Cedar House School

Inspection report for residential special school - Cedar House School 1 Cedar House School Cedar House School, Bentham, Lancaster LA2 7DD Residential provision inspected under the social care common inspection framework

p.1

Information about this residential special school

Cedar House School is an independent specialist day and residential school. The school meets the needs of a diverse group of children who have a range of complex needs, including social, emotional and mental health difficulties.

p.1

Information about this residential special school

There is capacity for 18 children to receive residential stays at the school. At the time of the inspection, eight children stayed in three residential houses on the school site. Children’s stays can last for one week, two weeks or a half term, depending on their circumstances. All children were spoken with during this inspection.

p.1

Information about this residential special school

At the time of the inspection, there were 89 children on roll at the school.

p.1

Information about this residential special school

The school is set in a rural location on the North Yorkshire and Lancashire border.

p.1

Information about this residential special school

The head of care has lead responsibility for residential and has been in post since October 2022.

p.1

Information about this residential special school

The inspectors only inspected the social care provision at this school/on this site.

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 last inspection: 3 October 2023 Inspection report for residential special school - Cedar House School 2 Overall judgement at last inspection: outstanding

p.1

outstanding

Enforcement action since last inspection: none Inspection report for residential special school - Cedar House School 3

p.2

outstanding

Children speak highly of the residential provision, expressing positive views about both staff and their peers. They feel valued, with their voices listened to and respected. Opportunities for choice are embedded in daily routines, including activities and meal preferences. Children consistently report feeling safe and happy. One child said, ‘I love it here.’ Another child highlighted the strong support from staff, stating they feel comfortable discussing any concerns they may have.

p.3

outstanding

Exceptional work is being undertaken to create a strong sense of belonging for the children within the community. They are actively encouraged and supported to contribute positively through participation in charitable events. Children engage in a range of activities, including charity walks, food donations for the homeless and volunteering efforts such as litter picking. These experiences give the children a sense of pride and achievement.

p.3

outstanding

Children are actively engaging in voluntary work, enhancing their social, emotional and practical skills. These experiences provide them with a strong sense of achievement while also equipping them with essential life skills. For those preparing to transition to adulthood, structured plans and support are in place to ensure a smooth and well-prepared progression to the next stage in their life.

p.3

outstanding

Specialist staff equip children with tools and strategies to manage their feelings and concerns effectively. These approaches are shared with residential staff to ensure consistency in care and support. When needed, referrals are made to external agencies, with the clinical team maintaining strong community links to facilitate specialist support.

p.3

outstanding

One child has made considerable progress, including increased engagement in social interactions, improved emotional regulation and a significant reduction in incidents. Regular praise and rewards reinforce positive behaviours and help the children to recognise their successes.

p.3

outstanding

Children are provided with a wide range of engaging and educational activities that support their personal development. They are encouraged to join local clubs, such as Scouts and football teams, with their interests and hobbies actively celebrated and nurtured. For one child, opportunities have been created to further develop football skills, including enrolment in a referee course. Additionally, children participate in piano lessons, singing lessons, art classes and other extra-curricular activities. These experiences not only enrich their learning but also enhance peer interactions and social skills, playing a vital role in increasing independence.

p.3

outstanding

The staff understand the value of children’s time with their family. Family time has significantly improved for one child due to the dedicated support provided by staff Inspection report for residential special school - Cedar House School 4 and the child’s increased ability to manage their emotions effectively. Through ongoing guidance, the child has developed a better understanding that experiencing big emotions is a natural part of life and has been encouraged to express them in a safe way. This approach has led to a noticeable reduction in incidents, allowing for more positive and meaningful time with their family. As a result, the child is building stronger relationships and developing essential coping strategies that contribute to their overall well-being and emotional resilience.

p.3

outstanding

There is a strong safeguarding culture embedded within the school. The school’s openness and transparency with Ofsted, safeguarding partners and parents consistently reinforce this commitment. Written records clearly reflect the school’s dedication to working collaboratively and fulfilling its safeguarding responsibilities. The designated safeguarding leads (DSLs) fully understand and embrace their roles, demonstrating a proactive approach that influences and strengthens the overall safeguarding culture.

