Lincolnshire Secure Unit

Inspection report secure children’s home: SC042921 1 SC042921 Registered provider: Lincolnshire County Council

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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

A suitably qualified manager has been in place since 2008.

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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 good

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good

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

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good

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

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good

Date of last inspection: 4 September 2018 Inspection report secure children’s home: SC042921 2 Overall judgement at last inspection: improved effectiveness

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good

Enforcement action since last inspection: none

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Inspection date Inspection type Inspection judgement

04/09/2018 Interim Improved effectiveness 20/02/2018 Full Good 31/10/2017 Interim Improved effectiveness 07/02/2017 Full Good 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

The registered person must recruit staff using recruitment procedures that are designed to ensure children’s safety. The registered person may only— employ an individual to work at the children’s home; or if an individual is employed by a person other than the registered person to work at the home in a position in which the individual may have regular contact with children, allow that individual to work at the home, if the individual satisfies the requirements in paragraph (3).

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Requirement Due date

The requirements are that— the individual is of integrity and good character;

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Requirement Due date

the individual has the appropriate experience, qualification and skills for the work that the individual is to perform;

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Requirement Due date

the individual is mentally and physically fit for the purposes of the work that the individual is to perform; and

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Requirement Due date

full and satisfactory information is available in relation to the individual in respect of each of the matters in Schedule 2. (Regulation 32 (1)(2)(a)(b)(3)(a)(b)(c)(d))

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Requirement Due date

In particular, ensure that references have been verified by telephone calls to the referee prior to a new member of staff commencing work with the children. 31/03/2019

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Recommendations

 For children’s homes to be nurturing and supportive environments that meet the needs of their children, they will, in most cases, be homely, domestic environments. (‘Guide to the children’s homes regulations including the quality standards’, page 15, paragraph 3.8) In particular, address the staining of the flooring in en-suite bathrooms, personalise all communal areas and ensure that the correct name of the young person is in situ outside their bedroom. Inspection report secure children’s home: SC042921 4  The registered person should ensure that children are offered a wide range of activities both inside and outside of the home (where appropriate) and are encouraged to participate in those activities. (‘Guide to the children’s homes regulations including the quality standards’, page 31, paragraph 6.5) In particular, extend the social, leisure and hobby activities further within the home after consultation with the children and young people.

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Recommendations

 Secure children’s homes are subject to the requirements of the positive relationship standard. However, with regard to regulation 11(2)(a), secure children’s homes may consider managing certain relationships by limiting the interactions between those children. (‘Guide to the children’s homes regulations including the quality standards’, page 40, paragraph 8.18) In particular, ensure that there are clear records on how staff have made decisions when children can mix together safely after periods of being managed away from each other.  The registered person should have a workforce plan which can fulfil the workforce related requirements of regulation 16, schedule 1. The plan should detail the process and timescales for supervision of practice (see regulation 33(4)(b)) and keep appropriate records for staff in the home. (‘Guide to the children’s homes regulations including the quality standards’, page 53, paragraph 10.8) This is with particular

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Recommendations

regard to ensuring that all staff receive effective supervision and that individual supervision notes include sufficient detail.  The registered person should actively seek independent scrutiny of the home and make best use of information from independent and internal monitoring (including under regulations 44 and 45) to ensure continuous improvement. (‘Guide to the children’s homes regulations including the quality standards’, page 55, paragraph 10.24) This is with particular regard to ensuring that the independent monitoring report is clear as to the reasons for the independent person’s opinion of the safeguarding and well-being of children within the home. In addition, that the independent and internal monitoring help to ensure continuous improvement.  Children should be in full-time education while they are of compulsory school age, unless their personal education plan contained within the care plan or other relevant

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Recommendations

plan states otherwise. The home must aim to support full-time attendance at school unless the child’s relevant plan indicates this is not in their best interests. (‘Guide to the children’s homes regulations including the quality standards’, page 28, paragraph 5.14) In particular, teachers should employ an effective range of strategies to support and challenge young people to attend and engage in learning activities so that they improve their attitudes to education.  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, ensure that teachers are provided with the challenge, direction and support they need to improve swiftly the quality of their teaching so that young people achieve their potential.  The ethos of the home should support each child to learn. (‘Guide to the children’s

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Recommendations

homes regulations including the quality standards’, page 29, paragraph 5.18) In particular, ensure that leaders and managers provide young people with a broad curriculum that enables them to participate in well-planned activities through which Inspection report secure children’s home: SC042921 5 their achievements can be recognised and wherever possible, accredited.  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, leaders and teachers should ensure that practical learning activities are undertaken in well-managed environments that develop good work-related skills, attitudes and behaviours.  Staff should be familiar with the home’s policies on record-keeping and understand the importance of careful, objective and clear recording. (‘Guide to the children’s homes regulations including the quality standards’, page 62, paragraph 14.4)

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Recommendations

Specifically, ensure that records contain the information needed so that decisions made by managers can be evidenced, especially when examining issues raised by young people.

