Care Home: Westgate College for Deaf People and the ROAD project

Similar services:

• 89 Hastings Avenue
• 39 Westway
• 24-26 St John`s Road
• David Gresham House

What the care home does well There is good management and leadership. The senior and middle management structure is designed to provide the optimum level of support and includes well-qualified and experienced personnel. There is a strong, committed and cohesive care staff team, which has been bolstered by good leadership and more effective procedures and systems. The staff have a good understanding of the purpose of the college, the learners` needs and engage good care practice. The approach to supporting and supervising the staff is positive and purposeful in that the staff training and development plan is largely derived from identifying training needs from that process. The induction package is seen as being both informative and a good preparation for further training. New employees are assessed within their probationary period at three and six monthly intervals and must meet the required standard before their role is made permanent. There is an impressive in-house training plan in place, which provides specific programmes for care staff as well as cross-college training. There is an effective holistic framework and approach to the provision for learners, which appears to work very well and whilst the key worker and key tutor work closely together with the learner, the specialist team which includes the psychologist, speech and language, occupational and physiotherapists as well as the medical centre team, make valuable contributions. There are effective safeguarding policies and procedures supported by regular child/adult protection training for all staff. The statement of purpose is sent to placing authorities and inspection reports are made available. The learner`s guide is made available to the young adult prior to admission. What has improved since the last inspection? The college management and staff are committed and continue to improve the lives of young people and adults in their care. The standard of recording within the range of records maintained is good. External monitoring visits are held regularly on a monthly basis, and these cover Regulations 24 and 26. What the care home could do better: The plans are in place and the new build is due to be started in the near future, and this will when completed provide separate college and residential facilities for the learners. CARE HOME ADULTS 18-65 The Royal School for Deaf Children - Westgate College Victoria Road Margate Kent CT9 1NB Lead Inspector Sandra Crosby Unannounced Inspection 31st March 2008 09:30 The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 1 The Commission for Social Care Inspection aims to: • • • • Put the people who use social care first Improve services and stamp out bad practice Be an expert voice on social care Practise what we preach in our own organisation Reader Information Document Purpose Author Audience Further copies from Copyright Inspection Report CSCI General Public 0870 240 7535 (telephone order line) This report is copyright Commission for Social Care Inspection (CSCI) and may only be used in its entirety. Extracts may not be used or reproduced without the express permission of CSCI www.csci.org.uk Internet address The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 2 This is a report of an inspection to assess whether services are meeting the needs of people who use them. The legal basis for conducting inspections is the Care Standards Act 2000 and the relevant National Minimum Standards for this establishment are those for Care Homes for Adults 18-65. They can be found at www.dh.gov.uk or obtained from The Stationery Office (TSO) PO Box 29, St Crispins, Duke Street, Norwich, NR3 1GN. Tel: 0870 600 5522. Online ordering: www.tso.co.uk/bookshop This report is a public document. Extracts may not be used or reproduced without the prior permission of the Commission for Social Care Inspection. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 3 SERVICE INFORMATION Name of service The Royal School for Deaf Children - Westgate College Victoria Road Margate Kent CT9 1NB 01843 836300 Address Telephone number Fax number Email address Provider Web address Name of registered provider(s)/company (if applicable) Name of registered manager (if applicable) Type of registration No. of places registered (if applicable) Royal School for Deaf Children/Westgate College for Rosalind Marion Facey Care Home 80 Category(ies) of Sensory impairment (80) registration, with number of places The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 4 SERVICE INFORMATION Conditions of registration: 1. 2. The registraton to include Westcliffe House, St Gabriels,Thanet Lodge and Allen Wing 3 and 4. A Maximum of forty 16-17 year olds is permitted to reflect the change in the college population. 05/02/2007 Date of last inspection Brief Description of the Service: Westgate College is registered to provide residential accommodation for up to 80 young people and adults aged 16-65 although current service users fall within the 16-25 age range. The accommodation and facilities for the service users is provided on three separate sites, with two of the buildings located in Westgate-on-Sea and three in Margate on the site of the Royal School for Deaf Children Margate. Westcliffe House, the main college site, which has commanding views over the channel, has seven residential areas as well as office areas for the administration team, senior managers, some teaching space and a medical/specialist room. St. Gabriels, the other premises in Westgate, provides accommodation for up to 20 students. All bedrooms are single occupancy. This building also provides education facilities, including an ICT suite and a kitchen designed for the teaching catering courses. Thanet Lodge, a detached two-storey building, has ten single occupancy bedrooms and like the other remaining premises, Allen Wing 3 and 4, is located on the school site in Margate. Allen Wing 3 is a detached building with accommodation for seven students and at the time of the inspection offered single sex accommodation. Allen Wing 4, situated alongside 3 is also detached and has can accommodate four students. Local shops, other facilities and public transport are accessible from all three sites. Westgate college is recognised as both a further education department of the Royal School for the Deaf Margate and a specialist national college providing educational facilities for people who are deaf. The young adults, who are referred to as learners, have a wide range of support needs and all are deaf or have a hearing loss. The monthly fee charged to funding authorities for the placement varies given that placements are made by Local Education Authorities, Social Services Departments and the Learning and Skills Council. The minimum monthly fee for residential placements is £3120 rising to a maximum of £10553. