"Children can build trust with the adults around them. The
staff team is small and they know the children really well. This helps children receive consistent care and build close relationships.
Children are involved in making decisions about the home. They hold meetings to
discuss how to decorate the home and what furniture would look nice. Children pick
the foods they like to eat. This gives children the opportunity to have their say in the
day to day running of the home.
All children attend school or college. The home has good links with the schools
within the organisation. One child has just returned to mainstream education.There
is good communication with school staff who are complimentary about the support
the home offers. This helps children to make progress.
Children are helped to build skills that are suited to their ages. A personal adviser for
one child was complimentary about the life skills the child has developed at the
home. They are confident that the child has been well prepared to live independently.
Arrangements for children moving in and out of the home are carefully considered
and planned. Detailed assessments are completed before children move into the
home. These are further reviewed after children move in to see if there are further
areas of support to consider. This planning and assessment ensure that staff can
meet the child s needs and that children can successfully live together.
Key work sessions are focused and individual to each child. Children have
opportunities to talk about things that are important to them and staff talk about
helpful topics. This helps children have individual time to express their wishes and
Ofsted Inspection - March 2023 - Full report available by request
Balmoral House is registered to provide residential care to three boys aged between 8 and 14. 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.
The primary focus of Balmoral House is to work with younger boys who have experienced multiple previous placement breakdowns and/or childhood trauma and are in need a period of emotional stability and professional intervention. Placement goals are often a phased return to the family home or a family foster placement. In some cases, it is deemed by the professionals with case responsibility that a young person will have their needs better met in a residential placement on a longer-term basis. This may be due to the young person not wishing to make the emotional investment necessary in a foster placement, or that their presenting concerns would be too demanding for a foster carer to manage on a 24/7 basis.
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.
Balmoral House is located close to Margate's popular harbour 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 Balmoral 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.
The home is directly affiliated to both our DfE registered, specialist SEMH 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.