Holly House School

Inspection report for residential special school - Holly House School 1 Holly House School Holly House School, Church Street North Old Whittington, CHESTERFIELD, Derbyshire S41 9QR Residential provision inspected under the social care common inspection framework

p.1

Information about this residential special school

Holly House School is a maintained residential community special school for children with social, emotional and mental health difficulties. The school provides education for 44 children aged seven to 14 years. The residential provision is in an annex to the main school and provides accommodation for up to eight children each night from Monday to Thursday during term time.

p.1

Information about this residential special school

There is a qualified and experienced head of care in place.

p.1

Information about this residential special school

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

p.1

Overall experiences and progress of

children and young people, taking into account

p.1

outstanding

How well children and young people are helped and protected outstanding

p.1

outstanding

The effectiveness of leaders and managers outstanding

p.1

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.

p.1

outstanding

Date of previous inspection: 7 March 2023

p.1

outstanding

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

p.1

outstanding

Children enjoy exceptional experiences in the residential provision. The staff team is exceptional. The staff are dedicated and knowledgeable childcare practitioners. The staff nurture children. They are positive adult role models, who teach children a wide range of life skills. As a result of this nurturing approach, children thrive and enjoy positive outcomes.

p.2

outstanding

Excellent relationships with parents and carers are central to ensure successful residential stays. Effective communication reassures parents and carers. One parent said, ‘Staff are brilliant and fantastic. We could not have done it without them.’ Another parent said, ‘It’s like a home from home; my son loves staying and always comes home happy.’

p.2

outstanding

Children make significant progress with their behavioural, emotional, and mental health needs. Research-informed practice promotes children’s mental health. This is embedded in the residential setting and has been widened throughout the school. Children have roles as ‘well-being’ ambassadors to support other children. This practice makes an exceptional difference to children’s daily lives.

p.2

outstanding

The residential team has high aspirations for the children. The cohesive residential and education teams support children to reach their individual targets. This promotes children’s improved academic outcomes. Staff teach children a wide range of skills, which benefit academic attainment. Staff support children to develop improved self- regulation. This supports improved concentration and engagement when in school.

p.2

outstanding

Exceptional care and a wide range of activities enable children to have stimulating experiences. They undertake charity and community work. They enjoy holidays of their choice and regular trips to places of interest. Staff provide children with daily activities to expand their potential. Children enjoy opportunities that they may otherwise not have.

p.2

outstanding

Staff promote healthy lifestyles. Children learn about healthy eating. They have their own garden where they grow vegetables. Staff support children to take part in a wide range of physical and sporting activities. These promote improved physical health, self-confidence, and skills. Healthcare practice is excellent.

p.2

outstanding

Children who leave the residential provision enjoy celebrations with the staff and children. Their achievements are celebrated, and they leave with a bound photographic journal. This means that they will have memories of their childhood to reflect on. Inspection report for residential special school - Holly House School 3

p.2

outstanding

Safeguarding practice continues to be steadfast. There have been no instances of children going missing from the home since the last inspection. Risks to pupils are well understood. Clear plans are put in place, with strategies to minimise potential risk. Leaders, managers, governors and staff understand safeguarding risks. This means that they are vigilant and have professional curiosity.

p.3

outstanding

Children say that they feel safe and that residential staff teach them to keep safe. Staff are creative in teaching children about risks and staying safe. A parent said, ‘He [their child] is safe and staff know his needs.’

p.3

outstanding

Behaviour management is exceptional. A parent said, ‘Home life is more settled. He [their child] comes home calm and wanting to see us. The staff are brilliant.’ Children enjoy their residential experience. They want to be there. They have fun and enjoy their time, within clearly defined boundaries. There have been no physical interventions. This reflects a very settled residential cohort.

p.3

outstanding

When children are new to residential care, excellent pre-admission planning underpins the success of placements. Any risks are well understood. Staff support children to understand and manage their emotions and behaviours. This means that risks are significantly reduced.

p.3

outstanding

Safeguarding children, both within and outside of the home, requires meticulous planning. This planning reduces risk and keeps children safe. Risk assessments are continually reviewed to accurately reflect levels of risk. This means that, when possible, children can experience new challenges and develop new skills while remaining safe.

p.3

outstanding

The residential provision and school share several trained and experienced designated safeguarding leads. This provides 24-hour safeguarding support. The team understands the needs of the children and their families. The staff work in partnership with agencies and have effective links with local authority designated officers. This collaboration enables the sharing of best practice to keep children safe.

p.3

outstanding

Children, staff and visitors are protected and their welfare promoted through the rigorous health and safety arrangements throughout the education and residential environments.

p.3

The effectiveness of leaders and managers: outstanding

The head of residential care has been exceptionally well supported to fulfil his role. This is because of the commitment of the senior leadership team. The head of care praised the headteacher and their impact on children. The headteacher has taken the outstanding elements of the residential provision and is integrating them into the Inspection report for residential special school - Holly House School 4 school. The headteacher has a very clear ethos and plan for the whole school to provide ‘a community to build ambition to achieve potential’.

p.3

The effectiveness of leaders and managers: outstanding

Leaders and managers have a detailed understanding of the holistic needs of the children. They have a commitment to make sure that each child reaches their individual potential. Leaders and managers provide clear evidence of the progress and plans for each pupil.

p.4

The effectiveness of leaders and managers: outstanding

The residential team is well established and highly effective. The head of care provides steadfast leadership of his team. The team is aspirational for all children. The team has an excellent team morale and a sense of shared ownership. This ensures a continued and dynamic improvement across the provision.

p.4

The effectiveness of leaders and managers: outstanding

Governance has improved since the last inspection. The governing body ensure that there is a high degree of independent scrutiny. The chair of the governors is also the residential governor. The composition of the governing body means that residential provision is meaningfully represented at all levels.

p.4

The effectiveness of leaders and managers: outstanding

Meticulous internal and external quality assurance secures a detailed analysis of the operation of the residential setting. This means that leaders and managers have a clear understanding of the school’s strengths and weaknesses. Firm plans are in place to drive continual improvement.

p.4

The effectiveness of leaders and managers: outstanding

Leaders and managers have well-established working relationships with a wide range of professionals and partner agencies. They continue to develop new networks to share and improve practice. For example, they attend regional manager meetings and visit other residential settings. This practice ensures that the residential team provides the best possible care and outcomes for children.

p.4

The effectiveness of leaders and managers: outstanding

There has been an excellent response to the recommendations from the last inspection.

p.4

The effectiveness of leaders and managers: outstanding

All national minimum standards are met and there are no recommendations for improvement identified at this inspection. Inspection report for residential special school - Holly House School 5

p.4

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 - Holly House School 6

p.5

Residential special school details

Social care unique reference number: SC056234

p.6

Residential special school details

Headteacher/teacher in charge: Mr Marc Hughes

p.6

Residential special school details

Type of school: Residential Special School

p.6

Residential special school details

Email address: info@hollyhouse.derbyshire.sch.uk

p.6

Inspector

Amanda Ellis, Social Care Inspector Inspection report for residential special school - Holly House 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.

p.6

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.7

Inspector

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

p.7

Inspector

T: 0300 123 4234 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7