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 5 SUMMARY This is an overview of what the inspector found during the inspection. The quality rating for this service is 3 star. This means that people who use this service experience excellent, quality outcomes. This report contains the findings of the home’s key inspection and takes account of information obtained from various sources since the last inspection of 05 February 2007, including a visit to the home. An unannounced visit took place on the 31 March 2008 between 09.30 hours and 17.00 hours. A BSL Interpreter supported the inspector for a two-hour period and assisted with communication translation between the learners and the inspector. Two residences were visited and the inspector observed the lunchtime meal. The visit included talking with the two Deputy Heads of Care, the Chief Executive, Matron, staff on duty and learners, plus observing social interactions. All persons at the home or visiting the home were made welcome, and spoken to positively by staff. Information contained in the completed Annual Quality Assurance Assessment (AQAA), was comprehensive and information and observations made at the time of the inspection visit have been used when completing this report. It was evidenced by a completed action plan that the requirements and recommendations made in the last report had been met. The BSL interpreter and the inspector chatted with a group of six learners, they indicated that the bedrooms were good, most agreed that the food was good and that choices were available. There was a mixed response when asked about activities ranging from ‘plenty’ to ‘sometimes not being able to go out enough’. The staff indicated that they are well supported, were complimentary about the management and leadership and one member of staff stated in reference to what the college does particularly well, ‘the college has a good support system in place and residents have a say and choice in their life/day to day activities’. There are many elements of good practice, which the college could share with other providers including, its healthcare provision, safeguarding, care planning, consultation and response to young adults and its management of staff. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 6 What the service does well: There is good management and leadership. The senior and middle management structure is designed to provide the optimum level of support and includes well-qualified and experienced personnel. There is a strong, committed and cohesive care staff team, which has been bolstered by good leadership and more effective procedures and systems. The staff have a good understanding of the purpose of the college, the learners’ needs and engage good care practice. The approach to supporting and supervising the staff is positive and purposeful in that the staff training and development plan is largely derived from identifying training needs from that process. The induction package is seen as being both informative and a good preparation for further training. New employees are assessed within their probationary period at three and six monthly intervals and must meet the required standard before their role is made permanent. There is an impressive in-house training plan in place, which provides specific programmes for care staff as well as cross-college training. There is an effective holistic framework and approach to the provision for learners, which appears to work very well and whilst the key worker and key tutor work closely together with the learner, the specialist team which includes the psychologist, speech and language, occupational and physiotherapists as well as the medical centre team, make valuable contributions. There are effective safeguarding policies and procedures supported by regular child/adult protection training for all staff. The statement of purpose is sent to placing authorities and inspection reports are made available. The learner’s guide is made available to the young adult prior to admission. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 7 What has improved since the last inspection? What they could do better: Please contact the provider for advice of actions taken in response to this inspection. The report of this inspection is available from enquiries@csci.gsi.gov.uk or by contacting your local CSCI office. The summary of this inspection report can be made available in other formats on request. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 8 DETAILS OF INSPECTOR FINDINGS CONTENTS Choice of Home (Standards 1–5) Individual Needs and Choices (Standards 6-10) Lifestyle (Standards 11-17) Personal and Healthcare Support (Standards 18-21) Concerns, Complaints and Protection (Standards 22-23) Environment (Standards 24-30) Staffing (Standards 31-36) Conduct and Management of the Home (Standards 37 – 43) Scoring of Outcomes Statutory Requirements Identified During the Inspection The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 9 Choice of Home The intended outcomes for Standards 1 – 5 are: 1. 2. 3. 4. 