Residential report High Close School Barnardos, High Close School, High Close, Wiltshire Road, WOKINGHAM, Berkshire, RG40 1TT Inspection dates 24/09/2013 to 26/09/2013 Overall effectiveness Outstanding 1 Outcomes for residential pupils Outstanding 1 Quality of residential provision and care Outstanding 1 Residential pupils safety Outstanding 1 Leadership and management of the residential provision Summary of key findings The residential provision is outstanding because Outstanding 1 Assessment and transitional arrangements for residential placements are meticulous and centred around residential pupils individual assessed needs. In turn, this provides a strong basis for ensuring that the needs of pupils resident in the four units at anyone time are needs led. Residential pupils excel and do exceptionally well as a result of their residential experiences. This is because staff treat and respect pupils as individuals, while creating a culture of inclusion and equality. In doing so, residential pupils seize the opportunity of taking part in activities and challenges they were previously denied or shied away from. The vigilance of staff and their sound knowledge of pupils complex needs contribute towards a safe and nurturing environment. Safety is clearly a priority and residential pupils say that they experience a sense of feeling safe. Residential pupils are given opportunities to exercise their feelings and emotions in the knowing that they are listened to and supported in the best possible way. The whole-school approach towards meeting the needs of residential pupils is seamless. Staff communicate and work effectively with specialists employed by the school, external professionals and parents. This approach drives forward consistency while constantly increasing a better understanding and increased knowledge of residential pupils' needs, progress and development with all concerned. Internal monitoring systems are wide ranging and evolving to enhance the recording of statistical data centred around outcomes for each pupil. However, to further improve one aspect of monitoring, the school is asked to review the quality of reports produced by independent visitors so that the content is more meaningful and consistent. Pupils and significant others including the overwhelming majority of parents who completed online surveys, hold the school with high regard, expressing unreservedly their appreciation and satisfaction for all that the school has to offer.
All national minimum standards are met, there were no shortfalls in national minimum standards at the last inspection. Compliance with the national minimum standards for residential special schools The school meets the national minimum standards for residential special schools Inspection Report High Close School, 24/09/2013 Page 2 of 13
Information about this inspection The inspection was announced on the morning of the first day of the inspection. All four residential units were visited throughout the inspection and at different times of the day and evenings. Inspectors met with pupils, the senior management team, a broad range of staff, contacted external professionals connected with the school and evaluated responses from parents who completed Ofsted's online surveys. A vast array of records, documentation and databases were inspected and assessed. Meals were taken with pupils and a good range of activities were observed. Inspection team Gavin Thomas Emeline Evans Lead social care inspector Social care inspector Inspection Report High Close School, 24/09/2013 Page 3 of 13
Full report Information about this school High Close School is a non-maintained school administered by Barnardos. It provides for both day and residential pupils of both genders aged from seven to 18 years, with most boarders being of senior school age. There are 78 pupils on roll, with provision for 36 boarding. At the time of the inspection there were 30 residential pupils. The school is set in seven acres of woodland, within easy walking distance of the town centre of Wokingham. There are four residential units on the school site. There is a pattern of fortnightly boarding and residential pupils usually return home on alternate weekends and during school holidays. The school takes young people who have been unable to succeed in mainstream school and have statements of special educational need arising from social, emotional and behavioural difficulties. The range of additional specific special needs with which the school is working is broad, and may include young people with attention deficit hyperactivity disorder, dyslexia, dyspraxia, autistic spectrum disorders, speech and language difficulties and visual and auditory impairment. The last inspection took place in July 2012. What does the school need to do to improve further? undertake a further review of reports produced by independent visitors so that the criteria is more consistent for each of the units visited and the content gives more meaning and evaluation into the findings. review the content of pupils' risk assessments, ensuring that vital information relating to identified risk are included in the risk assessments and not just the associated documents such as health plans. Inspection Report High Close School, 24/09/2013 Page 4 of 13