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Overall experiences and progress of children and young people: good

Children benefit greatly from specifically tailored support. The staff are child-focused and committed. This makes certain that the children make progress within a nurturing environment.

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Overall experiences and progress of children and young people: good

The regular review and evaluation of each child’s care makes sure that the objectives of their care plans are implemented. This allows the children to consistently make good progress.

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Overall experiences and progress of children and young people: good

The staff demonstrate a good awareness of each child’s specific care and support needs. The children benefit from strong, secure and trusting relationships with the staff who care for them. Consequently, young people are well supported to develop an understanding of the changes they need to make to keep themselves safe and have successful futures.

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Overall experiences and progress of children and young people: good

The children are confident to express their views and preferences. Some of their suggestions have been acted on. This enables them to feel they have an influence on how the home is run. There are regular residents’ meetings and a monthly focused discussion group. Each child and young person also has access to an independent advocate.

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Overall experiences and progress of children and young people: good

The staff work hard to build good relationships with the families of all the children. The children have regular contact with their families. This helps to maintain essential support networks.

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Overall experiences and progress of children and young people: good

The children engage in a variety of activities. However, the children would like to have a wider choice of activities. They said that the options available are repetitive.

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Overall experiences and progress of children and young people: good

The staff advocate strongly on behalf of the young people in their care. They work tirelessly with other professionals to prepare the children for their next placement. Inspection report secure children’s home: SC042921 6 Mobility plans are carefully designed. All activities in the community are meticulously risk-assessed. The appointment of a resettlement worker has greatly improved the support available to children who have left the home. The children and their families have commented on how much this has helped them.

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Overall experiences and progress of children and young people: good

The home is clean and decorated to a good standard throughout. Some areas have been redecorated and had new carpets fitted. The children personalise their own bedrooms with photographs, art work and posters. However, some areas are sparse and lack personalisation. A few bedrooms have small areas of graffiti on doors and walls. Some en-suite floor coverings are stained. This detracts from the otherwise positive environment.

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Overall experiences and progress of children and young people: good

The multidisciplinary healthcare team provides a good mental and physical health service to the children.

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Overall experiences and progress of children and young people: good

Health and care staff use the Secure Stairs approach effectively to support children’s health and well-being. Early measurable outcomes of the Secure Stairs approach include a significantly reduced use of single separation. A new health risk assessment tool has also been implemented. This practice is being shared as an exemplar with other secure children’s homes.

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Overall experiences and progress of children and young people: good

The healthcare team delivers case study sessions to care staff. These give staff the opportunity to reflect positively on work undertaken with challenging children during their time at the home.

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Overall experiences and progress of children and young people: good

Members of the healthcare team are undertaking further training and study to increase their skills. For example, one of the registered general nurses is currently undertaking a certificate in non-medical prescribing.

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

Staff are conscientious in their efforts to keep children safe. They implement plans which ensure that those at risk of self-harm are effectively supervised and supported. This has led to a decrease in incidents.

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

Staff also ensure that children are given the time to reflect on their previous risk-taking activities. Staff help children to develop and implement strategies they can use to avoid unsafe situations. As a result, children become less vulnerable to abuse and exploitation.

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

Room searches are carried out when necessary to keep young people safe. Records of these searches explain the reasons for the search, and the outcome of the search. Records also note the child’s views on the search. This approach respects children’s privacy while maintaining a safe environment.

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

Restraints are carefully reviewed by managers, trainers and a member of staff from the local authority safeguarding team. Records are also examined to ensure that they are accurate. Each child’s views are sought after every incident to ensure that they feel safe Inspection report secure children’s home: SC042921 7 and that they understand why the measure was used. The monitoring of restraint is also seen as an opportunity to review behaviour management plans.

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

Staff are resilient and committed to helping children to develop positive coping skills and self-regulation. Feedback from children about the staff’s behaviour management skills is very positive.

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

The use of single separation and managing children away from the group are appropriately monitored. This ensures that these measures are used proportionately and only when necessary. The recording of how conflict has been resolved between the children is not always clear and does not always provide evidence of how the staff have made the decision that children can safely mix with each other again.

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

On the whole, there is a good response to complaints made by children. Records show how complaints have been resolved and whether the child is happy with the outcome. However, on one occasion, recording of the context surrounding investigation of an issue is unclear.

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

There was one occasion when a new member of staff started work before one of the references had been confirmed by a telephone call. This administrative oversight weakened otherwise effective recruitment systems.

