Lincolnshire Secure Unit

Inspection report secure children‘s home: SC042921 1 SC042921 Registered provider: Lincolnshire County Council Full inspection Inspected under the social care common inspection framework

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Information about this children’s home

This secure children‘s home is managed by a local authority. It is approved by the Department for Education to restrict young people‘s liberty. The children‘s home can accommodate up to 12 young people aged between 10 and 17 years. It provides for up to 11 young people placed by the youth custody service and one young person placed by local authorities under section 25 of the Children Act 1989. Admission of any young persons under section 25 of the Children Act 1989 who are under 13 years of age requires the approval of the Secretary of State.

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Information about this children’s home

The commissioning of health services in this home is the statutory responsibility of NHS England under the Health and Social Care Act 2012. Education is provided on site in dedicated facilities.

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Information about this children’s home

Inspection dates: 20 to 21 February 2018

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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 good

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good

The effectiveness of leaders and managers requires improvement to be good

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good

Outcomes in education and related learning activities requires improvement to be good

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good

Date of last inspection: 31 October 2017

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good

Overall judgement at last inspection: improved effectiveness

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good

Enforcement action since last inspection: none Inspection report secure children‘s home: SC042921 2

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Key findings from this inspection

 Strong relationships are evident between young people and staff. This assists young people to settle into the home quickly and have positive experiences.  Young people engage well in education and attendance is high. Initial assessments ensure that work is appropriately matched to individual learning needs. Young people make good educational progress.  Partnerships and communication with relevant professionals, agencies and those important to the young people are strong and support the delivery of effective care.  Young people‘s views are considered in all aspects of their care. Young people have forums in which to make their views known. They are listened to and are empowered to influence the day-to day running of the home.  Staff understand each young person‘s needs and vulnerabilities. They manage behaviour and risks well.  Managers set high standards for the care of young people. They exhibit a

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Key findings from this inspection

passion and determination to deliver the best possible outcomes.

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Key findings from this inspection

The children‘s home‘s areas for development:

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Key findings from this inspection

 Not all staff receive sufficient formal supervision.  A number of recording systems have shortfalls.  Internal and external monitoring systems do not fully support the home to improve.  In education, improvement is needed in the quality of teaching and learning in some subjects, staff appraisals and the equipment in some learning areas. A review of learning support assistants‘ (LSA‘s) responsibilities should also take place.

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Inspection date Inspection type Inspection judgement

31/10/2017 Interim Improved effectiveness 07/02/2017 Full Good 27/07/2016 Interim Sustained effectiveness 25/02/2016 Interim Declined in effectiveness Inspection report secure children‘s home: SC042921 3

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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.

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Requirement Due date

Ensure that all employees receive practice related supervision by a person with appropriate experience. (Regulation 33(4)(b)) 30/04/18

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Requirement Due date

Ensure that a record is made of any complaint, the action taken in response, and the outcome of any investigation. (Regulation 39(3)) 30/04/18

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Requirement Due date

The independent person must produce a report about a visit (―the independent person‘s report‖) which sets out, in particular, the independent person‘s opinion as to whether— (a) children are effectively safeguarded; and (b) the conduct of the home promotes children‘s well-being. (Regulation 44(4)) 30/04/18

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Requirement Due date

In order to complete a quality of care review the registered person must establish and maintain a system for monitoring, reviewing and evaluating— (a) the quality of care provided for children; (c) any actions that the registered person considers necessary in order to improve or maintain the quality of care provided for children. (Regulation 45(2)) 30/04/18

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Recommendations

 Provide a nurturing environment that is welcoming and homely. (‗Guide to the children‘s homes regulations including the quality standards‘, page 15, paragraph 3.7)  Children must be consulted regularly on their views about the home‘s care, to inform and support continued improvement in the quality of care provided. (‗Guide to the children‘s homes regulations including the quality standards‘, page 22, paragraph 4.11) In particular, ensure that minutes of meetings between young people and senior managers clearly set out actions to be taken and outcomes of previous actions raised.  The home‘s records on each child represent a significant contribution to their life history. Children and their parents and carers should be supported to understand Inspection report secure children‘s home: SC042921 4 the nature of records kept by the home and how to access them. In particular, records maintained by staff should reflect the child‘s time spent living at the

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Recommendations

home, their progress and achievements. (‗Guide to the children‘s homes regulations including the quality standards‘, page 62, paragraph 14.5)

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Recommendations

 The ethos of the home should support each child to learn. (‗Guide to the children‘s homes regulations including the quality standards‘, page 29, paragraph 5.18) In particular, improve the quality of teaching and learning in English, mathematics and humanities to ensure that young people are encouraged to engage fully in learning and to achieve their potential.