Inspection judgements Outcomes for residential pupils Outstanding Outcomes for residential pupils are outstanding. Residential pupils are making exceptional progress and achievement as a result of their placements. This benefits pupils not only during school time but at weekends and holidays when they are at home. Parents have access to the school's field social work team and where necessary, members of the residential team. This form of outreach support promotes continuity of care for pupils during non-residential times. Each residential unit provides a very warm and inviting environment where pupils look and say they are happy to be there. Challenging situations are dealt with calmly, effectively and professionally. Staff are extremely knowledgeable of pupils assessed needs and know when and how to intervene without compromising the safety and care of other pupils. Residential pupils' progress is measurable and their abilities to cope with transitions and change improve with most going on to becoming very successful in their adult lives. This includes skills acquired through residence in: budgeting, cooking, laundering of clothes, coping in supported living arrangements, attending further education and taking up employment. Residential pupils benefit immensely from the school's on-site therapy team. The accessibility of this team means that pupils are not waiting for long periods of time for the therapeutic input they often require. Equally, staff are well supported by this team and the guidance and support they receive, helps develop their skills in working with pupils. Residential pupils are very active members of the school and wider communities. The types of activities residential pupils take part in are wide ranging, stimulating and purposeful. Residential pupils get so much enjoyment out of their time in residence because staff involve them in the running of the units and the planning of activities. More often than not, this increases pupils' selfesteem and confidence which many pupils lack prior to taking up residential placements. One pupil commented 'If it wasn't for the staff, I wouldn't be where I am today.' The units' prefect systems give pupils an opportunity to take on new challenges while building positive relationships with each other. Similarly, residential pupils are empowered when invited onto the school council. A culture of mutual respect has a strong presence throughout the school. Pupils are respected by staff for their individuality and as a result, their care is tailored specifically to their needs. This includes: dietary provisions, access to activities, contact arrangements with parents and carers and health-related interventions. Equally staff feel that respect and effective working relationships exist between the four teams and throughout the school. This generates a healthy work environment and as a result, has a positive impact on outcomes for pupils. Staff are skilful and sensitive in their approach when addressing diverse and developmental matters with pupils. These range from matters relating to puberty, cultures, hygiene, identity and either restoring or forming positive relationships with others. Extensive work is undertaken engaging residential pupils in meaningful discussions and activities regarding personal safety. This ranges from pupils' understanding of internet safety, safe use of mobile phones and creating a better awareness of cyber bullying. Residential pupils' trust in the staff team is unquestionable and as a result, they are confident in speaking to staff, letting go of past or negative experiences. Pupils are supported in a sensitive manner in moving forward with a more positive outlook and a sense of value and self worth. Quality of residential provision and care Outstanding The quality of the school's provision for residential pupils is outstanding. Pupils experience a very personalised and rewarding time during residence; one pupil said 'It is just amazing here', another said 'I love it, this school is really helping me to do better.' Pastoral care arrangements Inspection Report High Close School, 24/09/2013 Page 5 of 13
are extensive and wide-ranging, often extending into support offered to families by the field social work team. In exceptional circumstances, staff are also accessible to families during nonresidential times. The extent of this support provides consistency for pupils at home and in school, while giving parents the reassurance and guidance they sometimes need when faced with challenging situations. Staff are active listeners and are quick in responding to ways in which pupils express their needs; often through unpredictable behaviours. This approach helps alleviate any unnecessary anxiety for pupils and supports pupils in communicating their needs more coherently. Excellent communication systems are forged between staff working in each of the residential units, the rest of the school and with external professionals and parents. The effectiveness of communication means that even the minute types of information exchanged, help make a difference for pupils and all those involved in their care and welfare particularly. One external professional commented 'The pupils I have placed at this school and in residence are happy. I have no concerns about the quality of care and residential staff are very paternal in their approach towards the pupils.' Pupils care plans and identified targets are monitored periodically for effectiveness and appropriateness. Where possible and relevant, pupils are engaged in these processes, giving them empowerment and a true sense of ownership and self worth. One out of the four residential units is very focused on preparing pupils for independence. Pupils' achievements and successes are extraordinary. The impact of independence work undertaken with pupils is often known after pupils have moved on, as ex-pupils often inform staff of what they are doing and how well they are achieving as a result of what they learnt at this school. Existing pupils are showing outstanding signs of progress and achievement with the independence programmes