Children's home run by Hawthorn Grove Care Ltd

Inspection report for children’s home: 2820547 1 Registered provider: Hawthorn Grove Care Ltd Full inspection Inspected under the social care common inspection framework

p.1

Information about this children’s home

The home was registered with Ofsted in June 2025. This was the first inspection after registration. It is privately owned and provides care for up to two children who have experienced trauma and encounter associated difficulties with their emotional well-being.

p.1

Information about this children’s home

The home has a registered manager who is suitably experienced and holds a National Vocational Qualification level 5 in leadership and management.

p.1

Information about this children’s home

There was one child living at the home at the time of the inspection. The child declined to speak with the inspector.

p.1

Overall experiences and progress of

children and young people, taking into account

p.1

requires improvement to be good

How well children and young people are helped and protected requires improvement to be good

p.1

requires improvement to be good

The effectiveness of leaders and managers requires improvement to be good

p.1

requires improvement to be good

The children’s home is not yet delivering good help and care for children and young people. However, there are no serious or widespread failures that result in their welfare not being safeguarded or promoted.

p.1

requires improvement to be good

Date of last inspection: not previously inspected

p.1

requires improvement to be good

Overall judgement at last inspection: not applicable

p.1

requires improvement to be good

Enforcement action since last inspection: not applicable Inspection report for children’s home: 2820547 2

p.1

improvement to be good

The child has experienced an unsettled period since moving into the home. The child’s ability to build positive relationships with staff has been undermined by frequent changes in the staff team and the use of agency staff. The child’s sense of privacy has been impacted by room searches and the temporary removal of their bedroom door to keep them safe. These factors, combined with the child’s previous experiences of trauma, have negatively affected their ability to settle and feel secure.

p.2

improvement to be good

The lack of consistent trauma-informed practice has limited the child’s experiences of feeling safe and understood. Staff do not yet provide care that understands how trauma and lived experiences influence children’s behaviour. For example, despite the child’s plans identifying the need for trauma-informed care, staff practice is not always aligned with this approach. In addition, professional advice from those who know the child well is not yet effectively informing care planning or guiding staff interactions.

p.2

improvement to be good

Care and support for the child are not always delivered in line with the home’s statement of purpose. The support from the therapeutic service associated with the home has drifted and is not being used effectively. While gaps in this support are now being addressed by the senior management team, this has limited opportunities for staff to access additional therapeutic input and guidance, which could otherwise strengthen their ability to provide holistic and trauma-informed care.

p.2

improvement to be good

The child experienced a positive move to the home that was managed with care and sensitivity. The process was well thought out, ensuring that the child felt supported from the outset, with various opportunities to visit and stay at the home before they moved in. The home reflects the child’s personality and interests, for example there are various car models and creative science and technology projects displayed around the home. There are also strengths in increasing male presence within the home, following positive male role models being identified as having a positive impact on the child.

p.2

improvement to be good

The child has been supported to understand rules and boundaries through some creative approaches. For example, staff incorporated the child’s interest in a science fiction film franchise to explore this in a meaningful way. There are other positive examples of staff attempting to build relationships through encouraging new interests, such as sporting activities, lightsaber games and boxing.

p.2

improvement to be good

Regular school attendance provides the child with a sense of consistency and stability. Staff have shown commitment to supporting the child’s education by working in partnership with school and agreeing strategies together. The child’s headteacher stated that the staff team works hard to support the child’s education. Inspection report for children’s home: 2820547 3 The child has been supported to maintain a positive relationship with their foster carer. They spend time together in the home, providing opportunities to enhance important family connections. Joined-up working with the local authority has also shown recent improvement, which is helping to bridge gaps between services, ensuring the child receives consistent and coordinated support across all areas of their care.

p.2

improvement to be good

Safeguarding practice in the home is not yet consistently effective. While there are examples of staff taking appropriate action when the child goes missing from the home, there have also been incidents where staff are unclear about their roles and responsibilities. Not all managers have the confidence and skills to manage complex risks, and this has impacted the direction provided to the staff team. The responsible individual acted promptly during the inspection to address immediate concerns and initiated a review of safeguarding practice and risk management strategies. There were examples of good practice, where information gathered by managers and staff contributed to multi-agency risk review and planning; however, improvements are required to ensure that safeguarding arrangements are consistently robust.