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Recommendations

Ensure that the continuing professional development needs identified in staff appraisals are addressed so that teaching, learning and assessment improve overall and outcomes for young people continue to be prioritised.

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Recommendations

Improve the quality of learning areas, particularly the mathematics room. Ensure that technology in all classrooms is of good quality and accessible to staff and young people, and technical equipment in craft, design and technology (CDT) is updated in order to support teaching and learning effectively.

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Recommendations

Review the role of learning support assistants to address the ongoing time constraints arising from their additional daily care duties.

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Overall experiences and progress of children and young people: Good

Young people make good progress. On admission, they can be traumatised and troubled, and their behaviour challenging. The structure provided, along with clear boundaries and routines, allows young people to settle quickly and come to terms with what has often previously been a turbulent and chaotic lifestyle.

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Overall experiences and progress of children and young people: Good

Staff are skilled in forming positive relationships with young people. The strength of the relationships underpins how behaviour is managed. The relationships that staff form with young people can often have a lasting effect and become a life-changing force. For example, an ex-resident recently made contact with staff to update them on how they were doing. They wrote, ‗The way you guys treated people like me was incredible and you could honestly tell you loved your jobs. You made me feel part of something.‘ They concluded by describing that they now enjoy a successful and fulfilling life.

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Overall experiences and progress of children and young people: Good

Feedback from young people is positive. Many recognise the strong support that they receive from staff. One young person told an inspector, ‗Staff have been good and the place is much better than I expected.‘ Another said, ‗Staff are good. They take bad stuff off you, but are still supportive.‘ All young people confirmed that they feel safe in the home and it is a safe place to be. None raised any issues of concern. Inspection report secure children‘s home: SC042921 5 Staff work cooperatively and cohesively with fellow professionals and parents. Those spoken with confirmed that communication levels are good and that they are kept well informed. They also recognise the quality of work, and the positive transformation that often takes place in young people. For example, a parent stated, ‗I can‘t speak highly enough about the staff and the positive influences they have had on my son. He was completely off the rails when he was sent to the unit. He has really changed. He is polite,

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Overall experiences and progress of children and young people: Good

has developed a real passion for art and is thinking more sensibly about the future.‘ A visiting youth offending officer stated, ‗This is proving to be a good placement for him. He has settled in well.‘

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Overall experiences and progress of children and young people: Good

The arrangements for young people to maintain contact with those important to them are good. Parents say that they are made to feel welcome when they visit, and one was very complimentary about how staff pick them up and return them to the local railway station. Young people have a telephone in their bedrooms. This gives them direct access to people on their approved contact list. On occasion, young people have reported issues with their phones, but these reports have been quickly resolved.

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Overall experiences and progress of children and young people: Good

New care and sentence planning documentation has been introduced since the previous inspection. This pulls together all related and relevant information and is updated regularly. It combines well with the tried and tested formats of planning and risk assessment documents that are currently in use. When read collectively, planning documentation, risk assessments and the reports prepared for formal reviews map the progress that young people make. These documents provide a clear view that young people are making good progress in all areas of their lives.

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Overall experiences and progress of children and young people: Good

Updates on the progress that young people make and reviews of their needs take place every fortnight. These meetings compliment the formal reviewing processes undertaken with visiting professionals and parents. Comprehensive reports are produced for each review. These capture the good progress that young people are making.

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Overall experiences and progress of children and young people: Good

Every young person has a full health assessment shortly after admission, leading to the development of individualised health plans. The arrangements to promote health are good. Since the last full inspection, the introduction and implementation of ‗secure stairs‘ have resulted in significant improvements to the resources available. These ensure that young people‘s physical, emotional and mental health needs are assessed and met. By the time young people leave the home, they have a clear, ongoing health plan, which transfers with them to their next placement. The promotion of fitness and good health is an area that is under constant review. The home promotes healthy eating. Exercise is incorporated into the activity programme.

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Overall experiences and progress of children and young people: Good

Staff listen to young people‘s views and wishes, and respond positively to them. Informal consultation is inherent in the culture and ethos of the home, and works well. The home also has more formal procedures for consultation. Residents‘ meetings are held regularly, providing young people with a forum where they discuss issues about their unit and make suggestions and requests to improve the home. Currently, the frequency of these meetings is not in line with the information in the home‘s statement of purpose. Managers were made aware of this and agreed to address it. Senior managers meet with young people every two months. This provides young people with a forum where they can influence aspects of the home‘s operation. However, the record from the December 2017 Inspection report secure children‘s home: SC042921 6 meeting failed to detail any actions taken from the October 2017 meeting, in contrast to

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Overall experiences and progress of children and young people: Good

the good detail in other reports. This inconsistency means that, following December‘s meeting, young people were not able to see that their views had been listened to or acted upon. Weekly visits by an independent advocate ensure that young people have regular access to someone who is not directly involved in the home‘s operation.

