Residential report
Percy Hedley School
Percy Hedley Residential Unit, Kirkstone, 30 Leybourne Avenue, Newcastle upon Tyne, Tyne and Wear, NE12 7AP
Inspection dates
21/01/2014 to 23/01/2014
Overall effectiveness
Good
2
Outcomes for residential pupils
Good
2
Quality of residential provision and care
Adequate
3
Residential pupils’ safety
Good
2
Leadership and management of the residential
provision
Good
2
Summary of key findings
The residential provision is good because
●
Residential pupils achieve very positive outcomes as a direct result of the expertise which
is readily available from a wide range of staff. This includes residential staff, their
managers and registered professionals such as occupational therapists, physiotherapists,
speech and language therapists and a nurse.
●
The arrangements to safeguard and protect residential pupils are effective. The risk
assessments of residential pupils are being improved to make them more clear and
useful. Competent persons undertake all the necessary health and safety tests at
appropriate intervals to ensure equipment and the premises are safe.
●
The quality of care is being limited by restrictions of space in and around the bedrooms
and some reduced availability of equipment and facilities. The school has identified the
consequences of the design shortfalls and has strategic plans to address them.
●
Key people monitor the quality of the care provided to residential pupils in order to
identity shortfalls and address them. This monitoring is not fully robust because it does
not evaluate whether recommendations made in Ofsted inspection reports have been
completed.
●
The team of staff have good levels of knowledge, skills and experience. Robust measures
are in place to ensure they have the necessary expertise to meet any specific needs of
residential pupils. Support from training, supervision and annual appraisals is also strong.
Compliance with the national minimum standards for residential special schools
The school does not meet the national minimum standards for residential special schools. The
details are listed in the full report.
Information about this inspection
Ofsted gave the school three hours’ notice of the inspection of its residential provision. Inspection
evidence came from one-to-one and group discussions with residential pupils; analysis of written
surveys received from 18 residential pupils; discussions with residential staff, the house manager,
the head of care, school therapists, the school nurse and the headteacher; assessment of the
school’s policies, records and residential pupils’ case files; a tour of the residential unit and
observations of the residential routines.
Inspection team
Steve Pearson
Inspection Report
Lead social care inspector
Percy Hedley School, 21/01/2014
Page 2 of 10
Full report
Information about this school
Percy Hedley School is a non-maintained special school. It is part of the Percy Hedley
Foundation, a charity that provides support for children and adults with cerebral palsy and
speech and language difficulties. It provides boarding accommodation for pupils who attend
Percy Hedley School. The residential unit offers five-day and seven-day boarding, in term-time
only, as well as shorter stay opportunities and post-operative rehabilitation when required. A
maximum of 18 pupils can be accommodated at any one time, and the unit can accept one
emergency placement. The unit can cater for young people of either gender and the facilities
have been adapted to meet the specific mobility needs of young people.
The unit is a detached two storey building set in its own grounds within easy travelling
distance of Percy Hedley School. The boarding provision was last inspected in March 2013.
What does the school need to do to improve further?
●
make clear in the minutes of residential pupils' house meetings how their concerns will
be addressed and when such actions have been met
●
ensure that the independent visitor, when conducting their half-termly monitoring,
reports on the school's progress in meeting any recommendations made at previous
Ofsted welfare inspections
●
promote awareness of the independent visitor to residential pupils.
The school must meet the following national minimum standards for
residential special schools.
●
Accommodation is appropriately lit, heated and ventilated, cleaned and
maintained, and reasonable adjustments are made to provide adequate accessible
accommodation for any children with restricted mobility. The accommodation
contains suitable specialist facilities to support children whose disabilities require
them. (NMS 5.4)
Inspection Report
Percy Hedley School, 21/01/2014
Page 3 of 10
Inspection judgements
Outcomes for residential pupils
Good
Outcomes for residential pupils are good.
Residential pupils make significant progress as a result of their residential experience. This was
summed up by one parent who said, 'Before going to the school my child's eating skills were very
poor. Now this is much better. Their self care skills have improved as well. They can now get a
shower successfully, their dressing skills have improved and they can use buttons properly'. All
other parents spoken with gave very positive feedback as well.
Residential pupils also make good progress in gaining confidence and skills for independence. The
residential unit has a fully fitted and safe kitchen designed for people with physical impairments
and limited cognition. One residential pupil said, 'I'm looking forward to moving on to a college
after here, but I'm a bit nervous. I've still got some time to go and the school and my family are
helping me to get ready for it.'
Residential pupils enjoy their time in the residential facility. In surveys, half of them 'strongly
agreed' that they enjoyed their residential experience and the other half 'agreed' that this was so.
