LVS Hassocks

Inspection report for residential special school – LVS Hassocks 1 LVS Hassocks London Road, Sayers Common, Hassocks, West Sussex BN6 9HT Residential provision inspected under the social care common inspection framework

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Information about this residential special school

The school is an independent residential special school located in a rural location on the outskirts of Brighton. The school provides education and care for children and young people who have special educational needs. The school offers education for children from aged eight to 19. Residential pupils are weekly boarders. Residential accommodation is located over two house areas on the main school site. Currently, there are 14 residential pupils.

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Information about this residential special school

Inspection dates: 12 to 14 September 2017

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Overall experiences and progress of

children and young people, taking into account

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good

How well children and young people are helped and protected requires improvement to be good

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good

The effectiveness of leaders and managers requires improvement to be good

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good

The residential special school 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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good

Date of previous inspection: 20 September 2016

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good

Overall judgement at last inspection: requires improvement Inspection report for residential special school – LVS Hassocks 2

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Key findings from this inspection

This residential special school requires improvement to be good because:

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Key findings from this inspection

 Systems and processes for the management of safeguarding concerns are not rigorous or effective. Safeguarding records are not robust or detailed. The audit trail is weak.  Staff have not routinely reported and referred safeguarding concerns in a timely manner.  Leaders do not monitor all of the required records effectively.  The governance of the school lacks rigour, and is not yet as effective as it should be.  Senior leadership across the school and residential provision is yet to become established, developed and embedded.  Healthcare plans do not explore and detail all of the required elements, as described in the national minimum standards.

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Key findings from this inspection

The residential special school’s strengths are:

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Key findings from this inspection

 The knowledgeable residential staff are caring and nurturing in their approach.  Staff utilise a wide variety of communication aids and tools to support young people to have an understanding of their routines, and of the school’s expectations of them.  Young people are encouraged to develop independence skills through the completion of daily chores, including basic food preparation and personal care tasks.  Staff offer and organise activities which young people choose and enjoy; through this they socialise with friends.  Young people develop their abilities and strategies with regard to self-regulating and managing their anxiety and behaviour.  Staff and young people have very good relationships with each other; this enables staff to support and assist young people to overcome anxieties. Inspection report for residential special school – LVS Hassocks 3

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special schools

The school does not meet the following national minimum standard(s) for residential special schools:

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special schools

 NMS 3.12 Where necessary, a child has a clear individual health and welfare plan or similar record, containing relevant health and welfare information provided by parents/carers and recording significant health and welfare needs and issues. This record should be agreed by parents/carers and include: records of developmental checks; health monitoring required by staff; intimate care or bodily functions requiring staff help; and the involvement of a child’s parents/carers or significant others in health and welfare issues.  NMS 5.8 Any use of surveillance equipment (e.g. CCTV cameras) or patrolling of school buildings or grounds for security purposes does not intrude unreasonably on children’s privacy.  NMS 11.1 The school ensures that: arrangements are made to safeguard and promote the welfare of children at the school; and such arrangements have regard to any guidance issued by the Secretary of State.

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special schools

 NMS 13.1 The school’s governing body and/or proprietor monitors the effectiveness of the leadership, management and delivery of the boarding and welfare provision in the school, and takes appropriate action where necessary.  NMS 13.9 The issues specified in Appendix 3 are monitored, and action taken to improve outcomes for children as appropriate.

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Recommendations

 Develop the complaints policy and procedures to ensure it is inclusive for all, especially those who use alternative forms of communication and behaviour to express themselves.  Develop risk assessments that robustly explore the staffing levels needed to support young people.  Review and assess the use of locked doors and bedroom door alarms; gain consent from young people, families and placing authorities regarding their use.  Ensure that the independent listener visits the school more regularly to enable young people to understand the role.  Explore and improve communication with parents and others to ensure they are better informed and involved.  Ensure that safeguarding records provide clear and concise information and detail about concerns, from instigation to outcome. Inspection report for residential special school – LVS Hassocks 4  Establish the roles of governors in providing robust challenge, scrutiny and

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Recommendations

oversight.  Ensure records of staff supervision are maintained. Inspection report for residential special school – LVS Hassocks 5

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improvement to be good

Significant weaknesses have been identified in how ‘how well children and young people are helped and protected’ and ‘the effectiveness of leaders and managers’. If these areas are not fully addressed and risks are not mitigated in the medium and long term, they will have a direct negative impact on children’s experiences and progress.

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improvement to be good

The school has a new senior leadership team which is still finding its feet. Areas highlighted at a previous inspection have been addressed, but new systems and approaches have not yet been embedded in practice.

