Glenwood School

Inspection report for residential special school - Glenwood School 1 Glenwood School Rushbottom Lane, New Thundersley, Benfleet, Essex SS7 4LW Residential provision inspected under the social care common inspection framework

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Information about this residential special school

Glenwood School is a community special school maintained by the local authority. It caters for 262 learners aged between three and 19 years.

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Information about this residential special school

The residential accommodation is provided in a purpose-built building on the main school site. The school, which is based in Essex, is a co-educational school for children with severe or profound and/or multiple learning difficulties.

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Information about this residential special school

The inspectors only inspected the social care provision at this school. Since the last inspection 12 children have stayed in the residence. At the time of the inspection, there were 4 children boarding at the 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: 3 December 2024

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good

Overall judgement at last inspection: good Inspection report for residential special school - Glenwood School 2

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Overall experiences and progress of children and young people: good

All children who stay in residence are making clear and measurable progress. One child has developed greater independence by sleeping in their own bed, drinking from a glass and managing the physical changes associated with puberty. One child has shown improvement in sleep routines and can now make requests more confidently. All children are making progress in managing their emotions and experiencing positive time with their peers.

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Overall experiences and progress of children and young people: good

Children are offered a wide range of choices. The staff are skilled in capturing children’s views using a variety of different methods of communication. Staff effectively support children to make progress in developing their individual communication skills. Children respond positively to this approach and benefit from consistent, meaningful praise that promotes confidence and engagement.

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Overall experiences and progress of children and young people: good

Staff show genuine care and nurture towards the children. They provide support with everyday routines such as tying shoelaces and helping them with their coats before outdoor play. Warm, positive relationships exist between staff and children. Children clearly demonstrate trust in the staff and seek their help and reassurance when needed.

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Overall experiences and progress of children and young people: good

Staff creatively plan a range of activities, such as treasure hunts, rocket launches and boot camps. Positive interaction between children increases their social skills and interactions. Each activity is linked to individual targets and the child’s Education, Health and Care Plan outcomes. Staff gather children’s feedback through photos and videos to help them reflect on their experiences and understand their progress during their stays.

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Overall experiences and progress of children and young people: good

There is a calm and relaxed atmosphere in the residence. The interior is well maintained and thoughtfully decorated, creating a welcoming environment for children. However, the garden area is not maintained to the same standard. Some outdoor toys are damaged. As children regularly use this space, it is important that the garden is well cared for and provides a safe, enjoyable environment for children to play.

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

There is a whole-school approach to safeguarding. The designated safeguarding lead (DSL) maintains full oversight of all safeguarding records. Weekly meetings are held with the head of care to ensure the safety and protection of children in residence remains a priority. The DSL appropriately challenges external professionals when decisions do not align with the best interests of the children. Safeguarding systems support effective communication and consistent oversight of all safeguarding matters. Inspection report for residential special school - Glenwood School 3 Incidents in residence are low because the staff know the children well. Careful pre- planning for each child’s stay is a strength of the setting. The views of parents, carers and children are gathered during the planning stage, ensuring staff are well prepared to meet each child’s individual needs. As a result, children benefit from staying in a contented, supportive and safe environment.

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

The site manager maintains clear oversight of all health and safety checks, and fire safety arrangements. Fire drills and evacuations are held regularly so children can practice leaving the building safely. Staff support children throughout, following children’s individual evacuation plans.

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

Children are supported to understand how to keep themselves as safe as possible. When appropriate, this includes helping the children to understand online risks and stranger awareness. Staff work closely with parents to ensure children are given consistent messages, this helps children to remain safe both in residence and at home.

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

Medication administration is well managed. Clear and effective systems for safe administration are in place. This responsibility is delegated to senior staff to minimise the risk of error. The head of care provides an additional layer of oversight, ensuring that procedures for recording, administering and monitoring remains effective.

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The effectiveness of leaders and managers: good

The headteacher and head of care are currently in temporary and interim roles. They both bring valuable experience to their positions. The head of care has a strong understanding of the residence and the children’s individual needs. The headteacher has spent time visiting similar settings to broaden her knowledge of residential provisions. She is focused on developing and strengthening the service further.

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The effectiveness of leaders and managers: good

The school is under the oversight of an interim executive board. The board is proactive and includes a designated member linked to the residence. This member visits the residence monthly to develop a clear understanding of residential practice. The board provides appropriate challenge to school leaders and offers effective independent oversight. The board meets monthly, with residence included as a standing agenda item to ensure continued focus and accountability.

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The effectiveness of leaders and managers: good

Specialist professionals, including speech and language therapists and occupational therapists, play an important role. This helps staff understand and support children’s emotional regulation and communication needs in school. This support extends to the residence when children stay overnight. Careful consideration is given to help each child manage their shift into residence. This is well embedded in staff practice. Staff work closely with therapists to develop individual plans that promote a smooth and positive settling-in experience for each child.

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The effectiveness of leaders and managers: good

Staff supervision sessions take place termly. There is a running log of communication between staff and their supervisor. This system enables concerns to be raised Inspection report for residential special school - Glenwood School 4 promptly rather than waiting for formal sessions. Supervision sessions include reflective discussions, with a consistent focus on children’s progress and wellbeing. There is an open and honest culture within the residence and staff feel confident to share their concerns and seek support.

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The effectiveness of leaders and managers: good

Due to recent changes in the leadership of both the school and the residence, there is currently a disconnect between the two functions. This has become a concern for the residential staff. While staff speak highly of the head of care, they feel that leadership changes have affected the consistency of support provided for staff. Despite this, staff focus on the children remains solid, and children continue to make progress. Inspection report for residential special school - Glenwood School 5

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Recommendations

 School leaders should ensure that there is clear leadership and management of the practice and development of residential and care provision in the school. Leaders ensure that there is a mutually supportive and reinforcing approach, between (i) the educational provision and (ii) the residential provision, which is centred around the child. (Residential special schools: national minimum standard 2.5)  School leaders should ensure that the children in residence are provided with good quality outside areas and outside equipment. (Residential special schools: national minimum standard 9.2)

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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 - Glenwood School 6

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Residential special school details

Social care unique reference number: 2644080

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Residential special school details

Headteacher/teacher in charge: Ms Lara Parr

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Residential special school details

Type of school: Residential Special School

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Residential special school details

Email address: head@glenwood.essex.sch.uk.

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Inspectors

Jo Birtwhistle, Social Care Inspector (lead) Aaron Mcloughlin, Regulatory Inspection Manager Inspection report for residential special school - Glenwood 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 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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