Sidestrand Hall School

Inspection report for residential special school - Sidestrand Hall School 1 Sidestrand Hall School 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 with complex needs.

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Information about this residential special school

There are 192 pupils on roll. The total number of residential pupils is currently 24. 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 of three houses, a flat situated in the main school building and Clement Lodge, which provides accommodation for children with autism spectrum disorder.

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Information about this residential special school

The head of boarding has been in post for 11 years and has a relevant 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: 1 February 2022

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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

The children benefit from good relationships with staff who understand their needs. These relationships support children to progress in a range of areas. Consequently, children have grown in confidence and developed their social skills in the residential provision.

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Overall experiences and progress of children and young people: good

Staff from the residential provision work well with school staff to help children to make educational progress. Residential staff use children’s education, health and care plans to inform the children’s progress targets. This helps children to make progress against these targets. The staff encourage children’s interest in learning during their residential time. Children enjoy trips to the local library, and are encouraged to research information about specific topics. This increases their knowledge about these areas while also equipping them with valuable learning skills.

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Overall experiences and progress of children and young people: good

The children enjoy their time at the residential provision. Social activities provide opportunities for learning and development. The staff help the children to develop their independence skills, such as making their beds and preparing food. Parents said that they have noticed children using these skills at home.

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Overall experiences and progress of children and young people: good

Children like the positive reward systems used in the residential provision. They see this as a motivating factor. Staff are alert to positive behaviour, celebrating and reinforcing this when it occurs. This contributes to a happy atmosphere.

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Overall experiences and progress of children and young people: good

The children enjoy the residential activities. These include activities at the school such as sports in the gym or board games, as well as organised trips such as shopping, visits to animal sanctuaries and local community resources.

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Overall experiences and progress of children and young people: good

There is a phased process for children’s induction to the residential provision. This is carried out at the child’s pace. For one new child, clear information was gathered in advance of their stay. This allowed staff to prepare visual aids to help the child understand the plan. This approach helped to reduce the child’s anticipated anxiety and has helped them enjoy the residential experience.

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Overall experiences and progress of children and young people: good

Children say that staff listen to them. Regular planning meetings take place with the children at the start of each evening. In these meetings, children and staff identify what children would like to happen, while also agreeing what has to happen. This approach helps to achieve a balance between fun and learning for the children.

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Overall experiences and progress of children and young people: good

The quality of the residential accommodation has improved over recent years. Children personalise their bedroom spaces. The lounges are warm and welcoming. Mealtimes are communal affairs, with each child contributing to the experience. This ranges from setting the table, cooking a meal or washing up afterwards. Inspection report for residential special school - Sidestrand Hall School 3

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

Children feel safe. They are comfortable in the care of staff. The staff provide children with good guidance. As a result, children increase their understanding about how to keep themselves safe.

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

The management team ensures that good risk assessments are in place. The team completes these with education staff and regularly updates them. As a result of this integrated approach, children’s safety increases.

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

The staff receive training in a range of safeguarding areas. All of the staff have had training in safeguarding disabled children. In addition, since the last inspection, staff have had training in ligature removal. These learning and development opportunities help staff to understand risks and reduce them.

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

The management team ensures that appropriate safe recruitment checks are completed. Well-organised records show that suitable health and safety checks are in place. These help ensure children’s safety.

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

The staff support children without the need for physical interventions. The staff do this gently, carefully and effectively. Safeguarding incidents are generally managed well. Staff are aware of their safeguarding responsibilities and follow the procedures for responding to safeguarding concerns.

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

Children can talk to staff or their friends if they are worried or upset. Information about the independent visitor is made available to children. The independent visitor sent the children some Christmas treats. When children were asked who these were from, they were able to say who the independent visitor was, describe the visitor’s role and how they could contact them.

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

On one occasion, designated safeguarding staff did not ensure that the outcome of a child protection investigation was known by the school. The investigation did not relate to issues at the school. Staff’s responses to the original concern safeguarded the child. However, the failure to follow up the outcome of the investigation increased the risk of staff being unaware of potentially important information.

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The effectiveness of leaders and managers: good

A strong, skilled, experienced and well-respected management team oversees the residential provision. The management team has a good understanding of individual children’s plans and progress.

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The effectiveness of leaders and managers: good

The staff receive regular support and supervision from the management team. Formal supervisions are planned with an agenda and captured in detailed records. The staff feel well supported, guided and listened to. The staff have access to a good range of training opportunities. Managers maintain good oversight of staff training attendance. Inspection report for residential special school - Sidestrand Hall School 4 The management team ensures that there are sufficient staff to meet the needs of the children. Agency staff are not used. Careful recruitment, combined with good management support, has helped children to experience good-quality and consistent care.

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The effectiveness of leaders and managers: good

Since the last inspection, a senior member of staff has been given the responsibility for developing opportunities for children to broaden their cultural awareness. This has resulted in some good, creative learning opportunities.

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The effectiveness of leaders and managers: good

The management team has addressed the shortfalls identified at the last inspection. Responses to safeguarding concerns have improved, the complaints policy has been amended and staff have received the required training. In addition, children benefit from increased community-based activities.

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The effectiveness of leaders and managers: good

The management team welcomes external scrutiny. For example, managers have developed relationships with the local police. These relationships help to reduce the risks of a closed culture developing. However, the recent monitoring by the independent person has not included contact with parents. As a result, parental feedback is not captured through this independent process.

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The effectiveness of leaders and managers: good

The management team has a generally good understanding of the quality of care. However, records do not always capture the manager’s actions or evaluations following incidents. Inspection report for residential special school - Sidestrand Hall School 5

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Points for improvement

 School leaders should ensure that designated staff monitor and review the outcome of any external child protection investigation relating to children at the school.  School leaders should ensure that recording systems capture the actions taken in response to incidents and any monitoring or evaluation by managers.  School leaders should ensure that monitoring by the independent person includes conversations with parents and carers.

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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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Inspectors

Ashley Hinson, Social Care Inspector (lead) Rachel Watkinson, 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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Inspectors

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Inspectors

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Inspectors

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