Commissioners’ Conference Helen Humphreys HMI, Specialist Advisor for Residential Care July 2017 22nd November 2016 Boarding schools 2017

Session will include Social Care Common Inspection Framework The significant changes to settings How providers can prepare for inspection Questions Boarding schools 2017

The social care common inspection framework (SCCIF) Boarding schools 2017

Social care common inspection framework (SCCIF) The SCCIF applies to inspections of: children’s homes, including secure children’s homes independent fostering agencies boarding schools and residential special schools voluntary adoption agencies adoption support agencies residential family centres residential holiday schemes for disabled children further education colleges (residential provision). NASS Feb 2017

Social Care Common Inspection Framework (SCCIF) Although inspections of each type of service have unique elements, we think that all social care inspections should be governed by a shared set of underpinning principles. Inspections should: Focus on the things that matter most to children’s lives To be consistent in our expectations of providers To prioritise our work where improvement is needed most Boarding schools 2017

The social care common inspection framework (SCCIF) The inspection methodology is based on the common principle of focusing on the experiences and progress of children, while addressing the unique and distinct aspects of each type of setting we apply the same judgement structure across the range of settings listed above the experiences and progress of children and other service users, wherever they live or receive help, are central to inspections there are key areas of evidence that we usually report on at each inspection Boarding schools 2017

SCCIF – the judgement structure Overall experiences and progress of children and young people*, taking into account: How well children are helped and protected (limiting judgement) The effectiveness of leaders and managers (graded judgement) *Inspections of adoption support agencies, voluntary adoption agencies and residential family centres will also consider the experiences of adult service users Boarding schools 2017

Limiting and graded judgements The judgement about how well children and young people are helped and protected will be a limiting judgement – if this area is inadequate, then the overall ‘experiences and progress of children’ judgement will always be inadequate. The effectiveness of leaders and managers is a graded judgement – if this area is inadequate, this is likely to lead to an overall ‘experiences and progress’ judgement of inadequate and certainly not a judgement that exceeds requires improvement By making these judgements limited and graded, we are now explicit about something that was at least implicit in previous frameworks Boarding schools 2017

Key messages The SCCIF does not mean ‘one size fits all’ The evaluation schedule and guidance reflects the differences between settings to ensure we are able to look at the right evidence on inspection – we will avoid, where possible, unnecessary differences Boarding schools 2017

SCCIF Each setting type has its own version of a core SCCIF document, including: Information about the SCCIF, including principles and required evidence Guidance for inspectors Evaluation schedule, including required evidence Boarding schools 2017

The social care common inspection framework (SCCIF) – evaluation schedule The core of the evaluation schedule is based on a set of common descriptors, that are tailored to each setting type – if not relevant, it will not be included for that setting Where necessary, specific evaluation criteria has been added to these common descriptors to ensure we look at the right evidence at a particular type of setting For example panels in fostering and adoption services, governing bodies in schools Boarding schools 2017

What are the key things we will look at Overall progress and experience of children (possibly adults) Their safety and protection The effectiveness and impact of leaders and managers Boarding schools 2017

Key changes Children’s homes- no change- other than remove some details from the grade descriptors Good and outstanding homes will usually be inspected once per year Schools- change in judgement structure Limiting judgement for safeguarding Clearer on action to be taken if judged inadequate Case tracking is the core inspection activity Emphasis on the role of governors Greater scrutiny on safeguarding (KCSiE) Boarding schools 2017

Fostering Reduced notice time- from 10 days to 2 Change in judgement structure Limiting judgement for safeguarding Clearer on action to be taken if judged inadequate Case tracking is the core inspection activity May not visit foster carers in their own homes/speak to children via the phone/skype Emphasis on the role of, panels, leaders, managers and decision maker Greater scrutiny on safeguarding Boarding schools 2017

Voluntary Adoption Agencies and Adoption Support Agencies No change to notice time- waiting to see what happens……….. Change in judgement structure Limiting judgement for safeguarding Clearer on action to be taken if judged inadequate Case tracking is the core inspection activity May not visit adopters/prospective adopters in their own homes/speak via the phone/skype Emphasis on the role of, panels, leaders, managers and decision maker Greater scrutiny on safeguarding Boarding schools 2017

RFC- case tracking and quality and effectiveness of assessments Residential Family Centres, Holiday schemes, Accommodation for young people aged 16-18 in FE colleges RFC- case tracking and quality and effectiveness of assessments Holiday schemes, lighter touch, reduced fee, annual inspection, emphasis on children having an enjoyable holiday and they are safe FE colleges, case tracking, emphasis on the added value of staying in halls, effectiveness of leaders, managers and governors and greater scrutiny on safeguarding. (KCSiE) Boarding schools 2017

Case tracking /case sampling Inspectors will select a small number of children to look at in detail; their overall experience and progress at the setting They might then look at a few more in less detail – at particular themes-(case sampling) They will talk to the child, staff, parents, professionals…….. They will look at relevant documents, plans, reports and anything you have which demonstrates progress and or positive experiences This will look different in every setting Boarding schools 2017

Numbers! (inspection data is based on data on 6/7/17- and subject to change daily) Children’s homes- 2065- 80% judged good or outstanding Children’s homes also registered as a RSS -79- 85% judged good or outstanding Schools -209- 81% judged good or outstanding Fostering-294 -94% judged good or outstanding Adoption services 78- 90% judged good or outstanding RFC 38- 92% judged good or outstanding HSDC 11 100% judged good or outstanding FE colleges 42- 90% judged good or outstanding Boarding schools 2017

Inspection ready Overall progress and experience Do children make progress at your setting- how do you know Do they have opportunity to take part in a range of positive experiences What is the quality of day to day living What is the quality of relationships with staff Do children who require specialist/additional support receive it and is it effective –how do you know Are children listened to and are their views taken into account The bulk of evidence will come from talking to children, staff and parents, professionals supported by any ‘paper evidence’- Boarding schools 2017

Safeguarding Working Together to Safeguard Children 2015 whether safeguarding arrangements to protect children meet all statutory and other government requirements, and promote their welfare Working Together to Safeguard Children 2015 Keeping Children Safe in Education September 2016 –(Schools) Have a copy, follow the guidance and ensure your staff also know about this (signing to say that they have read it is not enough) Boarding schools 2017

Safeguarding and well being Missing Child sexual exploitation- including, peer on peer abuse, grooming, gangs, E-safety, sexting, phishing-keep up to date Weapons- BB guns, knives Radicalisation- Forced marriage, FGM, honour based killing, abduction Self harm/eating disorders Mental health Domestic violence Boarding schools 2017

Safeguarding Staff training is up to date and that they can recognise and know what to do about safeguarding concerns Children say that they feel safe and have some one they can talk to if concerned- this may be a parent or relative Settings are not isolated places where children have no means of contacting anyone from outside DSLs/heads/managers have positive relationships with LADOs, Children’s services and child protection managers, they escalate if their concerns are not recognised Bullying/peer on peer abuse is recognised and dealt with Boarding schools 2017

Effectiveness of leaders and managers Good leaders and managers know what is going on in their home/school The progress their children are making Their strongest and weakest staff member Their vision Their weaknesses and what action they are taking to address them The value of partnership working Boarding schools 2017

Common themes Staff don’t know the children well and understand their behaviour and recognise need Risk assessments and managing risk Effectiveness and impact of external and internal monitoring Quality of care planning- staff thinking this means quality of paperwork Quality, qualification of managers and staff Up to date relevant training Boarding schools 2017

Questions and queries Any questions and queries Boarding schools 2017

Contact details Any further comments to socialcare@ofsted.gov.uk Boarding schools 2017