p.3

improvement to be good

Missed opportunities for managers to use their professional curiosity following incidents have limited the ability to learn and improve from practice. When incidents occur, they are rarely analysed in sufficient depth and to identify patterns of learning. This has limited the effectiveness of safeguarding arrangements and reduced staff’s confidence in managing risk. This is compromising risk management practice and the safety of the child.

p.3

improvement to be good

The use of physical intervention is low. When this is used, it is proportionate and only used when necessary. However, there are examples of punitive rather than therapeutic consequences that have led to the child becoming distressed. Some incidents could have been avoided had staff adopted a more creative and flexible approach in responding to the child’s individual needs. A reliance on standard behaviour management techniques, rather than using strategies in line with the therapeutic ethos and the child’s individual needs, has contributed to escalation. This is due to gaps in staff’s understanding of the child’s experience of trauma and neurodivergent identity, and how these factors influence emotional regulation and the frequency of challenging behaviours.

p.3

improvement to be good

Room searches have been a source of distress for the child and have triggered incidents since they moved into the home. While searches have been conducted to ensure the child’s safety, the child is not always consulted or helped to understand why these actions are necessary. This has compromised their sense of privacy and trust and contributes to feelings of frustration.

p.3

improvement to be good

Differences in perception of risk between the home and the local authority have resulted in a disjointed approach to care planning. Sudden changes, without sufficient Inspection report for children’s home: 2820547 4 time and preparation, have increased the child’s anxiety and increased their exposure to risky situations. The child needs time to process and adapt to unexpected decisions, and this is undermining their trust in those around them. However, this is now improving, and the responsible individual has used appropriate professional challenge to increase understanding of risk among the child’s professional support network.

p.3

The effectiveness of leaders and managers: requires improvement to be good

The registered manager was not present during the inspection. The home has experienced a challenging period due to several staff resigning and some staff being on sick leave. This has impacted on the experiences of the child and the quality of support provided to the staff team. Although senior leaders have acted quickly to recruit new staff, they need to get to know the child and develop their knowledge and skills to care for them. This has limited opportunities for the child to build secure relationships.

p.4

The effectiveness of leaders and managers: requires improvement to be good

Leadership and management have been affected by inconsistent oversight and missed opportunities to identify shortfalls promptly. While the responsible individual is experienced, committed to embedding change and has high expectations of staff, the day-to-day monitoring of incidents has not always been robust. Auditing systems are in place but are not yet completed consistently enough to identify issues at the earliest opportunity. This has contributed to gaps in practice and delayed improvements. The responsible individual has demonstrated a clear understanding of the home’s strengths and weaknesses and has acted proactively by developing an action plan to address areas for improvement.

p.4

The effectiveness of leaders and managers: requires improvement to be good

Most staff have completed mandatory training. Although training was completed in relation to trauma-informed care before the child moved into the home, this was completed by staff who have since left. The current team has not yet received the additional support outlined in the statement of purpose. This reduces their confidence in applying therapeutic strategies. Although staff receive regular supervision, not all records were available during the inspection, so the quality of reflective practice is unclear.

p.4

The effectiveness of leaders and managers: requires improvement to be good

Mixed feedback from professionals reflects the inconsistency in practice identified during this inspection. A social worker reported some concerns around information sharing, professional curiosity and lack of implementation of agreed plans, which have contributed to unclear care-planning arrangements. In contrast, the child’s headteacher has acknowledged the challenges staff face in caring for a child who has experienced trauma and rejection and presents with behaviours that are difficult for staff to manage. Inspection report for children’s home: 2820547 5

p.4

Statutory requirements

This section sets out the actions that the registered person(s) must take to meet the Care Standards Act 2000, The Children’s Homes (England) Regulations 2015 and the ‘Guide to the Children’s Homes Regulations, including the quality standards’. The registered person(s) must comply within the given timescales.

p.5

Requirement Due date

The quality and purpose of care standard is that children receive care from staff who—

p.5

Requirement Due date

understand the children’s home’s overall aims and the outcomes it seeks to achieve for children;

p.5

Requirement Due date

use this understanding to deliver care that meets children’s needs and supports them to fulfil their potential.

p.5

Requirement Due date

In particular, the standard in paragraph (1) requires the registered person to—

p.5

Requirement Due date

understand and apply the home’s statement of purpose;

p.5

Requirement Due date

understand and apply the home’s statement of purpose. (Regulation 6 (1)(a)(b) (2)(a)(b)(i))

p.5

Requirement Due date

In particular, ensure that the therapeutic support outlined in the statement of purpose is clearly understood by both children and staff and that it is consistently used to guide children’s care and inform the support provided to staff in delivering that care effectively. 11 December 2025

p.5

Requirement Due date

The positive relationships standard is that children are helped to develop, and to benefit from, relationships based on—

p.5

Requirement Due date

an understanding about acceptable behaviour; and

p.5

Requirement Due date

positive responses to other children and adults.

