Children's home run by Enabling Futures Ltd

Inspection report children‟s home: SC426751 1 SC426751 Registered provider: Enabling Futures Limited Full inspection Inspected under the social care common inspection framework

p.1

Information about this children’s home

The home is run by a private organisation. It provides care and accommodation for six children who may have learning disabilities and/or physical disabilities.

p.1

Information about this children’s home

Inspection dates: 14 to 15 December 2017

p.1

Overall experiences and progress of

children and young people, taking into account

p.1

good

How well children and young people are helped and protected good

p.1

good

The effectiveness of leaders and managers good

p.1

good

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

p.1

good

Date of last inspection: 21 February 2017

p.1

good

Overall judgement at last inspection: sustained effectiveness

p.1

good

Enforcement action since last inspection: none

p.1

Key findings from this inspection

 Children enjoy warm, nurturing care in a welcoming and homely environment.  From their starting points, children make good overall progress in their development. Inspection report children‟s home: SC426751 2  The home‟s safeguarding procedures are clear, and protect and promote children‟s safety and welfare.  The home is well led by a knowledgeable and dynamic manager who has a clear vision for its development.  Partnership working is strong, enabling the children to benefit from multi- disciplinary care packages.  Professionals and parents speak positively about the quality of the service provided for children.

p.1

Key findings from this inspection

The children‟s home‟s areas for development:

p.2

Key findings from this inspection

 The quality of handovers is inconsistent. They are sometimes brief and do not always ensure that staff coming on duty are fully briefed and up to date with children‟s current day-to-day care plans.  When running away from staff in the community is known to be a potential risk for a child, it is not addressed in the child‟s missing-from-home strategy. This means that staff do not have appropriate guidance on how to manage such situations.  The use of restraint is very high. Increased effort should be made to further develop the staff‟s skills in managing behaviour so as to reduce the level of restraint used.  The opportunity to make choices or engage in social interaction is not promoted at mealtimes. Children are not always well supported when they take their meals.  The statement of purpose does not clearly and accurately reflect the service, following a reduction in the number of placements offered.

p.2

Key findings from this inspection

 The location assessment does not address all safety issues associated with the local geography and the immediate neighbourhood.

p.2

Inspection date Inspection type Inspection judgement

21/02/2017 Interim Sustained effectiveness 19/07/2016 Full Good 09/02/2016 Interim Improved effectiveness 29/07/2015 Full Good Inspection report children‟s home: SC426751 3

p.2

Statutory requirements

This section sets out the actions that the registered person(s) must take to meet 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.3

Requirement Due date

The registered person must compile in relation to the children‟s home a statement (“the statement of purpose”) which covers the matters listed in Schedule 1. (3) The registered person must— (a) keep the statement of purpose under review and, where appropriate, revise it. (5) Subject to paragraph (6), the registered person must ensure that the home is at all times conducted in a manner which is consistent with its statement of purpose. (6) Nothing in paragraph (5) or regulation 46 (review of premises) requires or authorises the registered person to contravene or not comply with— (a) any other provision of these Regulations; or (b) any conditions in relation to the registration of the registered person under Part 2 of the Care Standards Act 2000. (Regulation 16(1)(3)(5)(6)) 31/01/2018

p.3

Requirement Due date

13. 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— (e) ensure that the home‟s workforce provides continuity of care to each child (Regulation 13(1)(a)(b)(2)(e)). In particular, ensure that staff handovers enable oncoming staff to fully grasp and understand changes to a child‟s day-to- day care plan and to have up-to-date knowledge about children‟s current needs. 31/01/2018

p.3

Recommendations

 Ensure that, under regulation 46, the registered person reviews the appropriateness and suitability of the location and premises of the home at least once a year. The review should include the identification of any risks and Inspection report children‟s home: SC426751 4 opportunities presented by the home‟s location and strategies for managing these. Providers should refer to the non-statutory advice about the location assessment process: Children‟s homes regulation amendments 2014: Advice for children‟s homes providers on duties under regulations that came into effect in January and April 2014. („Guide to the children‟s homes regulations including the quality standards‟, page 64, paragraph 15.1)  Ensure that, where there is a possibility that a child will run away or go missing from a children‟s home placement, their placement plan includes a strategy to minimise this risk. If the child is looked-after, their care plan (arranged by their

