Holly House School

Inspection report for residential special school - Holly House School 1 Holly House School Holly House School, Church Street North Old Whittington, Chesterfield, Derbyshire S41 9QR Residential provision inspected under the social care common inspection framework

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Information about this residential special school

Holly House School is a maintained residential community special school for children with social, emotional and mental health difficulties. The school provides education for 43 children aged 7 to 14 years.

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Information about this residential special school

The residential provision is in an annex to the main school and provides accommodation for up to 8 children. Children can stay each night from Monday to Thursday during term time.

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Information about this residential special school

There is a qualified and experienced head of care in place who leads the residential provision.

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Information about this residential special school

The inspector 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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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: 4 February 2025

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outstanding

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

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outstanding

Children thoroughly look forward to spending time at residence and truly enjoy their experiences there. Children find staff extremely approachable and will often seek them out in the school day for support and re-assurance. Staff always willingly respond to the children, and this is hugely important for the children as it reinforces their feelings of self-worth and that they matter.

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outstanding

Pupils are actively encouraged to share their wishes and feelings. When 2 children had a disagreement, staff were proactive in enabling them to express how they felt. They created an opportunity for the children to sit at a table and do a joint activity and, through natural conversations, both children spoke of their feelings and the issue was resolved. This is one example of many highly skilled interventions by staff and reinforced the importance of talking and sharing feelings to resolve issues, rather than shouting at each other.

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outstanding

There has been a greater focus on tracking specific outcomes for children. The immense effort of a member of staff has produced a tool to measure the excellent progress that children are making. This is linked to equipping children with the necessary skills for now and in the future. The system also highlights where targeted support is needed and allows for more specific targets to be set for the children. Overall, this is proving to be a highly effective way of supporting children to achieve personalised outcomes.

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outstanding

Children participate in life-enhancing activities that seek to provide them with fun and opportunities for spending time with their peers. Unknowingly to the children, staff weave elements of learning into each of the activities and the outcome has been that children have learnt new life skills and enhanced the ones they already have. After each activity, the children and staff reflect on the learning from the activity and how they could make it even better next time.

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outstanding

The staff are focused on the children’s futures, are aspirational for them and always consider what is next for the children in their lives. When planning meaningful activities that incorporate learning opportunities, they promote the children to explore the specific jobs roles that people do within society and what skills they would need to do those roles. Children begin to think about their future and develop their own ideas about their future employment.

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outstanding

Leaders and managers have recognised the exceptional relationship that exists between residential staff and children. This has led to residential staff spending more time in school to model their approach to school staff. In addition, this has reinforced the dedicated and joint approach of all staff. Inspection report for residential special school - Holly House School 3 Staff play a key part in supporting children to achieve their best outcomes at school. Children who attend residence have a higher attendance rate than children who do not. Staff prepare children for school in a calm and supportive way, meaning children are settled and ready to learn. Children can also spend time with staff near the end of the school day to ensure that they leave school in a positive frame of mind.

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outstanding

There has not been any requirement for physical interventions since this last inspection. This is due to staff knowing the children exceedingly well. They can detect early signs of distress and are responsive to the children needs. Their nurturing and caring approach supports children to quickly reduce heightened emotions.

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outstanding

Safeguarding is a definite key priority in the whole school. It begins with key safeguarding training that is completed by all staff in the school and residence, which is then built upon through throughout the year. Leaders and managers continually reflect and disseminate learning to the wider team to ensure that knowledge is always being enhanced or developed. Staff are clear about how to raise concerns and the reporting mechanisms they must use.

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outstanding

A specific risk has arisen regarding one child. The issue was immediately identified and leaders and managers were quick to respond. Staff liaised with external professionals and worked with family and the child to ensure that the risk was fully understood and the appropriate action was taken. All children were provided with more information relating to the topic and risks further explored with them.

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outstanding

Staff consistently model positive behaviour. They are always respectful and considerate towards others. This establishes a calm and nurturing environment in which children understand and follow the expectations for using kind words and actions. As a result, there have been no incidents of bullying between the children. Children are learning to consider other people’s feelings, which contributes to positive relationships in the home.

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outstanding

Medication processes are safe, well ‑ organised and effectively managed. Staff follow clear procedures for administering and recording medication. There have not been any medication errors since the last inspection. This reflects the clear understanding that staff have about their responsibilities when administering medication.

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The effectiveness of leaders and managers: outstanding

Since the last inspection, a new head of care and deputy head of care have been appointed. They are highly experienced, motivated and truly dedicated to their role. Two new members of staff have also joined the team. These two staff each have a background in working with children with emotional and social needs. The newer Inspection report for residential special school - Holly House School 4 team members bring unique skills and vast experience to their roles, and they use these to enrich the lives of the children while they are in residential.

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The effectiveness of leaders and managers: outstanding

The leaders and managers are extremely focused on building solid relationships with the community. Children have been involved in raising money for local charities that benefit the local community. Staff plan activities in and around the community to foster a sense of belonging for the children, showing that they care through actions, such as spending money in charity shops. Interacting with the community is providing the children with a sense of belonging and how everyone contributes to the community they live in through their actions.

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The effectiveness of leaders and managers: outstanding

Leaders and managers adopt a whole family approach to their work. The staff spend time in building commendable relationships with the children’s parents and carers. Time has been spent understanding the family dynamics as this has helped to tailor the care for each child spending time at the residential provision. The manager and staff respond at times of family crisis and ensure that children are fully supported and, if needed, practical and emotional support given to parents.

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The effectiveness of leaders and managers: outstanding

Leaders and managers have been innovative in the development of the daily practice within residential. They have identified models of practice that align with their approach and adopted them within the provision. This means that children are receiving enhanced care grounded in research and knowledge linked to improved outcomes for children.

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The effectiveness of leaders and managers: outstanding

Leaders and managers are reflective and maintain a strong focus on continuous improvement within the home. The head of care has introduced a survey for children, carers and staff, and feedback with recommendations to improve practice has been acted on promptly. Additionally, when the independent visitor has identified areas where new approaches would be beneficial or existing practice could be enhanced, the head of care has responded exceptionally well. As a result, changes have been introduced swiftly, leading to strengthened practice across the residence.

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The effectiveness of leaders and managers: outstanding

All national minimum standards are met and there are no recommendations for improvement identified at this inspection. Inspection report for residential special school - Holly House School 5

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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 - Holly House School 6

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Residential special school details

Social care unique reference number: SC056234

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Residential special school details

Headteacher/teacher in charge: Mr Marc Hughes

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Residential special school details

Type of school: Residential Special School

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Residential special school details

Email address: info@hollyhouse.derbyshire.sch.uk

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Inspector

Lizette Watts, Social Care Inspector Inspection report for residential special school - Holly House School 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 children looked after, safeguarding and child protection.

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Inspector

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Inspector

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Inspector

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