Residential pupils’ physical and emotional health improves as a result of the expertise which is
readily available. They also make significant improvements in their social skills and they gain self
confidence. Residential pupils gain by meeting with a wide range of peers and adults in the
school and in the external community. Regular stays at residential facilities away from the school
also help to build their confidence and broaden their range of experiences.
Observations throughout the inspection were that residential pupils' behaviour is settled and
relaxed. They get on well with their peers and with the staff. They are happy and stimulated and
keen to engage with others.
Residential pupils have a significant say in the leisure activities they would like to take part in,
and in the meals provided. For example, one residential pupil said, 'we have meetings and the
staff ask us what we'd like to do and what we'd like to eat for the next week. Then the cook goes
out to buy the food and they cook it for us.' A member of staff records what residential pupils say
at the meetings. In the minutes, there is a lack of clarity about how residential pupils' suggestions
about issues other than activities or food will or have been responded to. These minutes also do
not show whether residential pupils have been told how their concerns or suggestions from the
previous meeting have been addressed. As a result, there is a lack of assurance that residential
pupils are fully empowered and involved in decision-making processes
Quality of residential provision and care
Adequate
The quality of residential provision and care is adequate.
Residential pupils gain from the quality of care which the staff provide. The members of the
residential team are skilled, experienced and knowledgeable. They are adept at meeting the
varying needs of the residential pupils. There are very effective links between the residential staff
and the school staff who include occupational therapists, speech and language therapists,
physiotherapists and a nurse.
There is a high level of expertise readily available from this range of professionals within the
school, all of whom are registered by their appropriate professional body. They also have
effective working partnerships with professionals at a local hospital and at regional centres of
Inspection Report
Percy Hedley School, 21/01/2014
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expertise.
Residential pupils can easily contact their family and friends. Many of them have mobile phones
or tablet computers with electronic communication aids. They can maintain contact through
phone calls and emails. They can also use a computer with internet access to enable them to
communicate by voice using a microphone and by video by using a webcam. Those who have
difficulty communicating verbally have tablets on which there is communication software to
convert symbols into audio. Other residential pupils are taught how to communicate using
gestures or facial movements. The staff use these techniques to communicate effectively.
Shortfalls in the residential accommodation are limiting the quality of care provided. Doorways to
bedrooms used by wheelchair users are narrow and this makes manoeuvrability difficult. Some
bedrooms used by wheelchair users are small so it is more difficult for the staff to move them.
The full range of facilities is not available to residential pupils. A bathroom is out of use because
the hoist cannot lift residential pupils into the bath. Additionally, one of the two mobile hoists was
removed from service six weeks ago due to being unsafe. A replacement has not been ordered
yet and this is having an effect on the quality of care provided. The inspector observed that,
because of a broken downpipe, the rainwater from the roof was being discharged onto the path
leading from the front entrance. This maintenance issue was fixed by the end of the inspection.
These physical shortfalls, particularly in relation to the design of the upstairs accommodation,
have greater impact on a significant proportion of residential pupils. Many now reside at the unit
for between four and seven nights a week. Some residential pupils are more vulnerable because
of their physical needs and the challenges they face in communicating. Nevertheless, the school
has already identified the design limitations as causes for concern. Plans for longer term,
strategic improvements are also in their final stages of development.
Residential pupils generally say they like the food provided in the residential unit. They have a lot
of say in what is on the menu and their preferences are put into place after every house meeting.
The staff check with the two school that residential pupils attend to ensure that the tea-time
meal is different to lunch. Residential pupils also make good use of a separate kitchen which is
designed to be used safely and comfortably by anyone who has restrictions of movement or
learning disabilities. One residential pupil summarised by saying, 'I like making cakes in the
kitchen, it's good fun.'
Residential pupils take part in a wide range of activities, both within the residential unit and
garden, and in the community. This enables them to get exercise and expend their energy; it is
stimulating and aids their social development. All residential pupils are offered the opportunity to
attend residential stays at other venues such as outdoor centres during the year. Photographs
and videos of their time there and comments from the young people themselves show that these
stays are very enjoyable. One young person said, 'I like it when we go away as we have a lot of
fun.'
Residential pupils’ safety
Good
The arrangements in place to promote residential pupils’ safety are good.
Residential pupils are cared for safely and they feel safe. This was summed up by one young
person who said, 'I feel safe here and if I had any worries I'd tell the staff and they would sort it.
