Children's home run by Langley House (Harwich) Limited in Tendring

Good

The children's home provides effective services that meet the requirements for good.

p.2

The children's home provision is good because:

 The children make progress in all areas of their lives. They are encouraged to be active, which improves their mobility and posture and enhances their confidence. The children learn to manage their emotions, and this leads a moderation in their behaviour.  The staff provide highly individualised care. The children flourish as a result of secure and stable relationships with staff, who know their needs and vulnerabilities well.  The children attend school full time. They learn to accept routine. Teaching and care staff work together consistently on agreed goals such as independence skills. This is important preparation for the children’s future lives.  The children have no sense of danger due to their disabilities. The staff safeguard them using a high staff ratio, robust risk assessments and careful planning. The staff emphasise the need for constant vigilance so that the children are secure and protected.

p.3

The children's home provision is good because:

 The staff promote positive behaviour through applying consistent boundaries and relying on consistent routines. There is a priority placed on communication between the staff and outside professionals which leads to well-integrated care. Over time, even very challenging children experience a reduction in the frequency and severity of negative incidents. The children can relax and enjoy their time at the home. They show affection to the staff who are clearly fond of them.  An experienced and suitably qualified management team lead the staff, providing them with training and support to give them the competencies to meet the changing needs of the children. They review the service regularly using data about children’s progress, plus feedback from families and external agencies. The parents and the professionals confirm the excellent quality of partnership with the staff in the home where they work as part of

p.3

The children's home provision is good because:

a team, always putting the child first.  This inspection identified some areas for improvement. These are in relation to staff supervision and risk assessments for undertaking activities in the community. These matters are not currently having an impact on the safety and well-being of the children.

p.3

Statutory requirements

This section sets out the actions which must be taken so that the registered person 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.

p.4

Requirement Due date

The registered person must ensure that all employees receive practice related supervision by a person with appropriate experience. (Regulation 33 (4)(b)) 31/01/2017

p.4

Recommendations

To improve the quality and standards of care further, the service should take account of the following recommendation:  Ensure staff continually and actively assess the risks to each child and the arrangements in place to protect them, with particular reference to supporting children to undertake outdoor activities safely through updated and robust management plans. (‘Guide to the children’s homes regulations including the quality standards’, page 42, paragraph 9.5)

p.4

Information about this children's home

The home provides care and accommodation for up to four children who have learning disabilities and associated physical disabilities. The home is owned by a small private company.

p.5

Recent inspection history

Inspection date Inspection type Inspection judgement 21/03/2016 Interim Sustained effectiveness 10/08/2015 Full Good 30/12/2014 Interim Improved effectiveness 22/05/2014 Full Good

p.5

Good

The children make progress in their emotional, physical and behavioural goals. This is because they benefit from the nurturing care they receive from the staff and managers, who know their needs and vulnerabilities well and are determined to develop the children’s potential. For instance, many children are non-verbal, so the staff are purposeful in communicating with them using a range of media and language aids. One external professional observed, ‘It is so nice to see how well he is doing and that is a credit to how hard staff have worked. Due to him being so calm, he is now able to learn. His speech, in particular, seems to be developing so fast.’

p.6

Good

The children appear happy and relaxed with the staff, who greet them on their return home from school and settle them in before the evening activity. The children show affection to the staff. At one point during the inspection, one child previously known for their volatile behaviour was picked up by a member of staff and swung round in a circle. He put back his head and laughed with surprise and pleasure. This was a striking example of the confidence between them.

p.6

Good

All the children now go to school. The children work to achieve goals that are set across both the school and the home, such as communicating effectively and managing emotional needs. It is also a critical element in helping a child move into adulthood, as they learn to tolerate routine and accept discipline in the school setting and consolidate life skills. The mother of one child said, ‘It is a major achievement. She can cope with the structure.’ Care staff work hard to maintain attendance. For instance, at one point when a school placement was temporarily withdrawn, staff would occasionally drive the child to the school, so that she remembered the journey and the school. In time this helped her resume the routine.

p.6

Good

The staff and managers scrutinise the children’s progress against their starting points. Personal goals are set every month, monitored every day and evaluated every month. If a child has shown some development over a reasonable period, another target is chosen. In this way, the staff maintain a fresh outlook for children who do not get anxious about particular goals. As children grow into adolescence, the staff are patient and persistent in helping the children acquire life skills, such as helping to make a cup of tea, using the washing machine, getting their own breakfast cereal and eating at the table. This enhances their confidence. While the children still need support, they are more self-reliant and can indicate more accurately what they want. On occasion, the staff will then take a child to a local restaurant for a meal. The children learn to choose what they want, sit in unfamiliar surroundings and learn to relax in the community. Many children learn to

p.6

Good

take pride in their environment, decorating their bedrooms with personal touches and keeping their space tidy. This helps the children make the transition into more independent accommodation.

p.7

Good

The children are taken by staff to attend local facilities where they can burn off energy. Some children have not had this opportunity previously, and parents and the staff comment that the children look better for this, standing straighter and improving their mobility. Many of the children have complex health needs. Arrangements and training to dispense medication are robust, and the staff have regular training. The staff benefit from a close liaison with the local health team who can advise on health needs and direct them onto specific teams where necessary. The staff and managers are purposeful in ensuring that the children get specialist help urgently if they need it. The children benefit from this determined and committed approach.

p.7

Good

All children have contact with their families. The staff and managers prioritise this, appreciating the central importance of these relationships, and will support any arrangements. The staff will take the children to see their families or host visits in the home. The children see their parents working alongside the staff and this confirms their sense of security. The parents consistently express confidence in staff and managers, and their resilience, consistency and willingness to build a rapport with both children and families.

