Membership review for Rowden House School

The membership review is intended to reflect the experiences of the visitor who might be looking for a placement.

The review is subjective, consistent and impartial, representing the impressions of our team member on the day of the visit. It is a snapshot view only. The contents of this review are intended to cover some of the subjects and issues which an individual, their relatives or their placement officer might ask.

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

‘I picked up on the careful thought and planning that went into ensuring young people were in groups that they were most compatible with. I was thoroughly impressed by both the environment and the focus of the staff team.’

Summary of findings

Rowden House is set in the beautiful surroundings of the Herefordshire countryside on the same site as Winslow Court and Cedar Lodge forming what was termed by SENAD as the West Midlands Learning Campus. 

Rowden House is effectively 7 different homes/units under one umbrella - Grove, Meadows, Conifers, Spinney, Coppice, Hub and Cottage. The latter was closed for refurbishment at the time of my visit. All the homes have a slightly different feel about them and I picked up on the careful thought and planning that went into ensuring young people were in groups that they were most compatible with. I was thoroughly impressed by both the environment and the focus of the staff team.

It is also worth noting that the West Midlands Learning Campus has improved onsite accommodation for parents/family visits, with fully kitted out caravans in the nearby woods.

Introduction

Rowden House is a 30 bed residential facility and school just outside the small market town of Bromyard in rural Herefordshire. The young people residing and attending Rowden House were diagnosed with autism together with profound learning and other disabilities.

Accommodation and education were being provided for a mixed gender group of young people for up to 52 weeks of the year.  Overall, accommodation could be provided for up to 30 young people residentially and 5 young people in day placements. 

The visit focused very much on the residential service. The residential home comprised of seven houses; two accommodated up to 7 children and young people and two accommodated up to two young people. A further one accommodated up to four young people and two accommodated up to three young people.  The school was situated on the same site as two adult residential homes, Winslow Court and Cedar Lodge which together formed The West Midlands Learning Campus.

In June 2013 the last Ofsted inspection found that standards of providing care and support in the residential service were outstanding and I was not surprised by this.

Information on SENAD’s Living Autism profile was found to be correct.

First Impressions

If approaching from Bromyard itself you need to turn left (signposted Rowden) about half a mile after leaving the town. Follow the road round and you will then see signposts for Rowden House School and Winslow Court. The approach was up a long drive surrounded by trees. You could clearly see the school and residential complex as you emerged into the car park. Reception was clearly signposted. The reception itself was very comfortable and welcoming and had lots of brochures about SENAD services on show. I was asked to sign in and given a visitors pass to wear. I spent some time with Registered Manager, Kim Ames Registered Manager/Head of Care who accompanied me around the site and answered any questions I had about the service.

The Environment (Internal)

The residential home comprised of seven houses with 6 of them in use at the time of the visit. As previously mentioned the school is situated on the same grounds as two adult residential homes, however, there were clear boundaries between the two areas.  

The Spinney was a single storey building that shared a courtyard with The Grove.  This home accommodated 7 young people. The Spinney comprised of 7 bedrooms; a lounge, a joint kitchen-cum-dining room; two shower rooms with a hand basin and toilet and one bathroom with a hand basin and toilet. Two of the seven bedrooms had en-suite showers. The lounge and entrance corridor were enlarged to create further space for the young people and the feel was very open and non-oppressive.

The Grove was a single storey building that shared a courtyard with The Spinney. This home accommodated 7 young people. The accommodation comprised of 7 bedrooms; a lounge, a joint kitchen-cum-dining room; three toilets, a shower and bath as well as a walk-in wet (shower) room. The Grove also had a sensory room located within the home which could be accessed by young people residing in other parts of Rowan House.

Meadow House shared a courtyard with the Coppice. It could accommodate just 3 young people. It had 3 bedrooms, a lounge, a kitchen-diner, a shower room and bathroom. Meadow House shared a staff team office with The Hub which had its own rear entrance and garden space. Again, this home only accommodated up to 3 young people and comprised of 3 bedrooms, one with an en-suite shower room & toilet, lounge kitchen and separate dining room.

The Coppice shared a courtyard with the Glade, Meadows and Conifers. It could accommodate up to 4 young people and comprised of four bedrooms, a lounge, kitchen-diner, a shower room with a toilet and hand basin, one bathroom and a utility room 

The Conifers could accommodate just two young people and comprised of two bedrooms a joint lounge, dining room kitchen and a bathroom.

The Cottage, which was closed on the day of the visit, had 2 large bedrooms, one having a separate work and relaxation area. On the top floor there was a lounge, dining area and a separate kitchen. 

I was able to see that rooms were individualised and some accommodation had been adapted to take into account some individual sensory sensitivities. Several internal areas were accessed using keys. 

There was a purpose-built school which was separated from the residential facilities. The school comprised a dedicated school building on a single level, with 5 classrooms, a computer suite, a sensory room, individual work spaces, library and a kitchen. The school had access to all the campus facilities.

The West Midlands Learning Campus had developed onsite accommodation for visitors which allowed family members to stay onsite close to their loved ones for an extended period.

The Environment (External)

The site itself had lots of grassed and tree-lined areas. There was a lovely vista to gaze at in most directions and this air of peacefulness could only be a positive thing for the majority of individuals residing at Rowden. There was lots of outside seating. There was a horticultural area where plants and vegetables were grown in the spring and summer and the young people got involved in developing those areas.