p.3

Recommendations

placing authority) should include such a strategy. („Guide to the children‟s homes regulations including the quality standards‟, page 45, paragraph 9.24)  Ensure that the behaviour management policy addresses general principles for behaviour management in children‟s homes which include: treating each child with understanding, dignity, kindness and respect; building, protecting and preserving positive relationships between each child and the adults caring for them; understanding each child‟s behaviour to allow their needs, aspirations, experiences and strengths to be recognised and their quality of life to be enhanced; involving children and relevant others wherever practical in behaviour management; supporting each child to balance safety from injury (harm) with making appropriate choices; making sure that children‟s rights are upheld („Guide to the children‟s homes regulations including the quality standards‟, page 46,

p.4

Recommendations

paragraph 9.35). In particular, ensure that the behaviour management principles listed inform how children are supported at mealtimes and promote the reduction in the use of restraint.  Ensure that children are provided with nutritious meals suitable for each child‟s needs. Where appropriate, children should be involved in choosing and preparing meals and opportunities to sit together and eat should be promoted. („Guide to the children‟s homes regulations including the quality standards‟, page 15, paragraph 3.8)

p.4

Overall experiences and progress of children and young people: good

The home provides children with good-quality individualised care and support that have a marked, positive impact on their experiences and development. They make good overall progress from their starting points, responding well to the structure, routines and nurturing care provided. Children develop trusting relationships with staff who know them well and they enjoy a range of experiences in the relaxed, homely environment.

p.4

Overall experiences and progress of children and young people: good

Children live in homely, warm and suitable accommodation that is personalised and equipped to meet their needs. This includes the use, in bedrooms, of appropriate floor coverings which meet children‟s individual needs regarding comfort and safety and, where necessary, the provision of low levels of stimulation in bedrooms to enable better sleep patterns for the children concerned. Inspection report children‟s home: SC426751 5 The home has effective relationships with families, professionals and children, all of whom speak positively about the quality of care provided. For example, a parent expressed the views of many when she said:

p.4

Overall experiences and progress of children and young people: good

I was apprehensive about him moving there, but I am absolutely delighted with it. It‟s warm, friendly and safe. Senior staff are always on hand. Staff know children‟s likes and dislikes, such as what cereal they like for breakfast, or what slippers they like to wear. My child has made massive progress. They take him to the gym, on outings and encourage his interests. They have good contact with school and they work well together.

p.5

Overall experiences and progress of children and young people: good

Children‟s health and education needs are very well met, and are enhanced by the strong relationships with partner agencies. For the most part, staff are responsive to children‟s needs and wishes. They are good at detecting small changes in children‟s moods and reading their non-verbal cues. They provide a relaxed environment where children are at ease. Children say they are well looked after and that staff listen to them and try to meet their needs.

p.5

Overall experiences and progress of children and young people: good

Parents express satisfaction with the way their children are looked after. They feel welcome at the home and say they are encouraged to make their views known. The home has a contract with Coram Voice. This advocacy service visits regularly and offers support to children to enable them to make their voices heard, both in relation to their care in the home and their local authority care plans.

p.5

Overall experiences and progress of children and young people: good

Through planned interventions and consistent, focused support from staff, children develop their self-care skills and become increasingly independent. They enjoy activities such as baking, arts and crafts, playing with toys and pamper days. They learn to tolerate being around other children and, in time, are more able to engage in and enjoy situations and experiences where others are present. For example, some go to the swimming baths or youth club, while others go horse riding. Children learn to manage their autistic behaviours, anxieties and obsessive behaviours better. Their emotional needs and mental health are well supported.

p.5

Overall experiences and progress of children and young people: good

Transitions to and from the home are well managed. Good-quality impact and compatibility risk assessments ensure that placements are only offered to children whose needs the home can realistically expect to meet, taking account of the needs of children already in placement. Consequently, most children thrive at the home and move on successfully to adult placements. Since the last inspection, three young people have left the home. Two have moved positively to the provider‟s adult provision on the same site. The transitions were well planned and well executed. The third had a disrupted placement, following his pattern of previous placement endings. Although the home advocated for the child, requesting additional support to promote his psychological and emotional welfare, this was not provided and the home served notice when his lack of progress over time was apparent.

p.5

Overall experiences and progress of children and young people: good

The home promotes and enables contact with families very well. Parents are made Inspection report children‟s home: SC426751 6 welcome, and included in the children‟s lives. For example, some parents report that the home maintains daily contact with them, while others receive weekly or monthly updates, in accordance with agreed arrangements. Staff supervise contact as required, and are on hand to support parents with managing children‟s complex behaviour. This enables parents to play an active part in their children‟s lives and to sustain relationships with their children.

