Children's home run by Cambian Childcare Limited in Stockport

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 settled because they know that staff really care for them, and keep them safe.  Children make good progress in relation to their emotional and psychological well-being, thanks to the individualised support of staff and therapists who work well together.  Children make good progress with their learning and have clear daily routines.  Staff organise the home well and successfully help each child to learn how to live with others, in readiness for future lives in foster care.  Staff know each child’s individual needs well. Staff use this knowledge to help each child broaden their interests and experience as much as they can.  Staff make sure that children who live a long way from home get good support to keep in touch with their families and enjoy quality time with them.  Children’s social skills and confidence markedly improve over time, thanks to staff’s good-quality care.  Children have meaningful attachments to many staff, especially the

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The children's home provision is good because:

manager.  The manager leads by example and is motivated in her desire to secure the best possible outcomes for children in her care.  There are a few shortfalls in practice. These relate to behaviour management, a dip in consistency of practice and staff qualifications.

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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

Ensure that all individuals who work in a care role in a home have the appropriate qualification by the date which falls two years after the date on which the individual started working in a care role in a home. (Regulation 32 (3)(b) (5)) 31/12/2016

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Recommendations

To improve the quality and standards of care further, the service should take account of the following recommendations:  Further develop the capacity and competence of staff to build constructive, warm relationships with children. Actively promoting positive behaviour provides the foundations for managing negative behaviour. Staff should have the skills to respond to each child's individual behaviour. Where necessary, they should manage conflict, maintain constructive dialogues and react appropriately if challenged by a child in their care. ('Guide to the children's homes regulations including the quality standards', page 39, paragraph 8.14)  Improve the review of restraints and respond promptly where any issues or trends of concern emerge. Ensure that reviews 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

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Recommendations

9.59)  Improve the focus and depth of analysis used in reviews of the quality of care. Ensure that areas of possible weakness in the home's care are identified and that conclusions identify the actions that are required to ensure continuous improvement in the home. ('Guide to the children's homes regulations including the quality standards', page 65, paragraph 15.2 and 15.4)  Ensure that the policy for behaviour management addresses general principles including treating each child with understanding, dignity, kindness and respect; building, protecting and preserving positive relationships between each child and the adults caring for them; and understanding each child's behaviour to allow their needs, aspirations, experiences and strengths to be recognised and their quality of life enhanced. ('Guide to the children's homes regulations including the quality standards', page 46, paragraph 9.35)

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Information about this children's home

This home is operated by a private company and is registered to provide care and accommodation for up to five children with emotional and/or behavioural difficulties.

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Recent inspection history

Inspection date Inspection type Inspection judgement 23/03/2016 Interim Improved effectiveness 24/08/2015 Full Good 25/02/2015 Interim Sustained effectiveness 01/10/2014 Full Outstanding

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Good

Children make good progress in relation to their emotional and psychological well- being, thanks to the individualised support of staff and therapists who work well together. Staff and therapists spend regular time with each child. This gives children good help to be able to safely explore, and come to terms with, the trauma that they have previously experienced. Staff and therapists regularly meet to talk about children’s needs. They think about how best to help each child with any particular trouble that they are dealing with. One child told the inspector, ‘They support me through any feelings that I am going through.’ The home’s independent visitor said, 'There is a good approach to partnership working with the clinical team and this is helping children to make progress.’ Staff show children that they care about them. For example, staff bake cakes for their birthdays, decorate the house and organise numerous treats and outings.

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Good

Children thrive on this care and their confidence and self-worth grows. Staff members who act as key carers and co-key carers are particularly skilled in this and act as a good parent. For example, they take a special interest in making sure that children have personalised bedrooms; plenty of clothes, toys and games that they like; and every opportunity to cook, play, clear up, shop and develop hobbies, interests and friendships. One child said, ‘My key carer is brilliant.’ The home’s monthly visitor said that the home is ‘like a family environment, with some very positive interactions between the staff and the residents’. This good-quality care enables children to gain confidence and make progress in all aspects of their lives. Children make very good progress with their learning and have clear daily routines. Children are at different educational stages that range from good progress at mainstream local high school, to coping with a limited individual part-time

