"Most children who move into this home feel valued and settle quickly. They engage with routines in the home, develop feelings of security and become increasingly able to address their individual challenges. They make progress in understanding their feelings and in developing positive, non-harmful ways of expressing these. They become more able to reflect on their behaviours and to adjust these where needed.
The children engage in their learning and vocational development and make heartening progress. This is achieved with the support of a staff team that prioritises
the children’s education and works closely with teaching staff to support the children’s learning both inside and outside school. Staff are ambitious for children, including how they can succeed in employment in later years; the children
respond to this positive message and plan for their futures.
Children’s feelings of belonging, security and being valued are the consequence of the staff seeking to know and understand the children and being deeply interested in how they can help children make best progress. This is particularly reflected in the records of the regular child-focused team meetings, at which the progress and planning for each child are intricately discussed."
Ofsted Inspection - February 2019 - Full report available by request
Strathaven House provides a nurturing and inviting environment for children that have emotional, behavioural and mild learning difficulties.
We ensure a safe environment in which children may explore past experiences emotionally and physically, with the care and support of dedicated staff and other professionals this enables the children to process and develop emotionally, hopefully coming to terms for their reasoning of being looked after outside the family environment.
The home has, for a number of years, provided care and support for girls exhibiting a wide range of emotional and behavioural issues which, subject to assessment, includes offending behaviour, sexual exploitation and associated risk taking behaviour, drug and alcohol misuse, absconding behaviour , potential mental health difficulties and mild to moderate learning difficulties. Strathaven House prides itself on its ethos of caring and looking after the children in a child centred manner and a broader thinking as to their care.
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 home.
To support developing relationships between the staff team and the children, the meeting of primary needs is paramount. Strong emphasis is put on the role of keyworkers within the home from these relationships the children experience adults who hold them in mind allowing them to grow, develop achieve and flourish.
The management and staff team understand that behaviour is s form of communication and recognise behaviour reflects the thoughts, feeling and needs of our children.
By developing strong relationships and trust, the children are supported to develop and understanding of their emotions and how to communicate and express their emotions and feeling in a healthier way.
The home has a ‘thinking’ culture from which the staff team are supported to develop and understanding of attachment theory through additional support sessions and how this can be put into practice.
Through the relationship staff aim to provide the children with a positive experience of adults and develop the children’s ability to move into adulthood with an experience of being cared about, looked after and kept safe.
Achievements for children will be as individual and diverse as they are and every child placed has different starting points from which to progress and develop within the home. For some children rehabilitation 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. The aim of the home is that the children feel happy, safe and able to maximise their 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.