p.4

outstanding

Safeguarding referrals are made as required, with thorough follow-up processes in place. The head of care works closely with the DSL to ensure that all concerns are addressed appropriately. It is particularly commendable that care staff are highly attuned to the information shared by children, demonstrating professional curiosity by asking the right questions to gather essential details. This proactive approach ensures that concerns are promptly reported and acted on. Children are reassured that they have done the right thing by speaking up, and targeted support is provided.

p.4

outstanding

The school maintains excellent records, capturing events leading up to incidents and the strategies used to reduce the need for physical interventions. Staff actions are well documented, ensuring transparency. Debriefs are conducted with both staff and children, with the children’s debriefs taking place when they feel ready. Each incident is scrutinised by the head of care with input from the clinical team, reviewed for learning opportunities and used to update behaviour plans. The school’s approach to managing anxieties and promoting kindness is exceptional, with the school’s model of care well embedded throughout the whole school.

p.4

outstanding

Children are supported in understanding potential dangers and learning how to reduce risks to themselves. They receive guidance on topics such as the risks of vaping, going missing, walking alone at night, substance misuse and exploitation. Through targeted education and support, children develop the knowledge and skills needed to make safer choices and protect themselves in various situations.

p.4

outstanding

Staff work closely with parents to enhance their ability to keep their children safe, ensuring that safety plans are consistently maintained at home. This collaborative approach has been particularly effective in supporting the families of specific children, strengthening their understanding of risk and protective strategies. By Inspection report for residential special school - Cedar House School 5 equipping parents with the necessary skills and knowledge, the school ensures a cohesive approach to safeguarding, both in the residential setting and beyond.

p.4

The effectiveness of leaders and managers: outstanding

The head of care maintains a calm and composed approach in her demanding role. She has confidence in the deputy manager, the staff and the wider team. This allows her to continue delivering outstanding support and exceptional care to the children. Children are at the heart of everything she does; she loves them, and it shows.

p.5

The effectiveness of leaders and managers: outstanding

The head of care is persistent, consistent and unwavering in her commitment to the well-being of the children. She ensures that no concern is overlooked when it comes to their care. Her dedication to mapping out and sharing a particular incident with multiple local authorities and police forces has not only safeguarded the children within the school but has also contributed to the protection of others beyond the setting.

p.5

The effectiveness of leaders and managers: outstanding

Children benefit from the care of an experienced and dedicated staff team, which provides excellent support tailored to their individual needs. Staff are creative and reflective, continuously seeking ways to enhance children’s experiences and promote their progress. They are highly attuned to the children, knowing them well and delivering care that aligns with their specific needs. Their passion for the school is evident, as they speak with joy about the children’s achievements.

p.5

The effectiveness of leaders and managers: outstanding

Residential care is a standing agenda item in board meetings, ensuring continuous focus and accountability. The head of care’s report includes feedback from three independent professionals, providing an essential external perspective and challenge. Additionally, the regional director, who has oversight of the residence, conducts regular visits to the three homes, offering professional scrutiny and further strengthening the level of oversight and accountability.

p.5

The effectiveness of leaders and managers: outstanding

Staff highly value the support from managers and hold leadership in high regard. The head of care and the team consistently go above and beyond for the children in residence. This dedication is evident in all aspects of their work, particularly in their support for a child who has now left the school. During a challenging period in the child’s life, a serious incident was expertly managed due to the quick thinking and professionalism of the staff. Their response ensured the safety and well-being of both the child and others. Inspection report for residential special school - Cedar House School 6

p.5

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 - Cedar House School 7

p.6

Residential special school details

Social care unique reference number: SC040058

p.7

Residential special school details

Headteacher/teacher in charge: Stephen Salt

p.7

Residential special school details

Type of school: Residential Special School

p.7

Residential special school details

Email address: cedar-house@witherslackgroup.co.uk

p.7

Inspectors

Jo Birtwhistle, Social Care Inspector Dave Carrigan, Social Care Inspector Inspection report for residential special school - Cedar House School 8 and inspects 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.7

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.8

Inspectors

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

p.8

Inspectors

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

p.8