St. Andrew's Academy

Inspection report for residential special school - St. Andrew’s School 1 St. Andrew’s School St. Andrew’s School, St. Andrew’s View, DERBY DE21 4EW Residential provision inspected under the social care common inspection framework

p.1

Information about this residential special school

St. Andrew’s School is a local authority co-educational residential special school. All young people have autism spectrum disorder and/or learning disabilities. Twenty young people access the residential service, which operates from Monday to Friday. A maximum of 12 young people at any one time reside at the school. The residential accommodation is provided in an annex attached to the main school and in a bungalow for older young people that is in the school grounds.

p.1

Information about this residential special school

Inspection dates: 26 to 28 November 2019

p.1

Overall experiences and progress of

children and young people, taking into account

p.1

good

How well children and young people are helped and protected good

p.1

good

The effectiveness of leaders and managers good

p.1

good

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

p.1

good

Date of previous inspection: 11 September 2018

p.1

good

Overall judgement at last inspection: good Inspection report for residential special school - St. Andrew’s School 2

p.1

Overall experiences and progress of children and young people: good

This residential provision has a profound effect on young people and their families. One parent said: ‘The change has been significant. She is learning and transferring these skills at home. This has had an impact on me to know that she can succeed away from me. I am seeing her grow and mature.’

p.2

Overall experiences and progress of children and young people: good

When young people are new to residential care, thorough pre-admission planning underpins the success of placements. This ensures the compatibility of young people, which means that young people enjoy positive relationships.

p.2

Overall experiences and progress of children and young people: good

Staff understand the importance of having positive relationships with parents. Communication is steadfast and reliable. This means that parents are reassured that all of their children’s welfare needs are met.

p.2

Overall experiences and progress of children and young people: good

Staff monitor the progress of young people in both education and residential stays. Annual reviews of young people’s progress ensure that new goals and targets are set. This promotes continued progress. However, residential records do not always have an up-to-date education, health and care plan. This does not provide staff with clarity about statutory targets and plans.

p.2

Overall experiences and progress of children and young people: good

Young people enjoy taking part in a wide range of stimulating activities. Staff plan and support a vast range of activities. These include sporting and recreational activities, trips and social occasions. This means young people develop new interests, make new friends and expand horizons. Therefore, their day-to-day experiences are enjoyable and meaningful.

p.2

Overall experiences and progress of children and young people: good

A strength of the residential provision is teaching young people personal care and life skills. This promotes their independence. Parents commend the success of this life- skills programme. One parent said: ‘I love the fact that she is so proud of herself in her abilities. She has swagger about her independence.’ Another parent said: ‘The impact in a few weeks is amazing, especially for children who rely on parents for everything. They have increased confidence because of what they do in the residential unit.’

p.2

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

Safeguarding practice continues to be robust. There have been no safeguarding incidents since the last inspection.

p.2

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

Staff have exceptional understanding of positive behaviour management. They monitor young people and have excellent knowledge about individual needs and behaviours. They are highly ‘in-tune’ to identify indicators of potential concern. This leads to early intervention, which avoids conflict. There have been no physical Inspection report for residential special school - St. Andrew’s School 3 interventions. This reflects a very settled residential cohort.

p.2

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

Risks to pupils are well understood. Staff have clear strategies to minimise potential risk. However, risk assessments require more detail to ensure clarity of information.

p.3

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

All staff have regular safeguarding training. This means they have the knowledge to respond appropriately to prevent young people from going missing, and protect them from exploitation and potential radicalisation. Further training is needed which has a clear focus on safeguarding young people with learning disabilities and/or autism spectrum disorders. All training needs to be evaluated to ensure that it is effective, and that staff demonstrate a clear knowledge base.

p.3

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

The school team has designated safeguarding leads who have the key responsibility for managing safeguarding concerns. They have up-to-date training and provide safeguarding support to staff and pupils. The residential provision would benefit from a designated safeguarding lead. This would ensure that the residential team benefits from direct guidance on safeguarding knowledge and practice.

p.3

The effectiveness of leaders and managers: good

Since the last inspection, there have been significant changes in leadership and management. The school has converted to academy status. There have been changes in school leadership. The residential provision has appointed a permanent head of care. She is a highly experienced practitioner and has a clear vision for the operation of the residential provision.

p.3

The effectiveness of leaders and managers: good

Managers and staff have an excellent understanding about the holistic needs of the young people who access the residential provision. This is because they have extensive knowledge, experience and skills in working with young people, both in the school and in the residential setting. They have a commitment to make sure young people reach their individual potential. Parents are unanimous in confirming this.

p.3

The effectiveness of leaders and managers: good

The governing body ensures independent scrutiny of the residential provision. This could be further strengthened with the inclusion of young people who use the residential provision. This would ensure that the residential provision is meaningfully represented.

p.3

The effectiveness of leaders and managers: good

External quality assurance visits are undertaken at least every half term. The visitor produces a report about the visits to the residential provision. However, these reports do not comply with national minimum standards. They do not highlight how the quality of care and practice could be improved. Inspection report for residential special school - St. Andrew’s School 4

p.3

special schools

The school does not meet the following national minimum standard(s) for residential special schools:

p.4

special schools

 Most monitoring visits are carried out unannounced. They include: checks on the school’s records of attendance, complaints, sanctions, use of reasonable force, risk assessments, and where they exist, individual care plans for children; evaluation of the effectiveness of the care provided to children and whether they are safeguarded; assessment of the physical condition of the building, furniture and equipment of the school; and opportunities for any child or member of staff who wishes to meet the visitor (in private if they wish). (NMS 20.2)

p.4

Recommendations

 Ensure that young people’s documentation includes an up-to-date education, health and care plan (under Part 3 of the Children and Families Act 2014) to ensure that all staff have sufficient information to deliver care in line with care plans. (Linked to NMS 3)  Ensure that risk management plans provide detailed information so that staff are fully aware of risks and how to manage them. (Linked to NMS 6)  Ensure that the residential provision has a designated safeguarding lead to ensure safeguarding practice and response throughout the 24-hour period. (Linked to NMS 11)  Ensure that all staff have safeguarding training with an explicit focus on safeguarding children with special educational needs. (Linked to NMS 19.1)  Ensure that all staff training is evaluated for effectiveness. (Linked to NMS 19.4)  Ensure that young people from the residential provision can participate in the governing body. (Linked to NMS 17.1)

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 - St. Andrew’s School 5

p.4

Residential special school details

Social care unique reference number: SC053344

p.5

Residential special school details

Headteacher/teacher in charge: Suzanne Pennington

p.5

Residential special school details

Type of school: Residential Special School

p.5

Residential special school details

Email address: Head@standrews.derby.sch.uk

p.5

Inspectors

Amanda Ellis, social care inspector (lead) Davinia Lawton, social care inspector Inspection report for residential special school - St. Andrew’s School 6 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. 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

p.5

Inspectors

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.6

Inspectors

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

p.6

Inspectors

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

p.6