Children's home run by Pathways Care Group Limited in Runnymede

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:

 The homely and welcoming environment contributes to a calm and supportive atmosphere.

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The children's home provision is good because:

 The settled and stable staff team develops meaningful positive relationships with the children. Partner professionals refer to the staff as ‘deeply caring’. The children speak fondly of the staff and enjoy spending time with them, undertaking activities together.

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The children's home provision is good because:

 The vast majority of the children make good progress in health, education, behaviour and social relationships. Their self-esteem, confidence and resilience improves.

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The children's home provision is good because:

 The children feel safe. They are consulted on all aspects of their care. The children are able to make complaints, and they feel secure that their view will be heard.

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The children's home provision is good because:

 When a conflict occurs within the group it is well managed.

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The children's home provision is good because:

 The children continue to receive emotional support from the staff and maintain friendships with each other after they leave the service.

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The children's home provision is good because:

 The manager and the staff work well with other agencies to ensure that the children’s needs are at the centre of care delivery.

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The children's home provision is good because:

 The new manager has begun to implement her ideas successfully while ensuring continuity of support for the staff and the children. This has minimised the impact of change for both the children and the staff.

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The children's home provision is good because:

 The manager has been asked to improve particular areas of assessing risk, to review how children are supported to manage their medication and to submit required documentation to Ofsted. The manager has also been asked to improve aspects of staff recruitment, induction and training.

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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

In order to meet the protection of children standard with particular reference to effectively assessing and managing risk the registered person must ensure

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Requirement Due date

(2)(a)(i) that staff 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.

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Requirement Due date

(2)(a)(v) that staff understand the roles and responsibilities in relation to protecting children that are assigned to them by the registered person

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Requirement Due date

In particular, ensure that clear individual and group risk assessments are established prior to or at the point of admission to identify and manage risk. Furthermore, include details in the risk assessment about the local beach, whether each child can swim competently and define appropriate staff support arrangements. 23/01/2017

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Requirement Due date

The registered person must provide a copy of the statement of purpose to HMCI. (Regulation 16 (2)) 23/01/2017

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Requirement Due date

The registered person must only employ an individual to work at the children’s home if the individual is mentally and physically fit for the purposes of the work that the individual is to perform and full and satisfactory information is available in relation to the individual in respect of each of the matters in Schedule 2. (Regulation 32 (2)(a)(3)(c)(d))

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Requirement Due date

In particular, ensure that gaps in employment are identified and explored. Ensure that suitable checks, as outlined above, are completed for agency staff working in the home. 23/01/2017 The independent person must provide a copy of the independent person’s report to HMCI (Ofsted). (Regulation 44 (7)(a)) 30/01/2017

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Recommendations

To improve the quality and standards of care further the service should take account of the following recommendation(s):

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Recommendations

 Support children who wish to keep and take their own medication, if they are able to do so safely. (‘Guide to the children’s homes regulations including the quality standards’, page 35, paragraph 7.16)

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Recommendations

 Provide staff with appropriate facilities and resources to support their training needs. (‘Guide to the children’s homes regulations including the quality standards’, page 53, paragraph 10.8)

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Recommendations

In particular, ensure that all staff receive suitable training in food hygiene, safeguarding, and preventing and responding to self-harm and child sexual exploitation.

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Recommendations

 Ensure that all staff in a care role, including external agency or bank staff, have the qualification in regulation 32 (4) within the relevant timescale listed in regulation 32 8(5). (‘Guide to the children’s homes regulations including the quality standards’, page 53, paragraph 10.12)

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Recommendations

 Ensure that external agency staff meet the requirements in regulation 32 (4) regarding mandatory qualifications and consider their skills, qualifications and any induction necessary before they commence work in the home. (‘Guide to the children’s homes regulations including the quality standards’, page 54, paragraph 10.16)

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Information about this children's home

This children's home is one of a small number run by a private company. The home is registered to provide a service for up to six children who may have emotional and/or behavioural difficulties.

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Recent inspection history

Inspection date Inspection type Inspection judgement 23/05/2016 Interim Sustained effectiveness 15/01/2016 Full Good 06/08/2015 Interim Sustained effectiveness 06/01/2015 Full Outstanding

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Good

These emotionally fragile and vulnerable children, some of whom have experienced a number of placement breakdowns, benefit from a stable and secure environment. They are able to grow in confidence, independence and maturity. The children make good progress from their starting points in all areas of their lives. Some children have complex needs and, prior to placement, were placing themselves at risk of missing from care, self-harm and offending, and exhibiting some complex emotional issues. Because of the positive guidance and consistent boundaries provided by the staff, the children’s ability to keep themselves safe, behave in a positive manner and manage their health needs has improved. This has promoted and enhanced their emotional stability and resilience.