5. Prospective service users have the information they need to make an informed choice about where to live. Prospective users’ individual aspirations and needs are assessed. Prospective service users know that the home that they will choose will meet their needs and aspirations. Prospective service users have an opportunity to visit and to “test drive” the home. Each service user has an individual written contract or statement of terms and conditions with the home. The Commission consider Standard 2 the key standard to be inspected. JUDGEMENT – we looked at outcomes for the following standard(s): Standards 1,2 and 4 were inspected at this visit. Quality in this outcome area is good. This judgement has been made using available evidence including a visit to this service. There is adequate information through the statement of purpose and the student charter to enable parents and learners to make an informed choice about placement at the college. The learners’ needs are competently assessed and there is a positive approach to preparation for admission. EVIDENCE: It was reported in the last inspection report that the Statement of Purpose contains all the necessary information on management and the staff structure, accommodation and key areas of operation including important procedures such as arrangements for dealing with complaints. There is clear information for parents and learners on the quality of life, values and principles promoted by the college. The student charter is available in video and signing formats. The completed AQAA documentation confirms that information is sent to the parents, learners and external stakeholders so that they can make an informed choice about placement at the college. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 10 Detailed needs assessments are collated prior to the learners’ admission, together with frequent liaison with the school for those making transition from there. The completed AQAA documentation states that a part time Admissions Officer has been recruited who is responsible for all overnight assessments and collation of assessment reports. Currently school pupils are enabled to visit the college during their final school year on a number of occasions including overnight stays so that they can experience college life. Meetings are held between school key workers and college staff to determine appropriate accommodation, key staff, programmes and resources. Prospective external learners follow a similar process The detailed needs assessments are completed prior to the learners admission, which determines their fee banding and the staffing requirement. Whilst there is often a lack of documentation or useful information on the learner’s current functioning, those pupils, which transfer to the college on leaving school benefit from a more complete transition process involving the availability of essential information, frequent liaison between the school and college staff through the transition process and beyond. Meetings are held between school key workers and college staff to determine appropriate accommodation, key staff, courses and resources. Prospective learners from schools outside the organisation participate in a similar process. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 11 Individual Needs and Choices The intended outcomes for Standards 6 – 10 are: 6. 7. 8. 9. 10. Service users know their assessed and changing needs and personal goals are reflected in their individual Plan. Service users make decisions about their lives with assistance as needed. Service users are consulted on, and participate in, all aspects of life in the home. Service users are supported to take risks as part of an independent lifestyle. Service users know that information about them is handled appropriately, and that their confidences are kept. The Commission considers Standards 6, 7 and 9 the key standards to be inspected. JUDGEMENT – we looked at outcomes for the following standard(s): Standards 6,7,8 and 9 were inspected at this visit. Quality in this outcome area is excellent. This judgement has been made using available evidence including a visit to this service. Learners can be confident that their needs and goals are assessed and monitored. They can also be sure that they are involved in decisions and they will be supported to take risks if necessary. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 12 EVIDENCE: It was seen that the care plans and supporting individual learning plans are comprehensive, consistently implemented and regularly evaluated and are reflective of purposeful interaction between the staff and the learners. The learners are encouraged and enabled to make choices and participate fully, according to their ability, in college life. Learners are supported to take risks as part of an independent lifestyle and comprehensive risks assessments are recorded. Learners are supported to engage in on-site and off-site activities in order to increase their life and social skills learning, and learners talked about some of the outside activities they enjoyed for example shopping, bowling, going for a meal and going to the cinema. Relevant risk assessments are completed for a range of internal and external activities. The records seen evidenced that the care planning process initially driven by the thorough assessment of the student’s needs has many facets. Each student has a ‘care plan’, which provides a detailed outline of the routines that should be followed each day from the point of waking, 7am, until bedtime. The plan includes reference to their degree of independence, what they like to wear, medication dosage and time of administration, their daily educational timetable, activities, before and after the evening meal, and preparation for nighttime. There is also a summary of ‘important information’, which can range from medical issues to behavioural. Each plan varies in content and length depending on the primary needs of the learner and the complexity of their needs. The purpose of this plan is to ensure that all staff are conversant with the students routine, their likes and dislikes and what approach and interventions are likely to succeed. It was reported in the last report that each learner then has an individual learning plan, which is determined by the learner, their key worker and