Philpots Manor School

Inspection report for residential special school - Philpots Manor School 1 Philpots Manor School West Hoathly, West Sussex RH19 4PR Residential provision inspected under the social care common inspection framework

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Information about this residential special school

This independent residential special school offers education and residential provision for pupils, irrespective of gender, between the ages of seven and 19 who have social, emotional, behavioural or mental health needs and social communication difficulties. The ethos of the school is based on the social and educational principles of Rudolf Steiner. The residential pupils live in four separate houses within the school grounds.

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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 outstanding

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good

The residential special school provides effective services that meet the requirements for good.

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good

Date of previous inspection: 6 February 2018

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good

Overall judgement at last inspection: good Inspection report for residential special school - Philpots Manor School 2

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Key findings from this inspection

This residential special school is good because:

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Key findings from this inspection

 Senior leaders and managers are highly competent, experienced and dedicated to continuously improve standards of care and support for residential pupils.

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Key findings from this inspection

 Analytical and evaluative monitoring by senior leaders leads to significant changes, resulting in improved outcomes for pupils.

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Key findings from this inspection

 High-quality, detailed and comprehensive plans and risk assessments guide staff to provide effective individualised, nurturing support and help keep residential pupils safe.

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Key findings from this inspection

 Safeguarding residential pupils is at the heart of the staff’s practice. Comprehensive training for staff and effective systems for identifying and responding to concerns promote residential pupils’ welfare. A sharp focus on educating pupils to keep themselves safe is evident.

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Key findings from this inspection

 Residential pupils form positive relationships with staff. They develop a sense of safety, protection and trust in the staff through thoughtful and consistent support.

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Key findings from this inspection

 Residential pupils enjoy their experience. They make good progress in many aspects of their lives. Their confidence and self-esteem develop, they learn how to socialise and make friends and their behaviour improves.

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Key findings from this inspection

The residential special school’s areas for development are:

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Key findings from this inspection

 The fire risk assessment has not been reviewed by a suitably qualified specialist assessor. Inspection report for residential special school - Philpots Manor School 3

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Recommendations

 Consider engaging a qualified expert to review the fire risk assessment. Inspection report for residential special school - Philpots Manor School 4

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Overall experiences and progress of children and young people: good

As a result of highly individualised, nurturing care and support, residential pupils make good progress. Working collaboratively with staff across the school, including therapists, residential staff use their in-depth knowledge of each residential pupil to ensure that support advances their development.

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Overall experiences and progress of children and young people: good

Parents acknowledge the valuable contribution that the experience of boarding at the school has made to their child’s progress. One parent commented that she has seen ‘an improvement in her son in everything’. Parents noted positively how residential life provides opportunities for pupils to make friends, become involved in activities and learn to socialise. Residential pupils who have had previous negative school experiences are enjoying their time at school and growing in confidence.

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Overall experiences and progress of children and young people: good

Residential pupils have access to excellent support for their health needs. A qualified nurse compiles thorough and comprehensive health plans covering all aspects of each residential pupil’s healthcare needs. The staff have a continuous focus on the well-being and emotional health of residential pupils. They are attuned to the particular moods and behaviour of residential pupils and closely monitor their mental health. Effective support is provided in the school, with referrals to external specialists when necessary. Senior leaders recently led an initiative to raise awareness of the importance of emotional well-being, dedicating a week at the end of the summer term to activities focusing on healthy living and well-being for staff and pupils. This focus has a positive influence on pupils’ learning and academic progress.

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Overall experiences and progress of children and young people: good

The views of residential pupils are important to staff. The active student council provides a forum for pupils to put forward their views through their representatives. Important consultations with residential pupils occur in regular key-work sessions. Staff are responsive to their views and opinions, demonstrating that they are listened to and valued.

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

Protecting residential pupils, and educating them to keep themselves safe, is a priority for staff. Staff know the residential pupils very well. Detailed, comprehensive care plans and risk assessments identify residential pupils’ individual needs, with specific guidance for staff to implement support to protect them and help them progress.