I've done this before and they helped me.' The premises are kept safe. Professional technicians
regularly service the electrical equipment, gas appliances and equipment for preventing,
detecting and extinguishing fires. In accordance with legislation, every six months a competent
person tests the hoists used for lifting young people who have restrictions of mobility. The staff
conduct fire drills with residential pupils at least every term. They record who has received each
drill to identify anyone who may not have had the instructions or who may need a refresher in
Inspection Report
Percy Hedley School, 21/01/2014
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the drill practice.
A wide range of policies and procedures are in place relating to promotion of safety. These cover
relevant issues such as child protection, countering bullying, promoting good behaviour and
health and safety. The house manager and staff assess the activities that residential pupils are
involved in. Each young person also has a personal risk assessment. These clarify the hazards
that may affect them, how significant these are and how any associated risks are to be reduced.
Improvements to these documents, in line with Ofsted's recommendations from the previous
inspection, are still taking place in order to make them more clear and useful.
Very good arrangements are in place to ensure the staff know how to respond to any challenging
behaviour safely. This training focuses on helping to diffuse situations and to enable young
people to gain self control. It also incorporates guidance on how to physically intervene safely if
necessary. All training receive the training every 18 months in order to maintain their levels of
knowledge and skills.
Appropriate recruitment arrangements are also in place to help ensure that staff employed to
work with children are suitable. The school follows the recruitment guidelines set by the
government's Department for Education.
The staff are clear about how to respond appropriately to any allegations, suspicions or evidence
of abuse. They receive regular training in these matters and understand their duty to report any
such concerns to their line manager. Residential pupils are provided with clear information about
how to raise a concern with an outside agency such as Childline. The residential pupils’
noticeboard has clear, child-friendly guidance about how to make a complaint if they are unhappy
about something. No complaints have been made about the care provision since the previous
inspection.
The school has a policy and procedure about how to respond when any young person goes
missing. These occasions are extremely rare because of the level of supervision by the staff.
Leadership and management of the residential provision Good
The leadership and management of the residential provision is good.
Ofsted made two suggestions for improvement at the previous inspection. These were about
making care plans and risk assessments easier to understand. The school has progressed in
achieving these improvements but further work is necessary. The external person who monitors
the quality of care does not monitor whether Ofsted’s recommendations are being addressed.
This means the capacity for continuing improvement is below its potential.
The school has a clear Statement of Purpose which describes the function of the residential
provision and how it operates on a day-to-day basis. Residential pupils are also provided with a
child-friendly guide to the unit. An independent visitor calls to the residential provision at least
once every halfterm. Their details are not publicised well enough in the residential provision. For
example, their name and address, telephone number or email address are not displayed
anywhere. This makes it more difficult for residential pupils to raise any concerns with them.
Good staffing levels are in place and these help to ensure that residential pupils receive the
support necessary to meet their needs. The staff are experienced, skilled and knowledgeable.
New staff receive thorough induction training to the standard set by the government. All
established staff are qualified in caring for young people. A training programme is in place to
ensure their skills and knowledge are kept up to date. Where specialist procedures are required,
the school nurse and therapists ensure that the residential staff have the appropriate level of skill
Inspection Report
Percy Hedley School, 21/01/2014
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and expertise to carry out the tasks needed to keep young people healthy and safe.
There is very effective communication between the residential staff and the parents. For
example, one parent said, 'the staff are very good at keeping me informed about how my child is
doing. It is helpful that my child has a key worker although all the staff know how they are
progressing.'
The quality of care is monitored effectively. The house manager evaluates the care on an
ongoing basis and addresses shortfalls or concerns. An external person visits to monitor and
report on the quality of care at least every half term. These visits cover all the important issues
recommended by the national minimum standards. Their subsequent monitoring reports are then
discussed and acted on at the next governors' meeting. Governors also visit the residential
provision and sometimes detailed monitoring takes place, for example, in relation to health and
safety. The head of care also conducts unannounced visits at random times of the day and the
headteacher conducts a comprehensive annual review of the residential provision. One of the
staff is a family liaison officer. They arrange termly group meetings for all parents to attend to
give their opinions about care provided and how it could be better. These measures combine to
provide for a strong capacity for self improvement.
Inspection Report
Percy Hedley School, 21/01/2014
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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.
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Percy Hedley School, 21/01/2014
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School details
Unique reference number
108657
Social care unique reference number
SC042897
DfE registration number
392/7006
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
18
Gender of boarders
Mixed
Age range of boarders
8 to 18
Headteacher
Mrs Lynn Watson
Date of previous boarding inspection
20/03/2013
Telephone number
0191 216 1811
Email address
[email protected]
Inspection Report
Percy Hedley School, 21/01/2014
Page 9 of 10
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Inspection Report
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