Children's home in Birmingham

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:

 Staff consistently provide aspirational, warm and supportive care that underpins positive relationships with young people, and with all who support them, to help them make progress in every area of their lives.  Young people are safe and feel safe because staff have a very good understanding of their individual needs. They use this information effectively to provide high quality care and support, although one protection plan has not been reviewed in a timely way.  Young people are making good progress in education. This is because staff have high aspirations for them and work in partnership with school and health professionals. Consequently, barriers to learning, such as inconsistent support and the impact of poor health, are minimised.  Young people continue to learn effective ways to manage their feelings and impulses. They demonstrate confidence and trust in staff. This helps them to explore new experiences that increase their participation in society and

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The children’s home provision is good because:

shared activity.  Young people thrive, and grow in self-esteem, because they take increasing responsibility for their lives and choices, and learn from their mistakes.  Young people are at the heart of the home. Their wishes and views are reflected in the way their home looks, the activities they take part in, and their friends who visit them. This helps them to have enriched experiences that match their unique personalities and strengths. Areas for development include:  Shortfalls in training are limiting the capacity of staff to promote young people to reach their full potential, although they do make good progress in their development and well-being.

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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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The leadership and management standard

13. (1) The leadership and management standard is that the registered person enables, inspires and leads a culture in relation to the children’s home that: (2)(g)(i) Demonstrates that practice in the home is informed and improved by taking into account and acting on research and developments in relation to the ways in which the needs of children are best met, particularly in relation to attachment disorder and past trauma and neglect. 23/09/2016

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Fitness of workers

32. The registered person must ensure that staff have the appropriate qualification and skills for the work that the individual is to perform, that they achieve an appropriate qualification within expected timescales, and that they have opportunities to learn about working with those who have an attachment disorder. 23/09/2016

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Policies for the protection of children

34. The registered person must regularly review any agreed deviation to the child protection policy, which sets out the procedure to be followed in the event of an allegation of abuse or neglect. In particular, for any agreed deviation from the prompt referral of an allegation about current or ongoing abuse or neglect in relation to a child, to the local authority in whose area the home is located. 23/09/2016

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Recommendations

To improve the quality and standards of care further, the service should take account of the following recommendations:  The registered person should ensure that staff have the skills and relevant knowledge to be able to help children to understand sexual development and relationships and sexual health. (‘Guide to the children’s homes regulations including the quality standards’, page 35, paragraph 7.18)

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Recommendations

 The registered person should ensure that children can access appropriate advocacy support in order that their views, wishes and feelings can be independently represented. (‘Guide to the children’s homes regulations including the quality standards’, page 23, paragraph 4.16)

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Information about this children’s home

This is a privately owned children’s home providing care and accommodation for up to two young people with learning disabilities.

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Recent inspection history

Inspection date Inspection type Inspection judgement

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Recent inspection history

10/03/2016 Interim Improved effectiveness

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Recent inspection history

05/03/2015 Interim Improved effectiveness

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Good

Young people enjoy the experiences and opportunities provided by caring and enthusiastic staff. Over time, they have responded to consistent messages that they are important, can positively contribute to their community, and work as partners to achieve their plans and goals. This is reflected in their increased ability to take part in everyday life, attend school and medical appointments, and spend time with their families and friends.

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Good

Young people appear relaxed and confident in their individual parts of the house. This enables each to have a lounge and kitchen that reflects their communication and environmental needs, and their individual tastes. Staff provide support that is tailored to their individual needs and is consistently delivered, so that young people trust those who care for them to keep them safe and help them to be happy. Both young people are making good progress against their starting points. Both have made great strides in independent personal care, enhancing their safety and appearance. Where they need help, such as with their hair, they are learning to tolerate and enjoy being pampered, or being taken for a haircut. One parent said, ‘Staff are vibrant, they laugh with her, dance with her and get her to do stuff for herself.’ This provides young people with enriched and meaningful lives.

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Good

Key workers maintain and regularly review detailed placement plans that set out achievements and future goals. These are completed in consultation with all professionals who support young people, and, when appropriate, their families. Young people contribute to these plans by daily participation and choices that they make. Staff reliably represent young people when they do not have the skills to represent themselves. They do this by presenting a clear picture of their behaviour, choices and reactions in carefully correlated monthly progress reports, and regular information exchanges with social workers, mental health professionals, teachers and families. However, young people do not have advocates to oversee their plans and help them to share their views independently. This limits their contribution to long-term planning, such as how much contact they have with their families, or where they will live in the future.

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Good

Staff are mindful that young people sometimes have a difficult day, and are adept at modifying strategies to provide them with the greatest opportunity to succeed. As young people have increased stability and awareness of themselves and others and grow through puberty, additional needs have an impact upon their daily lives. Staff are less confident to address matters such as sexual behaviour, or take account of the impact of past trauma and attachment difficulties that affect young people. This has not had an impact upon their development to date, but will reduce the effectiveness of how staff support their future development.

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Good

During the inspection visit, one young person had an exciting day because staff responded to her adventurous mood, and took her out to a country park where she enjoyed a long visit, a picnic and the opportunity to play outside. However, the next day she presented as more anxious, and staff adapted their approach to her, giving her space and lots of reassurance and redirection. They helped her to minimise self-harm and physical assault of others by positive regard and reassurance. Staff enabled her to access the community for a short while, to visit a favourite play farm, and this meant that she had a positive experience in an otherwise difficult day. This approach is characteristic of a staff team which understands that young people need continuity of positive and warm relationships when they are unable to understand or modify their own behaviours and emotions.

