Royal School for the Deaf Derby

Inspection report for residential special school – Royal School for the Deaf Derby 1 Royal School for the Deaf Derby Royal School for the Deaf, 180 Ashbourne Road, Derby DE22 3BH Residential provision inspected under the social care common inspection framework

p.1

Information about this residential special school

The Royal School for the Deaf Derby is a non-maintained residential special school. There are 118 pupils on roll, whose ages range from three to 20. All pupils have a statement of special educational needs or an education, health and care plan for hearing impairment and some have complex special needs. The residential service operates weekdays only, as all children and young people go home at weekends. There are 81 places for pupils who stay at the school during the week. Currently there are 24 pupils who stay either on a full-time or part-time basis. The residential accommodation is provided across three residential facilities that are purpose-built blocks. The school is a signing and speaking community where the languages and cultures of deaf and hearing people are valued. The school is situated in the city of Derby.

p.1

Overall experiences and progress of

children and young people, taking into account

p.1

outstanding

How well children and young people are helped and protected outstanding

p.1

outstanding

The effectiveness of leaders and managers outstanding

p.1

outstanding

The residential special school provides highly effective services that consistently exceed the standards of good. The actions of the school contribute to significantly improved outcomes and positive experiences for children and young people.

p.1

outstanding

Date of previous inspection: 15 January 2019

p.1

outstanding

Overall judgement at last inspection: good

p.1

outstanding

Enforcement action since last inspection: none Inspection report for residential special school – Royal School for the Deaf Derby 2

p.1

outstanding

The residential experience has a profound effect on the lives of young people. Young people who have faced isolation due to their deafness benefit from being part of a community whose members communicate effectively with sign language.

p.2

outstanding

Young people benefit from improving their educational attendance and academic outcomes. There are high levels of educational support provided within and outside of school. There is a strong focus on homework. Residential staff communicate daily with teaching staff. All staff support young people with their progression. This promotes improved educational outcomes.

p.2

outstanding

Young people have very positive experiences in the residential provision. Enrichment opportunities promote positive outcomes. Young people have participated in a school exchange with a German school for deaf children, a trip to Paris and a week-long festival for the deaf. These cultural experiences expand their experiences and horizons.

p.2

outstanding

Young people make significant progress in improving their behavioural, emotional and mental health. Practice is informed by research and makes an exceptional difference to the young people’s well-being. The well-being team consists of skilled sign-language users. Young people access in-house psychotherapy and counselling, occupational therapy, and speech and language therapy. Young people are supported to use effective methods of communication that enable them to interact and express their feelings and needs.

p.2

outstanding

Healthcare provision is robust. Medication practice at this school is safe and well understood. Staff are trained appropriately, and training is regularly refreshed. All staff have first aid training. Medication and healthcare practice are excellent. Staff are meticulous in ensuring that they provide care that supports the individual needs of each young person.

p.2

outstanding

The residential staff have high aspirations for the young people in their care. The whole-school approach means that the residential and education teams have a clear focus on young people’s individual needs and targets. This results in sustained improvement being seen in the lives of young people who have communication needs.

p.2

outstanding

The promotion of independence is exceptional and worthy of wider dissemination. Staff have pushed their own boundaries to trust young people. Young people have been supported to take well-assessed and well-planned risks. This in turn leads to a vast improvement in young people’s confidence and prepares them well for their futures. Inspection report for residential special school – Royal School for the Deaf Derby 3

p.2

outstanding

Safeguarding is a strength of this school. There have been no safeguarding incidents, allegations, young people missing or physical interventions since the last inspection.

p.3

outstanding

Risks posed by the use of social media and mobile phones are well understood. A highly skilled governor guides on safe practice with digital technology. The school implements practical measures to monitor the use of the internet. Education and training sessions on safe internet use are provided for parents and children.

p.3

outstanding

Young people confirmed that they feel safe. There has been one incident of bullying. This concern was shared with the professional team and dealt with immediately. Reflective practice has strengthened the systems in place, to prevent a repeat incident.

p.3

outstanding

Designated managers have an excellent understanding of multi-agency safeguarding practice. They provide a 24-hour response to any safeguarding incident.

p.3

outstanding

Regularly refreshed safeguarding training ensures that staff know how to deliver safe care. Training is effective in ensuring that staff understand the young people’s vulnerability to different forms of abuse.

p.3

outstanding

Families and young people confirmed that they feel safe on residential visits. Governors and independent visitors routinely visit the residential provision to satisfy themselves that there is robust safeguarding practice.

p.3

The effectiveness of leaders and managers: outstanding

Leadership within this school is outstanding. The headteacher champions the needs of deaf young people within the school and the wider community. An ethos of inclusion and equality of opportunity is at the heart of this work. This promotes improved life chances.

p.3

The effectiveness of leaders and managers: outstanding

Leaders and managers have addressed all shortfalls identified at the last inspection. These changes have contributed to improvements in the quality of care.

p.3

The effectiveness of leaders and managers: outstanding

Leaders and managers within the school and residential provision are inspirational and lead by example. They collaborate and work cohesively. Excellent team morale and a sense of shared ownership propel improvement across the provision.

p.3

The effectiveness of leaders and managers: outstanding

The school benefits from having an active and diverse governing body. This ensures that there is a high degree of independent scrutiny. The composition of the governing body means that the residential provision is meaningfully represented at all levels.

p.3

The effectiveness of leaders and managers: outstanding

Residential care is scrutinised through meticulous internal and external monitoring. Inspection report for residential special school – Royal School for the Deaf Derby 4 This provides managers with a clear understanding of strengths and weaknesses. Improvement is underpinned by development plans. These provide a systematic and measurable approach to continually driving improvement.

p.3

The effectiveness of leaders and managers: outstanding

Partnership work is extensive. The multidisciplinary work that is carried out means that care plans are progressed and ensures that the best interests of young people are always given priority. Managers and staff advocate on behalf of young people and challenge responses which they feel are not in the young people’s best interests. They strive to ensure that all young people benefit from having the best possible care and support.

p.4

The effectiveness of leaders and managers: outstanding

All national minimum standards are met and there are no recommendations for improvement identified because of this inspection. Inspection report for residential special school – Royal School for the Deaf Derby 5

p.4

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 – Royal School for the Deaf Derby 6

p.5

Residential special school details

Social care unique reference number: SC002015

p.6

Residential special school details

Type of school: Residential special school

p.6

Email address: headteacher@rsdd.org.uk

Inspection report for residential special school – Royal School for the Deaf Derby 7

p.7

Inspectors

Amanda Ellis, social care inspector (lead) Bev Allison, social care inspector Inspection report for residential special school – Royal School for the Deaf Derby 8 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.

p.7

Inspectors

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Inspectors

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Inspectors

T: 0300 123 4234 E: enquiries@ofsted.gov.uk W: http://www.gov.uk/ofsted

p.8