they are engaged in. In some cases, pupils have mastered skills enabling them to travel independently on public transport, attending further education with minimum or no support and have developed skills for day-to-day living such as budgeting, shopping and cooking. These 'real life' opportunities are tailored very specifically to pupils' individual needs and stages of their progress are constantly monitored and reviewed. One pupil commented 'I have been here for six years and just look where I am today. I know what I want to do when I leave here and staff are helping me to achieve just that.' Residential facilities are of an exceptionally high standard and well presented throughout. There are times when pupils damage fixtures and furniture through unpredictable and challenging behaviours. However, staff are swift in arranging repairs or renewals, ensuring that all pupils enjoy high standards of living. Each unit is unique in atmosphere and homeliness, and very welcoming. Residential pupils benefit immensely from a very effective and well-managed key worker system. All staff play an active role in ensuring that this system works for the benefit of the child and ensuring that their holistic needs and changes to their needs are met and communicated with all relevant parties including parents. Staffs determination and persistency help achieve and secure the maximum that the residential provision offers each pupil. For instance, the vast majority pupils are totally reliant on staff to advocate their needs. Staff do this by making a valuable contribution towards pupils' initial assessments, trial stays and care reviews. One external professional commented 'I have total trust in the staff team. They deliver the best possible care for the pupil I have placed in residence.' Residential pupils safety Outstanding Provision and arrangements for safeguarding residential pupils are outstanding. Residential pupils say they feel safe and one of the main reasons being the staff. Residential pupils say they feel Inspection Report High Close School, 24/09/2013 Page 6 of 13
safer at this school and in residence because they can talk to staff about anything and staff are always there for them. One pupil said 'I don't need to go to the staff, they just know when something isn't right and they sort it out.' Policies and procedural guidance on pupils' safety and protection are widely known and accessible throughout the school. Residential pupils are made aware of relevant policies and how to access support through the various posters vividly displayed in each of the residential units and in documentation such as the 'pupils guide'. The senior management team have direct oversight of suspected or known safeguarding matters. The transparency in managing and investigating these matters ensures that risks to residential pupils are minimised and prevented. Staff work extensively with all safeguarding professionals; in house and external. An external safeguarding professional praised the efficiency of the school's leadership and safeguarding teams for their approach to multi-agency working and success in implementing school and statutory safeguarding procedures. Residential pupils do not associate bullying as an issue. Minor matters such as name calling are dealt with effectively through one-to-one or group work in a restorative way. The 'whole school' approach works exceptionally well in observing and acting on unusual or inappropriate behaviours. This approach involves staff from all sectors of the school including care, education and therapists. This seamless approach contributes to an environment which is non judgemental and provides a safe space for pupils with complex needs who at times, are unable to communicate their needs in socially acceptable ways. The mechanisms in place for working directly with pupils and the processes for recording and reviewing their behaviour give staff and management a clear overview of individual pupil's achievements and areas for further or different types of support and intervention. This in turn, enables staff to seek the relevant support from the school's in-house therapy team; it also gives parents up-to-date information about their child's safety, well-being and changes to ways in which they are supported. Residential pupils are protected through the robustness of recruitment and vetting processes. All prospective employees undergo comprehensive screening for establishing their suitability to work with vulnerable young people. Organisational and local recruitment processes are consistent and all staff involved in recruitment attend relevant training for ensuring that their skills are up to date and staff are kept abreast of best practice. The types and frequency of safeguarding training staff receive enable them to create and sustain very safe and secure environments without hindering or preventing opportunities for residential pupils to move around freely. Residential pupils engage in a vast array of activities both on and off site. Comprehensive risk assessments are undertaken for ensuring pupils safety. These include the vetting of external activity venues and other key factors such as accessibility and emergency procedures. These safeguards are agreed with parents and all risk management processes are scrutinised by the senior management team for ensuring pupils' safety at all times. Risk assessments pertaining to individual pupils are equally as detailed and informative. These assessments are consistent with all relevant care planning documentation such as behaviour and health plans. However, it was noted that when a high risk matter is identified, vital information is not necessarily recorded on the actual risk assessment but on associated documentation. Although this does not present as a major issue, it does potentially mean that the impact of the risk is lost if this information is not clearly cross referenced with other documentation or highlighted on the actual assessment. The leadership team and staff are proactive in keeping abreast of best practice for keeping pupils safe. For example, training on e safety and cyber bullying and other forms of training and Inspection Report High Close School, 24/09/2013 Page 7 of 13
