Llee House
- Registered: 2001
- Registered Places: 3
- DfE Education: Yes
- Assessment/Therapy: Yes
- Step Down Placements: Yes
- Staff Ratio: 2:3
Llee House - An 'Outstanding' Children's Home
"Since the last inspection, three children have successfully moved on from the home. This was a planned move to a home where there was more space for them to play. One child has moved into the home in an emergency due to a safeguarding concern. This was quickly arranged by the organisation to reduce the impact on the child during difficult circumstances. The manager made sure that the child had time to prepare and had familiar staff to help them. This meant that the child was helped to understand the reasons for the sudden move and had a sense of stability, with support from trusted people in their new home.
Following the move, staff have provided nurturing, protective care where the child has learned, grown and developed. Consequently, the child has made huge progress from their starting point. Other professionals are very positive about this and staff are immensely proud of the child’s achievements. The child has built confidence in talking to others, made meaningful connections with people in their life and demonstrated their capacity to never give up when faced with personal challenge.
The child has made progress in many areas of their life and has been helped to explore the activities that they most enjoy. For example, the child’s talent for drama is promoted at theatre school. Their performances are widely admired and have been celebrated through awards. The child has lots of fun things to do and has been helped to make and sustain new friendships. In addition, they undertake a work experience placement and hope to get paid employment. These experiences have further built their sense of selfesteem and place in the world.
Staff have helped the child to engage positively in education. When the child has experienced difficulties, staff have been strong advocates for them and supported teaching staff to understand the child’s individual needs and implement positive support strategies. The child has been empowered to choose which course they are most suited to, while also attaining key functional skills. As a result, the child has achieved academically, their attendance is good, and they have a positive experience of education.
The child is supported to explore their identity at a pace that is led by them. When the child has shown curiosity about different identities and genders, they are sensitively helped to learn about the life experiences of others. Staff make sure that the child has the freedom to ask questions without judgement, while ensuring that any information given is appropriate and sensitive to the child’s understanding and background. Consequently, the child feels accepted for who they are, and comfortable in expressing their thoughts and feelings.
Staff meet the child’s health needs in a discreet and measured way,. The child has been helped to learn about their personal hygiene. This means that they have a good understanding of how to look after themselves and are more independent in this area."
Ofsted Inspection - February 2025 - Full report available by request
Residential Care
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.
Education
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.
Assessment & Therapy
Children and young people residing in our care have access to a range of assessment and therapy services including:
- Psychological Assessment
- Psychotherapy
- Systemic Therapy
- Cognitive Behavioural Therapy
- Speech & Language Therapy
- Equine Therapy
- Music Therapy
- Drama Therapy
- Art Therapy
- Play Therapy
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.
Health Support
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.
Statement of Purpose
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