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

All members of staff receive training in child protection and safeguarding. They are all aware of what to do if they have concerns about a child’s welfare. External professionals are positive about the way managers deal with safeguarding issues.

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The effectiveness of leaders and managers: good

The registered manager is experienced, qualified and knowledgeable. He is supported by a strong leadership team. The manager and the leadership team are clear about the service’s strengths. They have also identified areas that could be better. They know what they need to do to improve the service. The manager empowers staff to take initiatives forward to enhance the quality of care for children.

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The effectiveness of leaders and managers: good

Staff undertake a wide range of relevant and good-quality training. There is a monitoring system which ensures that staff complete their training in a timely manner. All staff receive regular supervision and annual appraisals. However, there is some inconsistency in the quality of supervision records.

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The effectiveness of leaders and managers: good

The manager and leadership team have improved the home since the last inspection. A member of staff is developing an electronic system for children’s records. This is enabling quicker access to records, clearer recording and more effective management monitoring.

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The effectiveness of leaders and managers: good

The manager has met the requirement made at the last inspection because independent reports are now received by Ofsted within the required timescales. These reports, alongside the manager’s internal monitoring reports, provide a good overview of the Inspection report secure children’s home: SC042921 8 quality of care but are not consistently identifying potential improvements to the quality of care.

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The effectiveness of leaders and managers: good

Managers maintain effective links with partner agencies. When necessary, the management team will challenge other agencies. This is particularly evident in the challenge to poor transition planning.

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to be good

Since the last inspection, leaders and managers have been slow to bring about improvements to the quality of education and education outcomes for young people. Performance management arrangements do not provide the challenge, support and professional development that teachers need to improve their practice. A new education manager has been appointed following the departure of the previous manager. However, they are not due to join the education team until April 2019.

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to be good

Leaders engage proactively with partner agencies to obtain old bicycles, motorcycles and lawnmowers for young people to work on in craft and design technology (CDT). Young people engage well in practical lessons, where they learn how to repair and maintain these. Education staff arranged for one young person to gain further skills by attending a local college to study motor vehicle maintenance.

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to be good

All young people undergo a thorough initial assessment to establish their starting points in English, mathematics and information communication technologies (ICT). Teachers use this to plan activities that meet young people’s individual needs. Education staff take effective steps to ensure that young people receive appropriate learning support.

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to be good

Although leaders have been slow to bring about improvements across all of the education provision, there have been improvements in the quality of teaching in English and mathematics. In these subjects, teachers plan interesting learning activities that enable young people to make good progress. However, low-level disruptive behaviour of a minority of young people is a regular source of distraction in all lessons and often disrupts the progress that young people make.

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to be good

Teachers’ expectations of what young people can achieve are not high enough. Too often, teachers allow young people to determine what they do in education time. Although the range of subjects on offer is limited, teachers do not always deliver timetabled lessons.

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to be good

Opportunities for young people to achieve accredited qualifications are limited to functional skills in English, mathematics and ICT. However, leaders and managers have plans in place to provide GSCEs in English, mathematics and science. There are currently no plans in place to enable young people to gain qualifications in humanities, physical education or CDT.

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to be good

Education staff work hard to sustain good and respectful relationships with young Inspection report secure children’s home: SC042921 9 people. A few staff challenge the frequent use of inappropriate language, but this is not done in all lessons. When young people refuse to participate in aspects of education, teachers return them to their accommodation rather than considering strategies to re- engage them in learning. Work is set for young people to complete in their accommodation but they rarely do this. Consequently, a few young people miss considerable portions of their education. As a result, the high overall attendance rates reported to leaders in the home mask the lower attendance in individual lessons.

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to be good

Education staff, often supported by healthcare staff, deliver a good range of learning activities that enable young people to explore issues about life in modern Britain. Through these, young people learn about the importance of tolerating and respecting the views of others.

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to be good

Teachers ensure that young people learn in classrooms that are safe. However, they do not manage the learning environment for CDT sufficiently well. For example, teachers do not consistently ensure that young people working on engines and using heavy tools wear protective footwear.

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to be good

Teachers take effective steps to protect young people from the dangers of the internet and social media through robust technological controls. They respond well to issues that young people raise in lessons to initiate discussions about staying safe. However, teachers rarely plan learning activities to raise young people’s awareness about how to stay safe, including from the dangers of radicalisation and extremism.

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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 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 10

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Children’s home details

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

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Inspectors

Paul Taylor, social care inspector Debbie Foster, social care inspector Natalie Burton, social care inspector Malcolm Fraser, HMI – FES Nigel Bragg, HMI – FES Catriona Reeves, Health & Justice Inspector, Care Quality Commission Inspection report secure children’s home: SC042921 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.

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Inspectors

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Inspectors

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Inspectors

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