Langham Oaks

Inspection report for residential special school - Langham Oaks 1 SENSITIVE-OFSTED USE ONLY

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Langham Oaks School Road, Langham, Colchester, Essex CO4 5PA Residential provision inspected under the social care common inspection framework

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Information about this residential special school

Langham Oaks is a residential special school with academy status, located in a rural village near Colchester.

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Information about this residential special school

There are 82 students at the school, of whom 22 board. The school can accommodate 28 students in the residential provision for between one and four nights per week. The school caters for students with social, emotional and mental health needs.

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Information about this residential special school

The residential manager has been in post since September 2025. She is being mentored by an experienced peer.

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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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good

How well children and young people are helped and protected good

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good

The effectiveness of leaders and managers good

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good

The residential special school provides effective services that meet the requirements for good.

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good

Date of previous inspection: 10 December 2024

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good

Overall judgement at last inspection: good Inspection report for residential special school - Langham Oaks 2 SENSITIVE-OFSTED USE ONLY

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Overall experiences and progress of children and young people: good

Inspectors spent time with several children during the inspection. Children experience good-quality, individualised care from staff who know them well. Parents report that children are making progress in a range of areas because of the support they receive in the residential provision. This includes progress with their behaviour and with their social skills.

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Overall experiences and progress of children and young people: good

Since the last inspection, the residential manager has changed. Senior leaders have ensured that appropriate support is in place for the new residential manager. The members of the small staff team are experiencing some further changes. However, there remain a consistent core of staff who know the children very well and contribute towards a level of stability and consistency for the children. They are alert to cues that children may be feeling unsettled or upset and respond appropriately to these indicators. This in turn contributes to a low level of incidents and children beginning to develop the ability to manage relationships and their own feelings.

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Overall experiences and progress of children and young people: good

Staff communicate with children in ways that are respectful and supportive. Parents consistently describe staff as patient and kind, and children enjoy the opportunities that staff provide. One parent said that their child, previously excluded from other schools, now feels cared for and has a sense of belonging.

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Overall experiences and progress of children and young people: good

Children benefit from a range of exceptional activities offered by skilled and confident staff. The children experience opportunities that would otherwise not be available to them. These opportunities are not just the exciting activities in themselves but provide the opportunity for children to learn to weigh up risks, socialise and work as a team.

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Overall experiences and progress of children and young people: good

Children who stay in the residential provision have better attendance than those who do not. Senior leaders are alert to oversimplistic interpretations of this data and can show improved attendance overtime for children.

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Overall experiences and progress of children and young people: good

Most children in residence have consistently moved on to colleges or specialist provisions after leaving the school. The new manager and residential staff spoke about preparing children for independence being an area they wish to further develop in the provision. Some changes have already been made. While these changes are in their infancy, they have the potential to support children to develop in this area.

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Overall experiences and progress of children and young people: good

Children have phased moves into residence. These moves are flexible and adapted to the pace of the child. A parent said how staff have helped their child settle by sitting and reading stories with them while they were nervous. This nurturing approach enabled the child to feel secure and quickly adapt to residential routines. Inspection report for residential special school - Langham Oaks 3 SENSITIVE-OFSTED USE ONLY

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Overall experiences and progress of children and young people: good

Children are supported to share their views and make decisions related to their care. Children’s views are sought through various formats, taking into consideration their preferred methods of communication. This includes written feedback forms, house meetings and one-to-one discussions.

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How well children and young people are helped and protected: good

Children feel safe. Staff have built trusting relationships with children that help them to feel safe and secure. Parents say that children are eager to attend the residential provision.

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How well children and young people are helped and protected: good

The knowledge that staff have about the children helps them develop positive relationships. Staff use these relationships to support children to manage their behaviour without recourse to physical interventions or negative consequences.

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How well children and young people are helped and protected: good

No children have gone missing from the residential provision. Leaders and managers take proactive steps to minimise risks by carefully planning the mix of children in residence. This approach reduces the potential for conflicts to arise between children.

