We inspected Borradaile House on 19, 20, 21 and 22 April 2016 and it was an announced inspection.

Borradaile House is a residential unit providing accommodation and care to young adults who attend St John’s School and College. St. John’s is a special educational needs (SEN) school and specialist college that provides education, care and medical therapy to young people aged 7 to 25, who have a wide range of complex learning disabilities, such as autism and related autistic spectrum conditions (ASC) and young people who have special needs resulting from behavioural, emotional and social difficulties (BESD). Borradaile House is based next to the college campus and is a 38 weeks a year service, meaning that people can live at the service only during term time. At the time of our inspection, there were eight people living at the service all of whom were male. Six learners live within the main house, with another two living in a self-contained flat below. The provider has five separate residential locations in the Brighton and Hove area. This report relates to Borradaile House. The provider refers to people using the service as learners, which they will be referred to in this report.

There was a registered manager in post. A registered manager is a person who has registered with the Care Quality Commission to manage the service. Like registered providers, they are ‘registered persons’. Registered persons have legal responsibility for meeting the requirements in the Health and Social Care Act and associated Regulations about how the service is run.

Learners living at Borradaile House were supported with exceptional care, dedication and understanding. Transitions for learners to and from their care setting at college was bespoke and planned thoroughly. For learners with very complex physical or emotional needs a great deal of planning and preparation was involved. By liaising and co-ordinating with relatives, other professionals and authorities, staff and the environment were prepared to reflect each individual learner’s preferences and routines. When changes were needed these were done as quickly as possible, such as recognising group living wasn’t right for one learner, leading to a flat being developed for this learner to have their own space. Staff worked closely and co-operatively through partnership working to make sure learners had access to ongoing support, to remain at college if they wished and to make sure when they moved on the appropriate arrangements had been made for them.

Learner’s experience of their care and support was overwhelmingly positive. They were involved in the planning and reviewing of their care records and were able to direct their care, and were assisted innovatively to learn how to manage their anxieties and emotions. They discussed and shaped the activities they wished to take part in and were listened to. They took part in socially inclusive activities in their local communities and well as at the college. Learners had work experience and work placement opportunities as well as working in college departments. Learners benefitted from new and creative methods of communication and staff worked proactively to help learners to make choices and decisions about their care and lifestyle. Learners were supported to be as independent as possible, taking responsibility for their medicines, and learning new skills.

Outstanding training resources equipped staff with the skills, knowledge and understanding to meet the challenges of supporting learners with diverse and complex needs. They said the learners were “at the centre” of everything they did. Staff were supported to develop individually, to voice concerns which they were confident would be listened to. Bespoke training had been developed to ensure that learners remained safe and had their health and wellbeing protected at all times. Staff were passionate, committed and motivated to make sure the learners journey through college was a positive experie

During our inspection we spoke with two people who used the service. We also spoke with five staff members; these were the registered manager, a care manager, and three care workers. We also took information from other sources to help us understand the views of people who used the service, which included meeting minutes.

The people we spoke with told us they were happy with the care they had received and with the staff team. One person who used the service told us “Yes I like everything literally, the staff are great”. Another person who used the service told us “I do like it here. The staff are nice”. Staff we spoke with referred to people who used the service as ‘learners’ and had a good understanding of their support needs. One member of staff we spoke with told us “The care here is very good. We have a good rapport with the learner’s and they seem fine and happy here”.

Staff we spoke with said that they had undertaken training for safeguarding vulnerable adults and children. We saw robust systems and accessible information in place in respect to safeguarding.

We spoke with three care workers during our inspection and were told that they felt valued and supported, and that their training needs had been met. We also saw that the service had quality assurance systems in place to monitor the quality of the service provided, and to gain the views of the people who used the service.