St Piers Residential Special School

Inspection report for residential special school - St Piers Residential Special School 1 St Piers Residential Special School St Piers Lane, Lingfield, Surrey RH7 6PW Residential provision inspected under the social care common inspection framework

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Information about this residential special school

St Piers School is a non-maintained special school for pupils aged between four and 19 years of age who have neurological conditions such as epilepsy and autism. Pupils may also have associated conditions such as learning and communication difficulties. There are currently 101 children on the school roll, of whom 16 access the residential provision.

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Information about this residential special school

The inspectors 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 good

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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: good Inspection report for residential special school - St Piers Residential Special School 2

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outstanding

Students thrive in this residential special school, which offers a safe, vibrant and inclusive environment that values individual strengths, abilities and aspirations. A culture of celebrating uniqueness, promoting high expectations and focusing on future planning ensures that students and their families experience positive, life- changing outcomes.

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outstanding

A key strength of the provision is the highly effective ‘waking day curriculum’, which ensures that learning extends beyond the school day and is embedded throughout all aspects of daily life. Through close collaboration between care, education, therapy and health teams, students are supported to practise essential life skills in real contexts, promoting both independence and transferable skills that prepare them for adulthood. This approach helps to ensure that students build confidence, resilience and practical abilities.

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outstanding

Therapists play a pivotal role, working directly with students and staff to embed communication, emotional self-regulation and sensory strategies into students’ daily routines. They model techniques, advise on specialist equipment and empower staff to deliver consistent and effective support. By working seamlessly alongside the care team, therapists support staff to ensure that students’ individual therapeutic needs are met. The impact of this collaborative approach is evident in students’ increasing abilities to express their preferences, regulate their emotions and develop their independence.

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outstanding

Students’ educational attainment and outcomes are significantly enhanced by the on- site specialised health services and facilities. Dedicated nursing staff are available throughout the day and night, ensuring that medical needs are proactively managed and health concerns are swiftly addressed. The presence of health professionals reduces barriers to learning, meaning students are better able to attend, engage and progress in their education. The close partnership between health, therapy and education teams ensures that students benefit from a fully integrated approach to meeting their complex needs.

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outstanding

Staff are passionate about listening to students’ voices, ensuring that students are actively involved in shaping their care, learning and futures. Through a variety of tailored communication methods, students are empowered to self-advocate, make choices and contribute to decisions about their lives. This approach not only enhances their self-esteem but also develops essential decision-making and problem- solving skills.

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outstanding

When children move into the provision, staff and leaders ensure that this is carefully planned and in the best interests of each student. Leaders invest significant time in Inspection report for residential special school - St Piers Residential Special School 3 gathering detailed information from families and professionals, ensuring that students are well prepared and supported through the change.

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outstanding

Staff have a deep understanding of students’ individual needs and vulnerabilities, with robust risk assessments and personalised care plans that guide staff practice. When students experience distress, staff follow carefully considered, therapeutically informed strategies, ensuring a consistent and sensitive approach.

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outstanding

Physical interventions are rarely necessary, reflecting the success of staff’s proactive, relationship-based approach. Staff are highly trained in de-escalation and positive behaviour support, helping them to create a calm and supportive environment where students feel safe, respected and valued.

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outstanding

Child protection referrals to the local authority are promptly made by the designated safeguarding lead (DSL) when this is necessary, ensuring that concerns are addressed without delay. Following a referral, staff provide sensitive support, explaining the process in a way students can understand using tailored communication. They create a safe, trusting environment where students can feel comfortable expressing their thoughts and views. Staff remain involved throughout, offering emotional support to help students navigate the process, helping to ensure that they feel supported and engaged. This contributes to effective, child-centred outcomes.

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outstanding

Child protection investigations are conducted thoroughly and robustly, ensuring that all concerns are fully explored and addressed. The DSL and leaders demonstrate a high level of professional curiosity, routinely looking beyond presenting issues to identify patterns and emerging trends that may indicate wider safeguarding concerns.

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outstanding

Staff have a strong understanding of child protection procedures and their responsibilities in safeguarding students. They are confident in identifying concerns and know how to refer these promptly to internal safeguarding leads, as well as how to seek appropriate therapeutic support and guidance. Most staff quickly recognise signs of potential harm and escalate concerns to managers and the DSL without hesitation. When concerns are raised, the DSL responds swiftly and follows clear, established procedures to ensure that students are protected. Leaders also take appropriate action to address any risks identified, including responding to concerns around staff practice when necessary.

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outstanding

Facilities managers provide robust oversight of health and safety issues. Health and safety leaders demonstrate a strong understanding of specific risks and implement effective strategies to manage and mitigate these. Any concerns arising are appropriately escalated and addressed in a timely manner, ensuring a safe environment for students and staff. Inspection report for residential special school - St Piers Residential Special School 4

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The effectiveness of leaders and managers: good

Since the last full inspection, there has been a restructuring of the leadership team. Staff report that they feel well supported and listened to by leaders and that they sense that their well-being and professional voices are valued.

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The effectiveness of leaders and managers: good

However, there is an inconsistency in the delivery of formal staff supervision. Although leaders are aware of this issue and have included it in their action plan, the introduction of a new recording system has made it challenging for them to evidence effective oversight and ensure that reflective supervision is consistently taking place across all teams, as required by their policy. This limits their ability to quality assure the consistency and impact of supervision or identify themes that may require an organisational response.

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The effectiveness of leaders and managers: good

The school is supported by a governing body that has a vast range of experiences, allowing support, challenge and direction. Governors are visible throughout the provision and visit the residential homes regularly. Governors provide good scrutiny of the leadership and truly are a critical friend. Their reports evidence robust challenge and support continued progress and development.

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The effectiveness of leaders and managers: good

Since the last inspection, one new member of staff has joined the residential team, who was employed via an international recruitment consultant. While there is, in the main, effective recruitment practice with appropriate checks and appropriately challenging interview questions, there is no evidence of verification of their references. During the inspection, leaders were able to gain this information retrospectively, assuring themselves of staff suitability. There has also been an immediate change in process and procedures to reduce the likelihood of this happening again.

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The effectiveness of leaders and managers: good

Positive feedback from parents and social workers reflects the confidence that families and professionals have in staff’s ability to deliver high-quality care that meets the complex needs of students. One parent said, ‘More students should and would benefit from the care at this wonderful establishment.’ Another parent said, ‘A big thank you to everyone involved in my child’s care. It’s made a huge difference.’ Inspection report for residential special school - St Piers Residential Special School 5

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Points for improvement

 School leaders should ensure they can evidence verification of staff references in accordance with the school’s policy and in ‘Keeping children safe in education’.  School leaders should ensure staff receive at least termly supervision and a formal annual appraisal of their performance in accordance with the school’s policy and the national minimal standards.

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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 - St Piers Residential Special School 6

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Residential special school details

Social care unique reference number: 2601107

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Residential special school details

Headteacher/teacher in charge: Simone Hopkins

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Residential special school details

Type of school: Residential Special School

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Inspectors

Kelly Monniot, Social Care Inspector Mark Newington, Social Care Inspector Inspection report for residential special school - St Piers Residential Special 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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Inspectors

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Inspectors

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Inspectors

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