Children's Home run by ROC Northwest Limited in Lancashire

Requires improvement

The children's home is not yet delivering good help and care for children and young people. However, there are no serious or widespread failures that result in their welfare not being safeguarded or promoted.

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The children's home provision requires improvement because:

 The quality of relationships between young people and staff is variable. Some young people express concerns about staff approaches and describe them as ‘strict’ and ‘harsh’.  Young people do not always feel that their views are heard. They feel that staff do not always listen to them or consider their views.  Some young people do not feel able to share their concerns with staff and do not feel confident that staff will take positive action if they do.  Young people are not always fully prepared for independence. For example, they are not supported to learn about keeping themselves safe or to take appropriate risks.  Risks are not managed in a consistent manner. Some responses to risks are disproportionate and result in high levels of restrictions on the freedom of young people. Conversely, some risks are not fully identified or managed well.  There are regular incidents which require staff to physically restrain young

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The children's home provision requires improvement because:

people. Records of some of these incidents show that staff do not always take positive action to de-escalate incidents before they reach crisis point.  Behaviour management is inconsistent. Sanctions are not always recorded, which means that they are not monitored effectively.  Improvements are required to ensure that quality and safety across the home are monitored in an effective way and that this monitoring takes account of young people’s views, feelings and wishes.

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The children’s home strengths

 Young people who live at the home make good progress in many areas of their lives. Parents and community professionals express satisfaction with the support provided to young people at the home.  Young people engage positively in education and have experienced positive outcomes in this area. Education professionals report a good level of communication with staff at the home.  From their starting points, young people who live at the home have experienced a notable reduction in high-risk behaviours such as being missing from home and offending.  Staff are carefully recruited and provided with a detailed induction. Staff report good levels of ongoing support and express satisfaction with the training provided at the home.  The registered manager receives a good level of support from senior managers and is provided with adequate resources to run the home effectively.

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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 children's views, wishes and feelings standard

7.—(1) The children’s views, wishes and feelings standard is that children receive care from staff who— (a) develop positive relationships with them; (b) engage with them; and (c) take their views, wishes and feelings into account in relation to matters affecting the children’s care and welfare and their lives. (2) In particular, the standard in paragraph (1) requires the registered person to— (a) ensure that staff— (i) ascertain and consider each child’s views, wishes and feelings, and balance these against what they judge to be in the child’s best interests when making decisions about the child’s care and welfare; (ii) help each child to express views, wishes and feelings; (iii) help each child to understand how the child’s views, wishes and feelings have been taken into account and give the child reasons for decisions in relation to the child; and (iv) regularly consult children, and seek their feedback, about the

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The positive relationships standard

11.—(1) The positive relationships standard is that children are helped to develop, and to benefit from, relationships based on— (a) mutual respect and trust; (b) an understanding about acceptable behaviour; and (c) positive responses to other children and adults. (2) In particular, the standard in paragraph (1) requires the registered person to ensure— (a) that staff— (i) meet each child’s behavioural and emotional needs, as set out in the child’s relevant plans; (ii) help each child to develop socially aware behaviour; (iii) encourage each child to take responsibility for the child’s 17/03/2017 behaviour, in accordance with the child’s age and understanding; (iv) help each child to develop and practise skills to resolve conflicts positively and without harm to anyone; (v) communicate to each child expectations about the child’s behaviour and ensure that the child understands those expectations in accordance with the child’s age and

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The positive relationships standard

understanding; (vi) help each child to understand, in a way that is appropriate according to the child’s age and understanding, personal, sexual and social relationships, and how those relationships can be supportive or harmful; (vii) help each child to develop the understanding and skills to recognise or withdraw from a damaging, exploitative or harmful relationship; (viii) strive to gain each child’s respect and trust; (ix) understand how children’s previous experiences and present emotions can be communicated through behaviour and have the competence and skills to interpret these and develop positive relationships with children; (x) are provided with supervision and support to enable them to understand and manage their own feelings and responses to the behaviour and emotions of children, and to help children to do the same; (xi) de-escalate confrontations with or between children, or potentially violent behaviour by children;

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The positive relationships standard

(xii) understand and communicate to children that bullying is unacceptable; and (xiii) have the skills to recognise incidents or indications of bullying and how to deal with them; and (b) that each child is encouraged to build and maintain positive relationships with others.

