Cedar House School

Inspection report for residential special school - Cedar House School 1 Cedar House School Cedar House School, Bentham, Lancaster, LA2 7DD Residential provision inspected under the social care common inspection framework

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Information about this residential special school

Cedar House School is an independent specialist day and residential school. The school meets the needs of a diverse group of children, who have a range of complex needs, including social, emotional and mental health difficulties.

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Information about this residential special school

There is capacity for 16 children to receive residential stays at the school. At the time of the inspection 6 children stayed in 2 residential houses on the school site. Children’s stays can last for one week, 2 weeks or a half term, depending on their circumstances.

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Information about this residential special school

The school is set in a rural location on the North Yorkshire and Lancashire border.

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Information about this residential special school

The inspectors only inspected the social care provision at this school. All children who stay in residence were spoken with during this inspection.

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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: 11 February 2025

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outstanding

Overall judgement at last inspection: outstanding Inspection report for residential special school - Cedar House School 2

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outstanding

Leaders and staff have not only sustained the outstanding standard of care and protection for children but have further strengthened their practice. Through continued development of staff, improved processes and enriched experiences for children, they ensure that children’s progress and outcomes remain consistently of a very high quality.

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outstanding

Children's health needs are arranged to maximise continuity of care for them. The school nurse oversees a thorough and effective process that ensures staff meet all children's needs. Between the teaching and residence staff, health experts and the clinical team, there exists an intricate and effective process of communicating openly and honestly. This means children's often complex, psychosocial needs are met to a high degree.

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outstanding

Staff conscientiously consider children's likes and dislikes, alongside chances for children to have new experiences that enlighten, enthuse and engage them. Individual activity plans afford children rare and unique opportunities including scuba diving, singing lessons, horse riding, training to become a lifeguard and going on holidays. Children are provided these life-enriching experiences with staff regularly and in accordance with their wishes.

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outstanding

Communal areas are awash with photos of children and staff enjoying activities together. Children have access to a wide selection of toys and games for use both inside and outside. Externally there is a spacious green area with sports equipment and environmental installations such as bug and hedgehog hotels. A 'buddy bench' overlooks the babbling brook where children can go and sit if they need a member of staff to speak with. Overall, the staff have created a warm, welcoming and homely environment.

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outstanding

The stability, nurturing and therapeutic environment provided in the residence plays a crucial role in preventing children from entering or escalating within the care system. Through consistent relationships, clear boundaries and an understanding of trauma- informed care, staff can identify and respond to children's needs effectively. The residential staff offer appropriate and professional challenge to parents where necessary, ensuring that decisions remain firmly centred on the child's safety and wellbeing.

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outstanding

Transitions from the residence are exceptionally well planned and successful. Five children have moved on during this period, and all children secured an appropriate education or training placement. Preparation for leaving is child-centred and aspirational. Their ending from the residence is celebrated with a goodbye video, a leaving event of their choice and memory book packed full of colourful photos of their time at the school. This is important for the children to look back on and leaves Inspection report for residential special school - Cedar House School 3 them without a doubt that they were loved and cared for during their time at Cedar House.

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outstanding

There is a whole school approach to safeguarding, the Designated Safeguarding Lead (DSL) and the deputies are aware of what is happening across the school and in residence. The head of care is part of the safeguarding team and attends weekly meetings to ensure that the safeguarding needs for children in residence are prioritised. Staff apply professional curiosity and note changes or new behaviours for children quickly. All leaders and staff work together effectively to develop a holistic understanding of what is happening for each child. They use this understanding to put clear plans in place that help keep children as safe as possible.

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outstanding

Capturing children's voices is a central priority of safeguarding practice within the residence. Staff communicate effectively with children to gain a clear understanding of what safety in the residence looks like from their perspective. Children are supported to share any areas of the setting where they may feel worried or unsafe, including the use of maps for the children to colour in. One child shaded a corridor on their map. Staff spent time exploring this with the child and quickly identified that the concern arose when the light was turned off at night. This was promptly addressed, with night lights provided to help the child feel safe and reassured.

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outstanding

Incidents of self-injurious behaviour are well managed by staff. Children are supported to access hospital treatment when needed, and residential staff remain with them throughout, demonstrating consistent care and reassurance. Following such incidents, children’s safety plans are reviewed and updated. The clinical team provides a thorough handover to maintain continuity of support when children return to the residence.

