Pontville Residential School

Inspection report for residential special school - Pontville Residential School 1 Pontville Residential School Pontville School, Black Moss Lane, Ormskirk, Lancashire L39 4TW Residential provision inspected under the social care common inspection framework

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Information about this residential special school

Pontville is an independent school that specialises in supporting pupils between the ages of five and 19 with autism and speech, language and communication needs.

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Information about this residential special school

The school is situated in a residential area on the outskirts of Ormskirk. The residential provision can accommodate a maximum of seven children. At the time of the inspection, four children were staying for four nights a week, Monday to Friday, during term-time only.

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Information about this residential special school

The head of care has been in post for several years and has a relevant qualification as required by the national minimum standards. This was an aligned inspection incorporating the school and the residence.

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Overall experiences and progress of

children and young people, taking into account

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requires improvement to be good

How well children and young people are helped and protected requires improvement to be good

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requires improvement to be good

The effectiveness of leaders and managers requires improvement to be good

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requires improvement to be good

The residential special school is not yet delivering good help and care for children and young people. However, there are no serious or widespread failures that result in their welfare not being safeguarded or promoted.

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requires improvement to be good

Date of last inspection: 18 December 2023

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requires improvement to be good

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

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improvement to be good

The overall experiences and progress of the children in residence are not yet good. This is because of significant weaknesses in the school’s safeguarding processes. Leaders and managers have not ensured that safeguarding arrangements are effective, leaving children at potential risk of harm. Children speak positively about their time in residence, however, they do not experience a safe and supportive environment when they are in school.

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improvement to be good

When children raise complaints with residential staff, these are not always taken seriously by the head of care. For example, one child reported a concern to residential staff regarding school. No formal process was followed. The child felt their voice was not heard. This failure to address complaints appropriately undermines the children’s trust and compromises their overall well-being and safety.

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improvement to be good

Staff in residence know the children well. They are committed to their roles and use a loving approach to children’s care. All the staff have been working in residence for a significant period and they are confident in their roles. However, flaws in the school’s safeguarding processes limit staff’s ability to respond effectively to concerns that may arise in school. The residential staff state that they ‘keep separate’ from the school and remain in their ‘bubble’. This is further evidence that while the children’s experiences in residence are positive, their time in school is not.

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improvement to be good

Staff are skilled in holding important conversations with children when the opportunity arises. However, it is unclear how older children in residence are supported to better understand issues associated with sexual health and consent associated with intimate relationships.

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improvement to be good

Staff have made excellent efforts to create a homely environment in the children’s residence. The walls are adorned with photos that show staff and children enjoying memorable moments together. The children’s bedrooms are personalised. Staff create a calm and relaxing atmosphere. The children are clearly at ease and feel safe in residence.

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improvement to be good

Staff ensure that the children are supported to follow their passions in life. Children have drum lessons, go to Girl Guides and go swimming. In doing so, children develop a sense of purpose and are motivated through pursuing their interests.

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improvement to be good

The school’s safeguarding processes are weak and ineffective. This has resulted in a lack of direct action and accountability. Additionally, the head of care was unaware of a whistle-blowing concern raised by a member of residential staff regarding school Inspection report for residential special school - Pontville Residential School 3 staff. This highlights serious communication failures and reflects a closed culture where issues are not transparently addressed.

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improvement to be good

There is frequent use of physical intervention in the school, and there is limited learning from these incidents. The school does not use the designated safeguarding leads effectively and their roles are limited by the school. Additionally, the school headteacher is unable to seek support from the designated safeguarding leads to better manage risks associated with poor staff practice. Consequently, the school’s approach to the designated safeguarding role places an unhealthy burden on the headteacher.

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improvement to be good

While physical intervention has not been used with children in residence, they frequently witness such practice in school. Children in school say children are often held on the floor and carried by school staff. Despite these serious concerns, the head of care fails to challenge or question these practices, falling short of the standard of care and advocacy expected from a responsible guardian. This lack of challenge undermines the children’s trust and well-being, leaving them vulnerable.

