"Staff have created a warm and welcoming space for children to live in. This nurturing environment enables children to make excellent and consistent progress. Staff and professionals described ‘transformational’ change for children. Children who had not been able to sustain stable placements before are thriving. Children who had previously been completely disengaged from education are now engaged and enthusiastic. Children who have severe emotional regulation challenges are building resilience. They are learning to deal with the challenges they face in a constructive and reflective way. Children have been able to develop levels of empathy and trust that were not witnessed by staff and professionals in any setting before."
Ofsted Inspection - April 2019 - Full report available by request
Llee House offers and provides care for children who have emotional, behavioural and mild learning difficulties.
Since early 2014, the home has worked predominantly with younger children with an emphasis on providing a wraparound care that normally includes transitional plans for the children to return home or to move on to longer term fostering environment. In order for outcomes to be successful, staff within our home understand the importance of establishing trusting and respectful relationships, forming a foundation for the young people to move forward. Creating this environment also allows for the young people to explore past experiences and outlining their own understanding of the reasons that they are “children looked after.”
Llee House also welcomes the advice and support of outside professionals in order to support the young people within the home and ultimately assist in positive outcomes which will impact on the young people’s future.
The home aims to provide a caring, nurturing “family” environment. The staff team provide a parental approach to the children with rules and expectations similar to that of a traditional family home. The foundations are established by offering support and encouragement and by working towards developing sound and valuable relationships between the staff members and the young people and enables us to address and meet the young people’s primary/basic needs. This allows for the young people to develop, achieve, feel safe and secure and ultimately flourish.
Creating healthy and positive relationships with the young people allows them to feel supported when expressing their emotions and also gives them the opportunity to understand their own experiences and emotions. The management and staff members understand that all behaviours are a form of communication and that it reflects the thoughts, feelings and needs of our young people. When presenting certain behaviours, relationships between staff and young people will have to be such that the young people will continue to feel safe and cared for irrespective of presenting situations, in addition the relationships between us all also assist in the understanding of how to process and express themselves in a more positive and socially accepted manner.
Achievements for children will be as individual and diverse as their own personalities. Every child placed has different starting points from which to progress and develop within the home. For some children, progression into a fostering environment may be a possible goal, for others a successful transition back to the family environment may be possible and for some older children, preparation planning and transition into independent accommodation may be a realistic achievement and success. Our ultimate goal is that for the time the children/young people remain at Llee House their childhood is a positive experience, that they are happy, safe and have secure childhood in order to be able to maximize their potential and move forward with confidence to determine their own future.
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.