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improvement to be good

Young people have very good relationships of trust with staff. They seek support, guidance, comfort and reassurance from staff. Young people are happy and at ease in the residential houses. They appear to enjoy the opportunities and activities available to them.

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improvement to be good

There have been many changes in the school personnel over the past year. Leaders ensure that young people know the staff who care for them and this enables each young person to feel secure. Young people are positively adapting to new routines and environments while establishing new relationships and friendships.

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improvement to be good

Young people develop greater independence through learning life and social skills. Staff offer regular opportunities for young people to promote their ability to complete daily tasks, routines and chores. Young people in one residential house are preparing basic meals with minimal staff support. Not all young people have access to these facilities, but staff are planning more cooking opportunities.

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improvement to be good

Young people are supported to transition between education and residential areas; this includes the use of good, informative handovers between staff. This helps staff to follow the collective, consistent approach adopted with young people.

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improvement to be good

Staff support young people to address their health needs with referrals to others when required. Young people with complex needs have specific, detailed protocols and plans which staff follow to assist them in managing their conditions. However, the healthcare plans do not explore all of the health needs that each young person has.

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improvement to be good

Staff seek young people’s views about likes, dislikes and favoured activities. There are occasional house meetings, but these have not occurred regularly. The school council has representatives from residential houses and their opinions are having an influence on senior leaders. For example, new sports equipment was purchased following a request made via the school council. Inspection report for residential special school – LVS Hassocks 6 There are ‘comments post boxes’ located in each residential area, but not all young people understand their purpose. There are no records of complaints received from young people and the complaints policy for young people does not specifically consider how those with impaired communication skills can make a complaint. Staff have responded appropriately to complaints from others.

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improvement to be good

Staff support young people to use their preferred forms of communication; this benefits young people, enabling them to become calm when they are anxious or struggling to follow daily routines. Staff are calm and persistent in their approach to young people, and give consistent, clear messages.

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improvement to be good

Staff plan weekly evening activities: they offer something for all young people. These opportunities and activities enable young people to develop relationships and friendships while socialising with their peers. The variety of activities available is subject to staff availability. Activities are altered at late notice due to changes in staffing and young people’s presentation. Young people are given opportunities to access the community and take part in new experiences and activities.

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improvement to be good

Contact with families occurs through a weekly email communication. There is also some telephone contact with families, but staff have reduced the times they are available to talk by phone. This reduction has impacted negatively on the quality of the relationships between residential staff and some families.

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improvement to be good

Young people are offered a wide variety of good-quality food which is well balanced, attractive and appealing to young people. They are able to have alternatives if they do not like the menu on offer. The school is developing and improving the selection of food available to young people at breakfast time. Mealtimes are a social event at which all young people and staff gather together.

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improvement to be good

Young people report that they feel safe and happy while at school, and know who to speak to if they are concerned or worried.

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improvement to be good

Staff generally have good knowledge and understanding of what is required to keep young people safe. Staff have accessed additional training that explores risk factors and what is required if a concern is raised.

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improvement to be good

Staff have implemented new recording systems and procedures in the school. Leaders responsible for managing safeguarding concerns possess the required knowledge and understanding, and work with the local safeguarding board to maintain their knowledge and understanding. However, records do not evidence that concerns are always recorded and referred within the required timescale. Some records do not securely underpin safeguarding practice. Staff have not identified and acted on all concerns raised. There is no evidence that senior leaders and governors Inspection report for residential special school – LVS Hassocks 7 have evaluated and monitored all of these records.

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improvement to be good

There have been no incidents of young people going missing. When a young person left the site without consent, staff followed them, and supported and encouraged the young person to return. Leaders have recently installed a new boundary fence which improves the security of the site.

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improvement to be good

There are several locked doors and bedroom door sensors installed in residential areas of the school. Staff do not assess or review their use and so it is unclear what their purpose is. Staff have not detailed or described the use of door sensors in young people’s guides and handbooks. There is no evidence that consent for their use is sought from young people, or their parents or placing authorities.

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improvement to be good

Staff ensure that young people are safe while accessing the community through detailed risk assessments and consideration of all risk factors. New arrangements covering the on-call manager’s availability have improved risk management on site. Staff do not currently complete individual risk assessments on the staffing required to support young people. This brings into question the matter of whether staffing levels are correct, as there is no evidence except observation to determine this. Those staff available are knowledgeable and skilled, with a very good understanding of those in their care. Staff have recently completed assessments for those who require higher levels of support to stay on task and remain safe. Staffing levels during residential time are not high and at times of challenge and demand this is especially apparent.