tutor and based on their college course, such as for instance, independent living skills or community adult learning programme. Learners talked about the courses they participated in for example cookery. This part of the care planning process has more specific targets broken down as appropriate into objectives with success criteria, methods of intervention and recorded levels of progress and achievement. Good consistency of implementation was evidenced, irrespective of residence or the programme being followed by the learner. The daily logs were detailed in their content and bore much evidence of regular implementation and review of the learner’s targets. Some daily logs contained a copy of the learner’s targets so that in observing and supporting the learner the key worker could align their interventions with the targets and the record of the learners’ response also reflected them. Achievements were recorded as they occurred and signatures and dates on the plans indicated that the team leaders, senior staff and the Regulation 26 visitor monitored them regularly. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 13 Learners’ choices are indicated in the care plan. There are many examples where learners are provided with the necessary information to make choices pertaining to food, activities educational programmes, daily living and their living environment. The learners are given information on their rights and there is a range of communication systems available to support them. The college promotes good advocacy through more able learners advocating for less able. This was evidenced whilst discussing life at the College with six Learners and a BSL Interpreter. Each learner has an independent advocate and representation on the learner council. The learners are surveyed on their views regarding a range of issues and enabled to participate through a range of mediums including signing, picture exchange cards, object referencing and symbols. Documentation is set out in different formats. At the beginning of each learner council meeting the representatives are given feedback on the issues raised and action from the previous meeting. Risk assessment training is provided for all team leaders and staff teams, and generic and individual risk assessments are completed in each residence. These are reviewed at least annually and more regularly to reflect changing circumstances or incidents. They were signed and dated by the team leader. Risk assessment was included in the content of ‘stay safe’ sessions. The completed AQAA documentation states that an improvement in the last twelve months is that there is less movement of learners on residences and that this has created more settled peer groups The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 14 Lifestyle The intended outcomes for Standards 11 - 17 are: 11. 12. 13. 14. 15. 16. 17. Service users have opportunities for personal development. Service users are able to take part in age, peer and culturally appropriate activities. Service users are part of the local community. Service users engage in appropriate leisure activities. Service users have appropriate personal, family and sexual relationships. Service users’ rights are respected and responsibilities recognised in their daily lives. Service users are offered a healthy diet and enjoy their meals and mealtimes. The Commission considers Standards 12, 13, 15, 16 and 17 the key standards to be inspected. JUDGEMENT – we looked at outcomes for the following standard(s): Standards 12,13,15,16 and 17 were inspected at this visit. Quality in this outcome area is excellent. This judgement has been made using available evidence including a visit to this service. The college has the necessary educational programmes in place to satisfy the needs of the learners and has been flexible in providing extra resources to maintain and enhance the level of care and support for learners with more complex needs. Learners take part in appropriate activities and see themselves as part of the local community. They are supported in their relationships and their rights are respected. Learners are offered a healthy diet and sociable mealtimes. EVIDENCE: There is a good level of community involvement through participation in local college courses and use of local amenities for leisure and social purposes. Daily routines are very clearly indicated on each learner‘s care plan and the staff are actively involved in enabling the learners to enjoy a good quality of life. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 15 Appropriate courses are identified for individual learners dependent on their assessed needs. The completed AQAA documentation states there is a clear focus on increasing their adult life chances through tailor made programmes. There is clear evidence of progress in independence in life skills, money skills and individual risk management developed through the “Stay Safe” programme. Some learners have been supported with their driving theory and passed their driving test. Through good interdisciplinary cooperation and planning, each learner has overarching targets, which can be implemented within the classroom setting, the living environment and social experiences. These targets include literacy and numeracy. The learners are enthusiastic participants in local community events and activities and those that are able to access community amenities and facilities independently, do so with the help and support of the staff. There was good pictorial evidence in the learners’ files and in the residences of their participation in community activities. Good staff/learner relationships were observed. The staff demonstrated a good understanding of the learners’ needs and how to achieve the optimum results through their participation. The learners, in turn, responded positively and with a clear sense of enjoyment. There were good-humoured exchanges between the staff and learners. Each learner has a key worker and tutor and indicated that they feel they can approach any member of staff for support. Learners commented on the support they receive and one learner said, ‘the staff are good and they were happy now that they had moved residence with support from staff’. Staff/learner ratios are based on need and much thought is given to required support to the extent that one learner has a designated team of staff to supervise, work with and support him in a self contained living environment. As commented upon previously, the care plan details the learners’ daily routines and clearly states their preferences. Learners have appropriate levels of support and supervision and are able to choose when they wish to be alone or participate in an activity. Their privacy is respected both within their bedrooms and in bathrooms. Each bedroom is lockable and has a facility to indicate when there is someone at their door, such as a vibrating flashing light. