St John's Catholic Specialist School, Boston Spa

Inspection report for residential special school - St John’s Catholic Specialist School, Boston Spa 1 St John’s Catholic Specialist School, Boston Spa Church Street, Boston Spa, Wetherby, West Yorkshire LS23 6DF Residential provision inspected under the social care common inspection framework

p.1

Information about this residential special school

This is a non-maintained day and residential special school for children aged from three to 19 years with a range of special educational needs and/or disabilities, including hearing impairments. Residential accommodation is in the main school building and is arranged in separate groups according to the ages and needs of the children.

p.1

Information about this residential special school

There is a significant emphasis on supporting the development of children’s spoken language. The school has 82 children on roll. At the time of this inspection, 14 children were accessing the residential provision. Several of these children are post- 16 students, most of whom attend local colleges to complete their education.

p.1

Information about this residential special school

The head of care has recently vacated their role. The deputy head of care is currently acting up.

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: 6 February 2024

p.1

outstanding

Overall judgement at last inspection: good Inspection report for residential special school - St John’s Catholic Specialist School, Boston Spa 2

p.1

outstanding

Children who use the residential provision are making exceptional progress in their lives. There is an unrelenting commitment from staff, leaders and managers to prioritise children’s needs. This is underpinned by the determination from leaders and managers not to compromise the values and faith that the school promotes.

p.2

outstanding

Life in residence is relaxed, jovial and peaceful and offers a safe sanctuary for the children. This has been pivotal in increasing children’s confidence, self-esteem and communication skills. Additionally, children form caring relationships with other children in residence. There is a real sense of togetherness, which is forged by staff who are committed and take pride in their roles.

p.2

outstanding

The children’s ‘All About Me’ and behaviour support plans are personalised and meaningful. They are written with love and care and bring each child to life. This gives staff confidence in being able to quickly learn or reinforce care practices that work for children. Parents’ contributions to their child’s care plans are a crucial element in this.

p.2

outstanding

Staff are patient and sensitive around nurturing children’s independence skills. Children gradually learn vital life skills that increase their independence as well as their confidence. Children become adept at tending to their daily personal care needs, as well as in their ability to access resources in the local community.

p.2

outstanding

There is a strong and consistent focus to develop children’s ability to communicate effectively. Staff are skilled at applying methods that enable this. There is a clear desire and determination to ensure that children are not hindered or limited by their hearing impairment or additional needs. Staff lovingly and skilfully cherish and harness children’s individual traits, personalities and talents.

p.2

outstanding

Staff raise children’s awareness of topical teenage issues. One child said, ‘They talk to us about things like healthy relationships and stuff.’ Children are helped to understand the dangers of smoking and vaping. Children are also helped to understand the importance of personal space, appropriate touch and issues around consent. These sensitive but necessary conversations help children to develop their awareness and responsibilities to themselves and others.

p.2

outstanding

Ultimately, leaders and managers are aspirational for the students in residence. This galvanises staff to support children to have the ambition and confidence to pursue their hopes and aspirations in life. As a result, children in residence have been supported to successfully establish themselves in college and on apprenticeship schemes. Some children have been successful when applying to study at university. These are all excellent achievements. Inspection report for residential special school - St John’s Catholic Specialist School, Boston Spa 3

p.2

outstanding

The school’s strong sense of faith and values underpins their approach to safeguarding. Indeed, safeguarding processes are embedded, and there are measures in place to ensure that they are reviewed frequently.

p.3

outstanding

Designated safeguarding leads (DSLs) work closely with the acting head of care and staff to ensure that there is a whole-school approach to safeguarding. Additionally, the DSLs understand and embrace their role to the fullest. As a result, collaborative multi-agency work is effective and, therefore, better protects children and young people.

p.3

outstanding

Leaders and managers have made excellent efforts to demystify safeguarding processes. Staff, parents and children have access to information associated with the broad area of safeguarding. Much of this is easily accessed from the school’s website. This shows the school’s intent to make safeguarding everybody’s responsibility.

p.3

outstanding

Leaders and managers invite external expert agencies into school to help improve their ability to better safeguard students in residence. For example, the school approached a local authority to undertake a safeguarding audit in school and residence. This demonstrates the school’s transparent culture, and its determination to do right by its students and prevent a closed culture from emerging. The audit demonstrated areas of exemplary practice.

