Cambian Lufton Manor College

On this page

• Overview
• Assessing needs
• Delivering evidence-based care and treatment
• How staff, teams and services work together
• Supporting people to live healthier lives
• Monitoring and improving outcomes
• Consent to care and treatment

Effective – this means we looked for evidence that young people’s care, treatment and support achieved good outcomes and promoted a good quality of life, based on best available evidence. At our last inspection we rated this key question requires improvement. At this inspection the rating has changed to good. This meant young people’s outcomes were consistently good, and young people’s feedback confirmed this.

This service scored 75 (out of 100) for this area. Find out what we look at when we assess this area and How we calculate these scores.

The service made sure students’ care and treatment was effective by assessing and reviewing their health, care, wellbeing and communication needs with them. Students’ past history and exposure to trauma was considered in all of their care planning. There was a trauma informed approach to understanding people’s needs throughout assessment and review. Communication tools were tailored to each individual and available to them at all times to enable them to express their views, wishes and to make decisions. For example, some students had picture cards they used to communicate. Students preferred communication style was used so they could take part in reviews of their care. This enabled people to have their views, opinions and feedback captured and acted on. Students were empowered and encouraged to share their views, future goals and aspirations.

The service planned and delivered students’ care and treatment with them, including what was important and mattered to them. They did this in line with legislation and current evidence-based good practice and standards. Students’ were supported to choose and cook their own meals and had access to food and drink whenever they wanted it. Staff told us, “We have supported students with their diet preferences. One student followed a Keto diet and had to be supported with very specific meal plan. Another student was vegetarian and also had to eat at specific times of the day and another student had to eat halal for religious purposes. We receive full training, so we know what to do and how to support them.”

The service worked well across teams and services to support students. They made sure students’ only needed to tell their story once by sharing their assessment of needs when they moved between different services. Students were supported to live a healthy life and professionals were engaged in reviews and assessments to ensure relevant information was incorporated into their care plans. Assessments were reviewed regularly, and the staff and managers facilitated discussions to support seamless services between professionals. Staff assessed new placements before a student transitioned into them. One staff member said, “If we are not satisfied the student’s needs can be met at their new placement, we will support them here until a suitable placement is found. Supporting students to transition well and use the skills they learn here to be as independent as possible is very important to us.” Healthcare professionals told us, “Staff always complete a thorough assessment considering any impact on them and to other students living in the home. Staff have been instrumental in moving students on and providing us with succinct information and guidance for students’ ongoing care and support.”

The service supported students to manage their health and wellbeing to maximise their independence, choice and control. The service supported students to live healthier lives and where possible, reduce their future needs for care and support. Students were enabled to live their best life. Staff regularly reviewed students resilience and created support plans when areas of improvements were identified. This meant students were supported to develop life skills such as improved communication to communicate their needs and desires, skills to protect themselves and prevent dangerous situations, and skills to self-regulate emotions when faced with difficult circumstances. We observed students being encouraged to take part in activities to support their health and wellbeing including ball games and horse riding.

The service routinely monitored students care and treatment to continuously improve it. They ensured outcomes were positive and consistent, and that they met both clinical expectations and the expectations of the students themselves. Student’s support was delivered consistently by staff, in a person-centred way that was specific to their needs. Student’s skills, life experience and strengths were discussed with them and those involved in their care, to consider how their goals, ambitions and outcomes were planned and achieved. Staff introduced new ideas to students to enhance their quality of life, such as new activities, skills, work and education opportunities. Students were actively supported and empowered to develop new skills. A relative said, “The College has worked wonders for my autistic [loved one] with severe learning disabilities.” The registered manager said, “The biggest thing I’m proud of is the student's progress and outcomes. We've seen noticeable change over past few years and it’s a testament to the team to see students leaving needing less support and a confidence they didn’t have before.”

Staff knew the important of seeking consent. They told us, “Gaining consent is important to respect and uphold people’s human rights.” Staff understood students’ would give their consent in different ways, they said, “We seek consent by using visual aids and social stories, using clear simple language, allowing time for processing and offering choices.” When students lacked capacity to give their consent staff had followed the principles of the mental capacity act. Staff said, “Every student has a right which ought to be respected. We can gain consent by asking them and creating a social story to give them more information. We assume students have capacity and if we believe they do not, we complete a Mental Capacity Assessment. If the assessment shows the student lacks capacity, then a best interest meeting with parent, social worker, key worker and line managers is conducted to ensure decisions are the least restrictive and in the students best interest.”