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 16 It was stated in the last report that meal choices have improved through regular consultation with the learners and positive responses from the catering department. The inspector evidenced the lunchtime meal, and saw that a variety of choices were available. There was a choice of meat and vegetarian as well as a cold buffet. There was fruit available. During discussion with learners they gave mainly positive comments about the food for example ‘ I like the food’ and ‘alternatives are available’. Issues in relation to food can be addressed through the learner council. There was evidence in the residences that the learners had chosen evening meals and been involved in the preparation. Learners are given the opportunity to plan menus, shop for ingredients and prepare the meal. This is indicated in the ILP targets and encompasses the overarching literacy and numeracy targets. The mealtimes were well organised, supervised and orderly. There are many references to healthy eating within the learner’s health plan, the curriculum and daily records. It also features in annual review documentation. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 17 Personal and Healthcare Support The intended outcomes for Standards 18 - 21 are: 18. 19. 20. 21. Service users receive personal support in the way they prefer and require. Service users’ physical and emotional health needs are met. Service users retain, administer and control their own medication where appropriate, and are protected by the home’s policies and procedures for dealing with medicines. The ageing, illness and death of a service user are handled with respect and as the individual would wish. The Commission considers Standards 18, 19, and 20 the key standards to be inspected. JUDGEMENT – we looked at outcomes for the following standard(s): Standards 18,19 and 20 were inspected at this visit. Quality in this outcome area is excellent. This judgement has been made using available evidence including a visit to this service. The medical centre team continues to provide the appropriate level of support for the learners and has the necessary facilities and other resources to engage the principles of ‘every child matters’. EVIDENCE: As stated previously, each learner is designated the appropriate degree of support on a personal level and within group settings and activities. Throughout the inspection visit the learners confirmed that they get on well with their key workers and were observed to relate comfortably with all staff. The staff were able to indicate how they would provide intimate personal care, referring to privacy and dignity training they had received and safeguarding risk assessments. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 18 Each student has a health plan, which contains essential information on medical conditions. It is very closely aligned to the ‘every child matters’ ‘being healthy’ objectives and the format directs key workers to focus on specific elements to promote a healthy lifestyle. There are sections of the plan, which refer to relationships, learning and educational achievement, nutrition and diet, physical activity, sleep patterns, smoking, alcohol and drugs and more. Attached to the plan there is the outcome of a hearing assessment for each learner as well as, where appropriate, an eating and drinking assessment conducted by the speech and language team. The specialist team comprising of the educational psychologist, the medical centre team, audiologist, and speech and language team and occupational and physiotherapists, plays a major role in providing programmes and support for individual learners. It also provides the necessary guidance and support for care and education staff to implement the programmes with the learners in various settings. Emotional and mental healthcare is provided on-site and externally through CAMHS and other community health services. The health plan is monitored on a daily basis and development recorded in the daily logs. The plan is updated as circumstances change. The importance of care and education staff and medical centre staff liaising regularly, in respect of changes to the health information, was noted. The medical centre is managed by a matron and has a team of qualified nurses and healthcare assistants, which ensures that there is a qualified nurse and healthcare assistant on duty day and night. Health plans are completed in conjunction with the key worker and if appropriate with the learner. The centre serves both the school site and the college sites and has accommodation for learners who might have to be temporarily isolated due to their illness. A nurse attends the Westcliffe House site each morning for clinical purposes. All staff that administers medication has completed training and their practice is regularly monitored to ensure correct procedures are followed. Where a member of staff is observed to engage in poor practice they are suspended from engaging in medication administration tasks until they are re-trained. The medical centre team also provide regular, and as necessary, training on other medical procedures such as CPR, epilepsy and asthma. Sexual health sessions are provided for male and female learners as well as health education support with smoking, drugs and alcohol related abuse. