Cambian Lufton Manor College

On this page

• Overview
• Kindness, compassion and dignity
• Treating people as individuals
• Independence, choice and control
• Responding to people’s immediate needs
• Workforce wellbeing and enablement

Caring – this means we looked for evidence that the service involved young people and treated them with compassion, kindness, dignity and respect. At our last inspection we rated this key question good. At this inspection the rating has remained good. This meant young people were supported and treated with dignity and respect; and involved as partners in their care.

This service scored 85 (out of 100) for this area. Find out what we look at when we assess this area and How we calculate these scores.

We observed staff to be kind and caring and always treated young people with empathy and compassion. Staff respected people’s privacy and dignity. Young people told us they liked the staff who supported them, and we observed warm, friendly and caring interactions from students who displayed feeling comfortable around staff. Relatives told us, “[Loved one] gets on very well with the staff who are very caring supportive” , “all the staff are amazing, and we are truly grateful to the [registered managers] and the amazing staff under their guidance. I could not have asked for a better place for my [loved one].” Staff treated colleagues from other organisations with kindness and respect. Healthcare professionals told us, “Staff are very compassionate, I’d say it is more compassionate that any other care home I work with” , “Staff are very friendly” and, “Staff are caring and responsive.”

Staff were exceptional at treating young people as individuals. They took account of student’s strengths, abilities, aspirations, culture and unique backgrounds and protected characteristics and made sure people’s care, support and treatment met their needs and preferences. For example, one student was not accessing the community and did not engage with any hobbies, this had caused them to be withdrawn. Staff noticed the student had pictures displayed in their room of a time they had taken part in an activity as a child and arranged for them to do the activity again. This led to the student feeling more confident, they took part in more hobbies outside of the college and in the community, building life skills that would support with their transition into adulthood and with their next placement. Another student was supported with their cooking skills as they were unable to cook their own meals. Staff said, “I supported a student who enjoys cooking but didn’t understand portion control or how to measure food correctly. I assisted them by providing measuring cups and showed them some videos and now the student can independently cook their food. They really enjoy it” A relative said, “This year for the first time I was able to relax in the kitchen without fear of [loved one’s] safety. [loved one] was able to cook alongside me and this is the first time I felt the gift of personal satisfaction for Christmas. Thank you to the staff which allowed me this moment.”

Staff were exceptional at promoting student’s independence, so they had choice and control over their own care, treatment and wellbeing. Students were empowered to have their say about issues that were important to them. One student told us they were part of the student council and felt listened to “so we have the say.” The registered managers told us the student they supported were at the heart of everything they did. They said, “Our aim is to increase independence, give them all the skills and the confidence to leave with less support and prepare them for adulthood.” For example, one student started at the service with limited abilities such as using utensils to eat and had not visited any other places for several years. Staff worked on sensory exploration, communication and repetition. This led to the student eating independently, shopping for themselves with support and attending activities outside of the service which they had not done before. Staff said, “We support students to plan their activities, which includes activities planner, weekly menus, and these are based on the students' choices, some students like swimming while some other like going to the arcade. Some other students I have supported enjoyed watching movies, so we organise movie nights in the collage hall for the student. There are other activities like dance club we organise for our student and then Art club every Tuesday for our students. I also organise sports club for the student who enjoy playing sports like football, bowling and basketball.” Relatives said, “I am truly impressed and very happy with the amazing progress that [loved one] has made. [Loved one] gets on very well with staff who are helping [student] learn to be independent” , “I have seen tremendous progress in my [loved one], They are happy and are developing life skills to help them be independent” and, “I am so grateful to the staff. I was so impressed to see [loved one] making their own toast it warms my heart."

The service listened to and understood students’ needs, views and wishes. Staff responded to students needs in the moment and acted to minimise any discomfort, concern or distress. We observed interactions between staff and students and saw that these relationships were caring and compassionate, enabling staff to anticipate and meet student’s needs quickly and in ways that reduced and mitigated students’ discomfort and distress.

The service cared about and promoted the wellbeing of their staff and supported and enabled staff to always deliver person-centred care. Staff told they felt supported by the management team and the provider to do their jobs well. They said, “We have regular supervisions so that we get the opportunity to disclose what is difficult and they can support accordingly. We also have managers that are approachable that provide a listening ear and support when needed. We have a good HR team and access to confidential helplines if we want to use it.”