Limpsfield Grange School

Inspection report for residential special school - Limpsfield Grange School 1 Limpsfield Grange School Limpsfield Grange School, 89 Bluehouse Lane, Oxted, Surrey RH8 0RZ Residential provision inspected under the social care common inspection framework

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Information about this residential special school

Limpsfield Grange School is a maintained day and residential special school for girls who have autism and are aged between 11 and 16. There are 92 students on roll, 33 of whom access the boarding provision. The school curriculum, which focuses on well-being, achievement, communication and independence, aims to enable each child to live a fulfilled and independent life.

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Information about this residential special school

The boarding provision operates from Monday to Thursday. Students stay for either two or four nights per week. At the time of this inspection, 25 students were accessing the residential provision each evening.

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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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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

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

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outstanding

Children are overwhelmingly positive about their experiences of boarding. The nurture, care and support from the staff are empowering the children to become independent, resilient and aspirational young women. One child has written a presentation for other children on how boarding has changed her life and helped her grow in confidence. New boarders are welcomed sensitively and have a transition plan that best suits their personal needs to help them settle.

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outstanding

Day-to-day care and placement planning are child led and inclusive. This empowers children and has a positive effect on their progress and achievements. Staff and senior leaders proudly highlight children’s achievements. However, it is even more striking how the children themselves recognise their own and each other’s progress and talk proudly about this. They celebrate these achievements and promote an atmosphere of empowerment. Successes include learning new skills, such as how to use a toaster and being part of a research project for the local university.

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outstanding

At the end of the school day, children have access to a wide range of activities which offer learning, fun and development. For example, they have visited a local radio station to host a radio show, attended educational sessions at the local animal rescue charity, and learned new hobbies, such as rag rugging. This enables the children to try new experiences and expand on their life skills. Staff also facilitate a youth club that is open to autistic children in the community and lead on collaborative work with other local schools.

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outstanding

The staff support children to develop their independence skills by helping them to identify their own goals. Staff use a bespoke approach for each child and work at the child’s pace. One child talked proudly about her work experience at a local care home, while some of the other children are learning how to access the local town independently and volunteer in the local community shop. These activities help to prepare children for when they leave boarding and go out into the wider world.

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outstanding

The relationships between the staff in education and boarding are strong, with the targets from children’s education, health and care plans being seamlessly embedded through children’s placement plans and education plans. As a result, children are supported to work towards their targets consistently and make great progress.

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outstanding

Senior leaders ensure that there is highly effective oversight of safeguarding issues and that children’s safety is a priority. Staff keep detailed records and chronologies of events, which helps to build a holistic picture of children’s safety and well-being. When concerns arise, staff take swift, decisive and effective action. All the staff and Inspection report for residential special school - Limpsfield Grange School 3 governors receive regular, excellent-quality training in relation to safeguarding practice, which often includes external specialist speakers. As a result, staff recognise the importance of safeguarding, have good knowledge and are reflective in their practice. One staff member said, ‘Safeguarding is a jigsaw, you might have the first piece or the missing piece, it’s all important.’

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outstanding

Children reflected in a recent residential forum meeting about why they feel safe when boarding. They commented how the ‘safe food, fire drills and the staff being kind’ all help to make them feel safe when they stay.

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outstanding

Senior leaders promote an open, inclusive and diverse culture that is accepting of the children and all their needs and identities. This enables the children to feel accepted and able to explore their identity and sexuality. The staff are equally aware of how the children’s neurodiversity can affect them and explore this sensitive but important part of their identity.

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outstanding

There are suitable arrangements in place to meet the children’s health and medical needs. There is excellent communication between children, staff, families and health professionals to ensure that all children’s health needs are met, including thorough planning when a new child joins boarding. The staff support and advocate for children to manage their own medicines when this is appropriate. Any child needing emergency medication has a plan for this, and staff are suitably trained.

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outstanding

The boarding provision is well maintained and provides a homely environment for the children. The arrangements for ongoing maintenance and health and safety are diligently managed to ensure that the accommodation is safe and kept to an excellent standard.

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The effectiveness of leaders and managers: outstanding

The head of boarding is enthusiastic and aspirational for children. Established and well-embedded systems ensure that she has strong and effective oversight of the care and support that children receive. There is continuous reflection on how the staff can improve children’s experiences and ensure that they are prepared for adulthood and the next steps in their lives. There are plans for further development of the boarding provision to expand on the offer to children.

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The effectiveness of leaders and managers: outstanding

Feedback from parents and carers is consistently positive. One parent said:

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The effectiveness of leaders and managers: outstanding

‘We have seen her confidence grow beyond anything we could have expected. Her time at boarding complements the education she receives from the school, providing her with an incredibly rounded and enriching experience.’

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The effectiveness of leaders and managers: outstanding

All the staff receive regular supervision, training and annual appraisals. They feel supported by senior leaders and each other and are passionate about the support they offer to the children in their care. The head of boarding provides clear and Inspection report for residential special school - Limpsfield Grange School 4 concise information to staff to ensure that they know their role well. One staff member said, ‘Everyone is made to feel valued, students and staff alike.’

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The effectiveness of leaders and managers: outstanding

Communication between children, staff, parents and carers and the education staff is highly effective. Staff work in partnership with others to ensure that children receive consistent care.

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The effectiveness of leaders and managers: outstanding

Staff speak about the children with passion and clearly understand their needs. Staff want to empower the children to be the best version of themselves. They share a joint vision with the children about how this will be achieved. This bespoke approach to support and development also extends to staff. For example, one staff member, who is a former student at the school, was provided with a bespoke plan to achieve her care qualification when the ‘usual’ route for this did not meet her needs.

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The effectiveness of leaders and managers: outstanding

Governors’ meetings are well informed by the reports from the independent visitor and the governor responsible for the boarding provision, who provide excellent scrutiny. The boarding provision is a standing agenda item at governors’ meetings. This ensures strong oversight.

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The effectiveness of leaders and managers: outstanding

Practice is research informed and constantly evolving. Senior leaders share their extensive knowledge with other schools, organisations and educational establishments. They provide training, run community clubs, and take part in research and forum groups, some of which are led by the children. This innovative approach enables others to improve their practice. Inspection report for residential special school - Limpsfield Grange 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 - Limpsfield Grange School 6

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Residential special school details

Social care unique reference number: SC013885

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Residential special school details

Headteacher/teacher in charge: Sarah Wild

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Residential special school details

Type of school: Residential special school

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Residential special school details

Email address: head@limpsfield-grange.surrey.sch.uk

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Inspectors

Sara Stoker, Social Care Regulatory Inspector (lead) Rebecca Fisher, Social Care Regulatory Inspector Inspection report for residential special school - Limpsfield Grange 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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Inspectors

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Inspectors

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Inspectors

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