Residential report
Percy Hedley School
Percy Hedley Residential Unit, Kirkstone, 30 Leybourne Avenue, Newcastle upon Tyne, Tyne and Wear, NE12 7AP
Inspection dates
09/02/2016 to 11/02/2016
The overall experiences and progress of
children and young people
Good
2
The quality of care and support
Requires improvement
3
How well children and young people are
protected
Good
2
The impact and effectiveness of leaders and
managers
Good
2
Summary of key findings
The residential provision is good because
Children and young people make excellent progress as a result of the quality of
care they receive in residence. There is clear evidence of the difference residential
care makes to their academic achievement, their wellbeing and their social
development. Children and young people love being here, and parents and social
workers are unanimous in praising the work of staff.
There are always sufficient staff on duty to provide the right level of support to
every child and young person. Staff keep children and young people happy,
comfortable and stimulated. They promote their dignity and enable them to make
their own choices as far as possible.
Staff work closely with teachers and other professionals in the school as well as
parents and other agencies. This enables the care of children and young people to
be carefully and consistently planned. As a result, children and young people make
progress towards achieving agreed targets in all areas of their lives.
The residential provision’s safeguarding policies and its daily routines are effective.
Staff are very good at managing children and young people’s anxieties, and
handling challenging behaviour calmly. This good practice keeps children and
young people protected from harm and feeling safe.
Leadership within the school and the residential provision is strong. Managers have
an excellent understanding of the progress made by children and young people and
where improvements need to be made. They maintain a clear focus on improving
the experiences of children and young people. The school has failed to meet one
national minimum standard in relation to the administration of medication. This
shortfall is significant and affects the overall quality of care. The accuracy and
timeliness of some recording also needs to be improved.
Compliance with the national minimum standards for residential special
schools
The school does not meet the national minimum standards for residential special
schools.
3.6 The school has, and implements effectively, appropriate policies for the care of
children who are unwell, and ensures that children's physical and mental health and
emotional wellbeing is promoted. These include first aid, care of those with chronic
conditions and disabilities, administration of medicines (including controlled drugs) and
dealing with medical emergencies. Policies for administration of medication should
reflect guidance provided by the Royal Pharmaceutical Society (Handling of Medicines
in Social Care).
What does the school need to do to improve further?
Ensure that staff who attend looked after reviews keep a record of decisions made
and place it on the child’s file.
Ensure that staff regularly review residential targets for children and revise them as
necessary.
Information about this inspection
Ofsted gave the school three hours’ notice of the inspection of its residential provision.
The inspector had discussions with children and young people, the headteacher, house
managers, residential staff, a governor, parents and social workers; analysed written
surveys received from children, staff and parents (via Parent View); examined the
school’s policies, records and children’s case files; and observed life in the residential
unit at various times of the day including mealtimes.
Inspection team
Nick Murphy
Inspection Report
Lead social care inspector
Percy Hedley School, 09/02/2016
Page 2 of 11
Full Report
Information about this school
Percy Hedley School, a part of the Percy Hedley Foundation, is a non-maintained special
school in a suburb of Newcastle upon Tyne. It provides residential accommodation,
known as Leybourne, for children and young people of both genders who attend the
school. A maximum of 16 children and young people can be accommodated, for stays of
varying lengths (including weekends), within term time. Ofsted last inspected Leybourne
in January 2015. The school is about to apply for registration of purpose-built
accommodation on the school campus as a children’s home. When registered, Leybourne
will close and staff, children and young people will move into the new building.
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Percy Hedley School, 09/02/2016
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Inspection Judgements
The overall experiences and progress of children and
young people
Good
Children and young people greatly enjoy the residential experience. One child said, ‘It’s
great here, I would give it 10 out of 10.’ They make significant progress in their social
development, gaining in confidence and acquiring more independence. This prepares
them more effectively for life as adults. A parent said, ‘My child was not very sociable,
but he has built up trust in others, the other week he went into a fast food place and
ordered his own meal.’ A social worker said of one child, ‘The progress they have made
has been astounding.’ The school has developed an innovative monitoring system which
clearly shows that staying in residence improves the academic performance of children
and young people.
Children and young people greatly enjoy the company of staff. Without exception, they
say that they like the staff and know that they will make their stay here fun and
rewarding. Children and young people also have excellent relationships with each other.