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 19 Concerns, Complaints and Protection The intended outcomes for Standards 22 – 23 are: 22. 23. Service users feel their views are listened to and acted on. Service users are protected from abuse, neglect and self-harm. The Commission considers Standards 22, and 23 the key standards to be inspected. JUDGEMENT – we looked at outcomes for the following standard(s): Standards 22 and 23 were inspected at this visit. Quality in this outcome area is good. This judgement has been made using available evidence including a visit to this service. Learners’ views are listened to and acted on. They are protected from abuse, neglect and self-harm. EVIDENCE: The learners are facilitated to register concerns and complaints through a welladvertised system and a complaints format, and the trust that currently exists between the learners and the staff promotes openness and dialogue. There is a robust protection policy and procedure to ensure that learners regardless of their age and ability status are safeguarded and good training programmes to support the policy and practice. There is a complaints policy, which is detailed in the statement of purpose and in the ‘student handbook’. The completed AQAA documentation states that advocacy skills are being developed through securing an external chairman from RAD who is teaching these skills in student council. Senior managers see students about their complaints. The complaints book was seen and provided evidence that complaints are normally responded to within the stated timescale, i.e. seven days. There were no unresolved complaints. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 20 It was reported at the last inspection that the child/adult protection handbook produced for school and college staff adequately details the necessary guidance for the staff to recognise signs and symptoms of abuse and the manner in which they should respond. The various types of abuse are well defined and examples are given of six prevalent types with behavioural indicators. Equal attention is given to child and adult protection with special note taken of children in need but not necessarily in need of protection. The handbook contains a flowchart, which details the sequential action that needs to be taken if abuse is suspected, witnessed or disclosed. There was a notice in each of the residences relating to what action to take in the event of suspected child/adult abuse with the levels of concern illustrated through a ‘traffic light system’. The policy was originally written in line with the local authority procedures. A rigorous behaviour management programming process for those learners with challenging behaviour supports the whole process. Those learners have an individual management plan which serves to provide them with the correct level of support to help them modify their behaviour, to keep them safe and to protect other learners and staff. The college has devised and implements a comprehensive incident/accident report format, which is put on a database and monitored to identify patterns with a view to engaging successful methods of intervention. The senior management team and the Regulation 26 visitor monitor the process. The learners stated that they feel safe with staff and within the residences and were complimentary about the way the staff respond to bullying and other related issues. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 21 Environment The intended outcomes for Standards 24 – 30 are: 24. 25. 26. 27. 28. 29. 30. Service users live in a homely, comfortable and safe environment. Service users’ bedrooms suit their needs and lifestyles. Service users’ bedrooms promote their independence. Service users’ toilets and bathrooms provide sufficient privacy and meet their individual needs. Shared spaces complement and supplement service users’ individual rooms. Service users have the specialist equipment they require to maximise their independence. The home is clean and hygienic. The Commission considers Standards 24, and 30 the key standards to be inspected. JUDGEMENT – we looked at outcomes for the following standard(s): Standards 24,26,27 and 30 were inspected at this visit. Quality in this outcome area is good. This judgement has been made using available evidence including a visit to this service. The improvements made to the accommodation have brought them up to an acceptable standard and will serve to provide, during this interim period whilst the new building is being constructed, that will provide a more suitable living environment for the learners. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 22 EVIDENCE: The college’s plans to construct a new building designed to provide better facilities and an improved living environment for the learners is due to commence in the near future. The college previously implemented a programme of refurbishment and redecoration, to improve the standard of the accommodation and some communal areas in Westcliffe House and the Allen buildings on the Victoria Road site. Two of the residences were visited and were found to be clean, nicely decorated and most were personalised either by the learner or by the staff. The furnishings are much improved with bedrooms and lounges equipped with good quality furniture. Where the best furniture is not used the alternative furniture is in good condition. It was previously reported that the college management had made some strategic decisions regarding the accommodation of learners with complex needs, which has had many positive outcomes. The learners were observed to be enjoying their surroundings and there was evidence that the smaller group living settings was having a positive impact on their social interaction and social behaviour. The staff confirmed that the accommodation strategy combined with improved staffing and training has improved the quality of life for the learners. The learners in discussion with the inspector expressed their satisfaction with the accommodation. The residences on the Victoria Road site are close to Margate town amenities and services, whilst the