Cambian Lufton Manor College

On this page

• Overview
• Person-centred Care
• Care provision, Integration and continuity
• Providing Information
• Listening to and involving people
• Equity in access
• Equity in experiences and outcomes
• Planning for the future

Responsive – this means we looked for evidence that the service met young people’s needs. At our last inspection we rated this key question requires improvement. At this inspection the rating has changed to good. This meant students’ needs were met through good organisation and delivery.

This service scored 79 (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 were at the centre of their care and treatment choices. Students were empowered to develop their own care and support plans with support from staff, those closest to them and other relevant professionals. These were reviewed and updated regularly, when student’s achieved goals and when their needs or aspirations changed. The provider had trained staff in specialist roles to support students’ with their communication, expressions of emotion and to keep people safe. Staff with these specialist skills, keyworkers who supported the student and managers, were all involved in regular reviews about the students’ where they discussed the resilience and what the student needed to progress into their next placement and adulthood.

The service understood the diverse health and care needs of students and their local communities, so care was joined-up, flexible and supported choice and continuity. Students were in control over who came into their home. The provider was mindful of student’s personalities and needs when considering new people moving in and took steps to ensure that students’ got on before any direct transition planning took place. Staff understood the needs of autistic students and students with a learning disability and worked hard to ensure that typical barriers faced by people were removed or mitigated against such as working in the community. A healthcare professional said, “The staff team are proactive with arranging and attending regular professionals and transitions meetings. They follow through agreed actions from our meetings.”

The service supplied appropriate, accurate and up-to-date information in formats that were tailored to individual needs. We observed staff supporting students to communicate by using their preferred method of communication. This included using easy read information cards, picture exchange communication systems (PECS) and Makaton sign language. Support plans and records were recorded in a number of different ways in line with students’ requirements for meaningful communication and decision-making. The provider met the requirements of the Accessible Information Standard. Staff told us, “Students’ may need additional support with their communication and are given a choice using PEC symbols/visual prompts or the use of their communication aids such as electronic tablets. We are trained to meet different students’ needs for example, Makaton.”

Staff made it easy for students to share feedback and ideas, or raise complaints about their care, treatment and support. Staff worked closely with student’s families and others important to them to assist them to understand decisions they had made, and to advocate on their behalf when differences arose. Students were involved in the student council which met regularly with the managers. Students told us this was a chance for them to share any concerns and be heard. Relatives said, “I have found middle management and class teacher are exceptional in communication. Staff are extremely proactive, supportive and act very promptly on any concerns or requests raised.” Healthcare professionals said, “Staff ask me for regular feedback. They listen and take action when needed.”

The service was exceptional at ensuring students could access the care, support and treatment they needed when they needed it. Staff understood the needs of autistic students and students with a learning disability and worked hard to ensure that typical barriers faced by students were removed or mitigated against. The provider had a clear ethos for the service based on human rights, anti-discrimination and equity principles, and staff and students who used the service understood these. A clinical team of qualified advisers and therapists including a nurse, psychiatrist, occupational therapist, behaviour support practitioner and speech and language therapist had been hired by the provider to support students with specialist support. This meant students were supported when they needed it without delay, and this had contributed to improved physical and mental health. For example, students who had difficulties with their speech were supported by the inhouse speech and language therapist. One relative said, “[loved one] is beginning to interact better due to their improved communication and even with me is able to take simple instructions. I enjoy my time with them when I visit, this is certainly a joy both of us.”

Staff actively listened to information about students who are most likely to experience inequality in experience or outcomes and tailored their care, support and treatment in response to this. For example, we saw and students told us about, how staff had supported them to access community facilities. Students were empowered by staff to give their views and understand their rights, including their rights to equality and their human rights. Leaders and staff were alert to discrimination and inequality that could disadvantage students using the service and took action when needed.

Students were supported to plan for important life changes, so they could have enough time to make informed decisions about their future. Staff told us, “We use a range of communication tools to gain students views and wishes in relation to their future, this information is used within their support plans.”