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outstanding

All health and safety checks across the school and residence are up to date and well monitored and maintained. Regular external checks are carried out by appropriately qualified professionals from accredited providers. The facilities manager oversees internal checks. Any emergencies are responded to immediately. The site manager is passionate and proud to work in the school and residence. They describe the staff team and children as one big family.

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outstanding

There are no concerns regarding bullying within the residence. The staff do a fabulous job of helping the children to relate to one another. Children demonstrate respect to one another, with established children taking on a supportive role, offering new children reassurance and guidance. Clear and consistent messages are prominently displayed throughout the setting, including visible anti-bullying ambassador information, which the children in residence are part of. This reinforces a culture of zero tolerance to bullying and this values-led approach ensures that children feel safe. Inspection report for residential special school - Cedar House School 4 Staff demonstrate an exceptional depth of knowledge of each child. This enables them to assess risk and recognise the early indicators of escalating behaviours or emotional distress. This highly attuned practice means that potential incidents are skilfully de-escalated, often before they emerge. This proactive approach minimises

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outstanding

disruption and ensures that children experience a consistently safe, calm and contented residential environment. This quality of care and risk management practice is exemplary and plays a significant part in creating a sense of stability and belonging for the children.

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The effectiveness of leaders and managers: outstanding

The leadership and management team across the school and residence work exceptionally well together, offering both strong mutual support and constructive challenge. They have created a culture of openness and trust, where accountability is clearly expected and consistently promoted at every level. As a result, staff feel confident to ask challenging questions of one another, continually striving to improve practice. This collaborative approach ensures that the team remains focused on delivering consistently high-quality care and outcomes for all children.

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The effectiveness of leaders and managers: outstanding

The head teacher ensures that a whole-school approach is applied to the care, health and education of the children. The head of care is well established within the wider school leadership team, supporting strong collaboration between education, care and clinical staff. A recent change in the head of care, alongside the appointment of a new deputy for residence, has been seamless and well planned. Staff report that the transition has felt natural, which is a credit to the overall leadership of the school.

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The effectiveness of leaders and managers: outstanding

The wellbeing of the staff is a clear priority for the head of care, and this commitment is reflected in the school receiving the 2026 Wellbeing Award. The head of care plays a pivotal role in ensuring that the strong support provided to the staff and children was recognised through this achievement. Staff report that leaders genuinely care about their wellbeing, and this has a direct and positive impact on the care provided to the children. As a result, staff build strong and meaningful relationships with children, where trusted connections remain significant for children long into the future.

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The effectiveness of leaders and managers: outstanding

The staff team is longstanding, happy in their work and committed to best outcomes for the children. They understand the importance of children making progress and achieving the best possible outcomes. Staff are aware of their immediate safeguarding responsibilities to keep children safe.

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The effectiveness of leaders and managers: outstanding

A well-established and well-resourced clinical team coordinate exceptional support to all children in residence. New children benefit from an in-depth 12-week assessment where all stakeholders are consulted to ensure a holistic review is carried out of each child's needs. The clinical team continually review and assess children's needs across the classroom, in their living space and across all parts of the staff team. This clinical involvement is the golden thread that Inspection report for residential special school - Cedar House School 5 ensures consistency in staff practice that improves experiences and outcomes for children.

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The effectiveness of leaders and managers: outstanding

A strong and consistent message comes through from family members, stakeholders and external professionals connected to or involved with the children in residence. The nurturing and loving relationships between the staff and children are fundamental to the overwhelming feeling of 'one big family'. All feedback was exceptionally positive; with comments such as, 'The staff could not do any more for children', 'I cannot think of anything they could do better, they are just brilliant', and 'If it was closer to where I live, I would work there myself'. This reinforces the strong sense of homeliness that prevails and that everyone from the children, the headteacher, staff in residence, site manager and the teaching staff, all feel part of a family. Inspection report for residential special school - Cedar House School 6

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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 - Cedar House School 7

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Residential special school details

Social care unique reference number: SC040058

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Residential special school details

Headteacher/teacher in charge: Mr Stephen Salt

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Residential special school details

Type of school: Residential Special School

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Residential special school details

Email address: cedar-house@witherslackgroup.co.uk

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Inspectors

Jo Birtwhistle, Social Care Inspector Ricky D'Arcy, Regulatory Inspection Manager Inspection report for residential special school - Cedar House School 8 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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