Children's home run by Keys Specialist Residential Children‟s Services Ltd in Tewkesbury

Inspection report for children’s home: SC434223 1 SC434223 Registered provider: Keys Specialist Residential Children’s Services Ltd Full inspection Inspected under the social care common inspection framework

p.1

Information about this children’s home

This home is owned by a private company. It provides care and accommodation for up to two children with a variety of complex needs.

p.1

Information about this children’s home

The new manager commenced her post in September 2023. She is in the process of registering with Ofsted.

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 children’s home provides effective services that meet the requirements for good.

p.1

good

Overall judgement at last inspection: good

p.1

good

Enforcement action since last inspection: none Inspection report for children’s home: SC434223 2

p.1

Inspection date Inspection type Inspection judgement

06/03/2023 Full Good 27/07/2021 Full Good 04/03/2020 Interim Improved effectiveness 02/09/2019 Full Good Inspection report for children’s home: SC434223 3

p.2

Overall experiences and progress of children and young people: good

One child lives in the home, and they have lived here for over a year. Since the last inspection, one child has moved out of the home; this was in line with their local authority plans and their views and wishes.

p.3

Overall experiences and progress of children and young people: good

Children live in a well-maintained, comfortable and homely environment. Staff work hard to create an atmosphere that is full of warmth and love. The children’s bedrooms and the living areas of the home resonate with a sense of individuality, achievement and special interests. Toys, equipment, drawings, photographs, certificates and posters clearly reflect the individual hobbies, interests and achievements of each child. The decor, maintenance and organisation of the home clearly suggest that those who live there are important, valued and respected .

p.3

Overall experiences and progress of children and young people: good

Children receive high-quality care that makes them feel valued and secure. The staff demonstrate unwavering commitment to them. Children living in this home have made significant and meaningful progress from their starting points. Children have built strong relationships with staff who care for them. Relationships between staff and children are warm, affectionate and loving. Staff are continually curious about, and reflect on, how they can help children grow in all areas of their development. Children are positive about the care that they receive. One child told the inspector, ‘I love it here; the best thing is the staff who look after me. I feel well cared for and loved’.

p.3

Overall experiences and progress of children and young people: good

Internal care planning processes are structured and well recorded. Staff complete internal placement plans to a high standard. These plans detail clear targets and enable staff to track children’s progress and achievements. Children’s internal care plans detail longer-term aims and mirror statutory care plans. This promotes good- quality and consistent care.

p.3

Overall experiences and progress of children and young people: good

The staff team successfully helps children to develop and maintain relationships with their family and friends. Staff support and enable children to visit their own families at home. For some, this may be something they have not done for some time. Families appreciate this level of support and one parent said, ‘They go above and beyond. I am so grateful for the care and love they give my child.’ Staff keep in regular contact with families to keep them up to date on the day-to-day progress of their children. Staff encourage children to make positive, social friendships in the wider community. During the inspection, the child was supported to have a play date and go out for a meal with their friend.

p.3

Overall experiences and progress of children and young people: good

Children are supported to develop independence skills at a pace that suits their needs and abilities. Children develop skills such as being able to budget money, travel independently and prepare meals. These opportunities enable children to take on appropriate levels of responsibility and develop life skills for the future. These skills have supported one child to have a successful and well-planned move out of Inspection report for children’s home: SC434223 4 the home into independent living. This child told the inspector how proud she was to have lived at the home and was able to recognise the positive impact that they have made to their life.

p.3

Overall experiences and progress of children and young people: good

Staff support children with their health and well-being. Staff seek specialist help when this is necessary and have undertaken research to meet the specific needs of the children they care for. The multi-team approach means that children’s needs are responded to effectively. For example, a child has recently been diagnosed with attention deficit hyperactivity disorder (ADHD). A sensory-seeking box, balance board and proprioceptive cushion, to help with body awareness, have been provided to support them to self-regulate.

p.4

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

Staff are clear about their responsibilities to protect children. They understand the child protection policy and know how to report a safeguarding concern. The manager’s system for recording, reporting and monitoring safeguarding concerns is effective. Liaison with professionals, such as the designated officer and social workers, is effective. Information is shared swiftly with them to avoid delay and ensure that children are protected from harm. The manager takes guidance from these professionals, and they work together to ensure that children are safe. Safeguarding records are comprehensive. They detail the outcome of any concern as well as further actions staff need to be aware of.

p.4

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

The positive relationships that staff form with the children are a significant protective factor in helping to keep them safe. Managers and staff listen to children’s views. Children know how to make a complaint, and any complaints are taken seriously. As a result, children feel listened to and valued.

p.4

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

The manager and staff demonstrate a great understanding of children’s vulnerabilities and the potential risks posed to them. Staff have clear and detailed guidance about how to manage and mitigate the risks identified for each child. Observations show that staff are highly skilled in diversion, distraction and de- escalation techniques, which demonstrates that the strategies identified are being used and are effective.

p.4

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

Staff educate children about risk. Children take part in key-work sessions and engage in role play; safeguarding scenarios are discussed to address identified risks and raise their awareness about topics of concern. This direct work includes online safety, past trauma and the dangers of vaping. This positive work enhances children’s knowledge of risk and allows them to take the lead in their learning.