main site in Westgate is further removed from those services, however it has other benefits and is within walking distance of public transport. The college also provides its own vehicles for use. The learners at St Gabriel’s, a large residence within the local residential community, have public transport facilities nearby. Each learner has a single room with sufficient furniture for storage and comfortable living. There is adequate lighting and ventilation. Bedrooms are lockable and the doors are fitted with flashing devices to alert them if some is at door. Some rooms have washbasins and all have easy access to bathrooms and toilets. There are three basement flats within the main building, each comprising of a bedroom, lounge, kitchen and bathroom, two of which are used for learners that are engaged in independence programmes and one which is used to provide a comprehensive support package to a learner with complex needs. All three flats are sufficiently spacious, furnished and equipped and adequately fulfil their designated purpose. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 23 Staffing The intended outcomes for Standards 31 – 36 are: 31. 32. 33. 34. 35. 36. Service users benefit from clarity of staff roles and responsibilities. Service users are supported by competent and qualified staff. Service users are supported by an effective staff team. Service users are supported and protected by the home’s recruitment policy and practices. Service users’ individual and joint needs are met by appropriately trained staff. Service users benefit from well supported and supervised staff. The Commission considers Standards 32, 34 and 35 the key standards to be inspected. JUDGEMENT – we looked at outcomes for the following standard(s): Standards 32,33,34,35 and 36 were inspected at this visit. Quality in this outcome area is good. This judgement has been made using available evidence including a visit to this service. Learners benefit from the well-trained, enthusiastic and supportive staff team and learners are supported and protected by the home’s recruitment policy and practices. EVIDENCE: The residential staff team is managed effectively and the team has a good spread of knowledge, skills and experience, which enables it to deliver good quality programmes of care. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 24 The learners commented that they feel able to approach any member of staff for support and advice; one learner said that they would speak with their key worker. The staff team has a good balance of qualified and experienced carers and has a strong induction structure to bring in inexperienced members. Some newly appointed staff confirmed that the induction package was effective and gave them the necessary knowledge of policies and procedures to engage confidently in the practice. All the staff receives British Sign Language level 1 training during the first year and there is an expectation that they will progress to level 2. Other means of communication are used to good effect. The medical centre team are proactive in providing training on specific medical conditions. The staff, through observation of their practice, discussion and their written records indicted that they have a good understanding of the learner’s needs and the required interventions to meet the needs. There are sufficient staff to maintain continuity and consistency of care within the residences and the staff/learner ratio is determined by the complexity of their needs. This is largely identified prior to their admission but can be altered in line with updated progress or need. There are regular residence team meetings and a team leaders meeting is held weekly attended by members of the senior management team. Minutes of these meetings confirm that relevant discussion occurs and is focussed on practice issues and the needs and achievements of the learners. The staff indicated that there is good communication from senior management and commented on their ‘openness’ and consultative approach. The deaf staff are few in number but play a prominent and effective role in a number of residences. It was stated that the learners particularly appreciate the opportunity to consult and communicate with the deaf staff. There is an effective care management structure with a head of care, two deputies, and a team leader for each residence supported by senior residential social workers. The recruitment process is sound and supports the robust approach to safeguarding the learners. Newly appointed staff stated that the process was rigorous and the initial induction training was effective. Three personnel files were sampled and contained all information required by regulation. The human resources manager stated that reference telephone checks are made on each prospective employee prior to appointment and these was seen documented on file, together with records of interview notes. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 25 Reference has already been made to the good induction package with a focus on ‘skills to care’ leading to NVQ training. Core training including child and adult protection, health and safety and medication administration is planned to take place on a regular basis. The college has a comprehensive residential inhouse training programme, with the programme offering opportunities for all staff across the campus ‘to develop their knowledge and skills’. There is a focus on the training needs of each tier of operation with regular training for team leaders. The plan includes identified training, with dates, for the care staff, which include the necessary content to equip them with the skills to address matters outlined in ECM objectives. The staff spoke enthusiastically about the high level of training that they receive and confirmed that there is continual evaluation, within supervision and appraisal, of its impact on their practice. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 26 Conduct and Management of the Home The intended outcomes for Standards 37 – 43 are: 37. 38. 39. 40. 41. 42. 