p.3

outstanding

Staff are skilled at using the school’s electronic recording system to record details of incidents or concerns associated with the children. Staff record incidents succinctly and include context and how risks have been managed and responded to. This promotes better transparency and accountability. Additionally, this enables learning and accurate information to be shared with children’s parents and other professionals.

p.3

outstanding

There have been no recorded physical interventions in residence. This is in part due to the loving and respectful relationships that staff have forged with the children. Naturally, children experience moments of distress and crisis but staff skilfully apply their understanding of what works for the children. In doing so, times of challenge are resolved without the need for staff to physically intervene.

p.3

outstanding

Medication procedures are strong and thorough. Consent is clear in the children’s files and medication processes are embedded in practice. Additionally, the school nurse provides training for staff to increase their confidence and ability to provide excellent care for the children.

p.3

outstanding

Promoting positive mental health is a consistent and embedded area of practice in residence. The school has sought mental health first-aid training for staff. This ensures that there is a strong emphasis on better supporting children and young Inspection report for residential special school - St John’s Catholic Specialist School, Boston Spa 4 people to maintain positive mental health. Notably, the school has been reaccredited with the gold standard award associated with promoting positive mental health.

p.3

The effectiveness of leaders and managers: outstanding

The residence forms a significant part of the school, and is not viewed as a separate entity. Care staff and teaching staff are intertwined in their commitment and duty of care to the children. Notably, the headteacher and the deputy headteacher carry out on-call duties for the residence. As a result, this provides a tangible insight for leaders and managers to better understand and support children in residence.

p.4

The effectiveness of leaders and managers: outstanding

The school has seamlessly managed both the headteacher and the head of care moving on from their roles in this period. This has been professionally and sensitively managed so as not to unsettle the children or the staff unnecessarily. This clearly demonstrates the school’s ability to plan and adapt to change.

p.4

The effectiveness of leaders and managers: outstanding

Leaders and managers wholeheartedly employ a transparent approach to care for children in residence. This means that the independent visitor, the regulator, the board of governors and other professional entities have unfettered access to information that they need to undertake their duties effectively. This approach derives from leaders’ and managers’ intent to welcome and embrace external learning opportunities to benefit children and young people.

p.4

The effectiveness of leaders and managers: outstanding

Staff speak positively about the support that they receive from the headteacher and the acting head of care. Staff feel listened to and valued. Staff say that they feel they make an important contribution to the school and that the experience and knowledge they bring are respected and valued by leaders and managers.

p.4

The effectiveness of leaders and managers: outstanding

The acting head of care’s audits concerning the residential provision are aspirational and meaningful. Additionally, leaders and managers refer to the national minimum standards to inform their evaluations. This has increased the confidence of leaders and managers in their application of the national minimum standards. Fundamentally, it has influenced leaders and managers to exceed them.

p.4

The effectiveness of leaders and managers: outstanding

Leaders and managers do not become stagnant or lose momentum in promoting continuous staff development. This is achieved by the school using its multi- disciplinary team effectively and through an evolving training programme. Staff speak positively about the training provided and demonstrate confidence in applying their knowledge and skills effectively in their work with children.

p.4

The effectiveness of leaders and managers: outstanding

There is an endeavour and commitment from leaders and managers to persistently seek to improve the school’s offer to children and young people. For example, the school is learning about and accessing therapeutic models that will further develop staff’s ability to be trauma informed in their care of the children. Inspection report for residential special school - St John’s Catholic Specialist School, Boston Spa 5 No breaches of the national minimum standards or points for improvement were identified during this inspection.

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 - St John’s Catholic Specialist School, Boston Spa 6

p.5

Residential special school details

Social care unique reference number: SC001535

p.6

Residential special school details

Headteacher/teacher in charge: Kevin Harrington

p.6

Residential special school details

Type of school: Residential special school

p.6

Inspectors

Steve Guirey, Social Care Inspector Jo Birtwhistle, Social Care Inspector Inspection report for residential special school - St John’s Catholic Specialist School, Boston Spa 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

Inspectors

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

Inspectors

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

p.7

Inspectors

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7