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Overall experiences and progress of children and young people: Good

Young people have positive day-to-day experiences through their engagement in education and enjoyment of the wide range of activities on offer. For example, magic is currently popular. A number of young people have become skilled magicians, and they put on a show recently. In response, staff arranged for a professional magician to visit the home so that the young people could develop their skills further.

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Overall experiences and progress of children and young people: Good

Transition arrangements and plans are developed quickly following admission. The home works well with most placing authorities to ensure that plans are agreed at an early stage. This allows for mobility programmes (planned, agreed and approved trips into the community) to be implemented. Mobility programmes continue to be a real area of strength due to the excellent links that have been established with a variety of community facilities. Where possible, these include visits to future placements.

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Overall experiences and progress of children and young people: Good

Young people engage in a range of individual and group interventions. This provides opportunities to reflect on the reasons that they are living in this secure children‘s home. Programmes are tailored to meet individual need. They include sessions on keeping safe, victim awareness, what to expect when appearing in court and addressing offending behaviour.

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Overall experiences and progress of children and young people: Good

The building is secure and in a good state of repair. Young people are relaxed and at ease in their environment. Bedrooms can be decorated and personalised. Generally, the home is well decorated and furnished. However, some areas look tired and worn. Some areas also lack the personalisation and individuality that would soften the environment and make it more homely.

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

On admission, managers undertake a comprehensive assessment of young people‘s needs and risks. Risk management plans are developed promptly and shared with staff to help them to support young people to stay safe. These plans are reviewed regularly to ensure that they are up to date. Staff receive good training opportunities that help them to recognise changes in young people‘s behaviour that may indicate emerging risks, including self-harm or conflict. Risk assessments are known by staff and managers, who ensure that recommended actions are implemented. For example, young people who are a risk to themselves are closely monitored when they spend time alone.

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

The arrangements to safeguard young people are good. The manager is a member of the Local Safeguarding Children Board. He has strong links with the board and the designated officer for the local authority. Staff demonstrate that they understand their role in keeping young people safe and are clear about the process for reporting safeguarding concerns. Since the previous inspection, managers have dealt appropriately with three child protection concerns. The home‘s safeguarding lead has liaised with local authority children‘s services and, when requested to do so, undertaken investigations. The actions Inspection report secure children‘s home: SC042921 7 arising were all completed. Chronologies detailing the actions taken are maintained. However, the safeguarding lead does not maintain a central recording system. This makes it difficult for managers to monitor and oversee all safeguarding concerns effectively, or

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

Managers are aware of their responsibilities under the Counter-Terrorism and Security Act 2015 and the government‘s ‗Prevent‘ agenda. Staff have completed training or are about to undertake a relevant course. There are clear links with the regional police counter- terrorism team, and processes are in place to make referrals if required.

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

Staff set clear behavioural expectations for all young people. Relationships between young people and staff are warm and respectful. Staff and managers have recognised that the current regimes and routines are a little too controlling, which means that the home loses an element of its caring approach. Discussions are taking place about how staff can achieve the right balance between care and control. Sanctions imposed for negative behaviour are rare. Senior managers review sanctions and have identified that not all are restorative. They have taken appropriate actions to improve practice. For example, one young person was not allowed to eat alongside other young people in the dining room because of incidents. The management team has concluded that this is not conducive to young people developing positive social skills and learning to regulate their behaviour. It has taken appropriate action and has provided staff with clear guidance.

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

Records of the use of physical intervention, sanctions, single separation and managing away do not reflect the positive practice noted at this inspection. Managers‘ oversight and monitoring of these records are lacking, because they have not identified and addressed the shortfalls.

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

No absconding incidents have occurred since the previous inspection. Staff understand the actions to take if a young person does abscond.

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

Physical restraint has been used in line with regulations. Managers carry out monitoring and quality assurance of all incidents, including using closed-circuit television, to ensure that practice is appropriate. They share good practice and take action where improvement is needed. Managers at the home and a designated officer from the local authority also carry out a periodic formal review of incidents. The thoroughness of this review ensures transparency and accountability, and further promotes young people‘s safety.