p.5

Overall experiences and progress of children and young people: good

Children‟s meals are not always taken in a relaxed environment and the opportunity for mealtimes to be social occasions is not well promoted. For example, the dining table is not well used. Children often eat separately, in the kitchen, and although staff are on hand, supervising the children, they do not always sit with or eat with the children. For example, inspectors observed that a child ate little of her meal, which was served in the kitchen. While she sat at the table, there were six members of staff standing in the kitchen, talking to each other. There was little interaction or positive engagement with the child and no pictorial prompts were used to help her make choices about her meal and drink.

p.6

How well children and young people are helped and protected: good

The home‟s safeguarding arrangements promote children‟s safety and welfare well. Individual risk assessments are used to outline potential risks to children‟s safety associated with their known vulnerabilities and complex behaviour. These documents form part of each child‟s placement plan. They guide staff on how to mitigate known risks and keep children safe, through minimising risks and reducing actual harm.

p.6

How well children and young people are helped and protected: good

Regular health and safety checks ensure that the home is well maintained and repairs are carried out within acceptable time frames. Security is given high priority and no children have gone missing from the home.

p.6

How well children and young people are helped and protected: good

Staff know how to respond in the event of a child going missing from home, which ensures their continuing safety. However, guidance on what action to take in the event of children going missing while in the community is not set out in their individual missing- from-home strategies. This means that staff do not have appropriate guidance on how to manage such situations.

p.6

How well children and young people are helped and protected: good

Children benefit from clear routines and boundaries which are individually tailored for each child and, in many cases, laid out in visual reminders that are strategically placed on the walls of the home. Staff apply these consistently. Consequently, children have a sense of well-being and security. Anxieties associated with changes and transitions are reduced. This helps the children to manage their own behaviour and reduces the levels of unsettled and challenging behaviour.

p.6

How well children and young people are helped and protected: good

Staffing levels are assigned according to children‟s individual needs. For example, those children who are likely to injure themselves or others are assigned higher staffing levels so that a change of face can be used to distract the child, enable a change of activity, or maintain distance between the child and others, where necessary. Inspection report children‟s home: SC426751 7 Restraint is used, as a last resort, only to prevent children from hurting themselves or others and only in response to actual, harmful behaviour such as headbanging, hair- pulling or punching. Restraint records provide detailed accounts of incidents and demonstrate that restraints are carried out safely, in line with agreed protocols, using techniques that staff have been trained to use. The manager or deputy manager and the independent visitor reflect on each incident and records show careful evaluation and monitoring of restraints.

p.6

How well children and young people are helped and protected: good

The use of restraint with some children is very high. This means that the children‟s unsafe behaviour is managed in a way that is likely to cause them distress. Under the guidance of an independent behaviour support specialist, the home is working to reduce the use of physical interventions with particular children and early signs are that this is proving successful. More should be done to ensure that staff have the skills to recognise when children are becoming anxious or upset, and are able to reduce the children‟s anxieties, so that they are less likely to engage in dangerous behaviour, including assaulting themselves and others.

p.7

How well children and young people are helped and protected: good

The home takes appropriate and robust action to safeguard and promote children‟s welfare following serious incidents. For example, a child who displayed harmful sexual behaviour in the community, and is extremely vulnerable to exploitation and abuse, has been very well supported to learn appropriate social and sexual behaviour. Through social stories and workbooks provided by the NSPCC, he is developing an understanding of acceptable and respectful interpersonal behaviour.

p.7

How well children and young people are helped and protected: good

Careful recruitment of staff ensures that children are protected, as far as possible, from exposure to unsafe persons. Complaints and allegations are robustly investigated and the home works in partnership with safeguarding agencies. This ensures that any practice which threatens children‟s safety or well-being is quickly and robustly addressed. For example, a parent explained:

p.7

How well children and young people are helped and protected: good

My child tells me everything. I told them [senior staff] about something that had happened with a member of staff. They dealt with it and that member of staff has not been allowed back. Things like that make me confident in them. The children definitely have a voice.

p.7

How well children and young people are helped and protected: good

Shortfalls in the home‟s location assessment mean that it does not address all of the safety measures that are necessary, including those in relation to; the rural location of the home; its immediate neighbours, and street lighting. The impact of this on children‟s safety and welfare is minimal, as current practice ensures that children are protected.

