Membership review for Options Barton
By – Date of visit:
This membership review is intended to reflect the experiences of the visitor who might be looking for a placement. It is subjective, consistent and impartial and reflects the impressions of our team member on the day of the visit. It is a snapshot view only.
The contents of the review are intended to cover some of the subjects and issues which an individual, their relatives or their placement officer might ask.
“Communication aids in the school and in the residential settings inform all aspects of the children’s lives."
Summary of Findings
In the two years since my last visit to Barton School several changes have taken place. The residential side has a new Registered Manager, Andrea McKeown, and a new Centre Head, Ian Thorsteinsson, has overall responsibility. Unfortunately, Ian was unavailable on the day of my visit.
Visual communication tools are even more in use and inform every aspect of daily life both in school and in the residential sector.
There is a new development known as Bridge House which is a small unit within the campus providing educational facilities specifically for children with high functioning autism or Asperger’s Syndrome.
Introduction
Barton School is a 26-bedded service on the outskirts of the small town of Barton on Humber. It is a short distance from the Humber Bridge. Most the children and young adults live for 52 weeks in a residential setting, but there are a small number of 38 week day pupils. All have a diagnosis of autism including one young lady who also has Downs Syndrome.
First Impressions
Barton School is situated not far from the village of Barton in North Lincolnshire. It is a rural setting overlooking the estuary of the river Humber and within sight of the Humber Bridge. The City of Hull is to the north and Scunthorpe to the south.
The school is bordered by palisade fencing and approached by large electric gates which open automatically once within close proximity.
I was welcomed by staff in the large reception area and asked to sign in. I was then given a visitor’s badge to wear throughout the visit.
Environment (External)
There is parking along the front and side of the building surrounded by landscaped borders containing a selection of shrubs. There are several areas containing swings and climbing equipment which seemed of a good quality and provide more varied activities than the usual playground facilities. I also saw a well-equipped horticultural area which I was told had been very productive throughout the summer. I was told that the children had collected leaves from around the grounds and were composting them.
Environment (Internal)
The residential part of the service consists of flats with open plan living, eating and cooking areas. One flat has been sub-divided to accommodate a child who cannot tolerate being near other children. He has his own entrance.
In the residential flats I visited, symbols or other communication tools were not always used on cupboards to show their contents, although they were used extensively to help the young people with their programmes. I was later told that symbols were used on cupboards for the individuals who need them and are not used for those who do not.
Every area was clean, fresh and well maintained. It was clear that adjustments were made to the environment to meet the needs of the individual.
All corridors linking the rooms are wide and well lit to allow for smooth transitions. The young people’s rooms are cosy with the standard bedroom furniture. They are all allowed to personalise their rooms in their own way and each room varies from the last by use of the child’s chosen furniture and colour scheme. Some rooms have only the minimum furnishings as the occupier cannot tolerate wall covering or clutter. Others were typical of any child’s room in his or her own home.
Some of the bedrooms have the young person’s name or photo on the doors which seemed helpful.
The school has small classrooms and most of the doors have glass panels so that the person entering can check that it is convenient to enter without causing anxiety to the children having lessons.
Particularly impressive were the white boards in each class room. These are operated by a keyboard or by touch and children can electronically interact with these on many subjects to help them with their lessons. These boards are networked throughout the school.
Each area throughout the campus has to be accessed by key carried by the staff. This was to ensure the safety of the children.
In addition to the school dining room, there is a bistro with a catering kitchen. This is accessed as part of the children’s school curriculum or leisure activities.
Children are supported to enhance their independence skills by cooking, serving the food, cleaning the area and using the till.
All menus, cupboard doors and timetables are presented in symbol form for the benefit of children with communication difficulties.
Throughout the school building, symbols are used extensively to label cupboards.
The facilities include a small swimming pool which is well used. It is kept at a warm temperature and there are showers and toilet areas conveniently placed.
The Wider Environment
The Company provides vehicles for transporting the young people on outings, shopping trips and pleasure excursions.
In addition, there are good rail links and a regular bus service to local towns and villages. The town of Barton on Humber is nearby, within walking distance for the most able pupils and has a variety of shops and a supermarket. The city of Hull is just over the Humber Bridge a short distance from the school.
Understanding Autism
Most of my time at Barton School was spent in the company of Andrea, the Registered Manager and, for some of the time, with Carl Cameron, the Training Co-ordinator. Mark, Head Teacher, Eames and Mike Baldwin , Deputy Head Teacher showed me around the school.
Carl was extremely enthusiastic about the intense level of training developed to provide a quality service to children with autism and showed me the programmes staff were expected to achieve.
Since my last visit two years ago, the communication aids employed to help the children have improved significantly even though they were good before. Communication symbols in the educational and residential settings informed all aspects of the child’s educational and leisure activities.
Each child had a programme for the day in symbol form which could be removed once the task had been completed. Around the school in particular, where the activities were more structured, the use of symbols for the timetables were of a very high standard.