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

A risk-led approach is taken with searches. Young people are only searched when there is an identified safety or security issue. Searches of bedrooms or communal areas are carried out when information indicates that the safety or security of the home, staff or young people could be at risk. Records are well kept and provide information on the purpose of a search and any action taken as a result.

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

A number of staff have been recruited since the last inspection. Careful checks and vetting have taken place to ensure that they are suitable to work with vulnerable young people. Inspection report secure children‘s home: SC042921 8

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The effectiveness of leaders and managers: Requires improvement to be good

The registered manager is very experienced and well qualified. The management team has high aspirations for young people and creates a positive culture in which staff feel supported. Managers have a comprehensive understanding of young people‘s needs. They exhibit a passion and determination to achieve the best possible outcomes for young people. Managers ensure that equality and diversity are a thread that runs through the home. A positive culture of tolerance is promoted and delivered.

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The effectiveness of leaders and managers: Requires improvement to be good

The home has a clear and detailed statement of purpose. This is kept up to date through regular review. It sets out the range of services provided to young people. What is described in the document is delivered in practice.

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The effectiveness of leaders and managers: Requires improvement to be good

Formal supervision takes place regularly for most staff, and annual appraisals are undertaken. However, insufficient information was available regarding the supervision of an assistant manager, and night-care staff are not receiving supervision at an appropriate frequency to support them sufficiently in their role.

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The effectiveness of leaders and managers: Requires improvement to be good

There are sufficient staff on duty to meet young people‘s needs. Staff receive good induction and ongoing training, which in turn support them to provide safe care to young people. Training covers a range of areas such as safeguarding, physical restraint, the ‗Prevent‘ agenda, and equality and diversity.

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The effectiveness of leaders and managers: Requires improvement to be good

Young people confirm that they know how to complain and feel confident using the system, and that it works. There have been no formal complaints made since the last inspection, though the home has an ‗issues‘ process. This system allows young people to raise low-level concerns. Six records of ‗issues‘ were examined and three were well recorded, showing that young people were happy with the outcome. Three records did not contain sufficient information to show how the matter was looked into, the outcome or whether the young people were satisfied. Management oversight of these records is also insufficient to ensure that recording shortfalls are identified and addressed quickly.

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The effectiveness of leaders and managers: Requires improvement to be good

Management monitoring systems are of variable quality. Some monitoring processes are clearly effective, such as the oversight of staff training, partnership work, physical restraint incidents and consultation with young people. Some processes are less effective, for example the monitoring of staff supervision and the quality of record keeping.

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The effectiveness of leaders and managers: Requires improvement to be good

Monthly quality assurance visits to the home are undertaken by an independent person. Reports of visits are not sent to the home or Ofsted in a timely manner, sometimes taking over two months to arrive. For example, a visit took place on 7 July 2017. The date of the report was 11 September 2017 and it was received by Ofsted on 3 November 2017. Any matters in reports cannot therefore be addressed by the manager in a timely manner. Ofsted cannot fulfil its regulatory duties due to these delays. Reports are for the most part focused on the safety and well-being of young people, reflecting their experiences and progress, although some areas lack analysis and evaluation. For example, one report made reference to the number of incidents of physical restraint, single separation and sanctions. However, the visitor did not evaluate or give their view on whether these measures of control were used appropriately. In all cases, it is not clear what the manager

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The effectiveness of leaders and managers: Requires improvement to be good

Inspection report secure children‘s home: SC042921 9 should do to make improvements, as there is not always a clear link between the report‘s text and the recommendations made.

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The effectiveness of leaders and managers: Requires improvement to be good

There are well-established and effective partnerships with relevant professionals, agencies and services. Managers work collaboratively and ensure that services are tailored and delivered to meet young people‘s needs. There are occasions when relevant authorities do not meet their obligations to young people. In cases such as these, managers provide an appropriate and timely challenge that secures positive results for young people.

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to be good

Young people continue to make progress in education. Few arrive with the levels of reading and numeracy to be expected at their respective ages. They generally describe negative experiences of their previous schooling. The attention given to functional skills ensures that most can catch up and make good progress. Initial assessments ensure that work is appropriately matched to reflect their individual learning needs. Currently, seven young people have been identified with specific learning difficulties/disabilities. Senior managers have been persistent with placing authorities to ensure that young people have an up-to-date education, health and care plan.

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to be good

Attendance continues to be very high. Authorised absences are accurately recorded and very few absences from education are for a refusal to attend. Care staff have worked hard to minimise disruption to education, although some meetings require unavoidable removal from lessons. Lessons generally start on time and movements between lessons are managed well. However, on some occasions young people are returned too early to education after their breaks, and this has caused minor disruptions in the main education corridor.