p.7

Good

The children have no sense of danger. The staff and manager keep them safe through comprehensive assessments, a high staff ratio and good communication between all adults working with the children.

p.7

Good

When a child comes to live in the home, the staff work with families and social workers to identify risks and match these with detailed management strategies. They cover specific areas for that child such as bathing, ensuring that a child is properly covered up when out in the sun and keeping the floor clear so that an agitated child can run around without tripping or falling. There is an emphasis on security so that while no child has gone missing, the staff are watchful that gates and doors are not left open. Risk assessments are regularly reviewed and updated with the result that safety of the children is at the centre of planning.

p.7

Good

The children are continually encouraged to make progress. Each child has a team of two allocated workers who know them well and build up trusting relationships with them. For instance, on arrival, one child’s levels of anxiety led to volatile behaviour that had to be managed with two members of staff. Without this high support, he could have become confused and challenging. Over time, the staff worked imaginatively to help him tolerate being with just one member of staff for short periods. He is calmer and has learned to relax more in the household.

p.7

Good

The staff are not risk averse and encourage the children to make the most of the community-based activities such as sensory play or exercises. Sometimes, children like to play with a companion from their bungalow. They learn to get along together, wait their turn and take instructions. Individual activities are assessed for potential risks, but as the activities have become more ambitious, such as plans for swimming and canoeing, these assessments need to be updated and strengthened.

p.8

Good

The staff and managers are insightful about the children, promoting positive behaviour, and understand that challenging reactions can reflect confusion and insecurity. The staff work as a team, presenting consistent boundaries and following predictable routines. Care plans are regularly reviewed and discussed in staff handover and team meetings. There is a priority on communication with other professionals such as the school to ensure consistency of approach. One teacher said, ‘The communication with the home is excellent. They really use the home-to- school communication book, so we all know what is going on. It is a working tool.’

p.8

Good

Negative incidents are fully recorded by the staff and managers who focus on any events or triggers to explain what has happened. There is an emphasis on de- escalation and distraction as the most effective way of reducing any volatile behaviour. On occasion, minimal sanctions, such as five-minute ‘time out’ periods, are used. The children are apologetic and always say sorry.

p.8

Good

The children work closely with staff who they trust, so when staff praise them for good behaviour this is effective. The social worker for one child said, ‘He has potential, and this is being nurtured by experienced and caring staff. He is being challenged to manage his behaviour. He is more confident and learning new skills.’

p.8

Good

The staff are clear that they would know how to deal with any potential child protection concern or allegations. The staff and managers are fully aware of internet risks, and the children are supervised if they are accessing the internet.

p.8

Good

The home is led by a stable management team who has been in post for several years. The current registered manager gained a national vocational qualification (NVQ) in residential child care in 2008 and has nearly 20 years’ experience as a manager. He is planning to retire in the coming year. Succession plans are well developed, and the deputy manager who is due to take over these responsibilities gained his NVQ level 5 in 2016 following 5 years’ experience as a deputy manager.

p.8

Good

All the staff have been employed using robust recruitment procedures. They either have NVQ level 3 or will begin this when they have completed their probationary period. All the staff complete an initial training programme, and specific areas such as safeguarding, medication and restraint training are regularly refreshed. The management team track progress using a matrix that is up to date and accessible. As a result, staff are consistently reminded of the importance of maintaining their practice.

p.9

Good

Information about the children is shared continually in staff handover meetings, using electronic recording and group supervisions. However, the staff have not had supervision in accordance with the home’s procedures. While there is no significant impact on the care of the children, this does not promote the individual needs of the staff for reflection and support with their workload.

p.9

Good

The management team consistently review the quality of care in the home and can demonstrate the positive impact that living in the home can bring to children. They balance data of any negative incidents alongside reviews of progress on individual care plans. This detailed knowledge helps identify changes in behaviour and any successful strategies. For instance, one child was exhibiting especially volatile behaviour at the beginning of his placement, but the staff were understanding and persisted with regular routines. While episodes still occurred, they became less frequent, shorter in timescale and less severe. One social worker said, ‘Not only has his behaviour been calmer, we have all got to know him better, and this gives a much better assessment of his needs and how to plan for the future. It is a calm, consistent environment where he has started to talk about his feelings and even sing, so he is happier.’

p.9

Good

The managers rely on feedback from other agencies about the service. Professionals comment extremely positively about the willingness of the staff and the managers to work alongside them as part of a team to achieve outcomes for the children. For instance, the staff at the home attend school reviews and work together with the school staff to choose goals and identify common objects of reference. This leads to a consistent approach to managing conflict and driving improvement in behaviour. The children benefit from this purposeful approach from the staff and the managers, which one teacher described as, ‘Personable, willing, positive, realistic and optimistic.’

p.9

Good

Where the staff and managers have felt that a child is not getting a service such as the education that they are entitled to, they are very assertive in pursuing this until the matter is satisfactorily resolved. The parents, in particular, appreciate this approach, feeling part of a team that holds the interests of their child at heart and values their relationships. The mother of one child said, ‘I am treated as part of the team. They phone, text and email and I am very active too. I cannot think of anything they could do better but to be honest, if there were, I would just ring them.’

p.9

Good

The recommendation made at the last inspection has been fully met.

p.10

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’.

p.11

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

p.11

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.

p.11

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 that 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

p.12

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 .

p.12

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 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.13

Information about this inspection

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

p.13

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.13

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

p.13