I was told that at the start of each year projects are agreed which are to take place over the coming half terms. Previously subjects have included climate change, “people who care for us”, Greek civilisation and transport. All key stages develop part of the project and where possible, local organisations or individuals are invited in to make the projects as real as possible. A local farmer washed his tractor before he brought it to the school!
As the residential sector by its very nature provided a more relaxed environment, symbols were fewer. They were present, however, and the children’s needs appeared to be met in every aspect in their flats.
Health and Wellbeing
The Service is supported by a clinical team consisting of a learning disabilities nurse, an educational psychologist, a speech and language therapist and, a recent addition, a paediatrician who is shared with a sister service.
Sensory and communication profiles are held in each child’s care plan and are compiled by the speech and language therapist.
Healthy eating education forms part of the school curriculum and menus are revised on a regular basis by the Health Living Co-ordinator. This post has been put in place since my last visit. All children are offered a choice of meals and special diets can be catered for. Healthy eating plans are agreed by the children where possible.
Individuals living in the home
Children living in the home have a diagnosis of autism together with a learning disability.
The Registered Manager informed me that children of all abilities can be supported at Barton School.
Referrals are received from the Local authorities and the child is then assessed by the Head Teacher and Registered Manager. The clinical team then decides whether they can meet the individual’s needs.
The transitions take place at a pace to suit the child and may be very quick or over a period of weeks following pre-admission visits - staff visiting the home or previous school. Parents are involved at all times and are consulted about the child’s needs and likes and dislikes.
Care plans include sensory and communication profiles and are reviewed regularly by staff from both the school and residential settings together with the clinical team and, if they wish it, the family members.
Staffing
Staff are recruited in line with the Company policies and procedures and CQC and Ofsted guidelines and many have a social work qualification. Some of the staff have been at Barton School since it opened and have had previous experience working with autism at another school. All have DBS checks and have references in place before employment commences.
During my visit I spent some time with Carl Cameron, the Training Co-ordinator who told me of the extensive induction training. This consists of a two-week period of intense learning covering all aspects of mandatory subjects, such as Health and Safety; Child Protection; Epilepsy; Moving and Handling; Autism Awareness and many other topics.
A mentor is appointed to support each new staff member over the coming weeks.
At this point, staff start to work on their Children’s Workforce Development Council Qualification which has to be completed within the first six months. This is an autism-specific qualification and includes SPELL 1 and 2 and an understanding of mental health issues amongst other topics.
Once through their probationary period, staff are expected to take further training in the form of the Health and Social Care Diploma, level 3.
Staff are also encouraged to work towards the Introduction to Autism Award, which despite its name, provides a much more detailed understanding of autism than the autism awareness training given during induction.
I was told that staff supervisions are held monthly.
Carl told me that as part of staff training, one of the parents comes to the school on a regular basis to talk about what it was like to be a parent of a child with autism. This talk is very popular and serves to give a good insight into the difficulties experienced by family members. Siblings sometimes contribute by writing of their experiences.
By way of career development, in addition to the training offered, staff are invited to apply for keyworker responsibilities. These are appointed following an interview and the staff then take responsibility for co-ordinating the care plan of the child for whom they were appointed keyworker.
Staff have access to a full range of policies and procedures and are given a copy of the staff handbook.
Although it was lunchtime when I toured the premises and the children were not engaged in their programmes, most were occupied with their chosen leisure pursuits with staff supervision. One or two were being supported through periods of anxiety by staff who clearly understood the issues and were well versed in managing them.
The staff appeared familiar with their charges and spoke to them in a respectful manner.
Management of the Home
Andrea, the Registered Manager, told me she had only been in post as a registered manager for 10 months. She had previously had 20 years of experience working in EBD children’s homes in the Hull area and has a wealth of qualifications including NVQ 4, Registered Managers Award and Institute for Learning, Managers Award levels 4 & 5. She also has a Child Protection Award at level 5.
Andrea told me that she works very flexible hours as it is important to her to be available for all staff to discuss personal or professional issues and the children’s programmes.
It was clear that Andrea is very enthusiastic about developing the service further and was particularly keen to extend the short breaks service.
This service is a new development since my last visit and offers respite for local families either for weekend breaks or even for just a few hours during the day. There has been considerable interest in this part of the service so far, however, Andrea hopes to develop it further as there is always a need for respite care.
Bridge House
This is the newest part of the service. Mark Eames, Head Teacher, told me of his determination to provide a separate facility for children with high-functioning autism and Asperger’s Syndrome.
At the time of my visit, two young people had already been placed in a service designed for eight. The hope is that they will be able to access the national curriculum without the pressures brought to bear in a mainstream school.
I was told that in due course a satellite property would be purchased nearby so that some students from further afield can reside in this facility and access the school too.
Conclusion
I enjoyed my visit to Barton School and was impressed by the way that the service has developed. I understand that there are good relationships with the neighbours and the children are well received on visits to the town.
I would like to thank the staff who took time to talk to me and wish Andrea, Mark and their teams every good wish for the future.
Visiting Officer: Pat Clendining
Head of Assessments, Living Autism
Head of Assessments, Living Autism