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Good

Staff want young people to have fun, and to exercise control over their daily lives and relationships. This involves careful recording of the small details that are meaningful to individual needs, such as the kind of food young people like, and what they can and can’t yet do independently. Staff undertake thoughtful and insightful reflection about young people, and offer practical strategies, such as now and next boards, or whiteboard reminders about how many days to their birthday or holiday, that help young people to remember the things that are important to them.

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Good

One young person excitedly told the inspector all about his birthday party: that he has chosen his friends, a bouncy castle and face painting, but that he was changing his mind about what kind of cake. This was evidence of progress in many areas, for a young person who was previously too anxious to socialise, unable to tolerate new activity, and prone to aggressive outbursts when anxious or excited. He was very proud that he had stopped taking medication, and was able to go swimming with his friends during the school holidays. Central to this increased self- regulation, esteem and happiness are affectionate and enabling relationships that have young people at the heart of all staff do.

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Good

Young people are safe and feel secure because caring and knowledgeable staff help and protect them. They are benefiting from staff who have increasing confidence to foster opportunities for them to make independent choices. This means that they can safely explore new experiences, and learn from their successes and errors. This enhances their opportunities for growth and development. One parent said, ‘Staff know my daughter, love her, and cope amazingly with her behaviour.’

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Good

Staff are proficient in analysing behaviour and any incidents, and use this learning to good effect. Managers have led improvements in staff recording of incidents and unusual events, and developed reflective practice. Staff use this reflection to support young people to understand the impact of their behaviour on themselves and others. This has empowered them to participate in making amends to repair their friendships, or find alternative means of expressing their upset. For one young person, this has resulted in a lively local friendship group of neighbouring children, with whom he plays outdoor games and learns about safe and positive relationships and the art of compromise.

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Good

Care plans show that staff work with families to share their approaches for behaviour support. This is particularly valuable when parents experience severe physical challenge in their relationships with their child. Through positive change, and regular multi-professional reviews, young people are less likely to be managed by the police when they are in the community, and this enhances the safety and well-being of all.

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Good

During the inspection, young people were confident to ask staff to help them problem-solve. Observations confirmed that staff are adept at judging when to intervene in their daily frustrations and dilemmas. This enabling approach maximises opportunities for young people to recognise and use their individual skills and abilities in reducing their anxieties and frustrations. However, staff are equally assertive in assuming leadership to ensure that they remain safe and relaxed. When necessary, staff provide positive activity choice and diversion, to encourage them to make improved choices. This enhances their safety and well- being. One young person said, ‘Staff help me. They take me swimming. I am happy.’

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Good

Staff competently use their knowledge of how to protect disabled young people. They recognise the importance of change in their demeanour and physical condition, emotional state and communication as potential indicators of harm. Disability is not an inhibitor to protection because staff know their individual needs very well. Staff and managers challenge each other and outside agencies in order to promote children’s safety and well-being. Social workers provided examples of how children are better safeguarded, both at the home and in their families, because staff are committed to continually improving the safeguarding culture of the home. However, one protection plan, whereby the home liaises only with the social worker about any allegation the young person may make, has not been reviewed and updated, to ensure that all of the young person’s safety and emotional needs are being considered in such circumstances. The manager

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Good

immediately sought to secure this review when the oversight was identified. Appropriate levels of staff supervision, a sense of belonging, and a responsibly secure environment protect young people from going missing. Staff are aware of what they should do in such an event, and risk management plans provide a clear assessment of the level of vulnerability that young people would be exposed to. When one young person plays on the street, staff join in with their games, and build relationships with local children, to ensure that he remains safe during his adventures.

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Good

The home is well led by a suitably qualified and experienced manager. She drives continuous improvement in the quality of care provided to young people by enthusing and supporting an experienced team. Staff work in effective partnership with all those who are involved in their lives. Without exception, professionals and parents talk in glowing terms about the impact the home has on the safety, development and emotional well-being of young people.

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Good

Through regular and in-depth monitoring and review of young people’s plans and goals, the manager highlights and celebrates all progress young people make. All staff are clear about their role, and know how to break down targets and aims into small steps, so that it is clear when and where young people need help to improve. This underpins a holistic approach to the development of socialisation, self-control, independence and happiness experienced by young people. Focused participation in multi-professional reviews means that key workers know about their needs, and they use this information to create systems and strategies to help young people overcome barriers to success. For example, working with family, medical professionals, school and social worker to help one young person to improve her communication skills, with the goal of reducing emotional and aggressive outbursts. This will enable her to participate in increased social activity and

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Good

All staff confirm that they receive and value regular and supportive supervision that helps them to reflect about how to improve their practice. They are motivated to undertake independent learning about the young people’s needs, and most are undertaking or have completed accredited introductory courses in autism and learning disability. However, there is some frustration at the delay in achieving an appropriate professional diploma, due to changes in the training provider. This means that two staff have not achieved a recognised qualification within two years of their employment. Additionally, because of the progress young people have made, and the improved levels of their communication and behaviour, new training needs have emerged that have not yet been addressed. These include understanding attachment trauma, and helping young people to understand and manage their sexual development. Superficial understanding of these areas of

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Good

emotional and physical development will prevent young people from reaching their full potential in the future.

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Good

The manager oversees competent systems that ensure that she understands the development needs of the home. She maintains an active action plan to address and review targets arising from her vision for the home and its purpose. The independent visitor contributes effectively to improvement because her visits are focused on young people and the plans that support them. Young people enjoy her visits, and help her to understand how safe and well cared for they are through their interactions with her.

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Good

Social workers and teachers confirm that the home communicates effectively with them. They praise the staff for their commitment to ensuring that young people’s plans are progressed. They challenge as well as support other services, such as when one young person was unsettled by the male to female ratio of support he was getting at school. Through sharing the home’s approaches and risk management plan, school adapted, to enable him to access a more gender- balanced timetable. This improved his access to learning and social participation.

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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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