They are considerate and tolerant, those of greater ability often assisting those who are
more disadvantaged. For example, one young person helped another to make
themselves understood in speaking to the inspector.
A high ratio of staff to children and young people ensures that even those with the most
complex needs receive the support they need. It also means that there is a wider range
of activities that children and young people can choose to undertake. One child was
helped by his carer to make a helicopter out of recycled materials, which he enjoyed
piloting around the house before he went to school. Children and young people have
access to the school’s hydro pool. This is an excellent facility which provides a wide
range of sensory stimulation in a safe, soothing environment. Much recreation takes
place in the community, for example, walks in the surrounding area and trips to bowling
and the cinema. One child has recently joined the Cub Scouts, and has quickly made
friends there. This type of activity ensures that children and young people are not
isolated from wider society and develop self-confidence in interacting with others.
Staff enable children and young people to express their views and make choices in every
aspect of their lives. They firmly encourage children and young people to do things for
themselves. Examples are putting their own bread in the toaster for breakfast, clearing
away their dishes, or moving around in their wheelchair without the assistance of staff.
Children and young people who have difficulty in communicating have a range of devices
to help them. These range from simple picture symbol flash cards to electronic aids. This
ensures that children and young people can converse effectively with staff and make
choices. It also means that they are better able to express themselves if they are feeling
worried or distressed.
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Percy Hedley School, 09/02/2016
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The quality of care and support
Requires
improvement
Care plans for children and young people are much improved since the last inspection.
They are detailed, take full account of assessed needs, and set targets for children and
young people to attain that are realistic but aspirational. Some targets have not been
reviewed often enough. This means that children and young people may not be
sufficiently stretched to make even better progress.
For children and young people who are looked after by the local authority, staff work
closely with social workers. They attend all necessary meetings and contribute valuable
information, which ensures that the child’s quality of care is optimised. One social worker
said, ‘The key worker has a great understanding of older young people and how to
manage their transition moving into adulthood. They also have a great relationship with
mum.’ At times, there is no record on a child’s file of what decisions were made at a
looked after review. As a result, staff cannot be sure of what might have changed in the
local authority’s plan for the child.
Staff have a very good understanding of each child and their particular disabilities and
vulnerabilities. They are highly alert to any signs that a child or young person is
uncomfortable or distressed. They provide personal care to children and young people
that is at all times respectful of their privacy and dignity.
The residential accommodation provides sufficient space for large group activities as well
as smaller areas if children and young people want to be alone. Food choice is varied
and tailored to each child’s needs and preferences. Notable dates are celebrated. One
child said, ‘Last night was Chinese New Year and I had some Chinese food which was
lovely.’ A kitchen area has been adapted for use by children and young people with
disabilities, enabling them to practise their cookery skills. In general, the house is warm
and welcoming, with bright colours and artwork much in evidence.
Staff promote the wellbeing of children and young people by encouraging healthy eating
and exercise. One young person goes to the gym with staff and enjoys long walks. Staff
work hand-in-hand with health professionals within the school, such as speech and
language therapists and physiotherapists. They also liaise closely with doctors and
consultants who have responsibility for children and young people’s clinical care. This
ensures that the health of children and young people is maximised within the limits of
their disability. A child said, ‘I’m a lot happier now, I’ve changed. This is because of the
support from staff here and the physio I get.’
Within the last year there have been nine incidents where medication or specialist
feeding has been wrongly administered. After each incident managers have investigated
what happened and taken action aimed at preventing recurrence. This includes: revising
policies; refresher training of staff; working with individual staff to reinforce their
responsibilities; and commissioning an external organisation to provide advice and
training. Nevertheless, four of the incidents have occurred in the last three months. This
indicates that more needs to be done to avoid these potentially serious mistakes in the
future.
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Percy Hedley School, 09/02/2016
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How well children and young people are protected
Good
Staff have the safety of children and young people as their overriding concern. The
levels of supervision mean that children do not come to harm from their own actions or
those of others. Bullying is not an issue. Access into and out of the building is robustly
controlled ensuring that staff know the whereabouts of children and young people at all
times. There have been no incidents where children and young people have gone
missing. The safeguarding policy takes account of current government guidance and all
staff receive regular training in this area. All relevant checks of the building, such as on
electrical systems and fire detection equipment, are carried out at specified times. Fire
evacuation drills are particularly rigorous. They are practised at different times of the
day and night and give assurance that even the most disabled children will be moved to
a place of safety in the event of fire.