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How well children and young people are helped and protected: good

Children’s plans and risk assessments are up to date and contain clear and concise information for staff. Risks are identified and mitigation strategies are put in place to reduce these risks. Children are supported to take appropriate risks. Skilled staff guide children to manage potentially risky activities in a safe way.

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How well children and young people are helped and protected: good

Leaders and managers have strengthened the rewards system since the last inspection. A points-based approach is now in place, combining generic goals with individualised targets for each child. These personalised goals are linked to children’s education, health and care plans.

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How well children and young people are helped and protected: good

The designated safeguarding lead (DSL) meets regularly with residential staff and demonstrates a good understanding of safeguarding processes. He promotes a culture of openness and professional curiosity among staff and clearly articulates the approach and rationale for managing low-level concerns. The DSL is confident in challenging local authorities when necessary to ensure children’s safety and well- being.

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How well children and young people are helped and protected: good

When potential concerns about staff arise, these are clearly recorded and evaluated by the headteacher. Where there is uncertainty about whether the threshold for referral to the local authority designated officer has been met, the headteacher consults directly with them. This provides an additional layer of scrutiny and ensures safeguarding decisions are robust.

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How well children and young people are helped and protected: good

Some safeguarding records lacked clarity and were not recorded in a way that would be useful to children who may wish to access their records in the future. Other safeguarding records were clear and showed appropriate actions had been taken promptly. Leaders and managers recognised the need to improve some records during the inspection. Inspection report for residential special school - Langham Oaks 4 SENSITIVE-OFSTED USE ONLY

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The effectiveness of leaders and managers: good

A new residential manager is in post. Staff report that changes to the school leadership over the last couple of years have had a positive effect. One member of staff described these as having reinvigorated the residential provision.

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The effectiveness of leaders and managers: good

Staff and managers have high expectations of the children. They want children to feel valued. One staff member said that children have faced previous challenges, and the team’s aim is to help them develop confidence and recognise their worth.

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The effectiveness of leaders and managers: good

Since the new manager has been in post, staff have received regular, reflective supervision that guides their practice and provides opportunity to discuss any concerns. A new supervision template is being implemented. Staff confirm that supervision occurred previously, but there are no records available prior to the new manager’s appointment. Staff receive annual appraisals where individual targets are set to support their continued professional development.

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The effectiveness of leaders and managers: good

The governors have an awareness of the quality of the residential provision. They benefit from good-quality reports from an independent visitor that offer constructive challenge. When governors have identified a need for changes to occur, they have taken necessary action.

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The effectiveness of leaders and managers: good

There is a positive relationship between the education and residential staff. There are clear links with some staff working in both. Senior leaders who oversee both areas are equally invested in the quality of the residential provision as they are in the day school.

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The effectiveness of leaders and managers: good

Staff have had training to help equip them with the knowledge and skills to manage issues relating to exploitation, radicalisation and self-harm. Leaders and managers are alert to wider societal issues, for example misogyny, and how these can affect children, and have provided staff with additional training.

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The effectiveness of leaders and managers: good

All national minimum standards are met. Inspection report for residential special school - Langham Oaks 5 SENSITIVE-OFSTED USE ONLY

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Point for improvement

 School leaders should consistently record safeguarding information in a way that is clear and useful to children who may wish to access their records in the future.

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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 - Langham Oaks 6 SENSITIVE-OFSTED USE ONLY

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Residential special school details

Social care unique reference number: 1213822

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Residential special school details

Headteacher/teacher in charge: Alan Wells

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Residential special school details

Type of school: Residential special school

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Residential special school details

Email address: alan.wells@langhamoaks.co.uk

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Inspectors

Ashley Hinson, Social Care Inspector Andrea Bounden, Social Care Inspector Inspection report for residential special school - Langham Oaks 7 SENSITIVE-OFSTED USE ONLY

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Inspectors

regulates 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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Inspectors

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