Sidestrand Hall School

Inspection report for residential special school – Sidestrand Hall School 1 Sidestrand Hall School Cromer Road, Sidestrand, Cromer, Norfolk NR27 0NH Residential provision inspected under the social care common inspection framework

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Information about this residential special school

Sidestrand Hall School is a day and residential special school on the North Norfolk coast. It is maintained by Norfolk County Council. The school caters for children and young people aged between seven and 19 who have complex needs.

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Information about this residential special school

There are 184 pupils on roll. The total number of residential pupils is currently 27. Residential pupils can board between Monday and Friday for up to four nights.

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Information about this residential special school

The residential provision comprises three units, a flat situated in the main school building and Clement Lodge, which provides accommodation for children who have autism spectrum disorder.

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Information about this residential special school

A welfare-only inspection took place in September 2018.

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Information about this residential special school

Inspection dates: 24 to 26 September 2019

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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: 25 September 2018

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good

Overall judgement at last inspection: good Inspection report for residential special school – Sidestrand Hall School 2

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Overall experiences and progress of children and young people: good

Confident, aspirational managers inspire a skilful and knowledgeable staff team to provide high-quality care and support for the children.

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Overall experiences and progress of children and young people: good

The staff know the children well. They are sensitive to their needs and past experiences. The children benefit from strong relationships with a stable, experienced and reflective staff team. The children frequently used the word ‘kind’ to describe the staff.

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Overall experiences and progress of children and young people: good

Children build valuable independence skills. They learn to cook, ride bikes and carry out household tasks. These accomplishments are recognised by the children, their parents, the staff and professionals.

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Overall experiences and progress of children and young people: good

The children develop better ways to manage their feelings and behaviours. One child said, ‘Back in the day, I used to be pretty horrible and since staying here I have calmed down.’ Other children reinforced this, in recognition of their own personal growth.

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Overall experiences and progress of children and young people: good

There have been significant improvements to the accommodation. The children have a new shower and bathrooms. The hallways have been painted and the building has an increasingly pleasant feel.

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Overall experiences and progress of children and young people: good

The manager has reviewed the administration of medication. The staff who administer medication have had their competency assessed. The assessments help make the medication systems efficient and safe.

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Overall experiences and progress of children and young people: good

Children said that they were given a warm welcome when they first arrived at the residential school. The staff provide careful and individualised planning to ensure that children who are leaving the school have a smooth transition.

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Overall experiences and progress of children and young people: good

The staff seek the views of the children through a number of consultation activities. This has resulted in a large amount of feedback being gathered. However, while individual actions have taken place in response to individual comments, this feedback has yet to be collated, analysed or evaluated. Therefore, this has not yet informed the manager’s understanding of the service.

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

Children consistently reported that they feel safe. The staff know the children well and are alert to potential indicators of distress, unease or fear that the children show.

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

The children can identify staff that they can share their concerns or worries with. They have strong relationships with the staff. The managers are visible and available to the children, giving them an extensive support structure. Inspection report for residential special school – Sidestrand Hall School 3 The designated safeguarding lead is experienced and trained. He is supported by trained deputy staff. The staff know the safeguarding leads and are confident in how to raise or escalate any concerns.

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

The staff manage behaviour positively through their knowledge of the children and without the use of physical restraint. Bullying is not an issue. Children’s behaviour can annoy other children. However, the staff intervene, and the children can talk to staff if they are worried.

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

The staff are not risk-averse. They use creative and inclusive approaches, enabling children to participate in individualised activities. These activities can be risky but provide significant enjoyment and opportunities for the children to learn.

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

Risk assessments are created for children with identified needs, including sexually harmful behaviour. These assessments are clear and provide enough information for the staff to manage children’s risks. However, the staff have not received training in sexualised behaviour. Therefore, this behaviour has not been fully explored, despite it being an emerging concern.

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

One safeguarding concern led to a child being temporarily excluded. The school rarely uses exclusion. In this instance, it was unclear whether the exclusion was the most appropriate course of action given the contextual risks to the child outside of the school.

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The effectiveness of leaders and managers: outstanding

Management arrangements have significantly strengthened since the last inspection. A new manager has been appointed in the main house. The manager presents with confidence, authority and knowledge. The manager of Clement Lodge has significant experience and knowledge. He demonstrates confident, assertive, child-focused practice. They are both managed by a head of care who is reflective, committed and highly respected by other professionals. Combined, the management team inspires staff and is ambitious for the children.

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The effectiveness of leaders and managers: outstanding

Managers lead by example and work directly with the children. The reflective nature of the head of care permeates through the service. The staff said that they are extremely well supported. The managers ensure that the staff have their practice appraised annually. The staff receive regular supervisions and describe management support as excellent. Consequently, staff turnover is minimal, meaning children are receiving care from a consistent and content staff team.

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The effectiveness of leaders and managers: outstanding

Managers are enthusiastic and engaging. They have very high expectations of the service. They are focused and keen to improve outcomes for the children. Recent improvements include innovative ideas, such as assessing the competency of staff who provide personal care. Inspection report for residential special school – Sidestrand Hall School 4 Leaders and managers have a strong knowledge of the children in their care. They understand the child’s journey and the positive difference the residential service makes to the children’s lives.

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The effectiveness of leaders and managers: outstanding

Individual placement plans carefully consider diversity and promotion of inclusion for each child.

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The effectiveness of leaders and managers: outstanding

Feedback from families is exceptional. Comments included:

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The effectiveness of leaders and managers: outstanding

 ‘It is unbelievable how much he has come on since going to residential school.’  ‘He absolutely adores going. It gives him a level of independence that he does not get otherwise.’  ‘Before, he would never leave me. It has given him the confidence to try new things. I am overwhelmed at how good it is and how well it has worked.’

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The effectiveness of leaders and managers: outstanding

Feedback from professionals is strong. Comments included:

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The effectiveness of leaders and managers: outstanding

 ‘There is really good communication. The staff always attend meetings. They will even attend during school holidays when they are not working.’  ‘They are fantastic. I cannot fault them. They are engaging. They always put the children first. They always accommodate me. If there are any concerns, they are always available to us.’  ‘The school is an excellent example of how to provide the best homely, child- centred experience for children whilst being highly skilled in autism.’

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The effectiveness of leaders and managers: outstanding

Finally, feedback from children is also excellent. Comments included:

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The effectiveness of leaders and managers: outstanding

 ‘On your boarding journey, you can feel yourself getting less and less angry every day because of the support the staff give you.’  ‘They always want to try and make sure everything is happy and we are safe. They are really good and kind.’  ‘I would rate the service 10 out of 10.’ Inspection report for residential special school – Sidestrand Hall School 5

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Recommendations

 Ensure that when any action is taken to exclude a child, that this is the most appropriate course of action given any contextual risks to the child outside of the school. Ensure that records include how the risks inside and outside of school have been taken into account.  Ensure that staff receive training in supporting children with sexualised behaviour.  Ensure that the feedback about the quality of the service is collated, analysed and evaluated in order to improve the service.

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Information about this inspection

Inspectors have looked closely at the experiences and progress of children and young people 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 – Sidestrand Hall School 6

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Residential special school details

Social care unique reference number: SC042606

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Residential special school details

Type of school: Residential special school

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Residential special school details

Email address: office@sidestrandhall.norfolk.sch.uk

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Inspector

Ashley Hinson, social care inspector Inspection report for residential special school – Sidestrand Hall School 7 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 children looked after, safeguarding and child protection.

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Inspector

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Inspector

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Inspector

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