p.5

Requirement Due date

In particular, the standard in paragraph (1) requires the registered person to ensure— 11 December 2025 Inspection report for children’s home: 2820547 6 that staff—

p.5

Requirement Due date

understand how children’s previous experiences and present emotions can be communicated through behaviour and have the competence and skills to interpret these and develop positive relationships with children;

p.6

Requirement Due date

are provided with supervision and support to enable them to understand and manage their own feelings and responses to the behaviour and emotions of children, and to help children to do the same. (Regulation 11 (1)(a)(b)(c) (2)(a)(ix)(x))

p.6

Requirement Due date

In particular, ensure that staff provide trauma-informed care consistently when children display behaviours that are difficult to manage. Additionally, ensure that staff have opportunities to reflect on and explore their own feelings, recognising this as a vital component in supporting children’s complex behaviours effectively.

p.6

Requirement Due date

The protection of children standard is that children are protected from harm and enabled to keep themselves safe.

p.6

Requirement Due date

In particular, the standard in paragraph (1) requires the registered person to ensure—

p.6

Requirement Due date

assess whether each child is at risk of harm, taking into account information in the child’s relevant plans, and, if necessary, make arrangements to reduce the risk of any harm to the child;

p.6

Requirement Due date

help each child to understand how to keep safe;

p.6

Requirement Due date

have the skills to identify and act upon signs that a child is at risk of harm;

p.6

Requirement Due date

understand the roles and responsibilities in relation to protecting children that are assigned to them by the registered person;

p.6

Requirement Due date

take effective action whenever there is a serious concern about a child’s welfare;

p.6

Requirement Due date

and are familiar with, and act in accordance with, the home’s child protection policies. (Regulation 12 (1) (2)(a)(i)(ii)(iii)((v)(vi)(vii)) 11 December 2025 Inspection report for children’s home: 2820547 7 In particular, ensure that staff fully understand and possess the skills needed to protect children effectively, and that they know the appropriate actions to take when a child is at risk of harm.

p.6

Requirement Due date

The leadership and management standard is that the registered person enables, inspires and leads a culture in relation to the children’s home that—

p.7

Requirement Due date

helps children aspire to fulfil their potential; and

p.7

Requirement Due date

In particular, the standard in paragraph (1) requires the registered person to—

p.7

Requirement Due date

lead and manage the home in a way that is consistent with the approach and ethos, and delivers the outcomes, set out in the home’s statement of purpose;

p.7

Requirement Due date

ensure that staff have the experience, qualifications and skills to meet the needs of each child;

p.7

Requirement Due date

ensure that the home’s workforce provides continuity of care to each child;

p.7

Requirement Due date

use monitoring and review systems to make continuous improvements in the quality of care provided in the home. (Regulation 13 (1)(a)(b) (2)(a)(c)(e)(h))

p.7

Requirement Due date

In particular, ensure that children receive care from a consistent staff team with the experience and skills required to meet their needs. Additionally, ensure the effective use of monitoring and review systems to inform and improve children’s care. 11 December 2025

p.7

Recommendation

 The registered person should ensure a child’s bedroom is not generally entered without their permission. Usually, rooms should only be searched if the child has been informed or asked for their permission. This specifically relates to explaining to children, whenever possible, the reasons why a room search may need to be carried out. (‘Guide to the Children’s Homes Regulations, including the quality standards’, page 16, paragraph 3.20) Inspection report for children’s home: 2820547 8

p.7

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 Care Standards Act 2000 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 Children’s Homes (England) Regulations 2015 and the ‘Guide to the Children’s Homes Regulations, including the quality standards’. Inspection report for children’s home: 2820547 9

p.8

Children’s home details

Registered provider: Hawthorn Grove Care Ltd

p.9

Children’s home details

Registered provider address: Brook House, Moss Grove, Kingswinford, West Midlands DY6 9HS

p.9

Inspector

Natasha Skinner, Social Care Inspector Inspection report for children’s home: 2820547 10 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.9

Inspector

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.10

Inspector

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

p.10

Inspector

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

p.10