p.7

Good

The staff provide highly individualised care. Partner professionals refer to ‘insightful and observant staff’. One said, ‘Staff are passionate about her issues and have acted above and beyond in advocating for her. They will fight injustice for her where they perceive it.’ The children proudly describe the significant progress that they have made. One said, ‘You wouldn’t recognise me, I have changed so much.’ The staff have made a positive difference, helping the children to make the right choices and to feel better about themselves. One child said, ‘When I first came I would just sit in bed all day. I was scared of everything and completely anxious, now I’m a completely different person. They’ve given me the support to succeed.’

p.7

Good

The children develop extremely positive relationships with staff whom they come to trust and care about. They believe that the staff invest in them emotionally and want only the best for them now and in the future. These bonds are so important that one child insisted on returning from foster care to enjoy the support of staff up to and during the birth of her child, choosing to have her keyworker as her birth partner. This means that children experiencing complex emotional issues are exceptionally well supported by staff who are responsive to their needs. The staff consistently speak warmly about the children. One staff member described a child as ‘a real special little person with a wicked sense of humour’. The strength of the relationships are fundamental in helping the children to mature and to visualise a positive future.

p.7

Good

The atmosphere in the home is warm and calm. This helps the children to feel safe and to feel able to communicate their anxieties. This enables the development of improved self-regulation and, consequently, the levels of anti-social behaviour are low.

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Good

The children feel involved in all day-to-day decisions about their daily lives and have confidence that staff will support them to resolve issues of concern. They are helped to maintain relationships that are important to them, particularly when they are placed a long distance from their family. Some of the children have developed strong friendships which they maintain after they leave.

p.7

Good

The children have all made progress but have had varying success in education. All of the current children are attending school or continuing their education. The staff have high aspirations for them and this has positively challenged one child to excel academically. As a direct result of the support received from the staff, the child is on track to study law at university. The child described how they had not attended school regularly for much of their life prior to placement. They said, ‘Coming here was the difference that got me into school, it was an absolute turning point.’ The children have the opportunity to focus on their personal development through their involvement in national citizenship schemes and fundraising for local charities.

p.8

Good

The children are healthy. Those with complex emotional or physical health needs are well supported by the staff and specialist professionals, such as the home’s counsellor, or primary local mental health or occupational therapy services. For some children, this has enabled them to progress from being tube fed and immobile to eating a varied normal diet and becoming mobile around the home. Medication arrangements in the home are suitable. However, there is no framework to support those children who are able and wish to manage their own medication as part of their evolving independence.

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Good

The manager is clear about the types of support that the home can provide and the potential impact on the dynamics of the group of any new placement. This means that placement breakdown is rare. However, one new child, who has very different needs to the other children, had no documented matching process or admission risk assessment. The staff are guided effectively on how to support the children through the regularly reviewed and comprehensive care plans. The children informally develop their independence skills in the home through activities such as enjoying baking. The staff are guided by formalised and comprehensive independence plans that aim to develop all of the children’s skills, including safe relationships. The manager is keen to continue to support older children when this is in the best interests of the child, for example, remaining in the home post-18 when they are due to complete their A levels.

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Good

One placing social worker summed up the support provided as, ‘This home has been brilliant for her.’ One child said, ‘It’s like learning to ride a bike. They [the staff] have been the stabiliser, giving solid support and then gradually reducing this but ready to grab you if you wobble.’ Another said, They [staff] give the best hugs and I want to stay until I am 18.’

p.8

Good

The building is safe, well maintained and well presented. It provides a spacious and homely environment in which the children invest. The children have chosen highly individualised decor schemes for their rooms and are involved in choosing colours and items for the house. Together with the staff they have festively decorated the home and made an iced gingerbread cottage for the table. Each of the children has a Christmas stocking and advent calendar, all of which contribute to a really warm atmosphere. The mutual investment in the environment is a tangible demonstration of the emotional commitment that the staff and the children share.

p.8

Good

The children develop strong relationships with the staff, who provide consistently clear boundaries, maintaining a calm and relaxed atmosphere. Because of the staff support the children develop the skills to articulate and express their worries, this helps them to feel more in control and secure. The well-established systems for encouraging positive behaviours mean that levels of anti-social behaviour are very low and sanctions and restraint are rarely used. The children feel safe. One child, when asked if anything could be better, said, ‘I wouldn’t change anything.’

p.9

Good

Levels of absence from the home and missing from care are low, particularly given the identified high risks for many of the children at the time of placement. There are individually assessed high levels of supervision according to the needs of each child. Clear systems are in place to support the children to plan and manage free time safely. All staff have a sound knowledge of each child’s individual risk factors should they go missing. The staff are quick to act in accordance with the individual missing from care risk assessments. Not all of the staff have completed training in safeguarding or identifying, preventing and responding to child sexual exploitation. However, this had no impact, because the established safeguarding practice within the staff group is strong.

p.9

Good

The staff have taken appropriate action to support all of the children though a short phase of bullying in the home. The children say that the actions taken by staff reinforced their confidence in the commitment to their safety and well-being. There have been no complaints regarding the quality of care.