p.7

The effectiveness of leaders and managers: good

The new manager was registered with Ofsted in March 2017. Although new to management, her knowledge of caring for children who have learning disabilities is sound. Both she and her deputy manager have recently completed level 5 diplomas in Inspection report children‟s home: SC426751 8 the leadership and management of a social care setting. Together, they competently lead the staff team, and are developing the home. There is good evidence of continuous improvement in the quality of care. The registered manager knows the strengths and weaknesses of the home. She has a clear development plan and high aspirations for the home and for each child. The home has improved by meeting the two requirements made at the last inspection.

p.7

The effectiveness of leaders and managers: good

Managers know the children very well. They work closely with the staff team and with partner agencies, which enables good oversight and monitoring of children‟s progress. They have up-to-date knowledge of children‟s care plans because they are fully involved in placement planning and decision-making. The leadership team leads by example, and enables staff to develop their skills and take on more responsibility for children‟s daily lives and plans, through close supervision and guidance. The manager has a good rapport with individual children. She sets a good example for staff through her proactive and responsive interactions with the children, who may be non-verbal or use alternative means of communication.

p.8

The effectiveness of leaders and managers: good

The provider and manager are committed to having a qualified and well-trained workforce. New staff who are not yet qualified in caring for children are enrolled on a diploma course, following their induction and probationary periods. Their progress in meeting the required standard is monitored regularly through one-to-one supervision and regular appraisal. Effective scrutiny of staff training ensures that all staff complete the mandatory training as well as specialist training in supporting autistic children. This helps staff to develop the skills they need to look after the children living in the home.

p.8

The effectiveness of leaders and managers: good

Increasingly, staff are taking on more responsibility and demonstrate a greater understanding of their role. The quality of records is variable, with some being particularly good and others needing attention. The manager is addressing this, and has already made progress in improving children‟s records. She has also taken action to improve the quality of information shared in daily handover meetings but more needs to be done to ensure that staff coming on duty are fully up to date with each child‟s day-to- day care plan.

p.8

The effectiveness of leaders and managers: good

The home is achieving its stated aims and objectives. It has recently reduced the number of placements available, as it no longer uses the annexe building. Although the provider notified Ofsted of this change, he did not ensure that Ofsted had agreed to a change in registration, prior to renting the annexe to a young adult. Consequently, the provider has breached his conditions of registration. The matter is being dealt with outside of this inspection and the provider is keen to address the oversight.

p.8

The effectiveness of leaders and managers: good

The statement of purpose has been updated to reflect the new arrangements, but it needs improvement to ensure that it fully and accurately describes the service. Good monitoring systems enable the manager and the provider to ensure the smooth operation of the home and the provision of consistent, high-quality care.

p.8

The effectiveness of leaders and managers: good

The quality of professional relationships is good. This ensures that the best possible all- round support is provided for children in all areas of their development. Partners and Inspection report children‟s home: SC426751 9 parents speak highly of the home, recognising the good quality of the service. For example, one said:

p.8

The effectiveness of leaders and managers: good

They are clearly following the guidance from the Healthy Young Minds team. His obsessive behaviour has reduced and there is a dramatic improvement in all his behaviour. They communicate with us daily and attend all meetings. They are really committed to working with us in his best interests.

p.9

The effectiveness of leaders and managers: good

The manager actively challenges partner agencies when children are not receiving the level of support they need. For example, she has been tenacious in her pursuit of a service from Healthy Young Minds for one young person, with positive results.

p.9

The effectiveness of leaders and managers: good

Meeting children‟s individual and diverse needs is at the heart of the home. Every aspect of a child‟s care is individually focused to meet their own complex needs. This ranges from the type of flooring in a child‟s bedroom, to the provision of specific toys and play equipment. Visual prompts are strategically placed around the home, which helps to promote interaction with children who use alternative means of communication.

p.9

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 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 whom it is trying to help, protect and look after.

p.9

Information about this inspection

Using the „Social care common inspection framework‟, this inspection was carried out under the Care Standards Act 2000 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 Children‟s Homes (England) Regulations 2015 and the „Guide to the children‟s homes regulations including the quality standards‟. Inspection report children‟s home: SC426751 10

p.9

Children’s home details

Registered provider: Enabling Futures Limited, Millbrook House, Manchester Road, Hollingworth, Hyde, Cheshire SK14 8LA

p.10

Inspector

Sharon Lloyd: social care inspector Inspection report children‟s home: SC426751 11 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.

p.10

Inspector

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, 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 http://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.11

Inspector

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

p.11

Inspector

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

p.11