Membership review for Options Higford

 

This review has been published with the written agreement of the home owner, or an authorised representative of the company. 

 

I received a warm welcome from the staff at Higford and I had a strong sense that they understood autism. The buildings are robust and clearly designed with the needs of individuals with autism and sensory differences in mind; therefore, the environment, lighting and decor are as low-arousal as possible.

 

On the day of the visit building work was in progress on site to enhance facilities. The Head of Service explained that landscaping the external area is included in these particular development plans. Landscaping will enhance the outside appearance.

 

The most important feature is the care and I felt that this was very good.  Reference should also be made to the latest Ofsted report which shows the service as 'outstanding'.

 

The home was fresh and clean and there is an on-going decorating programme. I enjoyed my visit and would not hesitate to recommend the service for individuals with the most complex needs.

 

The information set out in Higford School’s online profile was also found to be correct as stated.

 

Higford School is a purpose built school aimed at providing specialist care and education for children and young people with autism or who require a similar structured environment.  The age range is 8-19 years. Some of the school placements are day care provisions. All of the young people currently placed have complex needs, challenging behaviour and a learning disability.

 

Higford School is surrounded by beautiful, flat Shropshire countryside.  It is approached via large gates and a long drive. At the gates one has to announce one's arrival through an intercom system but the gates are not locked and the visitor is required to open them themselves.  The main building containing mostly administrative offices is a large white house; the post 16 section is a converted barn and the remaining buildings are brick built and surrounded by discreet metal fencing. I had arrived early as I allowed more time for travel hold-ups than had been necessary.  This did not seem to cause any problems and after being welcomed in the reception area and asked to sign the visitors book, I was then given a laminated instruction sheet to read about fire procedures and how to manage encounters with pupils and other useful information. I had to sign to say I had read these.  

 

I was then taken upstairs to the admin and training areas and invited to have coffee and biscuits. This area contained tables and chairs, filing cabinets and several rooms led off the central area. It was a busy, bustling environment, however, I was told that unless they are running an errand this is not an area visited by the pupils.

There is metal fencing all around the perimeter of the school but the land surrounding the school is enclosed by hedging. This land belongs to the school and is used by the pupils to run around or ride their bikes. The fencing surrounding this area is in place for the pupils' safety and I was told that this area is also included in the landscaping development plans.

 

At the back of the main buildings is a tunnel linking the various departments so that the pupils can transition without getting wet or cold.  This is a striking clear glass/Perspex and stainless steel construction and has a large circular “bubble” leading from it which the pupils can stand in and watch the water fountains which spring up all around it in the summer months. In warm weather the pupils can also enjoy sprays and jets of water inside the bubble.

 

Work on developing the garden areas to low maintenance have begun by introducing bamboo plants and will continue as the landscaping develops.

On the day of the visit,  the service was undergoing major structural development so there was new furniture and boxes around some areas. Painting was also taking place in one flat, but I was told that it all happened during school time and the painters cleared their equipment out of the way by the time the children returned.

 

Throughout the whole of the purpose-built areas the corridors are wide and the walls rounded for the protection of the pupils. These areas are minimalist and bare of distractions, making transitions much easier for pupils with complex needs. Most areas were devoid of pictures or adornment making for a low arousal environment.

 

There are many rooms for different activities to take place: art, sensory, sauna and well-being rooms, as well as rooms which serve any purpose needed.  Equipment was kept secured in cupboards until needed.

 

The living accommodation is divided into houses: one consisting of eight beds and two six bedded units. The bedrooms are very large and contain purpose built indestructible furniture which are personalised to the pupil's own taste. The rooms differed widely in accordance with the needs of the individual, some containing a wide variety of electronic equipment, TVs computers and games and other containing almost nothing.

 

As previously mentioned Higford School is set in the heart of the countryside.  The nearest village which is a reasonable walk away offers a church and a pub by way of facilities. There is no local bus service and the pupils rely on the four Company vehicles to get out and about.

I spent most of my visit in the company of the Head Teacher, Ann.  The Registered Manager was interviewing all day.  During her relatively short time at the school she has worked extensively with Graham, the Head of Service and the RM to continue improving the standards of care and education.  The inspection reports have validated that work.