working with national safeguarding is a current priority for all staff teams. The school's preferred method of intervention for de-escalation and physical intervention, is implemented under very rigorous and meticulous management systems. The school is committed to ensuring that the data collected and used for monitoring behavioural intervention strategies is used effectively for influencing change with pupils across the school. For example, staff are constantly reviewing individual pupil's behaviours and interventions, and always seeking the best approach for supporting pupils through challenging situations and transitions. Staff say that their diverse approach towards supporting behavioural needs, reduces pupils' anxiety and challenging behaviours resulting in physical intervention being used as a very last resort. Residential pupils are encouraged to take ownership and responsibility for their behaviours and to help them achieve this, staff encourage pupils to agree 'unit' rules; these rules include sanctions drawn up with pupils. Health and safety systems are robust with effective oversight by the senior management team. All staff have equal responsibilities and duties for observing and reporting health and safety matters. Prompt action is taken for ensuring that the premises, resources and practice are all of a high standard. Residential pupils' safety is paramount at all times of the day. This includes the night-time supervision of each unit through the use of a well-established closed circuit television system, monitored by two waking-night staff. This is in addition to a sleeping-in member of staff accommodated in each unit. Residential pupils are fully aware of fire safety procedures; fire drills are held monthly and this exceeds minimum statutory guidance. Routine health and safety checks are carried out and routine checks in place ensure that portable appliances brought into the school are safe. Staff attend training relevant to their roles including fire safety, food safety and first aid. The numbers of staff trained in health and safety, guarantees a suitable number of qualified staff on duty in each of the four units at all times. Leadership and management of the residential provision Outstanding The management and organisation of the residential provision is outstanding. This is a result of the school's commitment to providing a residential provision which is child centred, child focused and personalised to the needs of each child. The overwhelming majority of residential pupils thrive in their placements and in some cases, exceed all expectations during residence and after they have moved on. Staff are extremely sensitive and supportive towards pupils who find boarding arrangements difficult and this extends to supporting individual families. Pupils' emotional well-being is central to all aspects of care provided. Staff work tirelessly for ensuring that pupils' personal needs are being met and this often means working intensively with education staff, therapists and families. When necessary, the senior management team will make difficult decisions in reviewing a residential placement if it is not appropriate for the child. This is extremely rare but demonstrates that the residential service considers a pupil's holistic needs and what is most appropriate for them; individually and as a group. Staff and pupils are supported by a well-established, experienced and suitably qualified senior management team who constantly review all remits of the school to keep practice 'alive' and up to date. This includes: a range of management reviewing systems, an evaluation of residential services through the school's development plan and an oversight and scrutiny of residential service by the governing body. Additional monitoring is undertaken through visits by independent visitors. For a short period, visits were not being done every half term in each unit because of unforeseen circumstances. However, this situation has now been rectified with the full Inspection Report High Close School, 24/09/2013 Page 8 of 13
compliment of independent visitors in post. Staff also confirm that members of the governing body have a strong presence in the residential units. At the last inspection, it was recommended that the independent visitors' reports clearly identify if any actions from the previous visit are addressed. The report format has been revised with an improved method of recording any actions identified and work undertaken to address these. In some instances however, the content of reports for independent visits is inconsistent. For example, the reports confirm what records or processes have been sampled, but there is no further information about the impact or value of these findings in relation to outcomes for residential pupils. Residential pupils enjoy spending time with staff in each of the units. Each of the staff teams are passionate about their work with residential pupils and demonstrate this through their conduct, professional approach and knowledge of each child's needs. Staff say that they enjoy their work and equally, pupils say they enjoy being with staff. The dynamics of each