Achieving Aspirations Community Interest Company

Inspector Fiona Littlefield

Inspection date 16/12/2016 Previous inspection judgement N/A

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children and parents

The residential holiday scheme provides effective services that meet the requirements for good.

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because:

 The children enjoy their breaks as a time to relax, have fun and spend time with each other. They develop social skills and learn to live harmoniously with one another. The children are encouraged to express their feelings in the knowledge that they will receive a sympathetic hearing. They improve their independence skills and want to contribute to the scheme. This enhances the children’s self-esteem and helps them to view the future positively.  The parents have confidence in the service provided. They praise the relationships between the staff and their children. The parents feel involved in all aspects of their children’s care and comment that their own views and needs are acknowledged and valued.  The children are safeguarded as the result of detailed risk assessments which are matched with robust management strategies. Detailed and helpful behaviour management plans support the staff in managing behaviour.

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because:

Negative behaviour is extremely rare. The plans are shared with the staff as part of the routine planning before each break. Consequently, staff are fully prepared, and nothing is left to chance.  An effective management team leads the staff team. The staff are provided with training, support and supervision to give them the competencies to meet the changing needs of the children.  Feedback from professionals is positive. They comment on the skills of the staff and the managers when working with the children. They also praise the willingness of the staff and managers to engage with other professionals, keeping them informed of developments and exchanging ideas.  Some shortfalls have been identified during the inspection. The management team has not ensured that children’s progress on their individual goals is clearly recorded in their files. Policies relating to the holiday scheme have not all been amended to reflect the purpose and character of the specific

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because:

scheme. The staff and managers are not enabling the children to access opportunities for learning and enjoyment in the community.

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Recommendations

To improve the quality and standards of care further, the service should take account of the following recommendations:  Ensure that the scheme has a clear statement of purpose which is available to and understood by staff and reflected in any policies, procedures and guidance. With particular reference to managers completing an update of all policies so that they reflect the specific quality and requirements of the holiday scheme. (NMS 7.1)  Ensure that information about individual children is recorded clearly and in a way which will be helpful to the child when they access their files now or in the future. With particular reference to recording progress that children make during short breaks in achieving their personal targets. (NMS 15.5)  Ensure that children are encouraged to participate in a range of positive activities that contribute to their physical and emotional health. With particular reference

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Recommendations

to developing opportunities in the community where children learn that they can access activities and resources with confidence. (NMS 5.1)

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children

The residential holiday scheme for disabled children provides a holiday for up to ten children, for two nights during school holidays or weekends. The scheme is run specifically for children who may have complex needs, including learning and physical disability and related health needs. Referrals are made either through Activities Unlimited or directly from parents.

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Good

The children benefit from attending the holiday scheme because they are looked after by staff and managers who want them to enjoy themselves, be safe and to develop skills that will support them in their adult lives. For instance, during the inspection, the children and the staff had a session of making sweets, such as peppermint creams and fudge. As the session progressed, the children and staff began to have fun, clouds of icing sugar were observed in the air and on the table, on their clothes and hair. Everyone was smiling and laughing. Afterwards, the staff quickly cleaned up. Most of the children clearly enjoyed the few moments of controlled mayhem. Those children who preferred a quieter time, sat elsewhere talking to the staff.

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Good

The children learn to get along together and to improve their personal skills. One external professional commented that parents frequently tell her that their children came back with an improved sense of independence. For instance, some children were able to settle themselves down for the night after sharing with others over a weekend. Other children have tried different foods and had expanded their tastes. The children develop friendships. The staff hear the children asking each other when they are next coming back. Some children make exceptional progress in developing life skills which will support them in their future lives. One child has been taken on as a volunteer in the scheme, so he is given specific tasks working alongside the staff such as preparing food. His carer said, ‘I know how much this means to him as he goes to other projects and expects to be useful. He will walk in and ask them what

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Good

The children explore their creative talents in imaginative ways. This is through, for example, panto workshops and cheerleading sessions where workers come into the centre to interact with them. Photographs of these events show that all the children, regardless of disability are supported to participate and enjoy the sensory play. The staff make full use of the spacious layout of the centre, and there is ample space outside for games or ‘Special Olympics’ when staff set out games for children if the weather allows. However, there are very few occasions when children go out into the community itself. This is a wasted opportunity for them to experience new activities and learn what to expect when they are away from home.

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Good

The staff and managers want the children to settle and develop strong partnerships with parents. For instance, the managers agreed that one boy would spend the first day with the scheme, go home at night and then re-join the group. In between, the senior worker kept in touch with the child’s parents who confirmed that he was happy and looking forward to coming back. Parents take the opportunity to discuss issues or concerns directly with staff when they bring children to the centre and pick them up afterwards. The mother of one child said, ‘It gives us a break from one another which we both really need. I know she is happy because she had her bags packed at 7 o’clock this morning.’

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Good

The staff and managers place the safety of children at the centre of their planning. The management team visits the child at home to meet them and their families. The staff develop an initial assessment which is updated after each break. Many of the children who attend have little sense of danger, so risks are matched with clear management plans. The staff place a high priority on constant supervision so that they know where children are at all times. The risk assessments include any specific health needs, allergies and dietary requirements. The staff team routinely meets as a group to discuss the individual plans before the children arrive. Consequently, the staff all know what to expect, and nothing is left to chance. This means that the children feel safe and are safe.