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The protection of children standard

12.—(1) The protection of children standard is that children are protected from harm and enabled to keep themselves safe. (2) In particular, the standard in paragraph (1) requires the registered person to ensure— (a) that staff— (i) 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; (ii) help each child to understand how to keep safe; and (iii) have the skills to identify and act upon signs that a child is at risk of harm. 17/03/2017

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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— (a) helps children aspire to fulfil their potential; and (b) promotes their welfare. (2) In particular, the standard in paragraph (1) requires the registered person to— (a) lead and manage the home in a way that is consistent with the approach and ethos, and delivers the outcomes, set out in the home’s statement of purpose; (b) ensure that staff work as a team where appropriate; (c) ensure that staff have the experience, qualifications and skills to meet the needs of each child; (d) ensure that the home has sufficient staff to provide care for each child; (e) ensure that the home’s workforce provides continuity of care to each child; (f) understand the impact that the quality of care provided in the home is having on the progress and experiences of each child and

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The leadership and management standard

use this understanding to inform the development of the quality of care provided in the home; (g) demonstrate that practice in the home is informed and improved by taking into account and acting on— (i) research and developments in relation to the ways in which the needs of children are best met; and (ii) feedback on the experiences of children, including complaints received; and (h) use monitoring and review systems to make continuous improvements in the quality of care provided in the home. 17/03/2017

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Recommendations

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

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Recommendations

 The registered person should ensure that all incidents of control, discipline and restraint are subject to systems of regular scrutiny to ensure that their use is fair and the above principles as set out in paragraph 9.35 are respected. (‘Guide to the children’s homes regulations including the quality standards’, page 46, paragraph 9.36)

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Information about this children's home

This children’s home is one of a number of homes operated by a private organisation. It is registered to provide care and accommodation for up to five children and young people with emotional and/or behavioural difficulties and learning disabilities.

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Recent inspection history

Inspection date Inspection type Inspection judgement 27/10/2016 Interim Improved effectiveness 01/03/2016 Full Outstanding 19/08/2015 Interim Sustained effectiveness 15/01/2015 Full Good

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Requires improvement

Young people who live at this home continue to make good progress in many areas of their lives. Parents and social workers express satisfaction with the care that young people receive. Their comments included, ‘I am very pleased with the care and support that [name of young person] receives from the staff,’ and, ‘I have always been impressed with the care the team have provided to [name of young person]. He has made a great deal of progress since being placed there in terms of his behaviour, independence skills and educational engagement.’

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Requires improvement

Most young people have made good progress in education, achieving regular attendance and consistently positive reports from their schools or colleges. An education professional described effective communication with staff at the home and commented, ‘I feel that all young people benefit immensely by having this close communication.’ Supporting young people’s educational attainment helps them to achieve and increases their future life chances.

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Requires improvement

Two young people have been successful in obtaining part-time jobs. They are both progressing well in their jobs and said that they enjoyed them. Staff have encouraged and supported the young people in their pursuit of employment and as such, assisted them to develop positively towards independence in this area.

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Requires improvement

Young people’s general health is well supported. Routine medical support, such as dental and optical care, is arranged regularly, as is medical advice and support for young people who have specific healthcare needs. However, one young person has for some time, presented with some behaviours which are of concern. The behaviours indicate the need for some specialist external input but this has not been arranged. The response of staff is currently limited to asking the young person not to carry out the behaviours, which is not adequate. The failure to seek specialist advice for this young person means that they are not receiving the help that they need and that the risks relating to their behaviours have not been properly considered.

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Requires improvement

Young people have mixed views on the quality of their relationships with staff. One young person spoke highly of staff and commented that he got along with them well. However, others expressed concerns about the way that staff supported them. Some young people expressed unhappiness about the approaches of certain staff members who they described as ‘harsh’ and ‘strict’. One young person said, ‘The staff just want to control everything we do.’

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Requires improvement

Young people described a large degree of inflexibility within the home and gave examples, such as curfews that they felt were too early and not age appropriate and strict routines such as those around when they could leave their bedrooms. They felt that some staff were not willing to negotiate with them around such issues or listen to their views. Failure on the part of staff to develop positive relationships with young people may lead to young people feeling insecure and unhappy.

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Requires improvement

Further evidence that young people’s views were not always fully heard was identified. For example, minutes of a recent staff meeting recorded that one young person had been having crackers for supper and that this must stop because young people were only able to have yoghurts or fruit for supper. Limiting young people’s opportunities to make these simple day-to-day choices does not support their emotional well-being or help them to develop life skills. A requirement is raised in relation to this matter.