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Good

timetable at the organisation’s school. Each child’s progress is very good overall, given their starting points. Many of them had not been able to attend school or cope with even a small class. Staff are very well organised and they encourage children to see the long-term importance of education. Staff ensure that all five children are up and ready for school in good time. They organise snacks and time for homework when children get in from school. The home is busy. There are sometimes five children and five adults in the home. Nevertheless, staff successfully help each child to learn how to live with others, in readiness for future lives in foster care. Staff do this by consistently teaching and guiding each child. Children have therefore learned to use good manners. They say ‘please’ and ‘thank you’. They wait and can take turns. They can listen to staff and to one another. Sometimes, they help one another. Staff make sure that each child

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Good

knows which member of staff is with them and what is happening. When things go wrong, staff advise children supportively and clearly. This helps them to learn from mistakes. For example, a child had forgotten school equipment and had rung the home, snapping at staff that she expected them to find her things and bring them to her at school. Staff brought the equipment and the child apologised for her impatience. Later, the manager discussed with her the importance of being ready for the day ahead. The manager reminded her that future foster carers might well not be free to bring her things that she forgets. Staff know each child’s individual needs well. Staff use this knowledge to help each child broaden their interests and experience as much as they can. Staff take children on numerous days out, for example to theme parks or places of interest. Children regularly enjoy meals, cinema and shopping trips with staff. These

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Good

activities help the children’s confidence and social skills. Children are active and social. They take part in organised community groups, such as rugby, football, dance and cubs. They enjoy swimming, cycling, climbing and fishing. Older children run errands to the shops, spend time at friends’ homes and have friends round to play or for tea. Children are making good social and personal progress, thanks to the wide-ranging experiences that they are encouraged to participate in. Staff make sure that children who live a long way from home get good support to keep in touch with their families and enjoy quality time with them. Staff and the manager plan this well. They demonstrate particular commitment to children at these times. They provide excellent support with good insight into children’s feelings and difficulties. As a result, children cope well with visits to their families and their families have confidence in the quality of care that is provided. One

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Good

child’s relatives said, ‘So far we have seen a huge improvement in our child’s behaviour. We are sure this will continue and hope, with time, that he will be able to be placed closer to his family.’ Another child’s relatives said, 'Since our granddaughter has been there we have seen a vast improvement in her health and behaviour. We know that she is well looked after and is a lot happier where she is.' Children have meaningful attachments to many staff, especially the manager and staff whom they have known for the longest. However, children have experienced a number of changes to the staff team since the last inspection. These changes have hindered continuity of practice and affected some relationships.

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Good

Children do not go missing. Staff have a good understanding of each child’s risks and the help that they need to stay safe. Staff also have an up-to-date understanding of the risks associated with the home’s location. Staff adapt their care practice and the home accordingly. Staff consistently minimise the likelihood of risky behaviour through vigilance, discussion, advice and support. For example, most children need help with bullying, physically aggressive and sexualised behaviour. Staff therefore supervise children closely and successfully minimise the opportunities for such behaviour. Staff discuss and advise children about what behaviour is not acceptable and explain how their behaviour affects those around them. Staff help children to undertake project work about bullying and about internet and social media safety. Staff also encourage children to write ‘sorry letters’ to staff or children that they have hurt. Children all say that staff keep them

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Good

safe and most of them respond well to staff’s informative and clear approach. One child said that what really helps him is ‘my key carer sitting and talking to me and my rewards chart’. Children who have been here the longest have made the most strides with their behaviour. They are able to regulate their behaviour and manage their relationships well. Their vulnerability to exploitation, bullying and harm is reduced. Staff help them to prepare for and take well-planned risks that other children of their own age would take. For example, they work towards having mobile phones, going to clubs unsupported, having free time with friends and walking to the shops across the busy main roads. Staff are quick to find out if things go wrong because they are observant and because children trust them and tell them. At these times, staff respond in considered and helpful ways, so that children learn from their experiences, good and bad. The home’s independent visitor said, ‘During my