p.9

Good

Partner professionals say that the children feel safe and are much safer because of being at the home. One said, ‘She will absolutely say she doesn’t want to leave, she really wants to stay here.’ The staff work closely with the local police missing person’s liaison officer. The reduction in risky behaviour and improvement in personal safety is directly attributable to the effective support and guidance of staff.

p.9

Good

While generally robust, staff vetting procedures on occasion fall below the standards that the manager aspires to and are best practice. Although no substantive staff are employed until checks on their identity and suitability are verified, application forms are not always fully scrutinised to identify and explore employment gaps. Furthermore, other than evidence of a criminal record check having been completed, there is not a consistent approach in the vetting of agency staff. This means that information that potentially impacts on suitability may not be identified.

p.9

Good

The home is located in a suitable area. The staff are aware of key issues of potential risk, such as the beach. The risk assessment for the beach includes photos, details of the lifeguards and the distance between breakers. However, the guidance does not address the paramount questions of whether the staff are deemed suitable to provide supervision and whether the children are competent swimmers. The failure to ensure this prior to any beach activity has significant potential to place both the children and the staff at risk.

p.10

Good

The manager has good systems are in place to ensure the safety and security of the building. Fire precautionary arrangements in the home ensure that the children and the staff are safeguarded in line with current good practice.

p.10

Good

This is the manager’s first management role, and she has been in post for six months. The manager is suitably qualified and experienced in working with children in residential care. Having previously been deputy in the home she provides continuity, while implementing her own management approach. The home is suitably resourced to ensure that the staff meet the aims and objectives of the service and the individual needs of the children.

p.10

Good

The staff feel well supported and describe the manager as one who leads by example, having high aspirations and ensuring high standards of care. The children and the staff all speak warmly of the manager. One staff member said, ‘I couldn’t ask for a better manager. She is really on the ball and knows what’s going on, she monitors and supports everybody.’ One of the children said, ‘I love her [the manager] she really cares and connects with us. When she says not to do something, she’s not saying it because she wants to control it; she’s saying it because she actually cares. She’s one of those people who will try to negotiate for you, it feels like she is on your side.’

p.10

Good

The staff describe a strong team and say that they feel well supported through effective induction, training, supervision and team meetings. One said, ‘We have an amazing team and lovely children.’ However, records of induction are not held in the home, which undermines the manager’s ability to demonstrate the induction given to new staff. There is no formally recorded induction for agency staff. This means that agency staff may not have essential information regarding key issues, such as, how to support the children effectively or how to act in an emergency.

p.10

Good

The manager ensures that the organisation’s training programme is enhanced with training relevant to current topics and the needs of the service. The staff undertake training in the prevention of and responding to female genital mutilation, child trafficking and preventing radicalisation. However, some staff have yet to complete core training in areas such as food hygiene, safeguarding and preventing and responding to self-harm and child sexual exploitation. Due to circumstances beyond their control, one staff member who has been working in a children’s home for over two years has not completed their level 3 diploma. However, as with all staff, there are suitable plans in place to assist their completion. When staff have not undertaken core training, this has the potential to undermine their professional development, skills and competence.

p.11

Good

Staffing levels are high and provide the children with security, consistency and stability. This enables the staff to spend valuable time developing relationships and to deliver child-focused individualised care. The children benefit from a home where they are continually consulted and their needs are consistently prioritised. Partner professionals refer to a ‘fantastic’ and ‘brilliant’ service. They say, ‘Staff are very professional, but very caring and warm and friendly staff who actively go out of their way to support the children.’

p.11

Good

The manager and the staff develop positive relationships with partner agencies, which support and challenge both the home and others to deliver high-quality care and support. They describe staff who are, ‘Brilliant at mediating and partnership working with everybody.’ Another said, ‘I can’t think of anything which would improve the service, I can’t fault them.’

p.11

Good

The children are provided with clear information about the home in the children’s guide. The manager has updated the statement of purpose to reflect recent changes in the home, however, she has not supplied a copy to Ofsted. Internal quality monitoring systems are effective and demonstrate that the manager has a good understanding of how the children’s families and other agencies view the home. The manager has clear aspirations and plans for further development of the service to enhance children’s experiences. The most recent independent visitor reports have been held in the home, however, they have not been forwarded to Ofsted. While these shortfalls have no impact on the children, they do impact on the ability of the regulator to have a current understanding of the service.

p.11

Good

Some requirements and recommendations have been set at this inspection and the requirement set at the previous inspection remains. These issues do not undermine the high quality of care and support that the children receive. One social worker said, ‘The service is absolutely fantastic, they absolutely get her and fight for her needs.’ One child summed up their views of the home as, ‘It’s been life changing, a really good place for me.’ Another said, ‘Brilliant, 10 out of 10.’

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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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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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,

p.16

Information about this inspection

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

p.16

Information about this inspection

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

p.16

Information about this inspection

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted 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

p.16

Information about this inspection

www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.17

Information about this inspection

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

p.17

Information about this inspection

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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