Alfriston School

Inspection report for residential special school – Alfriston School 1 Alfriston School Alfriston School, Penn Road, Knotty Green, Beaconsfield, Buckinghamshire HP9 2TS Residential provision inspected under the social care common inspection framework

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Information about this residential special school

Alfriston School is a state funded special school for girls aged between 11 and 18 with moderate learning difficulties or speech, communication and language needs. Boarders stay at the school for three nights each week, from Monday to Thursday.

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Information about this residential special school

At the time of the inspection, there were 18 students using the residential provision.

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Information about this residential special school

The inspector 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: 30 January 2024

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good

Overall judgement at last inspection: good Inspection report for residential special school – Alfriston School 2

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Overall experiences and progress of children and young people: good

Children are making positive progress. There is a strong emphasis on supporting them to develop their independence and self-autonomy to prepare them for moving on. Children benefit from an expanding curriculum as they progress and this is carefully structured to promote increasing opportunities for them to learn and develop the skills that they will need in adult life.

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Overall experiences and progress of children and young people: good

Children benefit from opportunities to experience semi-independent living and this enables them to develop valuable life skills. Leaders have changed how children access this and consequently many children will have additional opportunities to experience this during their time in the residential provision.

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Overall experiences and progress of children and young people: good

Children benefit from trusting relationships with familiar adults. They know who they can talk with and how to seek support. Staff have created an open culture which encourages children to use their peer support and express their feelings and emotions. Staff are sensitive and well attuned to children’s individual’s needs; they adapt their approach to ensure that children can communicate in their preferred manner.

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Overall experiences and progress of children and young people: good

Children benefit from a wide range of extra-curricular activities and learning opportunities. Children attend an external youth club. This provides an environment to develop their communication and social skills. Staff also use this as an opportunity to observe children’s wider social and emotional development and their interpersonal skills.

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Overall experiences and progress of children and young people: good

Children benefit from an extensive therapy and assessment programme. The newly appointed headteacher is invested in further expanding this work. Children can access support without delay and the provision has built good working links with local services and organisations to further develop the support available to children.

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Overall experiences and progress of children and young people: good

Children are welcomed to the residential provision in a sensitive and careful manner that is focused on what works best for them. The head of care demonstrates a strong understanding of the importance of building positive working relationships with parents and helping them to understand their children’s experiences.

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

There is a strong and proactive safeguarding culture. A newly implemented monitoring system initiated by the head of care has increased leaders’ wider understanding of children’s well-being. Leaders demonstrate an excellent understanding of their safeguarding responsibilities and frequently provide practical and emotional support to children outside of their day-to-day responsibilities. There are a range of other monitoring systems that help ensure children’s safety. Inspection report for residential special school – Alfriston School 3 Children feel safe and can identify key adults whom they can speak to. Positive behaviour is encouraged, and the staff team uses natural consequences when required to support children’s learning and develop their self-regulation.

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

All staff are suitably vetted and there are clear systems in place to ensure the ongoing management of staff. For example, Disclosure and Barring Service checks are updated for all relevant staff every three years, and there is mandatory supervision of contractors when required.

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

The physical environment is safe, and the site is well maintained. The business manager has a methodical approach to ensuring all health and safety responsibilities are fulfilled in a diligent manner. Many children have physical or sensory needs. Staff carefully manage transitions between the school and the residential provision to ensure that children’s well-being is prioritised.

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

The head of boarding has made some changes to the medication process to make it more streamlined. The senior leadership carefully considered relevant statutory guidance before making the changes. However, some staff say that they are struggling to adapt. Leaders are supporting them to ensure that they feel confident to fulfil their responsibilities in relation to the safe administration of medication.

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

Since the last inspection, there have been several updates to internal policies and procedures, although the school’s child protection policy has not been updated to accurately reflect recent changes in statutory guidance and current child protection legislation.

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The effectiveness of leaders and managers: good

The provision is transitioning through a period of change following two new leadership appointments. This has led to the review and implementation of a wide range of changes. One parent said: ‘The new head and head of care are showing exceptional listening and communication initiatives.’ Senior leaders have a clear vision and aspire to develop their therapeutic practice and to realign the school and boarding into a more singular entity.

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The effectiveness of leaders and managers: good

The leadership team has welcomed professional challenge from internal and external monitoring and quality assurance activities. They have ensured that any improvements have been carried out in a timely way and the effectiveness of the changes is routinely reviewed. For example, improvements have been made to the arrangements for the security and transportation of medication being brought into the school by children from the residential provision.

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The effectiveness of leaders and managers: good

The admissions process is focused on children’s individual needs and identifies those children who would benefit most from the extra support that the residential provision provides. All staff have high aspirations for children and speak passionately about the privileged position they have in supporting children to grow and develop. One parent said: ‘[The residential provision] has allowed my child to go from strength to Inspection report for residential special school – Alfriston School 4 strength. Staff go above and beyond to help ensure that my child is able to be as independent as possible.’

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The effectiveness of leaders and managers: good

Senior leaders engage effectively with parents, and p arents value the input that they can have into the continued development of the provision.

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The effectiveness of leaders and managers: good

Governors maintain good oversight of the provision and regularly visit children to gather their wishes and feelings. Following visits, they produce a report with recommendations for leaders to consider.

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The effectiveness of leaders and managers: good

Leaders have recognised the increasing complexity of children’s needs and the importance of expanding the help and support available to children and their families. Leaders have developed good working relationships with local organisations and statutory agencies.

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The effectiveness of leaders and managers: good

The head of care demonstrates a comprehensive understanding of children’s everyday needs and has implemented a change to the approach in which the progress of children is reviewed. Consequently, progress reports are child-centred, and meaningful, and provide a strong sense of the experiences that children have. Inspection report for residential special school – Alfriston School 5

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Points for improvement

 Leaders should ensure that safeguarding policies reflect the most up-to-date national legislation.  Leaders should continue to support staff to develop their confidence and autonomy in the administering and recording of medication in line with recent policy changes within the school.

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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 – Alfriston School 6

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Residential special school details

Social care unique reference number: SC023097

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Residential special school details

Headteacher/teacher in charge: Claire Smart

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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@alfristonschool.com

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Inspector

Ashley Edwards, Social Care Regulatory Inspector Inspection report for residential special school – Alfriston 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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