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improvement to be good

The school headteacher has implemented a system to track and monitor low-level concerns about staff conduct. The school did not have an established system in place before the new headteacher started work at the school in September 2024. The delay in the implementation of this system means that there have been missed opportunities for staff learning, which would help to ensure that the children in residence are kept as safe as possible during their school day.

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improvement to be good

Staff are confident and nurturing when supporting children who are suffering with poor mental health. In such cases, the head of care works effectively alongside mental health specialists to better support the child.

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improvement to be good

Effective software systems are in place to alert staff to children accessing potentially harmful material online. In these instances, designated safeguarding leads are quick to immediately assure themselves of the children’s welfare.

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good

School processes have weakened the head of care’s ability to support staff who raise concerns about staff practice. These processes cut the head of care out of the safeguarding loop. This curtails their ability to better support staff through this process. It also diminishes the head of care’s ability to address concerns directly with the school headteacher.

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good

The head of care is the governor responsible for the oversight of residential care. This limits the opportunity for wider scrutiny of children’s experiences in residence. Self-reporting increases the risk of an emerging closed culture. Inspection report for residential special school - Pontville Residential School 4 The independent visitor and independent person are not employed by the organisation. This is compliant with the national minimum standards. However, the independent visitor’s reports have not identified the shortfalls around safeguarding processes. They have failed to identify that children’s voices are not heard when making complaints. Therefore, this process has not been entirely effective. Consequently, the head of care has not been challenged to review these issues.

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good

The head of care ensures that the therapy team works together with the care team in residence. This provides staff with additional support and guidance to carry out their roles and gives them a broader understanding of the children’s needs.

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good

The head of care’s input in residence is significant. She has been in post for several years and remains committed to her role. However, her work has been limited by the procedures and processes set by the school and she has not questioned or challenged them. This has contributed to the overall judgement of requires improvement. Inspection report for residential special school - Pontville Residential School 5

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special schools

The school does not meet the following national minimum standards for residential special schools:

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special schools

 The school should ensure that all staff are aware that safeguarding and promoting the welfare of children is everyone’s responsibility throughout the school and its residential facilities. (Residential special schools: national minimum standards 13.2)  Active steps are taken to enable all children to make their views known about their residential experience. Those views are recorded and taken into account in making everyday choices and in maximising their opportunities to develop independence. (Residential special schools: national minimum standards 18.2)

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Points for improvement

 The residential provision is a standing or regular item at the governing body meetings to ensure that children’s experiences and the quality of provision are systematically kept under review. At least one governor should have responsibility for the oversight of residential provision but responsibility for the quality of provision lies with the governing body as a whole. At least one governor should also be expected to visit the residential provision on a regular basis. The school should consider who is best placed to objectively undertake this role. (‘Residential special schools: national minimum standards’. 2.2)  There is a written plan in place for each child resident in the school setting out how their day-to-day needs will be met, known as the placement plan. The plan is thorough and specific to the child and is agreed, as far as is practicable, with the child, the child’s parents/carers, and any placing authority for the child. The

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Points for improvement

placement plan identifies the needs of that child that the school should meet, assesses any risk, and specifies how the school will care for the child and promote their welfare on a day-to-day basis. For some children, this will mean structuring work around sexual health and consent associated with intimate relationships. (‘Residential special schools: national minimum standards’. 7.1)  Monitoring visits are carried out unannounced. They include checks on complaints and individual care plans for children. Additionally, evaluation of the quality of the provision and effectiveness of the care provided to children and whether they are safeguarded. (‘Residential special schools: national minimum standards’, 3.2) Inspection report for residential special school - Pontville Residential School 6

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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 - Pontville Residential School 7

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Residential special school details

Social care unique reference number: SC061727

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Residential special school details

Headteacher/teacher in charge: Hayley Dorian

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Residential special school details

Type of school: Residential Special School

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Residential special school details

Email address: admin@witherslackgroup.co.uk

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Inspectors

Steve Guirey, Social Care Inspector (lead) Jo Birtwhistle, Social Care Inspector Inspection report for residential special school - Pontville Residential School 8 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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Inspectors

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Inspectors

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Inspectors

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