p.4

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

The previous manager did not monitor, review and evaluate the consequences given to children effectively. They lacked professional curiosity and failed to identify shortfalls in staff recording and practice. The consequences given were not restorative in nature or in line with the home’s ethos and the children’s ages and Inspection report for children’s home: SC434223 5 understanding. The new manager has noted this shortfall and has not used negative consequences since being in post.

p.4

The effectiveness of leaders and managers: good

The manager is passionate about the service and advocating for children’s views. The manager keeps children at the heart of all she does. She, the deputy manager and therapist role model a nurturing and therapeutic approach to children’s care. The manager has good knowledge of children’s starting points and what they have accomplished since living at the home. She is fully involved in children’s lives. She is clear about the progress children are making and has high aspirations for what they can achieve. She is enthusiastic in her efforts to be a trusted person for children. This makes her a good role model for staff.

p.5

The effectiveness of leaders and managers: good

Staff are happy to work in this home and feel supported. They feel that the new manager has brought a new focus and high aspirations for the home and what it can achieve. The manager is well regarded, and she is nurturing towards the team. This means that staff work in an environment where they feel well supported. One staff member told the inspector, ‘We have been blown away by the impact she has made in such a short space of time. She has helped me find my love for residential work again. Everything she has implemented has supported us as a team to develop so the children benefit.’

p.5

The effectiveness of leaders and managers: good

The manager has established good connections with partner agencies. Professionals are positive about the communication with the staff team and about the care provided for the children. A social worker told the inspector, ‘They have a good understanding of my child. She seems so different now to the child who first moved in.’

p.5

The effectiveness of leaders and managers: good

Staff are provided with a wide range of training that informs their practice and meets children’s individual and diverse needs. The manager and responsible individual have also provided the team with training and upskilling sessions specific to the children’s specific needs, such as ADHD, clumsiness and how sensory processing affects coordination, fight or flight and the PACE (Playfulness, Acceptance, Curiosity and Empathy) model of care. They are creative in their thinking and are constantly looking for new creative ways to support staff to sustain the highest quality of care for children. This strengthens staff’s understanding of the children’s needs and how to support children.

p.5

The effectiveness of leaders and managers: good

The manager and therapy team distil learning from theoretical models to inform staff. This gives staff greater understanding of children’s emotional needs and supports them to deliver consistent and individualised care. Training in therapeutic approaches and an understanding of attachment theory underpin staff practice. This enables staff to better understand the reasons behind some of the children’s behaviours and provide a nurturing environment in which children thrive. Inspection report for children’s home: SC434223 6 Team meetings and supervision sessions take place regularly and are used as a place for reflection, learning and providing a comprehensive overview of the progress made by children. This allows all staff an opportunity to discuss children’s progress, generate ideas and have a consistent approach to the care provided. Important issues are tracked and discussed, and children are at the centre of all

p.5

The effectiveness of leaders and managers: good

staff practice. Inspection report for children’s home: SC434223 7

p.6

Statutory requirements

This section sets out the actions that the registered person(s) must take to meet the Care Standards Act 2000, The Children’s Homes (England) Regulations 2015 and the ‘Guide to the Children’s Homes Regulations, including the quality standards’. The registered person(s) must comply within the given timescales.

p.7

Requirement Due date

No measure of control or discipline which is excessive, unreasonable or contrary to paragraph (2) may be used in relation to any child.

p.7

Requirement Due date

The following measures may not be used to discipline any child—

p.7

Requirement Due date

any punishment involving the consumption or deprivation of food or drink;

p.7

Requirement Due date

any restriction, other than one imposed by a court or in accordance with regulation 22 (contact and access to communications), on—

p.7

Requirement Due date

a child’s contact with parents, relatives or friends;

p.7

Requirement Due date

visits to the child by the child’s parents, relatives or friends;

p.7

Requirement Due date

a child’s communications with any persons listed in regulation 22(1) (contact and access to communications); or

p.7

Requirement Due date

a child’s access to any internet-based or telephone helpline providing counselling for children. (Regulation 19 (1) (2)(a)(b)(c)(i)(ii)(iii)(iv))

p.7

Requirement Due date

The registered person must ensure that negative consequences given to children are restorative in nature and in line with the home’s statement of purpose. 7 April 2024 Inspection report for children’s home: SC434223 8

p.7

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 Care Standards Act 2000 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 Children’s Homes (England) Regulations 2015 and the ‘Guide to the Children’s Homes Regulations, including the quality standards’. Inspection report for children’s home: SC434223 9

p.8

Children’s home details

Registered provider: Keys Specialist Residential Children’s Services Ltd

p.9

Children’s home details

Registered provider address: Second Floor, Maybrook House, Queensway, Halesowen, Worcestershire B63 4AH

p.9

Inspector

Marianne Grandfield, Social Care Inspector Inspection report for children’s home: SC434223 10 regulates and inspects 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.

p.9

Inspector

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 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.10

Inspector

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

p.10

Inspector

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.10