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Good

The staff and managers use these comprehensive assessments to ascertain the best way to help a child relax. For instance, staff will know how a child expresses contentment or distress, what their favourite foods and toys are and what to avoid. There is an emphasis on communication by effectively using simple, straightforward sentences and a confident, patient approach. This means that the children feel secure and so children are able to talk about their feelings. For instance, on one occasion a child who had enjoyed previous breaks told staff that he was feeling overwhelmed. The staff handled the matter gently and positively and thanked him for telling them. They agreed with his parents that they would come and collect him. As a result of with this low-key approach, he went home but was planning to come back for the next break.

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Good

The children look forward to these breaks, enjoy the activities on offer, meeting other children and being able to relax. This means that negative behaviour such as bullying or going missing is extremely rare and many children do not experience this at all. No children have gone missing and there have not been any incidents of restraint. On occasion, some children may be prone to short outbursts of challenging behaviour. As part of the initial assessment, parents and staff will agree how to manage this. For instance, one child prefers time on her own in a quiet space monitored at a distance by staff. She gradually relaxes and is able to rejoin the group and enjoy the activities. This careful manner means that children do not feel pressure and settle more quickly. The parent of one child said, ‘It is the best thing around. They are careful, but they give them room to breathe.’ Practical arrangements are robust. The management team regularly liaises with the

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Good

company who are responsible for the building. An ongoing programme of refurbishment and redecoration means that the building is comfortable and safe. Basic arrangements, including door alarms on both the front door and bedroom doors, ensure that the staff always know if exits are open. This enables staff to monitor the children accordingly. The children share bedrooms according to gender and need. The staff ensure that any health needs are monitored and that children get a good night’s sleep.

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Good

Many of the children have complex medical needs. The arrangements in place make sure that these are understood and can be met by staff. For instance, if a child has specialist health needs, the managers ensure that the staff have the requisite training. Staff approach the administration of medication with great care. They check it and sign the records along with the parents at the beginning and end of a break to avoid any mistakes. Only those staff who are suitably qualified can administer medication, which is kept securely.

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Good

The scheme is well run by a management team from within the provider company. The registered manager has a national vocational qualification (NVQ) level 5 and a senior residential worker has an NVQ level 3. They jointly organise the breaks and carry out the initial assessments to the children and their families. This important stage clarifies whether the scheme can meet the child’s needs and assesses how a child will be able to settle. Social workers comment on the skill that the managers show in developing these relationships. The staff maintain the focus on the needs of the child but respect the pressure on the parents who need time and attention too.

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Good

The staff who work on the holiday breaks are drawn from the provider’s other short- term residential provision. Many of the staff have considerable experience of the work that they need to do. As permanent employees, they are subject to recruitment checks. Their training is recorded centrally, and all staff have the mandatory training including safeguarding and first-aid training.

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Good

The managers use volunteers who are subject to safe recruitment checks. These volunteers include young people who are getting an early experience of the work before seeking employment. The young people who volunteer are clear that they cannot get involved in any incidents requiring specific training such as medication administration. However, they provide a useful role for children who are comparatively able and welcome someone nearer their age to talk to and connect with. All staff receive regular supervision. They say that they enjoy these breaks, welcoming the chance to work in a less intense way with children that they can build a rapport with. The staff are encouraged by the conviction that they make a difference to both children and families. One worker said, ‘It gives parents a chance to reboot and children have a break from routine. It’s a sleepover with your mates. They definitely make friends.’

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Good

The management team actively monitors the quality of the service. This includes using direct feedback from the parents and carers who talk to the staff. The children fill in an evaluation form and details of what they have achieved over the weekend are emailed to their parents or carers. Comments from both the children and parents are consistently positive. Testimony from external agencies confirms that the children benefit from their breaks. One external worker said, ‘Children meet targets because the staff make it fun. They can push boundaries because staff are with them. This has really helped us get to know their potential as they can build up some independence.’ However, the children’s case files do not reflect the progress that children are making over time in meeting their goals.

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Good

The statement of purpose is up to date and gives a clear outline of the purpose of the themed breaks. Some of the policies have been amended to reflect the specific nature of the holiday scheme, but this work has not been completed.

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What the inspection judgements mean

The experiences of children 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 residential holiday schemes for disabled children: framework for inspection’.

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Information about this inspection

Inspectors have looked closely at the experiences of children attending the residential holiday scheme. Inspectors considered whether the work of residential holiday scheme is founded on safe care and individualised support. They read case files, watched how professional staff work with children and each other, and discussed the effectiveness of care given to children. Wherever possible, they talked to children and parents. In addition the inspectors have tried to understand what the residential holiday scheme knows about how well it is performing, how well it is doing and what difference it is making for the children. 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 Residential Holiday Schemes for Disabled Children (England) Regulations 2013 and the National Minimum Standards. the guidance raising concerns and making complaints about Ofsted, which is available from Ofsted's

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Information about this inspection

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

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Information about this inspection

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Information about this inspection

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Information about this inspection

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