Radlett Lodge Schools

Inspection report for residential special school - Radlett Lodge School 1 Radlett Lodge School Harper Lane, Radlett, Hertfordshire WD7 9HW Residential provision inspected under the social care common inspection framework

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Information about this residential special school

This residential special school is run by the National Autistic Society. There are currently 45 pupils aged from four to 19 on roll. The residential building is situated next to the school. Up to 12 pupils can reside either on a weekly, termly or flexible- stay basis. There are currently 10 residential pupils. The children have autism spectrum disorder.

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Information about this residential special school

The head of the residential provision has been in post since September 2022 and was previously the deputy of the residential provision. She has the relevant experience to manage the provision and is working towards a relevant level 5 qualification.

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Information about this residential special school

The inspectors only inspected the social care provision at this school.

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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

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

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good

Date of previous inspection: 24 January 2022

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good

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

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Overall experiences and progress of children and young people: good

Children who stay in this residential provision are loved and cared for by a dedicated and knowledgeable staff team.

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Overall experiences and progress of children and young people: good

Children continue to make excellent progress because of their stays in the residential provision. A parent said that her child is now using more words, and another said that her child is using the toilet independently. Boarding is seen as an important part of the school. Effective partnership working between school staff and residential staff ensures that children receive good-quality, consistent and individualised care and support.

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Overall experiences and progress of children and young people: good

Children who can are encouraged to contribute to their care plans. Staff involve parents in planning children’s care. A parent said that it is important to them to feel involved in how staff look after their child.

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Overall experiences and progress of children and young people: good

Staff have an excellent understanding of children’s individual communication needs. Staff carry and use communication pictures to help children to express their wishes, feelings and choices. Children regularly see that their requests are actioned by staff.

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Overall experiences and progress of children and young people: good

Children have strong, trusting relationships with staff. They say that they know the staff care for them, and this helps them to feel safe and relaxed.

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Overall experiences and progress of children and young people: good

Staff clearly enjoy time with the children. Staff have made excellent links in the community so that children can enjoy swimming, golf and going to restaurants as part of their activities. A social worker said about their child: ‘His needs are being met. He is making progress with his communication and expressing his needs, likes and dislikes. He has increased his vocabulary and made progress in his fine motor skills. He is safe and well looked after.’

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Overall experiences and progress of children and young people: good

Children have an individualised visual book of brilliance in which staff record children’s achievements, targets and magic moments. How staff use and update these books has significantly improved since the last inspection. Staff have a weekly session with children during which they discuss children’s targets and progress. Staff display children’s certificates of achievement so that children know staff are proud of the progress they have made.

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Overall experiences and progress of children and young people: good

The residential provision meets children’s sensory needs. Some rooms are plain and calming so as not to overload children with sensory issues. Another lounge is brighter and has things on the walls. Children can choose rooms which make them feel safer and happier. They have personalised their bedrooms. Staff encourage them to bring items from home that help them to feel happy and settled. Inspection report for residential special school - Radlett Lodge School 3 Parents say that the staff support the family, which has a positive impact on the whole family. However, there is a lack of evidence to illustrate the impact of this support on families.

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

Leaders and managers safeguard children effectively. They work with safeguarding agencies and have successfully challenged professionals when appropriate. They work jointly in partnership with parents when concerns arise.

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

Staff understand the children’s vulnerabilities. Managers are focused on finding solutions to reduce risk. Managers and staff advocate for children to be a visible part of the community. Children enjoy a range of experiences because the staff find ways to support them safely.

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

Staff have a good understanding of how to raise concerns. The culture of openness and the encouragement that staff are given to challenge others and to report concerns help to keep children safe. When concerns are identified, the designated safeguarding lead promptly shares these with the relevant professionals and seeks and follows advice.

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

Staff use verbal praise and reward charts so that children know when they have done something well.

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

Professionals and parents speak positively about the quality of safeguarding practice. A member of staff said, ‘Our strength is the care that we give the children. They are safe and looked after well, they are happy.’

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

Staff help children to understand how to stay safe and develop friendships safely. Staff anticipate when children may become unsettled. They are responsive to children and help them to settle by explaining what is happening.

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

Records of concerns or incidents are clear and concise and followed through by the designated safeguarding leads. Managers speak to staff and children about incidents, and parents are kept informed of any outcomes. A social worker said, ‘The information-sharing with the local authority is excellent.’

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

Staff work with children to help them stay safe online without compromising their independence and privacy. Staff work consistently with parents to ensure that robust internet filters are used when the child is at home. However, during school holidays, there is no clear system to ensure that safeguarding concerns are managed without delay.

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The effectiveness of leaders and managers: good

Knowledgeable, dedicated and enthusiastic managers lead this residential provision. An impressive child-focused team supports them. Since the last inspection, the head Inspection report for residential special school - Radlett Lodge School 4 of care has taken over the role of deputy principal for pastoral care, and the deputy has been promoted to the head of care role. This was a smooth transition for the children as both members of staff are still involved in the residential provision.

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The effectiveness of leaders and managers: good

Regular independent visitor reports support the managers to develop the residential provision through their recommendations.

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The effectiveness of leaders and managers: good

The staff work well as a team. The multi-agency ethos thrives within the school. Staff are highly motivated. They understand what is expected of them. They take pride in their work and the progress that the children make.

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The effectiveness of leaders and managers: good

The principal sees well-being as an important factor in ensuring that staff feel valued, cared for and listened to. There are regular staff meetings and supervision sessions which support staff to develop their practice and share information.

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The effectiveness of leaders and managers: good

Parents speak positively about the residential provision. A parent said: ‘Residential is the best part of the school. The staff communicate well. I really like the way it is set up. My child enjoys good activities. He is developing more life skills; staff are teaching him to cook. There are small windows for success, and the staff use these. He feels well supported by the staff.’

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The effectiveness of leaders and managers: good

The principal has met the recommendations and points for improvement raised at the last inspection. Inspection report for residential special school - Radlett Lodge School 5

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Points for improvement

 School leaders should ensure that during school holidays, there is an effective system to manage safeguarding concerns.  School leaders should evidence the work that staff do with parents and the positive impact that this has on families.

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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 - Radlett Lodge School 6

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Residential special school details

Social care unique reference number: SC019505

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Residential special school details

Headteacher/teacher in charge: Geraldine Mendonça

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Residential special school details

Type of school: Residential special school

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Inspectors

Trish Palmer, Social Care Inspector (lead) Jamie Cousins, Social Care Inspector Inspection report for residential special school - Radlett 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 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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