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

Effective safeguarding measures promote the welfare of pupils. Staff are well trained and confident in their safeguarding role. Concerns about pupils are promptly passed on to the experienced team of designated safeguarding officers, who meet daily to review current safeguarding matters. Consultations and referrals to external safeguarding agencies are appropriate, timely and of good quality. Inspection report for residential special school - Philpots Manor School 5 Information for pupils on how to keep themselves safe is continually repeated. Staff re-visit issues such as using social media safely and provide support for parents to help them understand and control the risks associated with using the internet.

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

Extremely positive relationships between the staff and the residential pupils are at the heart of behaviour management strategies. The residential pupils develop a sense of safety, protection and trust in the staff, through their thoughtful and consistent support, and respond positively. Individual behaviour management plans focus on proactive early intervention to de-escalate potentially difficult and challenging behaviour.

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

Senior leaders closely monitor pupils’ behaviour. The analysis and evaluation of incidents have resulted in a change in the training model for behaviour management. Senior leaders have recognised the need for a different approach in supporting pupils with increasingly complex needs. New training for staff focuses more on understanding pupils’ behaviour to implement effective support and reduce the necessity for physical intervention to manage negative behaviour.

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

There are systems in place to monitor health and safety within the residential provision. The fire risk assessment has been internally reviewed but there has been no assessment from an external specialist with the necessary expertise to ensure that all measures are in place to protect pupils and staff.

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The effectiveness of leaders and managers: outstanding

All staff share a commitment to support residential pupils to fulfil their potential and become active, independent young people. The care coordinator, who is passionate about her role and deputy care coordinator are committed to ensuring that the staff team provides opportunities for residential pupils to receive high-quality care, appropriate emotional support and opportunities to develop their social skills and independence.

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The effectiveness of leaders and managers: outstanding

The strong and effective senior leadership team strives continuously to improve the experience of pupils in the school. Currently its focus is on developing staff’s understanding of pupils’ behaviour. It is driving forward a change in culture to support pupils more effectively through recognising the meaning of pupils’ behaviour and understanding what they are trying to communicate through their behaviour.

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The effectiveness of leaders and managers: outstanding

Analytical and evaluative monitoring by the care coordinator leads to significant changes, resulting in improved outcomes for pupils. Recently, the pupils have been carefully matched in groups during break times so that the support they receive during these times can more effectively meet their needs. Consequently, there has been a decrease in incidents of challenging behaviour and the necessity for physical intervention.

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The effectiveness of leaders and managers: outstanding

The skilled and experienced staff receive constructive support from managers. Inspection report for residential special school - Philpots Manor School 6 Through training, regular reflective supervision and collaborative working with school staff and therapists, staff are continuously looking at ways to improve the care and support they provide for residential pupils.

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The effectiveness of leaders and managers: outstanding

The proprietor of the school continues to oversee the school with a dedication to on- going improvement. With the commitment of the highly competent senior leadership team, the support provided for pupils is constantly under review. Senior leaders are intent on introducing new initiatives to promote pupils’ experiences. A new model of support for behaviour is being introduced, with a sharper focus on understanding the behaviour of pupils. Raising awareness of emotional well-being and mental health has been a positive development. Also, the attention to ensuring that new pupils are gradually introduced to the school, and to residential life at the school, is helping to maintain the progress and stability of existing pupils.

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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 - Philpots Manor School 7

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Residential special school details

Social care unique reference number: SC372592

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Residential special school details

Headteacher/teacher in charge: Darin Nobes

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Residential special school details

Type of school: Residential Special School

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Residential special school details

Email address: darin.nobes@philpotsmanorschool.co.uk Inspection report for residential special school - Philpots Manor School 8

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Inspector

Jan Hunnam, social care inspector Inspection report for residential special school - Philpots Manor School 9 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 looked after children, safeguarding and child protection.

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Inspector

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Inspector

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Inspector

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