Shenstone Lodge School

Inspection report for residential special school - Shenstone Lodge School 1 Shenstone Lodge School Birmingham Road, Shenstone Wood End, Lichfield, Staffordshire WS14 0LB Residential provision inspected under the social care common inspection framework

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Information about this residential special school

Shenstone Lodge School is a co-educational residential academy catering for children who experience severe social, emotional and/or mental health difficulties.

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Information about this residential special school

Across the sites, there are 98 pupils on roll. The residential provision is situated on the Shenstone Lodge site, which offers education for pupils aged six to 13. The residential accommodation can house up to 12 children each night, Monday to Thursday. Currently, three children stay one night per week and one child stays for two nights.

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Information about this residential special school

The head of care has been in post for six years and has the relevant qualifications and experience to manage the provision. The inspector only inspected the residential provision at this school.

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Information about this residential special school

Due to COVID-19, at the request of the Secretary of State, we suspended all routine inspections of social care providers carried out under the social care common inspection framework (SCCIF) on 17 March 2020. We returned to routine SCCIF inspections on 12 April 2021.

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Overall experiences and progress of

children and young people, taking into account

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outstanding

How well children and young people are helped and protected outstanding

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outstanding

The effectiveness of leaders and managers outstanding

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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.

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outstanding

Date of previous inspection: 11 February 2020

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outstanding

Overall judgement at last inspection: outstanding Inspection report for residential special school - Shenstone Lodge School 2

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outstanding

Children make excellent progress socially, emotionally and behaviourally because of the dedicated, experienced and committed staff. Staff provide a stimulating environment in which children thrive and learn.

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outstanding

Targeted and focused activities are carefully planned and overseen by staff to help children to learn how to share, negotiate and compromise. The quality of the activities and attention to detail mean that children make significant progress in their interactions with each other. Staff regularly review activities to ensure that they are meeting the needs of the children while giving them the best possible experiences and opportunities to learn.

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outstanding

The residential provision has a warm and nurturing feel. There is a wide variety of games, books, DVDs and computer games for the children to enjoy. Children also have the opportunity to play outside using the school equipment. This supports children to learn to play together and listen to each other’s views and acknowledge their feelings.

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outstanding

Staff manage highly individualised transitions for children into residence exceptionally well. They involve the children and their parents from the outset. A parent said that her child had deep-seated attachment issues and would not leave her side. Through extended days and patience and understanding from the staff, this parent’s child decided when she wanted to start staying overnight. The child ‘has not looked back’. The parent said, ‘She’s a completely different child who I can now take out to the park, and she will go off and play.’

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outstanding

School attendance for residential children is excellent. The head of care and residential staff support children in school when needed. They complete key-work sessions with children during the school day. This helps with reintegration to the classroom for children who struggle to manage their emotions in lessons.

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outstanding

Parents said that the residential provision has given their children opportunities to learn independence skills and the ability to manage thoughts and feelings in a safe way. This has enabled children to manage situations in the community, and with their peers, that they previously would not have been able to. Children go swimming, bowling and other activities which gives them the opportunity to socialise with others.

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outstanding

Research-based practice and specific models of care are implemented by residential and school staff. Training is high on the agenda to ensure that staff are qualified to meet the needs of children with very complex needs. Children are clearly at the centre of the practice in the residential provision. Inspection report for residential special school - Shenstone Lodge School 3 The residential provision is well presented. Children are involved in choosing what they want in their bedrooms, which are highly personalised to children’s tastes and preferences. Artwork by children is proudly displayed around the provision.

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outstanding

Since the last inspection, there has been a decline in referrals to the residential provision from the local authority. Three children are due to move on from the residential provision due to their age at Easter. The other child will stop using the provision, which will then close for the foreseeable future.

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outstanding

Safeguarding of children is a high priority in the school and residential provision. Staff have a solid understanding of how to raise concerns. The culture of openness and the encouragement that staff are given to challenge, irrespective of hierarchy, increases the potential for concerns to be shared. When concerns are identified, the designated safeguarding leads (DSLs) promptly share these with the appropriate agencies and seek advice appropriately. When advice is given, it is followed. There is also good evidence that the DSLs are extremely proactive in challenging decisions made by professionals if they feel these are not in the best interest of the child.

