“…The needs and vulnerabilities of the children are carefully considered by the manager before they move in. This helps staff to give the children a positive start and helps them to settle and build relationships with staff. The resulting sense of security and belonging helps the children to overcome deficits in their development and make progress with their education. They also have fun…
The records of the children’s experiences and progress are detailed, illuminating, and speak loudly of the staff’s care and affection for the children. The records speak about the children with positivity and enthusiasm. The records show pride in the children’s achievements and how they overcome issues that slow their progress. The attachments that the children form with members of staff provide the bedrock for their progress….
…A new child has settled quickly. Close and determined collaboration between the staff, the placing authority and education services has enabled him to start the new school year in a mainstream school. The child is engaging in his learning and his life opportunities have expanded…
A social worker expressed great satisfaction and appreciation for the consistent, individualised and high-quality care being provided for the child placed by her authority. She praised the child’s progress in becoming more involved in the decisions about his care, and for his first-time participation in a recent placement review…
Some children become more suited for foster care or to places nearer to their families. These moves are planned with thought and care, and in close co-operation with the relevant external agencies. This helps the children to prepare for change, experience positive endings, maintain ties important to them, and to have new, positive beginnings…
The children are relaxed in their environment and show investment in their home. Their bedrooms are personalised, and the living areas decorated with their artwork and photographs of memorable occasions. This increases the children’s sense of permanence and belonging and contributes to building fond memories…”
Ofsted Inspection - Septenber 2021 - Full report available by request
Artillery House is registered to provide residential care to three boys aged between 8 and 18. However, we will restrict the age range appropriately at the time of each vacancy to ensure effective matching with the other young people sharing the home.
Artillery House is located close to Ramsgate's popular marina area, family beaches, parks and coastal paths, providing a range of local age appropriate amenities and activity opportunities for children and young people throughout the year.
The staff team at Artillery House are experienced in working with children and young people presenting with a range of social, emotional and behavioural difficulties (SEBD) and adopt a positive re-parenting approach, focussing on the development of mutually trusting and respectful relationships, together with unconditional positive regard for the staff team and young people alike. The team have a developed understanding of behaviour being a form of communication and employ strategies to identify the underlying reasons for behaviour so that it can be modified accordingly.
Artillery House provides short, medium and long-term placements for children and young people, some of whom work towards successful transitions back to the family home or fostering environment, whilst others work towards developing sound independence skills in preparation for adulthood. No matter what goals are identified in individual care plans, the aim of the home is to provide a safe, nurturing environment in which children and young people can maximise their full potential.
The home is directly affiliated to both our DfE registered, specialist SEBD schools: The Davenport Primary School and The Old Priory Secondary School.
The respective school and the home work in close partnership to ensure continuity in respect of learning support, achieving developmental goals and behaviour management.
The Davenport School (Key Stage 2: 7-11yrs) offers a differentiated curriculum in order to meet the individual learning needs of each young person. The school operates with small group settings where children are closely supported and supervised by a qualified teacher and learning support assistants.
The Old Priory School (Key Stages 3 & 4: 11 – 16yrs) offers the national curriculum allowing for GCSE study in essential subject areas, alongside alternative, differentiated curriculums, including ASDAN and City & Guilds NPTC vocational awards, both of which lead to nationally recognised qualifications.
Children and young people residing in our care have access to a range of assessment and therapy services including:
All therapy referrals are overseen by the organisation’s dedicated Therapy Services Manager in consultation with the allocated social worker and other key stakeholders as appropriate.
Our assessment and therapy services are an inclusive element of our residential care provision and attract no additional funding requirement.
In addition to our therapy services and panel of consultants, each of our homes have direct access to a health promotions worker and, in the event of any significant health concerns arising, oversight from a registered, dual diagnosis nurse. This ensures effective, professional guidance in respect of health profiling, together with the immediate and ongoing health needs of each individual child and young person placed in our care.