staff team ensure that pupils' needs are communicated and acted upon efficiently and respectfully. Almost all staff have a relevant professional qualification and arrangements are in place for staff to achieve this where this is not the case. Staff go out of their way in meeting pupils diverse needs and this practice is exemplary, ensuring that pupils are comfortable, happy and safe. Staff place great emphasis on exercising good parenting skills. For example, if a residential pupil is distressed or anxious around bedtime, staff will stay on duty for as long as it is necessary until the young person is restful and settled. Staff receive a broad range of training for helping them understand pupils complex and wide ranging needs including health, safeguarding and social needs. Staff comment that training opportunities are relevant, beneficial and excellent. In-house training is ongoing and covers a broad range of topics, contributing to staff continuous professional development. All staff employed by and on behalf of the school including the field social work team and therapists work harmoniously and this has a very positive effect on outcomes for residential pupils. Staff facilitate opportunities in helping pupils explore and learn about themselves, people around them, cultures and identity. This is very skilfully integrated into informal chats, one-to-one work with pupils or a whole-unit approach with thematic events and activities. This approach to diversity gives pupils a wider and better understanding of the world around them and what they can expect in day-to-day living situations as they prepare for moving on or take up new challenges outside school during residential times. The governance of the school and staff support are sound. The school's Statement of Purpose and Functions, pupils guide, policies and procedures and all other management systems are up to date and accessible. Staff say that they feel valued, are well supported by the leadership team and empowered to take on new initiatives. These opportunities give staff the scope to excel and experience the impact and effectiveness of working in an inclusive and child-centred environment. The head of care is very instrumental in overseeing outcomes for residential pupils and is currently piloting a new system for further developing ways to monitor and evaluate pupils' outcomes. Formal and informal supervisions are regular and staff benefit from the ongoing dialogue and opportunities they have for debriefing meetings, team meetings and the regular contact they have with parents and supporting professionals. Each unit has its own management and staffing structure; in reality, this maximises accountability and maintains effective lines of reporting and monitoring. At the last inspection, it was recommended that risk assessments for lone working are carried out on a case-by-case basis. This practice has since changed and generic assessments are now Inspection Report High Close School, 24/09/2013 Page 9 of 13
tailored to individual situations. The school has not received any formal complaints since the last inspection. Staff are in regular contact with parents and matters of a minor nature are dealt with efficiently and promptly. The complaints process is comprehensive and widely available to parents, pupils and significant others. Each unit has a private telephone booth and although the majority of pupils use their mobile phones, relevant complaints information and details of independent agencies are vividly displayed in the booths. One external professional commented 'I have no complaints about this service. In fact, I rate them as one of the few exceptional services with such a high performing residential service. If I had any concerns, I would not hesitate in contacting the school but I don't have any.' Inspection Report High Close School, 24/09/2013 Page 10 of 13
What inspection judgements mean Grade Judgement Description Grade 1 Outstanding A school which provides an exceptional quality of care and significantly exceeds minimum requirements. Grade 2 Good A school which provides a high quality of care that exceeds minimum requirements. Grade 3 Adequate A school which meets minimum requirements but needs to improve the quality of care it provides. Grade 4 Inadequate A school where minimum requirements are not met and the quality of care has serious weaknesses. Inspection Report High Close School, 24/09/2013 Page 11 of 13
School details Unique reference number 110181 Social care unique reference number SC011327 DfE registration number 872/7006 This inspection was carried out under the Children Act 1989, as amended by the Care Standards Act 2000, having regard to the national minimum standards for residential special schools. Type of school Number of boarders on roll 86 Gender of boarders Special Mixed Age range of boarders 7 to 16 Headteacher Mrs Zoe Lattimer Date of previous boarding inspection 10/07/2012 Telephone number 0118 9785767 Email address high.close@barnardos.org.uk Inspection Report High Close School, 24/09/2013 Page 12 of 13
Any complaints about the inspection or the report should be made following the procedures set out in the guidance raising concerns and making complaints about Ofsted', which is available from Ofsted s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You can use Parent View to give Ofsted your opinion on your child s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection. You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to Subscribe. Piccadilly Gate Store St Manchester M1 2WD T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk Crown copyright 2013 Inspection Report High Close School, 24/09/2013 Page 13 of 13