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outstanding

The safeguarding manager and the safeguarding governor complete annual audits, which feed into the local safeguarding board’s audits. This robust approach contributes to a positive safeguarding culture in the residential provision.

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outstanding

Staff undertake a range of safeguarding training, including training around exploitation, radicalisation and online safety. Their learning and understanding are assessed, evaluated and discussed in supervision and staff meetings. Consequently, staff are well equipped to promote the safety of the residential children.

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outstanding

There is excellent practice and evidence about promoting the emotional health and well-being of pupils. The head of care is trained as a mental health practitioner, and she is able to support both children and parents. This has been evident with the support that children were provided with regarding their fears around the pandemic.

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outstanding

Staff physically intervene with children only when it is to ensure their immediate safety. This gives a powerful message to children that they have autonomy over their actions. Staff and children work together to develop and improve children’s self- awareness by giving them the support to manage their emotions and behaviour.

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outstanding

Staff prepare risk assessments for activities and trips that are pertinent to the children involved. Staff make use of their detailed knowledge of the children to minimise risks. As a result of such detailed planning, children take part in a wide variety of activities that are safe and enrich their experiences.

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outstanding

Children say that they can talk to staff if they are worried or upset and that staff would help them. An independent advocate visits once a term, and the governors Inspection report for residential special school - Shenstone Lodge School 4 complete detailed monitoring reviews that involve speaking to the children. Children can raise worries or requests by using the speak-up boxes which are placed around school and the residential provision. Staff follow up any concerns with key-work sessions to work through the child’s worry.

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The effectiveness of leaders and managers: outstanding

The senior managers in school and the residential provision provide highly effective and efficient leadership. There is an established ethos and culture of collaborative working that supports the children to progress in school and residential.

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The effectiveness of leaders and managers: outstanding

Senior leaders inspire members of staff and act as positive role models. They are available to the staff for advice and support and value the staff’s opinions. Because of this approach, children are cared for by staff who feel valued and are invested in the school.

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The effectiveness of leaders and managers: outstanding

Senior leaders use a range of tools for monitoring all aspects of the school and residential. Leaders know where changes are required. They act swiftly to improve the experiences and progress of children. Children consistently receive the care and support they need. As a result, they make considerable progress from their starting point.

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The effectiveness of leaders and managers: outstanding

Staff gain feedback from children through house meetings, questionnaires, independent person’s reports and through general conversations with children. Governors visit the children in the residential provision, spending time talking to and gaining their views. Children can express their views in a way which is meaningful and comfortable to them. Staff action children’s wishes in their development of the residential provision.

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The effectiveness of leaders and managers: outstanding

The staff are clearly proud of the school and residential provision, and this is replicated by the children. The children are courteous and polite to visitors and are eager to show them around and get them to join in residential activities.

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The effectiveness of leaders and managers: outstanding

Staff receive regular supervision which is recorded and signed by staff. There are clear discussions regarding the children, practice, training, and staff development. The staff have the appropriate qualifications to work in the residential provision.

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The effectiveness of leaders and managers: outstanding

Staffing levels are suitable and sufficient to meet the children’s needs. The children receive support from staff who themselves feel thoroughly supported. Children and staff’s well-being and mental health are taken seriously. The head of care provides staff with training in how to support children’s mental health. As a result, staff are well equipped to respond to children’s mental health needs. This was particularly useful during the peak of the pandemic, with support being provided to children and their families.

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The effectiveness of leaders and managers: outstanding

Parents say that communication between them, the school and residential is excellent, and they are kept fully updated regarding any issues in relation to their Inspection report for residential special school - Shenstone Lodge School 5 child. A parent said that if her child is struggling in residential or has an incident, the child is given the opportunity to phone home, which helps calm her down. This supports children to manage their emotions.

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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 - Shenstone Lodge School 6

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Residential special school details

Social care unique reference number: SC038726

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Residential special school details

Type of school: Residential special school

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Residential special school details

Email address: neil.toplass@shenstonelodge.co.uk

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Inspector

Trish Palmer, Social Care Inspector Inspection report for residential special school - Shenstone Lodge 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 looked children after, safeguarding and child protection.

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Inspector

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Inspector

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Inspector

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