Hamilton Lodge School

Inspection report for residential special school - Hamilton Lodge School 1 Hamilton Lodge School Hamilton Lodge School, 7-9 Walpole Road, Brighton BN2 0LS Residential provision inspected under the social care common inspection framework

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Information about this residential special school

This school is a non-maintained co-educational residential school for children and young people between five and 19 years of age who are deaf and some who also have additional complex needs. The main form of communication used is British Sign Language (BSL). English and Sign Supported English are also used. Children board Monday to Friday in two residential houses that are adjacent to the main school site. At the time of the inspection, 18 learners were resident.

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Information about this residential special school

The inspector only inspected the residential provision of the school.

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Information about this residential special school

Children are referred to as learners, and this is reflected in this report.

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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

Date of previous inspection: 21 November 2023

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outstanding

Overall judgement at last inspection: good Inspection report for residential special school - Hamilton Lodge School 2

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outstanding

Learners flourish in the residential provision. They have developed positive and trusting relationships with staff who support them to feel comfortable and safe and to develop a sense of belonging. Staff are dedicated to learners and consistently ensure that they feel valued. This has helped to underpin exceptional progress for all learners, regardless of their individual challenges.

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outstanding

Warm interactions between learners and staff are evident in everyday practice. Laughter and excitement are commonplace, and staff provide affection and comfort to learners when this is needed.

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outstanding

The residential environment is rich in communication. Deaf culture is enthusiastically celebrated, and this provides an inclusive environment for all learners and staff, regardless of whether an individual is deaf or hearing. Staff support learners to follow their religious and cultural beliefs. They also help learners to explore and understand delicate subjects such as puberty and sexuality.

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outstanding

Staff are exceptional role models for learners. For instance, they show learners what a deaf person can achieve and that hurdles and challenges can be overcome. This inspires learners to aim high and reach their potential.

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outstanding

Learners have access to a wide range of activities, both on and off site. Some learners attend a local deaf football team, visit a café operated by someone in the deaf community and go to the cinema to watch subtitled films. On-site resources include a well-equipped sensory room, a basketball court, adventure playground, designated art room and an artificial turf football pitch. This supports children to maintain physical health and explore their creative ideas.

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outstanding

All learners access education. This includes a mix of off-site college placements and full-time education at the on-site school. One child has experienced some challenges with their attendance. The response by staff, the multi-disciplinary team and managers has been proactive and supportive. As a result, the learner is continuing their educational journey in a positive way.

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outstanding

A key strength of the residential provision is the focus on developing learners’ independence skills. Clear targets are identified for each learner, and leaders, managers and staff are innovative in supporting learners to achieve them. Consequently, learners make progress in many areas, such as in their personal care, passing their driving theory tests or in gaining paid employment. Staff also support learners to hold their own tenancy agreements when moving into the independence flat, where they take responsibility for their own washing and maintaining a tidy bedroom. Inspection report for residential special school - Hamilton Lodge School 3 Learners’ health needs are extremely well managed. Staff offer sensitive support to learners who have more complex needs, including those with emergency health plans. A great deal of thought is given to ensuring that learners have their own space when needed to maintain their privacy while being kept safe.

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outstanding

The wishes and views of learners shape their daily experiences. For instance, evening meals are now cooked in the homes following learners’ feedback about the previous arrangements. This has given learners more freedom to choose what they want to eat and when, to gain some understanding of budgeting and to learn about healthy food and lifestyles.

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outstanding

Learners’ achievements are celebrated, and their artwork is proudly displayed in the residential provision. This helps to provide a welcoming feel. However, some areas of the residential provision are tired and in need of updating and repair. Leaders and managers are aware and have plans to address this.

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outstanding

The arrangements for safeguarding in the residential provision are exemplary.

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outstanding

There is a seamless approach between care and education staff. This helps to ensure that learners develop better coping strategies and identify and manage their emotions. As a result, learners are happy and confident. They thrive because of the consistent staff responses and daily routines.

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outstanding

Learners say that they feel safe and have a trusted adult that they can talk to about any concerns or worries. They report that adults listen to them, take their concerns seriously and respond well. When concerns have been raised by learners, the responses are immediate, thorough and appropriate.

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outstanding

The designated team for safeguarding meets on a weekly basis. This team includes individuals from the senior leadership team, school staff and senior members of the care team. The head of care is the designated safeguarding lead. They explore risks and behaviours in detail. These discussions inform learners’ risk assessments, which include clear strategies for all staff to follow. Any concerns or actions are shared with the multi-disciplinary team and behaviour/well-being support leads. This enables leaders, managers and relevant staff to have a holistic view of what is happening for each learner.

