St Mary's School and 6th Form College

Inspection report for residential special school - St Mary's School and 6th Form College 1 SENSITIVE-OFSTED USE ONLY

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St Mary's School and 6th Form College Wrestwood Road, Bexhill-on-Sea, East Sussex, TN40 2LU Residential provision inspected under the social care common inspection framework

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Information about this residential special school

St Mary’s School and Sixth Form College is a non-maintained special school which currently provides day and residential placements for children and young people between the ages of 5 and 19. The school provides education for pupils who have communication and interaction difficulties associated with autism spectrum disorder. The residential provision can accommodate up to 24 children in single bedrooms. At the time of this inspection, 17 children were accessing the residential provision.

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Information about this residential special school

The inspector only inspected the social care provision at this school and met with all 17 children.

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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: 28 January 2025

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outstanding

Overall judgement at last inspection: outstanding Inspection report for residential special school - St Mary's School and 6th Form College 2 SENSITIVE-OFSTED USE ONLY

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outstanding

Children make exceptional progress with the support of staff. Children's confidence flourishes, and they receive support to significantly increase their ability to effectively communicate their wishes and feelings. This has helped children to expand their social skills, so they interact positively with staff and peers. One parent said that their child’s verbal communication skills have vastly improved because of the dedication of staff.

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outstanding

Children are comfortable and confident in their environment. They are incredibly happy and enjoy their time in residential and with each other. Staff have a thorough understanding of children's needs and ensure that children have positive and nurturing experiences. Children said that they love staying at the school.

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outstanding

Staff interactions with children are exceptionally warm and caring. Staff have built trusting relationships with children, who enjoy spending time with them. Staff give positive encouragement, so children feel relaxed and comfortable in their presence. Staff are incredibly attuned to children's feelings and recognise their emotions, overcoming barriers in communication and providing them an excellent standard of care.

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outstanding

Children feel listened to. They regularly share their views in weekly house meetings and as part of the student council. Children speak proudly about their roles on the council and their influence over school decisions. Children also meet regularly with an independent advocate so have opportunity to share their views externally.

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outstanding

Children enjoy a range of fun activities including music lessons, sporting and community activities, and independence tasks, which promote social and practical skills. Children build independence skills to prepare them for their future. Staff support children to cook basic meals, do their own washing, and go shopping. This helps children to develop responsibility and community engagement.

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outstanding

A multi-disciplinary team work closely to ensure that all children receive an extensive level of support, which is individualised and needs led. Sharing information at daily handover meetings and having a joined-up approach, ensures that all children have their support needs identified swiftly.

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outstanding

Children are prepared for staying in residential, so they feel comfortable. Social stories and visuals support their understanding. There is robust planning to help children and parents prepare, so it helps alleviate anxiety and so they feel welcome. Staff help children prepare for leaving the school and early planning ensures that they feel ready for moving on. Inspection report for residential special school - St Mary's School and 6th Form College 3 SENSITIVE-OFSTED USE ONLY

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outstanding

Professional and parent feedback is overwhelmingly positive. Parents are extremely happy with the care provided and the progress that children are making and talk with enthusiasm about staff support. Two parents said that staff provide 'phenomenal' care and that they encourage independence and use forward thinking, so children can grow and develop. One professional said that children consistently report they feel safe, they like and trust staff, and that they know which staff to approach if they need help.

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outstanding

Children feel safe and supported by staff that they trust. The level of pastoral care is exceptional. Staff build excellent relationships with children and know them well. This helps to provide children with a sense of belonging and promotes positive well-being. Staff support is effective and demonstrates that children’s needs are at the forefront of all decisions, so outcomes are successful in supporting children to thrive and flourish.

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outstanding

Staff use therapeutic approaches to support children and incidents are well managed because these approaches are well embedded. Staff support children and help them express themselves positively, so behaviour incidents are infrequent. Staff use an incentive and reward system, which children love. They enjoy saving credits towards purchasing gifts that they choose. Staff reward children with certificates giving them recognition when they are kind, respectful, helpful, and building independent skills.

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outstanding

There has been no use of restraint or any significant incidents. Highly trained staff use an effective model that focuses on prevention and de-escalation. This supports children with their emotions and helps children to make the right choices, alongside understanding their decision making.

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outstanding

Staff take effective action to keep children safe. There is efficient planning which minimises risks. As such, there are few safeguarding concerns and children do not go missing from school. When concerns do arise, staff work collaboratively with external agencies, keeping parents and children regularly updated and informed. Because of the strong relationships staff have with children, they are able to have regular, open discussions to support their learning and understanding of risk. Leaders and managers have excellent oversight of all concerns, so they are confident that children are safe.

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outstanding

There is an efficient process for managing and administering medication. Staff are highly trained and procedures are thorough. Staff support children to self-administer, which helps to promote their independence.

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outstanding

There have been no complaints made by children or parents. Children feel comfortable raising any issues and make suggestions. If these cannot be actioned by staff, they provide children with an explanation to help them understand. Inspection report for residential special school - St Mary's School and 6th Form College 4 SENSITIVE-OFSTED USE ONLY

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outstanding

There is a strong safeguarding culture at the school, which is embedded in staff practice. Staff fully understand their responsibilities when working closely with children. When there are low level concerns, leaders and managers address them swiftly.

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The effectiveness of leaders and managers: outstanding

School leaders are enthusiastic and highly motivated to ensure children reach their potential. Leaders have robust and extensive oversight of the residential provision with a focus on ensuring children benefit from varied, enriching and positive experiences. Leaders inspire and support the staff team, nurturing their practice to develop the skills they need to support children.

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The effectiveness of leaders and managers: outstanding

Learning and development of the staff team is a key focus for leaders. The workforce is well trained, with learning responsive to children’s needs. Staff receive weekly training, focused on knowing the children and how to best support them. As such, practice is evidence and research based.

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The effectiveness of leaders and managers: outstanding

Residential staff feel well supported by leaders. They are ambitious and enthusiastic about their role in supporting children. They are proud to talk about children’s progress, sharing a belief that all children can achieve remarkable success with the right support. Staff are resourceful and imaginative so that all children have the same opportunities and fun experiences.

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The effectiveness of leaders and managers: outstanding

Leaders and managers recognise their strengths and weaknesses. They know children extremely well because they work very closely with families to support children and have a positive influence on their lives. Staff support children to continue to grow, reflect, and develop, so they are well-cared for and achieve better long-term outcomes.

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The effectiveness of leaders and managers: outstanding

Leaders and managers have high aspirations for the residential setting and strive to make continuous improvements for children. Effective monitoring and review systems are in place so they can evaluate the quality of care that children experience and ensure that high standards are consistently maintained. Inspection report for residential special school - St Mary's School and 6th Form College 5 SENSITIVE-OFSTED USE ONLY

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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 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 residential special school - St Mary's School and 6th Form College 6 SENSITIVE-OFSTED USE ONLY

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Residential special school details

Social care unique reference number: SC050390

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Residential special school details

Headteacher/teacher in charge: Ms Natalie Edwards

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Residential special school details

Type of school: Residential Special School

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Residential special school details

Email address: NEdwards@stmarysbexhill.org

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Inspector

Emma Fryer, Social Care Inspector Inspection report for residential special school - St Mary's School and 6th Form College 7 SENSITIVE-OFSTED USE ONLY

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Inspector

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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