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improvement to be good

House rules are not displayed. Young people do have an understanding of expected behaviour and staff are clear and consistent with boundaries. Staff provide positive role models and this is reflected in how young people interact with each other. Staff talk with young people and encourage them to be caring towards, and considerate and respectful of, their peers. Young people are encouraged to apologise to their peers if they have been unkind to each other.

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improvement to be good

Staff are trained in the school’s approach to behaviour management, and use a wide variety of de-escalation strategies and techniques to calm young people. Young people all have personal behaviour support plans or calming plans which staff follow. Young people are learning methods for self-managing their behaviour and anxiety. Young people are encouraged to review their behaviour; this has enabled them to reflect on behaviours and explore what they could do differently next time. Staff are altering how they record and evaluate incidents, but the new recording system is not yet embedded. The quality of the evaluation and review of incidents requires further development.

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improvement to be good

Staff have developed a reward system that enables young people to earn points and rewards throughout their day. The system is new, but young people appear to be positive and engaged with it. Previously, consequences had been used on occasions, and were generally ‘natural’ consequences, for example missing an off-site trip due to risky behaviour. Staff are now focusing on positive behaviours, and are rewarding these. Inspection report for residential special school – LVS Hassocks 8 Young people all have access to electronic devices and the internet through their individual log-on accounts. Leaders have improved the school security settings in an attempt to make internet access safer. Young people do not regularly access education and advice about e-safety. Staff need to develop a broader understanding of e-safety and the impact of internet use on young people. There are no visual reminders about how to stay safe while online in residential houses. Young people do

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improvement to be good

not have contracts regarding the rules and boundaries of internet use while at school.

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good

The senior leadership team is new in post, and is in the early stages of development. Leaders have improved many areas of weakness that were previously identified, but there continues to be more work required to sustain, embed and develop this. Senior leaders have high aspirations. They are dynamic and have developed purposeful action plans to address weaknesses.

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good

The board of governors has recently formed, but it is not yet established. Governors are new to post, and do not fully understand their roles and responsibilities. There was little evidence of governors providing challenge, scrutiny or oversight.

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good

Senior leaders are supportive of staff. They have involved staff and have kept staff informed regarding any changes made in the school. Staff are positive about the changes that are being/are going to be made, and feel involved in the process of review and planning how to improve the provision. Team meetings have not occurred regularly prior to this term, but there are plans in place to ensure that staff meet more often.

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good

Staff state that they receive regular and effective supervision, but the evidence to support this is minimal. Some staff have had their practice appraised annually, but one member of staff has not.

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good

Training is given covering a wide variety of areas and topics that are relevant to staff roles. Staff recently updated their safeguarding training and reviewed their responses to poor emotional well-being and emergency first aid. All staff are enrolled on or have achieved the required qualification.

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good

The systems in place for monitoring and evaluating all of the required aspects, as detailed in the national minimum standards, are not sufficiently robust. Senior leaders are aware of, and in the early stages of addressing, this.

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good

House leaders have very good knowledge and understanding of the young people in their care. They understand what is required to support young people to make progress. Senior leaders are developing their knowledge and understanding of the Inspection report for residential special school – LVS Hassocks 9 needs of young people, and the progress they make.

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good

Leaders have developed positive links with other education provisions and community services, which have proved to be very beneficial to young people.

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Information about this inspection

Inspectors have looked closely at the experiences and progress of children and young people. Inspectors considered the quality of work and the differences made to the lives of children and young people. They watched how professional staff work with children and young people and each other and discussed the effectiveness of help and care provided. Wherever possible, they talked to children and young people and their families. In addition, the inspectors have tried to understand what the school knows about how well it is performing, how well it is doing and what difference it is making for the children and young people whom it is trying to help, protect and look after.

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Information about this inspection

Using the ‘Social care common inspection framework’, this inspection was carried out under the Children Act 1989 to assess the effectiveness of the service, how it meets the core functions of the service as set out in legislation, and to consider how well it complies with the national minimum standards. Inspection report for residential special school – LVS Hassocks 10

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Residential special school details

Social care unique reference number: SC388553

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Residential special school details

Headteacher/teacher in charge: Terry Kelly

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Residential special school details

Type of school: Residential special school

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Residential special school details

Email address: terry.kelly@lvs-hassocks.org.uk Inspection report for residential special school – LVS Hassocks 11

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Inspectors

Amanda Maxwell, social care inspector (lead) Suzy Lemmy, social care inspector Inspection report for residential special school – LVS Hassocks 12 to 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, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Inspectors

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Inspectors

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Inspectors

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