 

Once a referral has been made the child is visited by Graham and Ann who prepare a detailed assessment tool based on the needs of the individual. The clinical team also has an input into the assessment. Sensory and communication profiles are prepared on each pupil. Transition is also tailored to meet the needs; some are very lengthy and include introductory photos of peers and staff; short, frequent visits lengthening over a period of time. Others are fairly rapid depending on which method caused least anxiety to the individual.  All children have a behaviour support profile.

 

All care plans are reviewed at least half-termly although more frequently at the beginning.

 

Symbols are used to help the pupils understand their routines and make choices and this is a tool which, on the day, I felt could be developed further. In fact, I received confirmation after the visit that communication systems continue to be developed and that symbols are only one part of the programme dependent upon the support package for each individual. 

 

In the activities area the rooms all had solid doors, some of which had Perspex notice boards on the outside so that pupils' names and photos can help them to know which room they are going into. On the day, I wondered about the regularlity and consistency with which this system is used. It was clarified to me after the visit that as pupils learn where they need to go the use of names and photographs is reduced to reflect the individual's development.  In areas where pupils should not be interrupted, such as during sensory or therapy sessions, the names and photographs are used to denote occupancy. As part of the development process, pupils also learn that if a visitor is unsure if an activity room is occupied, they will knock.

 

I did see some incidents of over excited behaviour during which staff members were hugged enthusiastically or pulled about by pupils.  The staff approach on these occasions was very low key and impressive resulting in a de-escalation of anxiety quite rapidly. This supported the Head Teacher's statement that restraint techniques are rarely used.

 

Higford has an extensive clinical team working with the staff and pupils. These include an educational psychologist and assistant; a speech and language therapist; 3 general nurses and a occupational therapist on a consultancy basis. All are involved in training staff and the nurses monitor the diets, weight and general health of the young people. A paediatrician and homeopathic consultant are also part of the team.

 

Currently all the pupils have a diagnosis of autism and of the present placements most are residential 52 week placements and a small number are day placement during the school terms. 

 

Staff employed by the school provide references and have Criminal Record Bureau (CRB) checks before being allowed to start work.  They are given a two week induction period during which they receive the statutory training including Safeguarding Children, First Aid, Fire Prevention, Health and Safety.   They also take part in P.R.I.C.E. training which is reviewed regularly (Protecting the Rights of the Individual in a Controlled Environment). Finally, considerable emphasis is placed on learning about the difficulties experienced by people with autism together with their sensory and communication issues.  When this is complete the staff member shadows and experienced staff member for a period of time until competent to work alone.  The probationary period for staff is 6 months.

 

All staff are required to work towards NVQ3. At the moment the majority of staff have this qualification with the rest working towards the NVQ3.

 

Staff supervisions are carried out monthly and the Head of Service told me that he also receives regular time with his line managers.

 

The shift system has been devised to allow the care and education staff to work together for a period of time every day to ensure that the communication between them is consistent and detailed enabling the pupils to transition between the school day and home time seamlessly. Teaching staff start work at 8 am to work with the care staff in supporting the pupils through their preparations for school.

 

I was told that the Head of Service took up post 18 months prior to the visit and it is evident that his enthusiasm has led to even higher staff morale and the turnover rate is very low.

Although unfortunately I did not get to meet the Registered Manager, the time I spent with the Head Teacher revealed a very detailed knowledge of autism, the pupils and the staff. The atmosphere was friendly and the pupils seemed to be managed well and with respect.

 

Staff experiencing a difficult day with the pupils are debriefed at the end of the day by senior staff.

 

Last spring senior staff set up workshops for family members and professionals to discuss issues surrounding autism.  These proved very popular and extra sessions had to be added because they were over-subscribed. Further sessions are being considered for next year.

 

Links with the local community are being forged gradually.  The school contributes to the local village newsletter regularly.

 

Graham told me that his plan is to make the service as good as it can be over the coming years.  This includes applying for National Autistic Society accreditation in the not too distant future.  

 

When pupils reach the end of their time at Higford School some of them will move to full time placements with their sister service, AALPS Midlands.  In addition, it is hoped that the Company will develop small homes to provide supported living within the locality.

I enjoyed my visit to Higford School where I was given a warm welcome. The service has undergone a number of changes recently and these have been of benefit to the service. I would like to extend my thanks to the Head of Service, the Head Teacher and all the staff for their hospitality and wish them well for the future.

 

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Visiting Officer:  Pat Clendining

Director of Client Services, Living Autism