to maintain existing friendships.

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Good

Empowerment of young people is a key strength. Young people are fully involved in the running of the home and in planning their futures, which gives them confidence and helps them to feel valued. A range of systems are in place to obtain their views. This helps to ensure that all young people are able to have their say regardless of their communication and behavioural difficulties. For example, regular house meetings and key work sessions are held and young people are also given the opportunity to complete quality surveys. Their views are used to inform future developments in the home.

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Good

Young people are provided with a range of activities based on the individual interests that they enjoy. They are also encouraged to try new activities, which helps to broaden their experiences and to meet new people. A parent made the following comment: ‘My son has specific skills and interests and the staff go out of their way to maximise his opportunities to access them.’

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Good

Preparing young people for their next stages of life and enabling them to have ordinary life experiences are embedded in daily practice. Support is based on individualised needs and levels of ability. Young people engage in independence programmes, such as ‘Plan, shop, cook’. A young person, who is currently preparing to move into adult services, is now able to go to the local shops unsupervised to buy their food. Other young people learn how to use public transport, which increases their independence tremendously. Young people are also supported to undertake part-time work while still studying and one young person is taking driving lessons.

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Good

Young people live in accommodation which is decorated and furnished to a high standard and takes into account their individualised needs and behaviours. Staff encourage young people to personalise their bedrooms and they are able to choose the decor.

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Good

Staff are good at keeping young people safe and care provided takes into account individualised needs and levels of understanding. Young people said that they feel safe and that staff look after them well. A parent commented that: ‘Staff are proactive in maintaining my son’s safety and adjust staffing levels accordingly when needed.’

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Good

Staff receive a range of safeguarding training, which informs their practice. They are fully aware of their responsibilities in reporting any safeguarding concerns. Any child protection issues are reported promptly to the relevant agencies. This helps to protect young people from the risks of harm and abuse.

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Good

Young people are able to raise any concerns they may have with staff, as they trust staff and know that staff will listen to them. They know how to make a complaint. Complaints forms are in different formats to meet the differing communications needs of young people. Records demonstrate that the registered manager deals with complaints promptly and effectively, which helps to protect young people and helps them to feel safe. The registered manager takes time to ensure that young people understand why he has made decisions. Effective risk management enables young people to take risks based on their individual needs and levels of understanding. Staff regularly review and discuss these risk assessments with young people. This means that young people are helped to understand their care and learn the consequences of certain behaviours. As a result, their safety improves and they are better prepared for adulthood.

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Good

Staff are good at managing young people’s wide-ranging and complex behaviours. They quickly get to know and understand young people’s needs and what triggers their behaviours. Young people live in a supportive and nurturing environment where their positive behaviours are recognised and rewarded. Staff do not judge them for their negative behaviours. This approach helps young people to grow and to develop socially acceptable behaviours, which improves their safety as well as the safety of others. This also contributes to greater confidence and improved self- esteem.

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Good

Physical intervention is used appropriately, and only as a last resort, to keep young people safe. However, staff do not always record incidents of physical intervention in line with procedures. For example, an incident report form detailed that staff had used physical intervention, but they had not entered the details in the physical intervention records. Additionally, staff do not always record when young people have been offered and have refused a debrief after they have been involved in physical intervention. Although these identified shortfalls are not common occurrences, they do not help the registered manager to monitor adequately that practice is appropriate and safe.

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Good

There are clear procedures to follow in the event of young people going missing. Staff work closely with a range of agencies, including the police, when there are issues. Incidents of young people going missing reduce over time, which helps to improve their safety.

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Good

The management of health and safety is good because all staff take responsibility for carrying out a range of checks. Equipment and installations are serviced regularly. As a result, young people live in a safe and secure environment.

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Good

The registered manager has many years’ experience of working with young people with learning disabilities in a residential setting and is suitably qualified. He provides clear leadership and direction and is passionate about improving the lives of young people. Young people receive a very good standard of individualised care from a skilled and committed staff team that only wants the best for them. Staff do not give up on young people and work tenaciously to meet their complex needs. A parent commented that: ‘My son is incredibly happy there, which I think speaks volumes. We have seen tremendous progress in him when he comes home every other weekend.’ The registered manager is proactive in reviewing young people’s placements where they have not settled, are not making any progress and/or are having a detrimental impact on the lives of other young people. He involves parents and relevant professionals in his decision-making and takes into account the views of

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Good

other young people, where appropriate. He ensures that staff have done all that they possibly can to try to meet young people’s needs before making a decision to terminate a placement. The registered manager has also learnt from a recent experience, where it became apparent, very soon after a young person was admitted, that he had not been provided with full information about their needs and behaviours. He is in the process of updating the admission procedures to ensure that he has comprehensive information about all known needs and behaviours.

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Good

There have been a high number of staff leave since the last inspection. There is no evidence of this affecting the quality of care. This is because two of the houses are not currently operating and the remaining four houses are not full. Staffing levels are flexible and dependent on young people’s needs.

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Good

Staff feel well supported, listened to and valued by the registered manager and house leaders. Staff said that they are approachable and the registered manager is always contactable. They receive regular, good quality supervisions and an annual appraisal which helps them to fulfil their roles and responsibilities. Records of all staff supervisions are now kept, which addresses the recommendation made at the last inspection.

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Good

Staff training is a priority. More than two thirds of the staff team members have a level 3 qualification in working with children and young people, and the remainder are currently undertaking, or are due to enrol on, the course. They receive a range of mandatory training, as well as training to ensure that they can meet individuals’ specific needs. For example, staff have received training on autism and mental health, autism and anxiety and pathological demand avoidance.

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Good

The home’s statement of purpose gives all the required details to inform young people, parents, carers and key stakeholders of services provided. The registered manager updates the statement to reflect any changes. However, the registered provider does not ensure that copies of the updated statement are sent to Ofsted as required. Practice is in line with the statement of purpose. A range of monitoring and quality assurance systems are carried out by managers and staff. These help to ensure that young people receive the care they need in a safe and secure environment, to identify any shortfalls in practice and to inform improvements. The registered manager also distributes quality surveys to young people, parents and carers, and other key stakeholders. There is clear evidence that the registered manager and staff take suggestions seriously and implement them where possible. For example, young people suggested that the home has a

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Good

sensory garden, and this was included in the home’s development plan. A sensory garden has been developed, which young people enjoy.

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Good

Partnership working is an integral part of staff practice and is a key strength. Feedback from parents, carers and professionals confirms that they are always involved in young people’s care. The following comment was received from a parent: ‘Both my son and I are extremely appreciative of the fact that they (staff) welcome my input, and when appropriate are proactive in asking for my views. It feels as though we are working as a team with my son to support him to do what he wants to do, which is to move forwards.’

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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. 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 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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