Farney Close School

Inspection report for residential special school - Farney Close School 1 Farney Close School Bolney Court, Crossways, Bolney, Haywards Heath, West Sussex RH17 5RD Residential provision inspected under the social care common inspection framework

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Information about this residential special school

There are 79 children on roll at the school, of whom 37 access the residential provision. Children mostly attend the residential provision Monday to Friday, with some children having more-bespoke placements in line with their needs.

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Information about this residential special school

The school is available to children with social, emotional, or mental health and/or associated difficulties, such as speech and language or learning needs.

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Information about this residential special school

Only the residential provision was inspected.

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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: 1 November 2022

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outstanding

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

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outstanding

Children make exceptional progress because of the warm and nurturing relationships they have with the staff in the residential provision. Children talk positively about those who look after them, and can spend time with their friends in a social setting. Parents and foster carers are consistently positive about the residential provision. They said that they have seen a ‘100% improvement’ in children learning new life skills, that staff are ‘very open’, ‘very good at what they do’, and are ‘genuinely invested’ in their child.

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outstanding

After-school meetings provide a reflective space for children to consider how their day has been and resolve any anxieties or worries from the school day. This makes the evening routine smoother and allows children a chance to rest and relax.

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outstanding

Children are confident in sharing their ideas. Those who require more time are afforded this opportunity to ensure that their voices are heard. Children’s views are central to the planning of the residential provision. Their views are sought daily through the after-school meetings and general conversations. The school’s ‘pupil voice’ also includes representatives from children who attend the residential provision. This is an effective tool for children to share their views, request changes to rules or meals, and to request new activities or equipment. Children’s views are threaded throughout their plans and shared with other professionals through statutory reviews.

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outstanding

Children’s social progress is well understood, and children develop and learn new skills. Children are supported to understand issues that affect their everyday life. They learn better self-care skills, and how to look after their emotional and physical well-being. Staff’s support, alongside the excellent individually tailored support from the therapy team and school nurse, means that children learn about how to be healthy and what this means for them. Children’s plans grow, adapt, and develop as the children make progress and work towards greater independence and adulthood.

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outstanding

Children enjoy a wide range of physically and emotionally stimulating activities. Each child has a specific morning and evening activity plan. These help to prepare them for their school day and support them to relax in the evening. Children go to local swimming pools and enjoy cinema trips and meals out, in addition to the varied opportunities available on site. Children are engaged in charity events, and many are working towards Duke of Edinburgh Awards.

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outstanding

Children’s moves to the school are well managed by a dedicated team, who ensure that both the child and their parents/carers know what to expect. Children who are new to the residential provision say that they like it, and that they are settling in well. Staff are attuned to any changes in dynamics, providing a safe environment for all children to settle in. Children who are moving on to colleges benefit from Inspection report for residential special school - Farney Close School 3 meticulously planned moves, with staff providing individualised support. This helps children to familiarise themselves with the new setting.

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outstanding

Children are comfortable and relaxed in the residential areas. They confidently approach staff with any worries or concerns. Staff are acutely aware of each child’s vulnerabilities both online and in the community.

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outstanding

Children learn how to keep safe through a range of approaches. These include supportive discussions with staff and groups organised by the school’s multi- disciplinary team. Residential staff, the school’s social worker, and therapists work collectively to ensure that children learn what is safe and acceptable for both them and others. Staff work closely with local police and other providers. Consequently, workshops, talks, and performances about safety are regularly held. No subject is seen as ‘off limits’, and staff are skilled in tackling tricky and sensitive subjects. As a result, children feel able to share their questions, worries, or curiosities about relationships with staff.

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outstanding

Safeguarding concerns are managed swiftly and robustly. Liaison with partner agencies is a strength. Leaders do not work in isolation and are keen to check their decision-making with external safeguarding professionals. This ensures that children have the best help possible and are safe in the school and when at home.

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outstanding

Joint working with the therapy team and external well-being professionals means that children’s emotional needs are well met. Children who may harm themselves are monitored effectively. Should any incidents occur, children are supported in line with their plans, which are clear and accessible to all staff. The residential provision is a safe space for children to explore who they are. The school has proudly attained the ‘Rainbow Award’ to demonstrate their LGBTQ+ awareness.

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outstanding

Children do not raise bullying as a concern. However, issues within friendships and group living can lead to unkindness. This is managed swiftly and effectively through restorative discussions to help children to work through their differences, which provides them with skills to resolve conflict in the future.

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outstanding

Staff understand each child’s cues that indicate when they are becoming unhappy, worried, or upset. Staff help to diffuse, redirect, or work through any challenging feelings that children have. Staff understand the impact of trauma and that behaviour is a way of communicating a need. Staff respond with nurture and care, and children have the space and time to reflect on how they feel. If there is an incident, children are supported with approaches that help them to cope when they are feeling upset or frustrated. Physical interventions are rarely used in the residential provision. Records are highly detailed about the child’s presentation when they are upset. This helps staff to better support them to understand their feelings in Inspection report for residential special school - Farney Close School 4 the future. Children are further encouraged to respect their peers, staff, and themselves through kindness awards.

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outstanding

Children are protected from avoidable risks through regular checks of the school’s buildings and grounds. Safer recruitment procedures are followed to reduce the chance of children being in contact with inappropriate people.

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The effectiveness of leaders and managers: outstanding

Leaders are highly aspirational for all children, and this is reflected through the care provided by staff. Leaders empower staff to provide exceptionally ambitious care, and support the children to be the best that they can be. The residential provision provides a safe and nurturing space where children learn and develop new skills.

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The effectiveness of leaders and managers: outstanding

Staff are well respected by the senior leaders, who recognise the skills and abilities of the team. Staff say that the work environment is positive, with staff supporting each other and working cohesively as a team. They can challenge each other professionally and do so in the knowledge that it is to improve the care and outcomes for children. Staff approach leaders with new ideas, or for support and guidance. Leaders are visible and available.

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The effectiveness of leaders and managers: outstanding

Staff benefit from a variety of training. This ensures that they have the skills to meet the needs of the children. Some staff undertake additional training, which benefits children even further. For example, some staff are qualified as swimming coaches or have become forest-school leaders. The recent addition of a school foodbank has been warmly received.

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The effectiveness of leaders and managers: outstanding

Leaders evaluate children’s progress through an innovative and colourful monitoring tool. It is an easily accessible tool for children and staff to see successes and areas for further development and support. Individual pupil passports provide a quick reference for all staff to ensure a consistent approach to supporting children across the day. Records are clear and written with children in mind. Reports that are linked to incidents or challenging situations are worded in a way that helps children to understand and learn. Plans are written for the child using nurturing and supportive language throughout.

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The effectiveness of leaders and managers: outstanding

Development plans for the provision are reflective and aspirational. The residential provision is threaded throughout the plans for the whole school, which recognises the importance that the residential provision holds for children. Leaders are consistently seeking to improve. Development plans show how they will continue to seek innovative approaches to care through training, accreditation with recognised bodies, and partnership working with other local schools. Inspection report for residential special school - Farney Close School 5

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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 - Farney Close School 6

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Residential special school details

Social care unique reference number: SC014513

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Residential special school details

Headteacher/teacher in charge: Sara Hack

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Residential special school details

Type of school: Residential Special School

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Residential special school details

Email address: sara.hack@farneyclose.co.uk

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Inspector

Jennie Christopher, Social Care Inspector Inspection report for residential special school - Farney Close 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 after children, safeguarding and child protection.

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Inspector

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Inspector

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Inspector

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