At the time of the visit the SENAD’s ‘Rowden in Bloom’ competition was running. The competition was open to every house; Rowden House School, Cedar Lodge and residents at Winslow Court, Orchard End and Park House. The day I visited was quite warm and sunny and some individuals were accessing the grassed areas to the rear of some of the homes with paddling pools out and a variety of play equipment. It looked really great. Young people also had access to a trampoline, sensory room and a ball pool.

The Environment (Wider environment)

As previously stated Rowden House is situated in the middle of the countryside and there is little public transport in the vicinity. The nearest town is Bromyard which is approximately a mile and a half away. Staff reported a good relationship with the community on the whole, 

There was an open day for the West Midlands Campus site on the 12th of July. The West Midlands Campus site was the town’s second largest employer. Hereford and Worcester are the nearest major cities and various amenities are accessed in those areas: cinema and swimming baths amongst other amenities.

Young people residing at Rowden got involved with weekly shopping; visits to the zoo; theme parks and the seaside, and appear to have a very active time away from Rowden itself.

Understanding Autism

It was clear that there was a focus on understanding autism and how each individual was affected by the condition. Kim Ames talked about how objects of reference, sounds and smells were used to differentiate days of the week for one individual. 

My observation was that there was a real understanding of autism demonstrated on several levels. The environment, as mentioned in the previous section, was seen to be key as alterations had been made to cater for individuals' particular sensory issues. Also, in discussion, staff members were very clear in their understanding of how certain things would impact on someone with autism.  

The adoption of NAPPI (Non-Abusive Psychological & Physical Intervention) training had   been seen to reduce incidents of physical intervention.

The homes had members of staff that acted as communication, safeguarding and sensory champions raising knowledge and awareness of these key areas throughout the service.

Health and Wellbeing

The staff team contained a psychologist, a speech and language therapist, an occupational therapist and a health and wellbeing manager. All these specialists contributed to strategy meetings and gave advice where necessary. All in all, the approach felt very holistic and enabled the service to care for some highly complex young people.

Key members of staff were trained to administer epilepsy medication. Home managers, based at each unit performed a weekly check of the medication administration and documentation. Dietary issues tended to be discussed with the local NHS provisions or the local General Practitioner. Individuals often shopped for ingredients for meals and snacks and then helped prepare them on site. Each young person had their own communication and sensory profiles. 

Handheld devices such as the ‘iPad’ were in use to enhance individual communication development. 

Individuals living in the home

All young people at Rowden received at least one-to-one support. The majority of young people at the time of the visit did not communicate verbally. Use of Picture Exchange Communication Schemes and objects of reference and “now” and “next” systems were prevalent throughout the home.

As mentioned previously a great deal of thought had been given to compatibility of individuals. One young man had lived on his own and was being slowly integrated into undertaking activities where other individuals might be present.

Each individual had a carefully planned daily programme to suit their needs and abilities.

Children & young people had regular support sessions with their key workers. The limited communication skills of the majority of young people meant that gauging an individual’s wellbeing and mood was based on constant observation of individuals and indeed, an implicit understanding of them.

The statement of purpose mentioned that ‘consultation with young people is planned through creative activities as well as individual communication sessions.’ 

Staffing

No staff were allowed to work with individuals at Rowden House until satisfactory Disclosure and Barring Service checks had been received.

Staffing support could alter dependant on the needs of the young people. This was reflected within individual support and supervision risk assessments, and agreed with placing authorities.

Care staff from the Rowden homes also worked across in the education service supporting the young people. Kim Ames stated that the care staff team and teaching team did a lot of shared work which helped develop a continuity of approach. 

Management of the home

Kim Ames was a very experienced practitioner with a great knowledge of autism and demonstrated a real enthusiasm and drive to do her utmost for the young people in her care. She also appeared to have a positive relationship with the staff team.  

Kim felt that what made Rowden a unique service was the support for young people’s re-engagement with the social and educational situation. A service that grew with the needs of the young people and learned through what goes well and equally what didn’t go so well.  

Kim felt that there was a focus on learning throughout the young person’s stay. This was around every aspect of their life. Rowden’s ethos was that all young people should have the ability to reach their potential with the right environment and support.

Kim believed the most significant development in the last two years at Rowden was the overall development of the service reflected in the quality monitoring, including the Ofsted inspections. Also, the development of the residential environments, engagement with the community and overall support for young people to develop their communication and social engagement.

Over the next two years Kim would like the service to focus on the impact young people had on their own lives, thus ensuring their voices were heard throughout the support networks around them.

Policies and procedures relating to the running of the home were available for staff to peruse. Staff supervisions were carried out on a monthly basis. There was a staff handbook supplied to each member of staff which covered areas such as appropriate conduct and dress, as well as support mechanisms.

There was an independent counselling service purchased externally by the company for staff to use. 

Rowden House staff were recruited through a ‘values based’ system which included a telephone interview and psychometric test before proceeding to a formal interview situation where individuals from the service may form part of the interview panel.

Conclusion

My understanding from the visit was, in terms of the management, the staff and the environment that there was a real focus and desire to understand each individual young person and to maximise their well-being.

I believe that the school was a real driving force for positive change and the adoption of new methods across the SENAD group. 

The environment was calm and tranquil, the homes and school are in a beautiful location, and all the staff I spoke with were friendly and helpful. I would have no hesitation in recommending this service for young people with autism and additional complex needs.

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Visiting Officer - Craig Godding
Director of Operations, Living Autism