As a result of this sound practice, children and young people feel safe. One said, ‘I like
the staff. They are kind. I feel safe here.’ Another commented, ‘My things are safe. I
have them in my bedroom and a cupboard downstairs. I love my iPad. When it’s in the
office I know it’s not going to get lost.’
Each child and young person has a detailed risk assessment. This is reviewed at regular
intervals and updated in response to any incidents or change in circumstances. This
ensures that the day-to-day routine for each child is tailored to their individual
requirements and takes account of any threats to their safety.
Staff work to comprehensive behaviour management plans for each child. They set out
what might trigger challenging behaviour, signs of escalating distress or anxiety, and
what works for that individual in managing it. This helps staff to be proactive in
supporting children and avoiding situations where a child puts themselves or others at
risk. For example, with some children staff show them picture symbol flash cards which
reassures them and redirects them into positive activity. As a result, the need to use
physical restraint is infrequent. The rules within the residential setting are clear and
simple, based on the expectation that everyone treats each other with respect. One child
said, ‘The rules here are OK. I know they are there to keep me safe.’
The impact and effectiveness of leaders and managers Good
The residential provision is managed effectively. Senior staff are suitably qualified and
have a lot of relevant experience. They are part of the wider school management team,
reflecting the quality and extent of communication between staff in all parts of the school.
Regular meetings between care staff, teachers and therapists ensure that care plan
targets are shared across the settings. This style of integrated working directly benefits
children and young people, accelerating their progress and improving outcomes.
Monitoring of the residential provision is sound. All of the areas of weakness identified in
the previous inspection have been addressed through good action planning. These
improvements include much better care planning, clearer and more comprehensive
policies, and safer recruitment practice.
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Percy Hedley School, 09/02/2016
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Most care staff are suitably qualified, and others are enrolled on training courses. All staff
are provided with regular training, which refreshes their existing skills or gives them
additional ones to help them support children and young people more effectively. Much of
this training is delivered by external providers, and so is additionally useful in sharing best
current practice in the sector. Staff receive regular professional supervision. This is
focused on the needs of children and young people and driving forward improvement.
Staff are extremely well motivated and enthusiastic. A parent said, ‘It is clear that the staff
have a passion. They put the kids first, they go the extra mile, and that’s impressive.’
Another remarked, ‘Support and communication is great. Any problem with my child and I
can ring the staff. They have really helped him, and me.’
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Percy Hedley School, 09/02/2016
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What inspection judgements mean
The experiences and progress of children and young people are at the centre of the
inspection. Inspectors will use their professional judgement to determine the weight and
significance of their findings in this respect. The judgements included in the report are
made against Inspections of boarding and residential provision in schools: the inspection
framework.
Judgement
Description
Outstanding
A school where the experiences and progress of children and young
people consistently exceeds the standard of good and results in
sustained progress and achievement. The outcomes achieved by
children and young people are outstanding and the impact the
boarding/residential provision has had in supporting this progress
and achieving these outcomes is clearly evidenced.
Good
A school providing effective services which exceed minimum
requirements. Children and young people are protected and cared
for and have their welfare safeguarded and promoted.
Requires
improvement
A school where there are no serious or widespread failures that
result in children and young people's welfare not being safeguarded
or promoted. However, the overall outcomes, experiences and
progress of children and young people are not yet good.
Inadequate
A school where there are serious and/or widespread failures that
mean children and young people are not protected or their welfare
is not promoted or safeguarded or if their care and experiences are
poor and they are not making progress.
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Percy Hedley School, 09/02/2016
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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
Residential Special School
Number of boarders on roll
16
Gender of boarders
Mixed
Age range of boarders
3 to19
Headteacher
Mrs Lynn Watson
Date of previous boarding inspection
21/01/2015
Telephone number
0191 216 1811
Email address
[email protected]
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Percy Hedley School, 09/02/2016
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guidance 'raising concerns and making complaints about Ofsted', which is available from Ofsted's
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Inspection Report
Percy Hedley School, 09/02/2016
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