Lydia Rose Care

On this page

• Overview
• Shared direction and culture
• Capable, compassionate and inclusive leaders
• Freedom to speak up
• Workforce equality, diversity and inclusion
• Governance, management and sustainability
• Partnerships and communities
• Learning, improvement and innovation

Well-led – This means we looked for evidence that service leadership, management and governance assured high-quality, person-centred care; supported learning and innovation; and promoted an open, fair culture. This is the first assessment for this service. This key question has been rated good.

This meant the service was consistently managed and well-led. Leaders and the culture they created promoted high-quality, person-centred care.

This service scored 75 (out of 100) for this area. Find out what we look at when we assess this area and How we calculate these scores.

The provider had a shared vision, strategy and culture. This was based on transparency, equity, equality and human rights, diversity and inclusion, engagement, and understanding challenges and the needs of people and their communities.

Leaders described a clear vision focused on kindness, dignity and supporting people to live good, ordinary lives as part of their local community. Staff demonstrated a shared understanding of these values and how they guided their day‑to‑day practice.

Leaders told us values were reinforced through supervision, team communication and everyday practice, helping staff remain focused on providing fair, inclusive and person‑centred care. The registered manager told us this was about “making sure people get the care they deserve”, and that if any issues arose, they were “addressed promptly.”

One staff member told us, “Everyone works with the same values in mind.”
This showed a shared direction and a positive, person‑centred culture.

Leaders demonstrated the skills, knowledge and experience needed to lead the service effectively. Staff described leaders as approachable, visible and supportive, with a strong understanding of the service and people’s needs.

Leaders told us they were all carers by background, which helped them understand the realities of delivering care and the challenges staff and people may face. They described how this experience supported informed decision‑making, realistic planning and compassionate leadership. Leaders were able to step in to provide care when needed, helping maintain continuity and safe staffing.

Leaders understood the importance of promoting people’s human rights and described how they focused on enabling people with a learning disability to live good, ordinary lives, make choices and be part of their community. One leader told us, “The individual always has control — it’s how they want things done.”

Leaders showed strong insight into staff wellbeing and described how they proactively offered individualised support, recognising when staff were struggling and responding early. The registered manager told us, “You can tell when someone’s struggling — that’s when they need support.” Flexible working arrangements were used to help staff balance personal circumstances and remain well and motivated.

Staff consistently told us they felt valued and supported. One staff member told us, “Management are supportive and easy to talk to.”

Supervisions and staff meetings were used to reflect on practice, share learning and support staff development.

The provider fostered a positive culture where people felt they could speak up and their voice would be heard. Staff told us they felt confident to raise concerns, share ideas and speak openly with managers. They said leaders listened and acted on feedback. One staff member told us, “I feel comfortable saying if something isn’t right.”

Leaders described a no‑blame culture where staff were encouraged to speak up and seek support. The registered manager us staff could “text, call or come into the office about any issue, big or small.”

A family member of a person with a learning disability told us they felt listened to and supported, and that their views influenced how care was delivered. They said this helped their relative develop skills, enjoy new experiences and live the life they chose.

This demonstrated a culture where staff, people and their representatives felt safe to speak up and influence care.

The provider valued diversity in their workforce. They worked towards an inclusive and fair culture by improving equality and equity for people who worked for them.

Leaders promoted a fair, respectful and inclusive working environment. Staff told us they felt treated equally and supported regardless of their background or personal circumstances.

Leaders described how they recognised individual needs within the workforce and adjusted support accordingly, including flexible working arrangements. One leader told us, “We tailor training for each person — everyone’s situation is different.”

Staff felt listened to and respected. One staff member told us, “I feel respected and supported in my role.”
This inclusive approach helped staff feel confident and supported to provide consistent, person‑centred care.

The provider had clear responsibilities, roles, systems of accountability and good governance. They used these to manage and deliver good quality, sustainable care, treatment and support. They acted on the best information about risk, performance and outcomes, and shared this securely with others when appropriate.

Leaders had governance systems in place to monitor quality and safety, including audits, reviews and action plans. Learning from incidents and concerns was discussed promptly and shared with staff. The registered manager told us, “If something keeps coming up, we look at it straight away and make sure the learning is shared.”

Leaders recognised the importance of strong oversight and described how protected, office‑based time had been introduced to strengthen auditing activity and quality monitoring. This helped ensure learning was followed through and risks were managed consistently.

Leaders described how their governance arrangements supported a model of care aligned with current best‑practice guidance. They told us this helped ensure care was built around people’s choices and lives, rather than people having to change to fit the service. This supported sustainable, safe and person‑centred care delivery.

The provider understood their duty to collaborate and work in partnership, so services worked seamlessly for people. They shared information and learning with partners and collaborated for improvement. Leaders described strong working relationships with health and community professionals, including district nurses, physiotherapists and GPs. They told us feedback from partners was actively welcomed and used to reflect on practice. The registered manager told us, “The best way to know how things are going is to go out and talk to people and listen to feedback from professionals involved in their care.”

Leaders also described when a person had sadly left the service to move into residential care, how they maintained contact with the person’s family. They told us positive feedback and compliments were received about the care provided during the person’s time with the service, which they used as learning and reassurance about the quality of care delivered.

Staff told us they worked well with other professionals involved in people’s care, helping ensure continuity and coordinated support. This partnership working supported people to remain involved in their local communities wherever possible.

The provider focused on continuous learning, innovation and improvement across the organisation and local system. They encouraged creative ways of delivering equality of experience, outcome and quality of life for people. They actively contributed to safe, effective practice and research.

The service demonstrated a strong commitment to learning and continuous improvement. Leaders described how learning from incidents, audits and external feedback was acted on promptly and used to strengthen practice. For example, learning from a recent external quality assessment had led to improvements in how consent to care was discussed and recorded, with consent information strengthened within the service’s welcome process. Leaders told us this helped ensure people’s rights were clearly understood from the outset.

Learning was shared openly with staff through supervisions, meetings and day‑to‑day communication. A staff member told us, “Changes are shared so we can keep improving.” This reflected a positive learning culture that supported safe, consistent and person‑centred care.