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Requires improvement

Young people told us that they did not feel comfortable sharing concerns with all the staff at the home. One young person commented that he did not bother to raise concerns because he had no confidence that they would be addressed properly. If young people do not feel able to share things that are troubling them with staff, their safety and well-being could be compromised.

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Requires improvement

Staff encourage young people to engage in positive activities and explore new interests. Young people spoke about a variety of hobbies and pursuits that they engaged in, including ice skating, boxing and swimming. Young people are also given the opportunity to go on a holiday abroad each year. These opportunities enhance young people’s day-to-day lives and encourage them to grow and develop.

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Requires improvement

Staff support young people to maintain important relationships and any assistance required to maintain contact with family members is recorded in young people’s care plans. Positive friendships are encouraged. One young person was planning to have a friend from school visit for tea. He said that he was looking forward to this. However, two young people who were nearing the age of independent living commented that the curfews that they were expected to adhere to made maintaining friendships in the community very difficult.

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Requires improvement

Some young people are approaching an age where they will be leaving the home and moving towards semi-independent living. Some positive work has been done with these young people around helping them to prepare for the future and supporting their independent living skills in areas such as food preparation. However, one young person who was due to move to semi-independent living in the very near future was subject to some very tight restrictions in relation to having independent free time and money. These restrictions were in place due to concerns about previous behaviours but were counterproductive, as they meant that he did not have the opportunity to make independent choices. The young person himself recognised this issue and commented, ‘How can it be right to not even let me have any free time when I will be living on my own in two weeks?’ The young person’s social worker advised that she had also raised this concern but had

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Requires improvement

been told the rules would remain in place.

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Requires improvement

Relationships between the staff and young people vary. Through observations, it was evident that young people and staff engaged well at some times. However, less positive observations were noted when staff were attempting to manage young people’s behaviours. For example, one staff member was observed to resort to the suggestion of consequences very quickly in a situation that may have been managed in a more positive manner.

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Requires improvement

The use of restrictions and physical restraints are frequently used to manage young people’s behaviour. The number of incidents that involve young people and staff has increased. The reporting of these incidents, to the relevant authorities, meets the required standard.

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Requires improvement

Staff have received training in a recognised technique to safely hold young people if required. Records explaining the incident and the techniques used are very thorough. However, the use of physical restraint to manage young people’s behaviour is high. This is particularly the case for two young people. There are incidents whereby the ineffective management of low-level situations has escalated into a restraint. The recording clearly demonstrates that staff are encouraged to reflect on the physical intervention. However, there is limited evidence to show that staff are encouraged to reflect on the situation leading up to the incident. Staff are not encouraged to explore the use of different strategies to reduce the need for a physical restraint. Learning outcomes mainly look at the accurate recording of the incidents. Failure to de-escalate challenging situations means that young people may be involved in incidents that could have been avoided. A requirement is raised

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Requires improvement

Practice within the home does not demonstrate that young people are encouraged to take responsibility for their own behaviours and take age-appropriate risks. This is particularly evident in the young people who are 16 years old and over. Young people who are aged 16 report that they have a curfew of 8.30pm, which does not allow them to socialise with peers of a similar age. Consequences to behaviour and incidents are not proportionate to the behaviour displayed and the age of the young person. Consequences often relate to the restriction of free time and the reduction of monetary allowances, which could be counterproductive because they restrict young people’s independence and opportunities to learn about making safe decisions. The consequence book does not have all the consequences recorded. Furthermore, agreed sanctions do not appear in young people’s risk assessments. This increases the risk that staff are not consistent in the way that they support young people to

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Requires improvement

adhere to boundaries and in the way that they issue consequences to young people. A failure to ensure that all consequences are recorded means that the registered manager cannot monitor them effectively. A recommendation is raised in relation to this matter.

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Requires improvement

Young people receive rewards for positive behaviour. Restorative approaches are in place to encourage young people to repay and repair any damage or harm caused. One young person was undertaking a restorative activity and he was aware why he was doing it and furthermore he was keen to complete it.

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Requires improvement

Young people say that staff do not listen to their views on behaviour management. For example, during discussions following one incident, a young person asked that as a future strategy to manage his behaviour, he be left alone to calm down. There is no record of this in the young person’s risk assessment and behaviour management plan.

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Requires improvement

Young people know how to make a complaint should they wish to do so but they report that they do not share concerns with staff. One young person said that he did not raise issues with staff ‘as nothing will be done’. However, there are examples of timely responses to allegations made by young people. For example, when the registered manager has had potential concerns about the actions of staff, he has engaged with other agencies, such as the designated officer, until the incidents have been thoroughly explored and have reached a clear conclusion. However, the learning points and actions identified do not always reflect the issues raised. During the inspection, young people raised concerns and the home took appropriate action to address these.

