Focused Support Independence Project

Inspection report for supported accommodation provider: Focused Support Independence Project 1 Focused Support Independence Project Registered provider: FSIP (White Rose) Ltd

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Inspected under the social care common inspection framework

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provider

This supported accommodation service is operated by a private provider in Yorkshire. It can accommodate up to 16 individuals in 4 shared or group living premises that are limited to accommodating looked-after children or care leavers and 2 solo occupancy premises.

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provider

At the time of inspection, 8 looked-after children aged 16 or 17 were being accommodated.

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provider

The service was registered with Ofsted in February 2024.

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provider

Inspection dates: The inspection was announced on 12 January 2026 and started that day. The inspector was on site from 14 January to 16 January 2026.

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Outcome

Consistently strong service delivery leads to typically positive experiences and progress for children. Where improvements are needed, leaders and managers take timely and effective action. The next inspection will be within approximately 3 years.

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Summary of findings

Leaders and managers have systems in place to ensure that they have good oversight of the service. They are reflective and have high expectations.

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Summary of findings

Leaders and managers learn from past experiences and use the learning to further develop the service.

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Summary of findings

Suitable arrangements are in place to run the service in the absence of the registered service manager. Inspection report for supported accommodation provider: Focused Support Independence Project 2 Children are happy where they live and have positive relationships with staff. Staff know and understand children’s needs well.

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Summary of findings

Accommodation for children is safe and homely.

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Overall experiences and progress of children

Leaders and managers provide a written guide for children to help them understand the service. This does not include information about surveillance in the homes. However, this is included as part of their induction. All children receive a thorough induction with staff, and interpreters are used whenever needed. This ensures that children understand what to expect when living in the accommodation.

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Overall experiences and progress of children

Staff support children to develop independence skills. They have individualised support plans and trackers. Plans are easy to read, reviewed regularly and have clear targets. This ensures that children are supported at a pace that suits their needs with targeted work. It also helps children to be ready for any move-on plans when they reach adulthood. Some children move to the provider’s post-18 accommodation, which helps to give children a sense of security and belonging.

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Overall experiences and progress of children

Staff understand how children’s experiences can affect their wellbeing and progress. For children who are separated from their families, staff support them in working with specialist agencies. Staff understand these processes and take part in local networks to ensure that children access to what they are entitled. Staff show an awareness of trauma and provide emotional support to children. Children are encouraged to work with specialist agencies, such as mental health support. Staff support children to attend these sessions and work closely with agencies to ensure a consistent approach.

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Overall experiences and progress of children

Staff are ambitious for children and support them to take part in education. Links are established with local providers to minimise delays with children accessing education. Staff understand that for some children education may be challenging. Work is completed with children at their own pace to encourage engagement and to help them to develop coping strategies. This helps children to develop the skills needed to access education or employment when they are ready.

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Overall experiences and progress of children

Children live in welcoming, safe accommodation that is homely and well equipped. Children like the accommodation and are happy with the space provided. One child commented: ‘I feel bad because I will leave one day and I will miss my flat so much.’ Children take pride in their environment and staff are available when they need support. This supports children to feel safe and develop a sense of belonging.

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How well children are helped and protected

Staff understand the risks that children may face. They consider the vulnerabilities of children who are separated from their families where risks may be unknown. Staff support children in developing awareness of risk, such as being safe in the Inspection report for supported accommodation provider: Focused Support Independence Project 3 community and online safety. They also support children to understand their rights. Key-work sessions are well recorded and highlight any future work that may be needed. This provides children with consistent support and education around risk.

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How well children are helped and protected

Staff know how to access children’s plans. Staff have mobile devices, enabling them to quickly access information they may need. This also means that plans can be quickly updated and shared with managers and staff. Risk assessments are converted to a smaller ‘quick guide’ for staff to access without delay. This system enables staff to have access to up-to-date information to know how to best respond to children.

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How well children are helped and protected

Staff understand and follow procedures when children are missing from home. They work closely with agencies and carry out work with children to improve awareness. They raise concerns with other agencies when needed and try hard to locate children to ensure that they are safe.

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How well children are helped and protected

Staff receive training to strengthen their understanding of children’s individual needs. When needs are identified, managers seek training for staff. For example, staff received training to support a child with a specific medical need. This helped staff to know how to respond in an emergency should the child need support.

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The effectiveness of leaders and managers

Leaders and managers carry out thorough assessments with other agencies to ensure that children can be appropriately supported in supported accommodation. They are reflective when this has not been successful and identify areas of learning. Whilst the provider accepts young people who have complex histories, challenging behaviours and works flexibly with fluctuating levels of need, the current Statement of Purpose is written in a way that suggests the service can routinely accept children who are likely to require ongoing care, specifically referencing children with complex needs. This creates ambiguity about the boundary between support and care. This means that future referrals may not be suitable for supported accommodation.

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The effectiveness of leaders and managers

Leaders and managers strive to provide quality accommodation and support for children. They are enthusiastic about the service and want all children to have positive experiences. They are visible within the service and have working relationships with both staff and children.

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The effectiveness of leaders and managers

Leaders and managers have good oversight of the service and make improvements when needed. They have developed a recording system that tracks children’s progress and staff interactions. This also gives staff clear expectations of their role and how they should support children effectively. This enables leaders and managers to ensure that children are receiving the support they need.

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The effectiveness of leaders and managers

Staff training and development are prioritised and valued. Leaders and managers ensure that training is accessible and achievable. They want staff to progress, and processes are in place to ensure that staff are competent in their role. Opportunities Inspection report for supported accommodation provider: Focused Support Independence Project 4 such as supervision and team meetings are used as platforms for learning and reflection with the team. This helps staff to develop in a structured, supportive way with clear expectations.

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The effectiveness of leaders and managers

Staff receive regular supervision. This includes focused discussion on children’s progress. External supervision is in place for the registered manager, providing independent oversight. Inspection report for supported accommodation provider: Focused Support Independence Project 5

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Recommendations

 The registered person should ensure that the young person’s guide includes information on any processes or rules set out by the service to keep the young people they accommodate safe, such as the use of CCTV in or outside the premises. (‘Guide to the Supported Accommodation Regulations, including Quality Standards’, page 42)  The registered person should ensure that the statement of purpose is clear regarding who may be accommodated in the service. It should not reference children who are not suitable for supported accommodation, such as children with complex needs. (‘Guide to the Supported Accommodation Regulations, including Quality Standards’, pages 9 and 46)

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Information about this inspection

Inspectors have looked closely at the experiences and progress of children, 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 Supported Accommodation (England) Regulations 2023. Inspection report for supported accommodation provider: Focused Support Independence Project 6

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Supported accommodation provider details

Registered provider: FSIP (White Rose) Ltd

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Supported accommodation provider details

Email address: nasir.bashir@fsipwhiterose.co.uk

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Inspector

Helen Wallis, Social Care Inspector Inspection report for supported accommodation provider: Focused Support Independence Project 7 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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Inspector

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