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outstanding

The use of physical intervention is rare and proportionate. Physical interventions are only used as a last resort and for the shortest amount of time needed. Records kept of each intervention clearly capture what happened and identify any follow-up work. There is also reflection about why the situation arose so that learning is identified to prevent reoccurrence. Inspection report for residential special school - Hamilton Lodge School 4 The approach to online safety is creative and robust. Learners benefit from a joined- up approach from both the education and care teams. For example, when police community support officers delivered some guidance to learners about online safety and relationships at school, this was shared with the care team. The learning and important messages were then further reinforced and monitored in the residential provision. Staff also support parents to ensure that monitoring and parental controls

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outstanding

are in place at home as well as in the residential provision.

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outstanding

The safeguarding governor visits the residential provision on a regular basis. They are also qualified in BSL and can therefore fully communicate with all learners independently. This provides learners with further opportunities to raise any worries or concerns that they may have.

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The effectiveness of leaders and managers: outstanding

There have been some changes to the leadership of the school since the last inspection. The principal has moved on and there is now an interim principal overseeing the school. The head of care remained in post. They are experienced, dedicated and inspirational to learners, staff and parents.

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The effectiveness of leaders and managers: outstanding

Since the last inspection, there have been significant uncertainties about the long- term future of the school. Despite these uncertainties, staff have continued to be aspirational role models. They have remained positive and unwavering in their dedication to learners and families. This is a testament to the resilience, professionalism and positivity of staff and the senior leadership team. When learners have questions or feel uncertain, staff respond as clearly as they can with compassion and kindness.

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The effectiveness of leaders and managers: outstanding

Since the last inspection, no staff have left, and no new learners have moved into the residential provision. This has resulted in high staffing levels, which have further enhanced learners’ experiences and progress. As the number of learners accessing the service has decreased since the last inspection, staff have sought even more opportunities to further enhance social opportunities for learners.

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The effectiveness of leaders and managers: outstanding

Leaders, managers and staff communicate regularly with parents. This includes weekly updates from learners’ key workers and weekly telephone discussions with the head of care. Staff also provide guidance and support to parents on matters such as developing their BSL skills, understanding online safety and helping their children to contribute to important decisions about their next steps in education or independence. One parent described care staff as ‘wonderful’ and praised the dedication of the head of care.

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The effectiveness of leaders and managers: outstanding

Staff are positive about the support that they receive from the senior leadership team and their direct line managers. Staff supervision and appraisals are regular, high quality and focus on their learning and development. When staff practice has fallen short, leaders are responsive and take action to address this effectively. Inspection report for residential special school - Hamilton Lodge School 5 Staff benefit from a comprehensive and accessible training offer. Staff are competent and trained to at least BSL level 2 and all function at BSL level 3 or higher, the use of this is consistent and fluid. At the time of the inspection, it was national BSL week. Staff used this as an opportunity to encourage learners to take part in community events to promote and celebrate deaf culture. This included learners teaching members of the public some sign language.

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The effectiveness of leaders and managers: outstanding

Further training and guidance have been provided by the well-being leads to develop staff practice and understanding of trauma-informed care. Staff receive regular training about this and have also been supported to understand the trauma of some learners using case studies. This is further enhanced by a BSL tutor, who helps hearing staff, professionals and parents to understand how trauma can impact on deaf people and how use of language is vital in providing effective support for them.

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The effectiveness of leaders and managers: outstanding

Some leaders and managers are also qualified therapists. This has helped them to develop close working relationships between the Deaf Child and Adolescent Mental Health Service and the school. As a result, learners and staff receive help and support in a timely way, when needed. Inspection report for residential special school - Hamilton Lodge School 6

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Points for improvement

 School leaders should ensure that the residential provision is well maintained and that furniture is consistently clean and of good quality.

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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 - Hamilton Lodge School 7

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Residential special school details

Social care unique reference number: SC050400

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Residential special school details

Headteacher/teacher in charge: Lorraine Slee

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Residential special school details

Type of school: Residential special school

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Residential special school details

Email address: Lorraine.slee@hamiltonlsc.co.uk

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Inspector

Kelly Marchmont, Regulatory Inspection Manager Inspection report for residential special school - Hamilton Lodge 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.

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Inspector

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Inspector

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Inspector

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