Swalcliffe Park School

Inspection report for residential special school - Swalcliffe Park School 1 Swalcliffe Park School Swalcliffe, Banbury, Oxfordshire OX15 5EP Residential provision inspected under the social care common inspection framework

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Information about this residential special school

This residential special school is for up to 31 boys aged 10 to 19 years who have needs arising from their autism spectrum conditions.

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Information about this residential special school

This residential special school follows an approach that is about hearing the voice of students and families, capturing their individual needs so they can work together to make a difference. It underpins everything the school does and how it works day to day.

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Information about this residential special school

There were 21 students living in four houses at the time of the inspection.

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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

Date of previous inspection: 27 February 2024

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outstanding

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

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outstanding

Students and their voices are central to the success of this provision. Students 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 the students in their care. This gives students a powerful message about how much they are valued. Staff know the students exceptionally well. The foundation this has created means that students make exceptional progress.

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outstanding

The leadership team is always striving to improve. Key workers are pivotal to ensuring that students are at the heart of all decision-making, alongside their families. Through specialist individualised training, staff have an in-depth understanding of all students, using their knowledge to make sure that each student’s care is unique and that it evolves as their needs change.

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outstanding

Students develop better coping strategies to manage their emotions. As a result, students are happy and more confident. Students thrive because of the consistent staff responses and daily routines. Individualised approaches to supporting learning ensure that students make progress in their education. For many students who have been out of education or have struggled to access school, this is a significant achievement, and for some there is a lasting positive impact on their lives.

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outstanding

Students thoroughly enjoy being part of the residential provision. They talk with warmth and pride about their experiences. Parents and carers are equally happy. One parent said, ‘My son’s quality of life is enriched.’ Another said, ‘The provision has transformed our son’s life, and our lives too.’

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outstanding

Students are helped by staff to increase their self-esteem by facilitating a vast number of different experiences that give them the confidence to try new things. As a result, students take part in a wide variety of activities they enjoy, which provide them with wonderful lasting memories. Staff focus on ensuring that students have fun and shared experiences that enrich their friendships. They create a family style environment in which difference is accepted and the students’ relationships flourish.

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outstanding

New students settle quickly into the residential provision. They receive the information that they need before arriving. Resources include a handbook and videos, and students undertake visits to the setting. Individualised support is provided when students may need extra help. One new parent said, ‘We feel that since starting at the provision, it has enabled our son to be himself again, the young man we thought we had lost.’

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outstanding

Students are equipped for their future by developing independence skills individual to their needs. The incremental approach to learning helps them to progress at their own pace as they develop trust and confidence in themselves. Students learn to Inspection report for residential special school - Swalcliffe Park School 3 travel independently, develop excellent time-keeping skills, carry out personal care tasks, establish hygiene routines and, for some, find part-time work. Staff help students to think about what they want to do when they are older. This support is successful. When students move on from the school, they go into further education, employment or apprenticeships. Their time in the residential provision is celebrated through parties and memory books. This helps students to feel valued as they take the next steps on their journey.

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outstanding

The designated safeguarding lead (DSL) and senior leadership team demonstrate exemplary safeguarding practice. Safeguarding reviews are completed with the local area designated officer to ensure that safeguarding is embedded throughout the provision. The practice and the willingness of the DSL and the team to collaborate with other professionals ensures strong oversight.

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outstanding

Students receive consistently high-quality care in a safe and secure environment. Staff are nurturing and their presence reassures students. The exceptionally strong safeguarding culture extends to students, who speak out when they are concerned, including when they have concerns for one another. This helps students to feel safe when they are in the residential provision.

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outstanding

Staff curiously explore contributing factors to students’ behaviours, to have a broader understanding of each student’s needs. There have been no physical interventions and no missing-from-residential incidents since the last inspection. This is due to the team’s safeguarding practice, which is further enhanced because incidents are not considered in isolation. This enables staff to have an excellent understanding of the risks associated with each student.

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outstanding

A thirst for learning in the senior leadership team ensures that safeguarding practice keeps evolving as the associated risks of caring for vulnerable students change. Staff’s safeguarding practice is constantly tested through quizzes that use different safeguarding scenarios. This approach to learning helps to prevent complacency in the staff’s safeguarding practices.

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outstanding

The approach to health and safety matters is extremely thorough. Risk assessments for the site are accurate and all checks are up to date. A detailed approach to risk management means that students can take part in a wide range of activities away from the site, for example residential holidays and trips to take part in kit car racing.

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outstanding

Meticulous, well-organised and robust records evidence excellent recruitment practices. This safeguards students from unsuitable people working in the residential provision. Inspection report for residential special school - Swalcliffe Park School 4

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The effectiveness of leaders and managers: outstanding

The residential provision is led by a highly motivated head of care and a strong leadership team. They create an aspirational culture that is based on a shared commitment and dedication for students. Leaders continue to develop new ideas to provide the highest level of care to students. They inspire staff, who are fierce advocates for students. Leaders’ care, enthusiasm and tenacity support students to be the best that they can be.

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The effectiveness of leaders and managers: outstanding

The head of care and leadership team are highly motivated and committed to ensuring that students have the best experiences and opportunities while living in the residential provision. Their desire to make a difference to the students’ lives is echoed throughout the staff team. The dynamic team maintains a highly aspirational culture that drives forward the exceptional progress that students make.

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The effectiveness of leaders and managers: outstanding

Staff highly value the guidance and support from skilful and enthusiastic leaders. A shared sense of accountability promoted in the team helps staff to be innovative and creative when developing ideas to sustain excellent care for the students. For example, during weekend stays, staff incorporate independence skills while allowing students to have free time. This gives students opportunities to learn new skills, such as buying train tickets and ordering food at a café.

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The effectiveness of leaders and managers: outstanding

The highly ambitious staff team thrives in a positive culture of praise and reward for its efforts. The staff feel very well supported by the school leaders. Staff receive reflective supervision, which gives them the confidence to undertake their roles to the best of their abilities. Appraisals focus on the development of staff, and staff value the refection and praise from these reviews.

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The effectiveness of leaders and managers: outstanding

The interaction between the head of care and the leadership team promotes strong collaboration between education staff, the therapy team and the residential team. Daily handovers ensure seamless transitions from the residential provision into school. This allows students to experience consistency throughout their day and into the evening. This helps students to make excellent progress socially and academically.

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The effectiveness of leaders and managers: outstanding

Excellent monitoring systems support leaders in knowing the strengths and the areas in need of development in the residential provision. Leaders use a range of monitoring tools that help them to track patterns and trends in children’s behaviour. All incidents are reviewed to ensure that learning is identified wherever possible. Leaders empower students to have a voice and consult with professionals and family members.

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The effectiveness of leaders and managers: outstanding

Members of the school governing body provide effective scrutiny of the care of students. Appropriate challenge to leaders enriches the assessment of the residential provision. The continual development of the residential provision is high on the agenda for leaders, including the residential environment. Additionally, there are ongoing investments into the staffing and resources of the therapy team. Inspection report for residential special school - Swalcliffe Park 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 - Swalcliffe Park School 6

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Residential special school details

Social care unique reference number: 1266836

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Residential special school details

Headteacher/teacher in charge: Rob Piner

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Residential special school details

Type of school: Residential Special School

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Residential special school details

Email address: rpiner@swalcliffepark.co.uk

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Inspector

Hannah Cox, Social Care Inspector Inspection report for residential special school - Swalcliffe Park School 7 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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