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to be good

Young people achieve at least one qualification in functional skills English and mathematics during their stay, and most will achieve more in a range of subjects. Two young people successfully achieved several GCSEs in a broad range of subjects last year, and a number are currently working towards GCSE modules in English and mathematics.

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to be good

Some progress has been made since the last inspection with regard to recording young people‘s personal and social skills development. Individual education plans now form part of a whole-unit planning document, which ensures that education targets are reviewed across the professional teams. There is still work to do to ensure that personalised learning targets are regularly scrutinised so that they remain realistic and challenging.

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to be good

Teaching, learning and assessment require improvement. Teaching staff and LSAs build good relationships with young people and, in most instances, young people engage and achieve well. This was particularly evident in information computer technology (ICT); craft, design and technology (CDT); science; and physical education. Young people enjoy the more practical subjects and respond well to clear structure and instruction. Behaviour is well managed and young people generally work safely and sensibly. In these lessons, young people participate fully and receive constructive feedback and praise when they do well. Inspection report secure children‘s home: SC042921 10 In English, humanities and mathematics, teachers were able to talk knowledgably about each young person. However, they did not utilise strategies and resources well enough to engage all young people for the duration of each lesson. In English and mathematics, all

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to be good

young people were working independently using their functional skills workbooks; for one or two this was unproblematic and they were able, with support, to keep focused and to complete tasks. In a mathematics lesson, one young person was helpfully supporting his peer to complete work missed from an earlier session. However, too often the remaining young people were ‗opting out‘ of subject-specific work and no relevant alternatives were introduced to engage them in constructive activity. In English and mathematics lessons, one young person chose to do colouring in on scrap paper or dot-to-dot puzzles. In humanities, planning was not apparent. The teacher led a satisfactory discussion about a project that one young person was developing in ICT. However, its relevance to humanities was unclear. Given the importance of these core subjects, improvements in teaching and learning are required to ensure that young people can achieve their full

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to be good

Observations of lessons and learning walks are undertaken regularly. Actions have already been identified to improve the areas of weakness in teaching and learning that were noted during the inspection. Recordings are clear, concise and evaluative, identifying areas for improvement and professional development. Some training needs have not been met.

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to be good

All education staff have had training in the government‘s ‗Prevent‘ agenda. Appropriate attention is given to equality and diversity in lessons. A new external partnership has been established with an outstanding local special school to provide professional support to the education manager.

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to be good

LSAs provide effective help and guidance to young people. Their contribution to the holiday enrichment programmes is valued by care staff and young people. The additional care responsibilities of the LSAs continue to take up the time required for classroom preparation and discussions with teachers regarding one-to-one support needs, both of which are key functions of an LSA.

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to be good

The curriculum is relevant to the needs of the young people. The range of activities ensures that a balance of practical and academic subjects gives opportunities for young people to achieve accreditation and to improve their functional and personal and social skills. Accredited learning in ICT and science has been implemented. Vocational programmes are limited. However, CDT is not accredited, so the valuable learning achieved does not convert into a transferrable qualification. Art is no longer available and its absence is a noticeable loss to the curriculum.

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to be good

Education areas are showing signs of wear and tear, and the mathematics room is not of a good standard. Teachers do their best to utilise the space well, and they use displays to enhance the environment and to share young people‘s work. Regular and improved access to ICT is required. Technology is used well in the refurbished ICT room and the science room, but is underused or unavailable in other classrooms. The CDT area is cramped and the teaching equipment is rapidly becoming outdated. Inspection report secure children‘s home: SC042921 11 Teaching staff contribute fully to transition planning, and end-of-stay reports are used well to inform potential placements. Careers information advice and guidance (CIAG) is limited, but a new CIAG partnership has been formed with a local academy to try to increase curriculum coverage. Termly CIAG sessions are held, and each young person receives at least one independent careers interview prior to leaving the home. Education,

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to be good

training and employment data is now tracked for three months after a young person leaves the home, which is an improvement since the last inspection. The records show a range of outcomes, including return to school, college attendance and training placements.

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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 difference 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.

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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 secure children‘s home: SC042921 12

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Children’s home details

Registered provider address: Lincolnshire County Council, County Offices, Newland, Lincoln LN1 1YL

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Inspector(s)

Shaun Common, lead professional – secure estate Sharron Escott, social care inspector Graham Robinson, social care inspector Stella Butler, further education and skills HMI Inspection report secure children‘s home: SC042921 13 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 looked after children, safeguarding and child protection.

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Inspector(s)

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Inspector(s)

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Inspector(s)

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

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