43. Service users benefit from a well run home. Service users benefit from the ethos, leadership and management approach of the home. Service users are confident their views underpin all self-monitoring, review and development by the home. Service users’ rights and best interests are safeguarded by the home’s policies and procedures. Service users’ rights and best interests are safeguarded by the home’s record keeping policies and procedures. The health, safety and welfare of service users are promoted and protected. Service users benefit from competent and accountable management of the service. The Commission considers Standards 37, 39, and 42 the key standards to be inspected. JUDGEMENT – we looked at outcomes for the following standard(s): Standards 37,38,39,40,41 and 42 were inspected at this visit. Quality in this outcome area is excellent. This judgement has been made using available evidence including a visit to this service. The current management structure supports a cohesive and committed care staff team and focuses on providing a quality service for the learners. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 27 EVIDENCE: The current manager was appointed to the post of head of care in July ’06 and has considerable relevant experience of management and practice within specialist education and care. The head of care has a clear mandate and receives the support of the college principal and governing body to ensure that the aims and objectives of the college are achieved thereby also ensuring that each learner receives the necessary resources and support to aid their development and prepare them for adulthood. There is an open management style, which encourages the staff to play an active part in improving the service. The staff commented favourably on the positive impact that the senior management has had indicating that there is good consultation and open dialogue. There were numerous examples of the college’s positive approach to the preservation of learner’s rights, cultural heritage and the promotion of equal opportunities through the provision of food, celebration of events and learner’s access to public services and amenities. External monitoring has proved very beneficial with specific college residences being targeted on each visit. The quality of the monitoring visit reports indicate the measure of commitment to effective and objective scrutiny of practice and the learners’ living environment and following one such visit, which looked at the provision for a learner with complex needs all the recommendations were swiftly executed to access the necessary resources to enhance the quality of his care. An internal monitoring practice according to the requirement of Regulation 24 has been implemented and there was evidence, that various members of the residential care management team fulfil that purpose. All the necessary policies and procedures are in place. The record keeping is good and the ‘working’ documentation kept in the residences is regularly reviewed and updated. There are good safe working practices supported by better maintenance, routine safety checks and regular training. The facilities and maintenance managers and the health and safety officer work closely together in coordinating safe working practice and the safety of equipment. Fire safety equipment is routinely serviced and visually checked and fire drills are conducted regularly. The staff-training programme addresses many elements of health and safety training, such as manual handling and first aid at work. The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 28 SCORING OF OUTCOMES This page summarises the assessment of the extent to which the National Minimum Standards for Care Homes for Adults 18-65 have been met and uses the following scale. The scale ranges from: 4 Standard Exceeded 2 Standard Almost Met (Commendable) (Minor Shortfalls) 3 Standard Met 1 Standard Not Met (No Shortfalls) (Major Shortfalls) “X” in the standard met box denotes standard not assessed on this occasion “N/A” in the standard met box denotes standard not applicable CHOICE OF HOME Standard No Score 1 3 2 3 3 X 4 3 5 X INDIVIDUAL NEEDS AND CHOICES Standard No 6 7 8 9 10 Score CONCERNS AND COMPLAINTS Standard No Score 22 3 23 4 ENVIRONMENT Standard No Score 24 3 25 X 26 3 27 3 28 X 29 X 30 X STAFFING Standard No Score 31 X 32 4 33 4 34 3 35 4 36 3 CONDUCT AND MANAGEMENT OF THE HOME Standard No 37 38 39 40 41 42 43 DS0000034680.V359494.R01.S.doc 4 4 3 3 X LIFESTYLES Standard No Score 11 4 12 4 13 4 14 X 15 4 16 4 17 3 Score PERSONAL AND HEALTHCARE SUPPORT Standard No 18 19 20 21 Score 4 4 4 X 3 4 4 3 4 3 X Version 5.2 Page 29 The Royal School for Deaf Children - Westgate College NO Are there any outstanding requirements from the last inspection? STATUTORY REQUIREMENTS This section sets out the actions, which must be taken so that the registered person/s meets the Care Standards Act 2000, Care Homes Regulations 2001 and the National Minimum Standards. The Registered Provider(s) must comply with the given timescales. No. Standard Regulation Requirement Timescale for action RECOMMENDATIONS These recommendations relate to National Minimum Standards and are seen as good practice for the Registered Provider/s to consider carrying out. No. Refer to Standard Good Practice Recommendations The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 30 Commission for Social Care Inspection Maidstone Office The Oast Hermitage Court Hermitage Lane Maidstone ME16 9NT National Enquiry Line: Telephone: 0845 015 0120 or 0191 233 3323 Textphone: 0845 015 2255 or 0191 233 3588 Email: enquiries@csci.gsi.gov.uk Web: www.csci.org.uk © This report is copyright Commission for Social Care Inspection (CSCI) and may only be used in its entirety. Extracts may not be used or reproduced without the express permission of CSCI The Royal School for Deaf Children - Westgate College DS0000034680.V359494.R01.S.doc Version 5.2 Page 31 - Please note that this information is included on www.bestcarehome.co.uk under license from the regulator. Re-publishing this information is in breach of the terms of use of that website. 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