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Requires improvement

Effective missing from home procedures are in place. Reports are clear and the information collated informs practice to minimise further incidents from happening. Incidents of young people being missing from home have reduced for young people since being moved to the home. However, the restrictions that are often used are not always proportionate to the risk posed and the age of young people. Risk-averse practice is particularly evident in managing missing from home incidents for young people aged 16 and over.

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Requires improvement

Some young people’s risk assessments fail to identify certain risky behaviours and consequently the management of these risks is not effective. For example, risk assessments do not sufficiently highlight complex behaviours displayed by one young person. Nor do they identify what specialist assessment and support the young person may need. As a result, there is not a full understanding of the behaviours and the associated risks. Subsequently, safeguarding measures are not robust enough. This is also the case in another example, when there has been no consideration given to previous concerns about a young person in relation to relationships and social media, despite the young person being in a new relationship.

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Requires improvement

Staff are well selected and vetted to work with young people. The staff are vigilant and take appropriate steps to verify visitors’ identity to protect young people. Certain staff have particular responsibly around health and safety, which they undertake to a good standard. This helps to maintain young people’s health and safety.

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Requires improvement

The registered manager of the home has been in post for several years and is suitably qualified. He demonstrates a good knowledge of the young people and their needs.

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Requires improvement

The registered manager reports a good level of support from senior managers within the organisation and confirmed that adequate resources are provided to run the home effectively.

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Requires improvement

The home has experienced a high turnover of staff since the last inspection, with over half the staff team members having been recruited since then. However, a full staff team is now in place supported by regular casual staff members. This helps to ensure that young people receive consistent care from staff who they know well.

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Requires improvement

Staff benefit from a comprehensive training programme, which includes a thorough induction at the start of their employment. Eight out of 13 staff members hold nationally recognised qualifications in caring for children and young people. Two staff members are currently working towards the qualification and the remaining three are due to commence the training. Staff members in a senior position, such as team leaders, are encouraged and supported to undertake management training, which helps to support them in their role.

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Requires improvement

Staff were complimentary about the training provided. They confirmed that they were able to access a variety of learning in areas such as safeguarding, recognised behaviour management techniques and around child sexual exploitation. This positive approach to training helps to equip staff with the skills to support young people in a competent way.

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Requires improvement

Staff spoke of a supportive environment and confirmed formal supervision was regularly provided. Staff also commented that they were always able to obtain ongoing guidance and advice on a day-to-day basis and said that they felt able to approach the registered manager if they had any concerns. Minutes of supervision meetings held with staff showed that they were well structured. During each supervision session, staff were encouraged to discuss their performance, personal development and any issues that they wanted to raise. However, it was noted that some important issues relating to individual staff member’s practices had not been discussed with them within their supervisions. Furthermore, the minutes of one supervision held with a staff member recorded that they had made a negative comment about a young person, which indicated that they did not have a full understanding of the young person’s needs. According

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Requires improvement

to the minutes, the team leader who conducted the supervision did not challenge this comment.

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Requires improvement

On the whole, external professionals such as social workers report positive relationships with the registered manager and staff and feel that communication is effective. Several external professionals commented that staff and the registered manager engaged with them well and were well prepared with information when they attended review meetings. However, one social worker felt that the registered manager had failed to take her views fully on board regarding the care of a young person in the home.

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Requires improvement

There are processes in place to enable the registered manager to monitor safety and quality across the service. However, it is not evident that these processes encompass the views of young people in any meaningful way. The feedback that the inspectors received from young people included some strong themes and views about the running of the home, which had not been identified as areas for development by the registered manager.

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Requires improvement

During the inspection, some weaknesses in practice were identified in relation to behaviour management and communication with young people. There is no evidence that these issues have been identified through the home’s quality assurance systems. As such, the quality assurance systems require development to ensure that they are effective.

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Requires improvement

Records of internal investigations of concerns or allegations show that important practice issues are not always identified. For example, an investigation into concerns raised about the actions of a staff member concluded that the only issue was a failure to fully record an incident. However, records of the incident indicated more serious concerns about the actions of the staff member, which had not been addressed. Ofsted have asked the provider to revisit this investigation. Failure to identify and act upon concerns or adverse incidents means that young people’s safety and well-being are not fully supported. A requirement is raised in relation to leadership and management and the monitoring of quality across the service.

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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 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

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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

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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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