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Good

August visit, I witnessed positive interactions with supportive practice. The staff on duty were required to address some challenging behaviour. However, this was picked up on early, with discussions taking place, and clear explanations and directions being used by the staff on duty.’ Children have the confidence to complain because they can identify trusted adults to talk to. Staff and the manager have a good working knowledge of child protection, complaints and safe care procedures. They ensure that children are listened to whenever things have gone wrong and whenever they have concerns or allegations to make. Staff work closely with local authority safeguarding professionals, social workers and police in a way that supports and educates children, but does not criminalise them unnecessarily. Some children continue to struggle with managing their emotions. Despite staff support, they find it hard to live in a large group. Children get angry, bored and

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Good

frustrated. Their emotions escalate to a point where they hit out uncontrollably. Staff have had to use a high number of physical interventions to prevent serious harm. Some of these interventions have resulted in injuries to staff and/or allegations against them. Staff also give children consequences if their behaviour is unsafe. For example, children receive bans from sitting in the front of the car if they are distracting the driver or grabbing at the controls. Staff withdraw children from evening activities that cost money if they have not been able to behave acceptably and safely during the day. Overall, children feel that the routines and boundaries that staff expect of them are fair and keep them all safe. Staff often notice situations early enough to prevent them escalating. They are very aware of the impact of past experiences on children’s ability to manage their behaviour. Staff are mindful of how confused and upset children are often feeling

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Good

inside. They put in extra support to help children. However, staff’s day-to-day practice is not as consistently positive, creative, engaging, skilful and warm as it was. On occasions, staff have been too quick to criticise and too slow to praise. On occasions, they seem defensive and slightly lack their usual warmth and unconditional positive regard for each child. This impairs what is usually a very positive atmosphere in the home. It appears to distance staff from children and increases the likelihood of serious incidents that necessitate physical intervention.

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Good

The registered manager has worked at the home for over a year and is completing her level 5 diploma in the leadership and management of children’s residential care. Her visibility to children and her straightforward, decisive management style earns her the respect of children and staff alike. The manager provides effective supervision and appraisal to all staff and regularly talks with each child about their wishes and feelings. A senior member of staff said, ‘The house runs well and she is a strong manager and passionate about the children. Deep down we do it all for the right reasons.’ Overall, staff and the manager meet the needs of children well, by providing the care, protection and help that is set out in the home’s statement of purpose. The manager has a good grasp of the strengths and weaknesses of the staff team. She knows that some staff lack the skills, training and experience to provide outstanding practice. This includes three members of staff who have not achieved

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Good

their residential childcare qualification within the required two year period. The manager ensures that staffing remains at four staff to five children. Staff cover any shortages to avoid the need for unfamiliar staff working with children. Nevertheless, some staff are still in their probationary periods and consequently are less experienced. The manager specialises in behaviour management. She trains staff from many of the organisation’s homes in de-escalation and physical intervention. She ensures that all her staff receive this training and have it refreshed annually. This training is based on the organisation’s updated behaviour management policy. However, the policy does not clearly set out the general principles of good childcare practice. For example, it does not set out:  the importance of treating each child with understanding, dignity, kindness and respect  building, protecting and preserving positive relationships between each child and

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Good

the adults caring for them  understanding each child's behaviour to allow their needs, aspirations, experiences and strengths to be recognised and their quality of life enhanced. On occasions, the manager arranges extra training and supervision to help individual members of staff to improve their practice, skills and knowledge in safeguarding and behaviour management. Despite her role in teaching behaviour management, the manager’s reviews of physical interventions and other measures of control do not contain careful analysis. This means that trends, patterns and alternative methods are not always identified. As a result, staff sometimes continue with the same behaviour management practices without having a clear understanding about whether they are really working. Despite a recommendation made at the last inspection over the manager’s review of the quality of care, there remains an ongoing shortfall. Consequently, she is still

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Good

not undertaking detailed analysis of practice. In particular, she is not identifying the links between the high numbers of physical interventions and dips in practice.

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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 that 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, workbased 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

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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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